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Teaching Through Turmoil

Re-learning, Re-teaching, and Re-imagining History and Social Science

Edited by:
Dean P. Vesperman, University of Wisconsin

A volume in the series: Social Science Education Consortium Book Series. Editor(s): Gregory L. Samuels, The University of Montevallo. Amy Samuels, The University of Montevallo.

Call for Chapter Proposals

Social Science Education Consortium is soliciting chapter proposals for an edited volume tentatively titled Teaching Through Turmoil: Re-learning, Re-teaching, and Re-imagining History and Social Science. Chapter proposals can be practitioner-oriented (content or pedagogy), research-based, literature reviews, or historical analysis.

Overview
It is difficult to argue that the social sciences are not in a period of transition. With the events of the last two years, due to the COVID-19 pandemic and the continued struggle for civil rights and calls to address systemic racism, we saw a major paradigm shift in how the social sciences were taught and learned. Ladson-Billings (2020) called on educators to reimagine education and contest the notion of “return to normal.” Additionally, Greene argued, “To commit to imagining is to commit to looking beyond the given, beyond what appears unchangeable. It is a way of warding off the apathy and the feelings of futility that are the greatest obstacles to any sort of learning and, surely, to education for freedom” (as cited in Love, 2019, p.102). In the current highly polarized context, where we see multiple competing narratives, rather than promoting a “return to normal” or “business-as-usual” approach, we should reflect on the experiences of the last two years, as well as draw on what we have learned from history and the social sciences. We should ask ourselves how we might interrogate and inform current challenges to foster innovation, build solidarity, and re-imagine the teaching and learning of history and the social sciences.

This volume seeks to explore how educators and researchers have (a) attended to and proactively addressed existing challenges and inequities in teaching history and social sciences; (b) adapted teaching practices to prioritize the interests of students and families with fewer resources; (c) re-imagined the teaching of history and the social sciences toward diversity, inclusion, equity, and justice; (d) resisted calls to limit the academic freedom of history and social science educators; and (e) re-learned and re-examined historical narratives of the past and applied them to today. We invite work that highlights considerations and strategies for diversity and inclusion, encourages reflection, reimagines educational spaces, and inspires calls for action.

We are soliciting chapter proposals in the form of an approximately 500-word abstract and working bibliography for an edited book tentatively titled Teaching Through Turmoil: Re-learning, Re-teaching, and Re-imagining History and Social Science

Due Date
Interested authors should submit a 500-word abstract and working bibliography of the proposed chapter by August 15, 2021 to Dean P. Vesperman et al. at dean.vesperman@uwrf.edu

Editors will notify potential authors by September 15, 2021 regarding chapter acceptance.

Chapter Submission Procedures
If a proposed chapter is accepted, editors will adhere to the tentative dates and submission procedures.

1. Author(s) submit completed chapter by December 1, 2021 to Vesperman et al. at dean.vesperman@uwrf.edu via a Microsoft Word email attachment.

2. Submissions should include an abstract and adhere to the 7th edition APA guidelines.

3. Chapters should include a brief – no more than 100 word – author’s bio (for each author).

4. Submissions should also include a cover page with author’s name(s), affiliation(s), email(s), and phone number(s).

5. Notification of critical commentary and needed revisions will be sent by editors to author(s) by February 1, 2022.

6. Revised chapters, that have addressed all necessary revisions, will be due to the editors by March 15, 2022. If additional revisions are required, the final revised chapter will be due to the editors no later than May 1, 2022.

7. Chapters should be at least 15 pages (minimum) and 20 pages (maximum) in length, double-spaced in Times New Roman 12-point font (not including references).

8. Tables may be included, but the presentation should be as simple as possible. A table that is long, but has few columns, is preferred to a wider table with many columns. A summary of the findings in a table should be discussed in the text. Author(s) should group all tables together at the end of the chapter manuscript and cite tables formally in text using consecutive numbers (e.g., see Table 1) and not “see table below”.

9. Pictures and other graphics can be included as needed. Photos should be submitted at 300 dpi and must be saved as TIF files. Line art should be submitted at 600-1200 dpi.

10. Information Age Publishing (IAP) will require authors to complete chapter agreement and publication agreement forms and these forms will be distributed to authors during the revision process.

11. We are aiming for publication in Summer 2022.

Review Process
All completed chapters will go through a double-blind peer review process. If the reviewers and/or editors find the chapter is not consistent with the highest standards of academic scholarship, the editors reserve the right to remove the chapter from the completed book submission.

Proposed Timeline
● July 1, 2021 – Call for Chapter Proposals Issued
● August 15, 2021 – Chapter Proposals due to Vesperman et al.
● September 15, 2021 – Authors Notified of Status of Proposal
● December 1, 2021 – Chapters Submitted to Vesperman et al.
● December 1, 2021-February 1, 2022 - Double-Blind Peer Review of Chapters by SSEC Editorial Board
● February 1-March 15, 2022 – Authors Edit Chapters Based on Feedback and Submit Revised Chapter to Vesperman et al.
● March 15-April 15, 2022 – Editors Review Revised Chapters and Provide Additional Feedback to Authors (if necessary)
● April 15-May 1, 2022 - Final Revisions Completed by Authors and Submitted to Editors
● May 15, 2022 - Book submitted by Vesperman et al. to IAP

References
Ladson-Billings, G. (2020, June 30). Building Culturally Relevant Schools Post-Pandemic. PBS Wisconsin: Education. https://pbswisconsineducation.org/events/

Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.

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