Making A Spectacle

Examining Curriculum/Pedagogy as Recovery From Political Trauma

Edited by:

A volume in the series: Curriculum and Pedagogy. Editor(s): The Curriculum and Pedagogy Group.

Call for Chapters and Reflections/Perspectives

Curriculum & Pedagogy Group 2020 Edited Collection
12th Annual

The Curriculum and Pedagogy Group invites submissions to be considered for publication in the upcoming peer-reviewed collection titled Making a Spectacle: Examining Curriculum/Pedagogy as Recovery from Political Trauma. This will be an edited collection in the Curriculum and Pedagogy Group’s series with Information Age Press. This book’s submissions are not limited to papers presented at the annual Curriculum and Pedagogy conferences. As a means to both extend the organization’s horizon beyond the annual event, and to address the ever-rising need for critical, creative educational inquiry, practice, and theorizing, this edition invites submissions from across the field in a variety of formats.

We envision this edited book as an opportunity to confront some of the politically shameful situations affecting educational environments - homes, neighborhoods, enclaves, regions (the South), etc. In addition, this book will allow those who are studying curriculum and pedagogy to consider places of healing and recovery, such as Gay-Straight Alliances (GSAs), as well as places of shame (immigrant detention centers, desecrated cemeteries) where student bodies travel, rest, recover from pain or remain. Our aim is to showcase critical perspectives that engage with diverse narratives of trauma, in the political sense. Political trauma refers to the “inability of marginalized groups to use the social and cultural resources of a society in order to protect themselves from the effects of chronic trauma” (Alford, 2016). This political sense of trauma avoids the reduction of trauma to an individual’s psychic response. In other words, we do not wish to further pathologize students and educators or steal their pain (Razack, 2007).

Our centering of political trauma does not preclude the combined study of, for instance, socio-political or historical traumas associated with violence and the collective efforts of reparative curriculum/pedagogy (Tarc, 2011), as vehicles forwarding transitional justice. Some of the questions we anticipate a diverse set of authors to engage with may include:

● How are educators learning to interact with one another, students and their families and communities today, while facing increased mass school shootings, feeling forms of stress associated with climate change, and confronting the rise of White nationalism?

● What curricular and pedagogical geographies are educators and students afforded through which to process their emotional responses to ecological or political activities witnessed in schools and their surrounding areas?

● How are educators/students informed about refugee status, mobilities, and rights?

● How are technologies aiding community development or recovery in/around schools?

We are committed to ensuring that artistic and creative renderings of curriculum and pedagogy are reflected in this issue and work that attends to geographies of mobility and emotion (Zembylas, 2008, 2014), physical and social movements, and intersectional analyses of local, migrational, and transnational border-crossings. For this collection, we invite two types of submissions: reflections/perspectives and chapters.

● Reflections/perspectives are short submissions (up to 2000 words). They need not follow the conventions of academic prose or approach. Reflections/perspectives may include, for instance, poetry, prose, art, images, lyrics, as well as more non-prosaic, or other representational forms suitable for book publication (printed in black and white) or suitable for Web publication (displayed in color). Reflections/perspectives will be reviewed by the editorial team and should be submitted for consideration by January 15th, 2020.

● Chapters are longer submissions (up to 5000 words) including alternative formats from educators/scholars/activists/artists. Chapters will undergo a double-blind peer-review process, and we ask that prospective authors send a 150-word abstract for the first round of reviews. Abstracts (and all subsequent submissions) should be blinded, and authors should include a separate cover sheet that details authors’ names, affiliations, and other relevant information. Manuscripts should follow the APA style for references and bibliography. Chapter submissions follow the schedule listed below.

All submissions and relevant inquiries should be sent to

There will be two rounds in the chapter acceptance process: abstract submissions and then full-length chapter submissions. Accepted abstracts will be invited to submit full-length chapters. Chapters will undergo a double-blind peer-review process. Acceptance at the abstract stage does not confirm acceptance in the final collection.

● Deadline for submissions chapter abstracts or reflections/perspectives January 15th, 2020

● Editorial decisions on chapter abstracts sent on or around February 11th, 2020

● Deadline for invited full-length chapters March 20th, 2020

● Peer review feedback and decisions on chapters and reflections/perspectives April 15th, 2020

● Revised/final submissions due May 8th, 2020

As an organization, the Curriculum and Pedagogy group has existed for 20 years, and over that time, members have striven to influence curriculum work toward just ends at the public, policy, and practical levels. For more information about the organization and its overarching purposes, please see


Megan Ruby, Michelle Angelo Dantas Rocha, Mark Hickey, Vonzell Agosto, Eds.
Curriculum and Pedagogy Series Editor, James Jupp
Curriculum and Pedagogy Group