CALL FOR CHAPTERS & REFLECTIONS
Ideating Pedagogy in Troubled Times:
Approaches to Identity, Theory, Teaching, and Research
Curriculum & Pedagogy Group 2019 Edited Collection
The Curriculum and Pedagogy group invites submissions for possible publication in the upcoming peer-reviewed edited collection in their series with Information Age Press, titled Ideating Pedagogy in Troubled Times: Approaches to Identity, Theory, Teaching, and Research. This volume seeks to think through and beyond traditional notions of teaching as a form of activism, and to consider how “activist voices” may emerge through curriculum and pedagogy writ large. We see the book as ideating on - both taking up and seeking to extend - the interbraided values from the Curriculum and Pedagogy group’s espoused mission and vision, collocating activist ideologies, theoretical traditions, and practical orientations as a means of productively responding to the increasingly dire social moment. The current political climate provides both challenges and opportunities to curriculum studies scholars as we ideate on a future direction of our field. These troubled times force us to think critically about our scholarship and pedagogy and our influence on educational practice. As critical curriculum researchers and pedagogues, our ethical imperative is to advance social justice through teaching and learning, without compromising our professional positions within a mainstream value system that favors privileged racial, economic, gender, sexuality, and ability groups (among others).
This book’s submissions are not limited to papers presented at the annual Curriculum and Pedagogy conference. 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, and is open to a variety of formats including poetry, prose, art, images, lyrics, as well as more traditionally academic chapters. We are looking to include submissions that ideate on conceptualizations of activist ideologies in identity, theory, teaching, and research in curriculum studies, and how these conceptualizations are informed by one’s location, theoretical perspective, and engagement with this work during troubled times. As an organization, the Curriculum and Pedagogy group has existed for 19 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 http://www.curriculumandpedagogy.org
For this collection, we invite two types of submissions: reflections and chapters:
● Reflections are short submissions (under 2000 words) that need not follow the conventions of academic prose or approach, to include arts-based, non-prosaic, or other representational forms suitable for book publication. Reflections that are made in forms that cannot be represented in a book, but might be hosted on a Web page will also be considered. Reflections will be reviewed by the editorial team and should be submitted for consideration by March 25th.
● Chapters are longer submissions (5000 words) including alternative formats from workers/teachers/scholars/activists/artists. Chapters will undergo blinded peer review, 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 2019CP.Book@gmail.com
There will be two rounds in the chapter acceptance process: abstract submissions and then full-length submissions. Accepted abstract submissions will move on to the next round of review (blinded peer review), and authors at that stage will be invited to submit full-length pieces. As such, please note that acceptance at the abstract stage does not confirm acceptance in the final collection.
● Deadline for 150-word abstract/intent of proposed submission: February 1st, 2019
● Editorial decisions on abstracts sent on or around February 11th, 2019
● Deadline for invited full length Chapters: March 25th, 2019
● Deadline for Reflection pieces (no abstract review required): March 25th, 2019
● Peer review feedback and decisions by April 29th, 2019
● Revised/final Submissions due May 20th, 2019
Shalin Lena Raye, Stephanie Masta, Sarah Taylor Cook, & Jake Burdick, Eds.
The Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. Accordingly, the mission of this series is to advance scholarship that engages critical dispositions towards curriculum and instruction, educational empowerment, individual and collectivized agency, and social justice.
The purpose of the series is to create and nurture democratic spaces in education, an aspect of educational thought that is frequently lacking in the extant literature, often jettisoned via efforts to de-politicize the study of education. Rather than ignore these conversations, this series offers the capacity for educational renewal and social change through scholarly research, arts-based projects, social action, academic enrichment, and community engagement. Authors will evidence their commitment to the principles of democracy, transparency, agency, multicultural inclusion, ethnic diversity, gender and sexuality equity, economic justice, and international cooperation. Furthermore, these authors will contribute to the development of deeper critical insights into the historical, political, aesthetic, cultural, and institutional subtexts and contexts of curriculum that impact educational practices. Believing that curriculum studies and the ethical conduct that is congruent with such studies must become part of the fabric of public life and classroom practices, this book series brings together prose, poetry, and visual artistry from teachers, professors, graduate students, early childhood leaders, school administrators, curriculum workers and planners, museum and agency directors, curators, artists, and various under-represented groups in projects that interrogate curriculum and pedagogical theories.