Thursday, April 18, 2024

Call for Book Chapters- Social Work and Social Change: Education, Research and Practice (Springer)


Social work as human service-based profession has a long and rich history of being intricately linked to social change. From early reformers advocating for better living conditions to contemporary practitioners working for poverty, inequality, racial justice, crime, drug addiction and so on, the profession has consistently strived to create a more equitable society. This edited book aims to explore the complex relationship between social work and social change, exploring how the profession contributes to positive societal transformations and how the concept of social change itself is understood within the social work field. Social work, at its core, is a profession dedicated to promoting social justice and fostering positive societal transformations. While social work is inherently tied to the pursuit of social justice and equity, little is known about the specific mechanisms through which the profession actively contributes to social change. This book seeks to bridge this gap by offering a comprehensive exploration of the multifaceted ways in which social work education, practice, and research intersect with and contribute to broader processes of social transformation. Furthermore, this proposed volume explores the intricate and dynamic relationship between social work and social change, focusing on the critical roles of education, practice, and research in driving meaningful progress. We will explore how these three pillars work together to equip social workers with the knowledge, skills, and evidence-based practices necessary to be effective change agents. 

The contribution in this volume should be in position to explore the following questions:    

  • How is the concept of social change itself conceptualized within social work broadly and particularly in its different specializations (e.g., child welfare, gerontology, mental health, social justice social policy, community organizing etc.)? 
  • How does social work education, research and practice contribute to social change at micro, macro and meso levels?
  • What are the various frameworks and approaches used by social workers to promote social change?
  • How do issues of power, oppression, and social justice influence social work's role in social change? 
  • How can social work better measure and document its impact on social change efforts?
  • How do global and technological advancements influence the ways social workers approach and achieve social change? 

We invite social work educators, scholars, practitioners, and researchers engaged in social work and social change to submit chapters that address the central themes outlined above. Contributions can be theoretical, empirical, research-based or practice-oriented, offering diverse perspectives on how each area (education, practice, research) contributes to social change within the social work. We aim to include 15 chapters (maximum) for this proposed volume. 

Contact Information

Dr. Koustab Majumdar, email-

Contact Email:

Thursday, April 11, 2024

Call for papers #Queer Cold Wars: Deconstructing Bipolar Visions of #Gender and #Sexuality

Editors: Tatiana Klepikova (University of Regensburg), Maryna Shevtsova (KU Leuven),
Emil Edenborg (University of Stockholm)

In the twenty-first century, “LGBTQ+” has emerged as a key discursive cornerstone to signal alliances and oppositions and underpin broader geopolitical claims in the international arena. From the US War on Terror, backed by the rhetoric that Jasbir Puar defines as “homonationalism” (Puar 2013) or the EU’s use of LGBTQ+ issues in enlargement processes (Shevtsova 2020; Slootmaeckers 2017) to bans on displaying “abnormal sexual relationships and behaviors” on television in China, the declaration of the “international LGBT movement” an extremist organization in Russia, or police raids in gay clubs in Venezuela, there has emerged a picture of a world allegedly firmly divided into two camps—of states supporting LGBTQ+ rights and ones vehemently opposing them. This binary has often been theorized through the opposition of “homonationalism” vs. “heteronationalism” (see, e.g., Renkin & Trofimov 2023), and its most recent visceral manifestation is Russia’s invasion into Ukraine under the banner of fighting for “traditional values” (see, e.g., Kratochvíl & O’Sullivan 2023). Additional binaries such as Christianity vs. Islam, West vs. “the rest,” and democracy vs. autocracy have often also underpinned this framing.

Yet, how do we reconcile such binary frameworks with facts such as, for instance, a growing sexual and gender diversity within religious institutions in the uncompromisingly Catholic Argentina, Colombia, and Mexico, where queer priest:esses have been increasingly appointed as heads of parishes or churches (Bárcenas Barajas 2014; Córdova Quero 2018)? Or with the hosting of events like the Queer Art Festival in Azerbaijan—the country consistently ranked as “the worst in Europe in terms of LGBTQ+ rights” by ILGA Europe (Safarova 2021; ILGA-Europe 2023)? At the same time, signals of conservative developments come from regions firmly seen as the “pro-LGBTQ+ camp”—the introduction of “LGBT-free zones” in Poland (Ploszka 2023), a ban on gender studies in Hungary (Pető 2021), decidedly homophobic claims by the German AfD (Doer 2021), or the denial of gender affirmation to trans-individuals in Florida (Human Rights Campaign 2023). Set alongside each other, these practices decidedly call for a more nuanced approach to the idea of a bipolar world.

The proposed edited volume seeks to deconstruct an alleged bipolarity in international relations and explore the entanglements and slippages between homonationalism and political homophobia as two global forms of ideological and cultural domination. Our reference to and modification of the historical Cold War is intentional. As this concept emphasizes international political competition, tension, and proxy conflicts between two adversary camps, scholars have debunked the myth of their monolithic and dichotomic nature by revealing both the plurality within them and the porosity of boundaries “separating” them (e.g., Klepikova & Raabe 2020). In theorizing the contemporary “queer Cold Wars,” the proposed edited volume attends to such pluralities of actors and political systems that are never uniform or fully aligned in their goals, seeking to explore the roles of states, supranational organizations, transnational movements, and local and global communities. It also advocates for examining the role of the globalized economy and the spreading of neoliberal capitalism as a vehicle for transporting and adopting (and adapting) ideas of homonationalism and political homophobia (think here, for example, of Rahul Rao’s concept of “homocapitalism”; Rao 2015). Finally, it recognizes the alignment of these new “Cold Wars” with the arrival of the era of digital cultures and interrogates the role of digital infrastructures and networks in troubling the alleged binaries.

We welcome papers that seek to trouble binary geopolitical visions of sexuality and gender from the following perspectives and beyond:

  • religion (organized faith, economics of belief, etc.)
  • economic perspectives (humanitarian aid, homocapitalism, etc.)
  • education (schooling, ban on sex education, “protection of minors” discourse)
  • research (challenges to queer research globally, bans of research institutions, ethics of transgressing boundaries of the global West/South/East divides)
  • healthcare (regulations, adoption of ICD-11)
  • media (representations, global cultures of queerness, streaming platforms as vehicles of queerness)
  • culture (literature, film, arts; infrastructures of queerness – festivals, etc.)
  • memory politics (museification; showcasing of national and/or transnational queer histories)
  • mobility (sex tourism, asylum seeking, etc.)
  • digital cultures (networked homophobia; digital activism, etc.)

Contributions from all Social Sciences and Humanities disciplines are welcome (Political Science, Social Science, History, Economics, Cultural Studies, Gender and Sexuality Studies, Religion Studies, Media Studies, Memory Studies, Education Science, Medical Humanities, etc.)

Timeline and Requirements: Please submit a 500-word abstract and a short bio (one PDF) by May 31, 2024 (to;;

In case of acceptance (communicated by late June), a 4000-word extended draft should be submitted by October 11, 2024. The editors are currently seeking funding to workshop extended drafts among contributors—should this funding be granted, the workshop will take place on October 28–29, 2024 in Leuven, Belgium.

Full papers (up to 7,000–8,000 words, incl. footnotes and references) will be due by February 1, 2025. All contributions will undergo a rigorous peer review before publication. Editors are also securing funding to publish the edited volume in open access. They will submit a proposal to an international publisher following the selection of abstracts submitted in response to the call for papers.

Contact Information

Editors: Tatiana Klepikova (University of Regensburg), Maryna Shevtsova (KU Leuven),
Emil Edenborg (University of Stockholm)

Contact Email

Call for papers: "History and Memory: Epistemological Reinterpretation of #Africa's #Past in a #Post_Colonial Context" -Práticas da História: Journal on #Theory, #Historiography and Uses of the Past (#SCOPUS, Open Access)

 Call for papers for Práticas da História: Journal on Theory, Historiography and Uses of the Past (SCOPUS, Open Access)


Theme: History and Memory: Epistemological Reinterpretation of Africa's Past in a Post-Colonial Context

Editors: João Pedro Lourenço (Instituto Superior de Ciências da Educação de Luanda), Maria da Conceição Neto (Universidade Agostinho Neto)


The extraordinary advances in historiography on Africa and in Africa in the 60s and 70s of the twentieth century, running parallel to the contestation and end of colonial empires, were not accompanied by an equivalent pace of transformation in the teaching of history in African countries, in terms of theories, methods and organization of content to be transmitted. After several decades, the distance remains between the "decolonizing" effort in historiography, with some success, and the way history is taught to young Africans, still reflecting a Eurocentric vision of the history of humankind, whether in periodization or in selection of the most relevant themes. In general, the history of Africa continues to be studied in a fragmented way, with little emphasis on its connections with world history, in which it only appears fully integrated with (as a result of) European expansion and subsequent colonization. Despite the now classic reference to the continent as the "cradle of humankind", there are still narratives that do not take into account the temporal depth of African history, its ancient relationships with other spaces and the diversity of historical situations before, during and after European colonial exploitation. Inadequate and Eurocentric periodizations also prevail, whether for world history (the already much criticized division of the four "Ages") or for the history of Africa (a "pre-colonial period" for millennia of history). UNESCO's commendable efforts were important but insufficient to overcome Africa´s external dependence (mostly from former colonizing countries) in terms of the production of didactic content and means of teaching history, from basic to university level.

It is important to better understand what is happening in different African countries, at the level of the Academy but also in other spaces where social memory and history confront each other, and how political, ideological, economic and linguistic factors interfere in those situations. In the case of the former Portuguese colonies, which will soon celebrate 50 years of independence, there are additional factors, such as the later end of colonial rule and the delay in historiography about Africa that occurred until recent decades, both in Portugal and in Brazil. Despite current progress, most of the bibliography essential for the study of world history, and of the African continent in particular, is not available in Portuguese.

This special issue of Práticas da História is interested in receiving contributions, referring to colonial and post-colonial African contexts, that explore, question and/or reflect on aspects such as:

- The (im)possibility of epistemological autonomy of African Universities: debates and concerns around History Courses, Curricula and Programs.

- The relationship between historical discourse validated by scientific institutions and other forms of social and collective memory, generally ignored in educational institutions, despite their social importance.

- The way in which memory, history and contemporary policies of African national states intersect in spaces of debate and knowledge production, on the continent and beyond.

- The penetration and impact on the historiography of digital humanities - and the possibilities and difficulties, in the African context, of articulating the teaching of History with the world of digital information.

- The place and contribution of historiography and the teaching of History in the construction of memory in Africa, considering the multiple relationships between the constructions of historiographical discourses, public spaces and the public sphere.

- Policies for the construction of archives, public libraries and other infrastructures, as well as the constitution, dissemination and access of funds and collections, a condition for democratic processes in the construction of public memories.

- The relationships between African historiography and Africanist historiography - networks, internationalism, issues of power, publishing markets and their impacts.

- The construction and teaching of "national histories" in the face of the risk of teleological and anachronistic interpretations, projecting current borders into the past.

- The use of the past (known, imagined, manipulated) by different social actors (political parties, unions, churches, groups and social movements, individuals and collectives of citizens or others) as a place of confrontation, contradiction and legitimation.


Proposals (maximum 500 words) must be sent by 31 July to, accompanied by a short biographical note from the author(s). Your acceptance or refusal will be communicated by 10 September. Articles from accepted proposals must be submitted by 15 December. Contributions are accepted in Portuguese, English, Spanish and French.


Contact Email

Monday, April 8, 2024

Call for Proposals for Special Issue -Interdisciplinary Humanities -Designing Our Future: Humanities-Centered Teaching, Learning, and Thinking in the 21st Century

 Special Issue Description

What does the future hold for the humanities? Now, perhaps more than ever, the humanities have the opportunity and the urgency to innovate and adapt to the shifting dimensions of the twenty-first century. The humanities provide valuable habits of minds and skills that prepare students for their professional and personal lives. They teach us about the human condition: how we relate to each other; how we understand and work with differing perspectives; how we express ourselves; how we act ethically; and, how we better come to know ourselves. The disciplined university has traditionally organized the humanities within majors, minors, certificates, and general education courses. This structure creates silos where subjects are taught within a particular discipline with an occasional slippage into other disciplines. With the increasing corporatization of the university and the shrinking of higher education, the humanities have become subject to market forces and student demand, positioning academics to continually demonstrate the “value” of their program, degree, or course.


To push against this rigid structure, some colleges and universities are being creative and innovative with the humanities. Some are trying to infuse the humanities in places where traditionally they have been absent, and some are reconceptualizing and repackaging them. For example, how do the humanities give us a roadmap to determine the ethical boundaries of the non-human, cyborgian networks of knowledge generated by artificial intelligence? Or, how does the growing emphasis on incorporating multidisciplinary “real-world” problem-solving in general education courses demonstrate the necessity of humanities thinking? 


Thus, this special issue which aims to highlight the strategies and unique ways in which we are adapting and responding to the shifts in higher education. What we note is rather than a focus on disciplinary content, we see an emerging emphasis on humanities thinking and its “real-world” application. We have obstacles to confront and many possibilities before us. For example, the pandemic has shown that higher education can pivot quickly, and with those changes, many of us are seeing the speed of change continue to increase amidst the challenges colleges and universities face. Do we continue to operate within and make small changes to the siloed structures that have defined the American university? Or can we imagine new configurations and ways of thinking about our disciplines, courses, and pedagogies that empower us to design our futures?  


Accordingly, we invite scholars to contribute essays that engage with the following questions: 

  • How do we center the humanities in interdisciplinary work through meaningful and productive collaborations?
  • How do we design humanities courses or programs that generate student interest and demonstrate their value?
  • How do we survive the shrinking of higher education amidst an unknown future?
  • In what ways can the humanities be positioned as central to institutions’ strategic priorities?
  • How can we capitalize on higher education’s emphasis on experiential learning and career preparedness to strengthen our offerings?
  • How can innovative pedagogies inform new approaches to the humanities?
  • How can online learning be leveraged to extend the reach of what the humanities tell us how to relate to another?
  • How does the growth of generative AI impact humanities education in productive, innovative ways?
  • What are institutions’ creative responses to the obstacles of interdisciplinarity?
  • How do we prepare graduate students for a higher education landscape that is unlikely to provide them with full-time employment in academia?
  • How are community colleges drawing connections between the humanities and workforce readiness? 


Proposal Submission Guidelines and Process

Submit essay proposals to by Friday, April 26, 2024, including the following information: 

  • Proposed essay title
  • Abstract of 250 words 
  • Name(s) of author(s) and academic affiliation(s)
  • Brief bio(s) (100 words of less) of author(s)


Essay Guidelines

Essays will meet the following norms:

  • 5,000 to 7,000 words (including notes) 
  • double spaced, 12-points Times New Roman font, 1” fully-justified margins
  • adheres to latest version of The Chicago Manual of Style
  • Endnotes only (notes should show full citations followed by shortened citations for the same sources; single-spaced and 10-points Times New Roman font))
  • no bibliography
  • quotes over three lines in length need to be in a free-standing block of text with no quotation marks, indented on the left side of the block, and starting the quotation on a new line, with the entire quote indented 1/2 inch from the left margin while maintaining double-spacing;
  • permissions to reprint images and illustrations, if any, are the responsibility of the author and should be arranged for and paid before submitting the article;
  • sent electronically in MS Word file to editors


Important Dates and Timeline

  • Essay proposals deadline: Friday, April 26, 2024
  • Notification of accepted essay proposals: Friday, May 10, 2024
  • Completed essay deadline: Friday, September 20, 2024
  • Anticipated publication: Spring/Summer 2025



Essay proposals will be evaluated on relevance to topic, originality, and clarity. Essay drafts will undergo a double-blind peer review process where reviewers will evaluate originality, clarity, and documentation, and scholarly contribution to decide if the essay is suitable for publication, in need of revision, or not publishable.  


About the Journal
We encourage you to take a look at past issues here to familiarize yourself with the journal and the published works. Per HERA’s website, “The Humanities Education and Research Association's Scholarly Journal: Interdisciplinary Humanities is a refereed scholarly journal, published three times a year. The journal accepts articles that deal with ‘any learning activities with content that draws upon human cultural heritage, uses methods that derive from the humanistic disciplines, and has a purpose that is concerned with human values.’ Articles dealing with the interdisciplinary humanities or humanities education at all levels (K-12, college, and adult learning) are welcome, as are creative works of poetry, fiction and non-fiction that reflect the journal's interests and the themes of specific issues.” 

Contact Information


Katy Hanggi, Chair & Associate Professor, Dept. of Focused Inquiry, Virginia Commonwealth University

Julianna Grabianowski, Assistant Professor of Business, Doane University

Jared List, Associate Professor of Spanish, Doane University

Contact Email

Wednesday, April 3, 2024

Call for Chapters for Book on Indigenous Women by Indigenous Women

 This is a special call to submit a chapter for our book collection


We seek chapter proposals on the topic of Indigenous Women’s Research. The book positions our voices as central to engagements with Indigenous community life and to dismantling the research paradigms and practices that have not served us as Indigenous women.


We see questions of “voice” as vital issues of political articulation, creatively and wisely expressed in personal, collective and symbolic terms. We write for and with the Indigenous women we work alongside in the diverse fields we occupy. We believe in making our positions and perspectives – across gender, race, ethnicity, class, cultural, social, religious and relational contexts – more nuanced, accessible and expressive to the wider community of Indigenous women in the Global South. We dream of a defining moment when we can speak about who we are in the world for ourselves and with the Indigenous women around the world who inspire, challenge and move us.


This dream and aspiration – to present our voices for ourselves and with each other – sits at the heart of this proposed book collection on Indigenous women researching and reflecting on our most significant milestones and work to date. We embrace the idea of writing for and with each other as a collective voice contributing to the transformational, gendered and decolonising work urgently necessary at this point in history. In doing so, our focus is to flip the script, to forge new pathways for knowledge production and sharing that centre our voices and amplify our authentic narratives.


The way we can afford to do this meaningfully is to do so together through critical reflection, inclusivity and care.


Our book, titled Rematriation: Indigenous Women on Indigenous Women, provides a pragmatic context for our work to be understood across the spheres of the academy, community and everyday life. We write with community women in mind to engage Indigenous struggles, stories and circumstance. This is a call to ground our work as Indigenous women within the modes of engagement, exploration and agency that matter to us as Indigenous women, to oppose, criticise and challenge dominant notions of who we are, how we work and what we want to achieve. 


We are interested in chapter proposals that explore how our research opens up the field for other Indigenous women. How does our work create impacts for and with community women? Why should we care and how do we care?


Our goal is to bring new perspectives to understandings of community work from Indigenous worldviews – whether you are part of community, working at the nexus of the academy, activism and community, working at the coalface of land, water, environmental, educational, values- and rights- based or social justice concerns.


The land is life and law. We see spirit in all things. Indigenous wisdom is grounded in a myriad of complex and reciprocal interactions with community, the land, sea and sky. We have much to learn from each other and much to share.


What forms of Indigenous wisdom inspire us? What new work do we bring to the world? What new or old wisdoms do we wish to enshrine, where and how? What do we stand for and how do we stand with and as Indigenous women? Who are we?


This call invites you to respond to such questions just as much as it is an opportunity to pay homage to our ancestral and matrilineal connections. We aspire to build respect and acknowledgement across our communities, disciplines and fields of research as Indigenous women.


Rematriation means returning to the nurturing principles of Mother Earth, honouring the interconnectedness of all life and restoring balance to ecosystems. It involves the revitalisation of Indigenous knowledge systems, languages, and traditions suppressed by ongoing colonial and neocolonial forces. For us, rematriation is both land back and environmental consciousness. This practice offers ways to think outside the border logic of nation-states and reimagine relationships based on ancestral connections and ecology. We are stewards of the earth driven to oppose dominant paradigms of ownership, exploitation and extraction. Rematriation invites us to resee the land and resources beyond commodity fetishism.


We’d love to hear how you are contributing to the conversation on local, national or global issues and what this means for the communities you write about. The book’s thematic focus “on Indigenous women” in our title is about sharing this knowledge with each other through this collection rather than showing how your research is about Indigenous women. Put simply, the book is for us, by Indigenous women for and with Indigenous women.


As editors of this collection, we will be looking to find links between the different chapters submitted so we each speak to one another through strong, interconnected themes.


Possible themes for chapter proposals:


REMATRIATIONHow can rematriation serve as a framework for addressing environmental justice issues affecting Indigenous communities, particularly women? How do Indigenous women navigate the complexities of rematriation in the context of ongoing colonial and neocolonial pressures? What are the strategies and initiatives led by Indigenous women to promote rematriation and decolonization within our communities and beyond? How can rematriation initiatives prioritise the voices and leadership of Indigenous women in decision-making processes regarding land, resources, and governance? What are the potential impacts of rematriation on future generations of Indigenous women and our relationships with the land, culture, and community?


KNOWLEDGE: What is Indigenous knowledge and in what ways is it gendered? How does women’s knowledge shape community life? How does our research include new knowledge about Indigenous women’s realities? 


VOICE: In what ways are Indigenous women leading the charge on environmental issues? How are Indigenous women’s voices different, enabled, silenced or actualised? How do Indigenous women’s voices influence local, national or global issues? On what issues are we most or least vocal? How are our voices unique, powerful, underrepresented or misheard?


IDENTITY: How does language, religion, gender, class, place or politics shape our identity? What are the differences between our personal, public, academic, historical or community identities? 


RELATIONALITIES: How do we work across differences with men, non-Indigenous women and researchers, across generations and cross-culturally? What is the relationship between us as Indigenous women on a local, national or global or an historical scale? In what ways can we talk about a global Indigenous movement of women? 


STORY: How does story ground our experience as women? In what ways do we share similar or different stories of Indigenous women’s experience? What are the most moving, uplifting or comical stories by or about Indigenous women?


COMMUNITIES OF PRACTICE: What kind of community research is taking place, for instance on cultural revitalisation, language learning or regeneration or traditional practice, as well as specifically on Indigenous mothers, youth or elders? How is this research innovative, new or transformative?


PLACE-BASED RESEARCH: Where do Indigenous women choose to live and why? Where are the most vulnerable, dangerous, risk-laden or overlooked places? Why does place matter to Indigenous women? How do places shape Indigenous women’s lives, families and/or communities?


KNOWLEDGE HOLDERS: Who are the Indigenous female leaders we want to hold with the highest esteem? How do or have we acknowledge(d) their life experience? How can we learn from their legacy?



1 June 2024: Send your 300-word abstract with a brief profile

1 December 2024: Completed chapters due (5000 words) 



Contact Information

Trixie Tangit

Contact Email

Tuesday, April 2, 2024

CFP: Call for Additional Chapters--Reiterating #Urbanisms: Staging the City in #Literature and #Media from the Global South


We are seeking additional chapters for our volume. Proposals for chapters discussing cities of Southeast Asia and Latin America are invited. Proposals for essays within 500 words and a short bio are to be submitted by April 30, 2024, with complete articles within 8,000 words (excluding works cited and endnotes), expected by June 15, 2024. We are using the MLA Handbook 8th Edition in this book. Submissions of abstracts, completed essays, and queries will be directed to For details regarding the scope of the volume, please refer to the original CFP below.


Original CFP below:

The Global South has become a representative of political, social, economic, and, to some extent, geographical markers of the countries that fall under the scaffolding of the term. However, the Global South is more than the sum of its parts: it has been gradually shaping up to be a cultural denominator that shapes national and cultural imaginaries into producing artefacts of literary and media consumption, sociopolitical/geopolitical commentaries that develop new narratives of and for the geographies that join together and form this Global South or the postcolony. For a term that has historically come to categorise nations with lower levels of industrialisation, lower per capita incomes, and a history of colonialism or dependence on the Global North, stretching across Africa, Latin America, Asia (barring Japan), and the Caribbean, the Global South is the site for massive upscaling in urbanisation as demographies strive to shift from areas of geographical disadvantage to urban centres that offer better amenities and economic prospect. Current urbanisation projections suggest that cities in the Global South, especially in East Asia, South Asia, and Africa, could be at the receiving end of 96% of an over three billion increase in urban population by 2050 (UN-Habitat 2020), while the global projections for net urban demography stand at growing from 55% presently to 68% by 2050. The growth in the urban population in the Global South far outpaces the growth of population, let alone urban demography growth in the Global North, which has started to show a decline in urbanisation over the past couple of decades (Quintero and Restrepo 2019). Starting with the postcolonial epoch beginning towards the end of the long nineteenth century and lasting till the later decades of the twentieth, the Global South has slowly and surely carved out an identity for itself and its population centres, urbanising in its own way, not resorting to the practices laid out by the Global North, but rather adapting the cities to the unique demographies that reside in them, the issues of resources, overpopulation, congestion, residual underdevelopment, disparities, deficits, and marginalisation. Due to the significant affiliation that urbanisation has had with the psyche of the Global South, these urban clusters are an intricate part of their cultural manifestations.

Whether it is the postcolonial city itself (Mumbai, Delhi, Rio De Janeiro, Manila, Shanghai, Hong Kong, Jakarta, Cairo, Lagos, and many others) or the postcolonial subject in a city of the Global North, manoeuvring the politics of the colonial geography with their postcolonial identity, literature, and media from the Global South has interacted heavily with the city. These interactions have also, in turn, produced new historiographies of the city, new hagiographies, geographies, radical politics, social and cultural paradigms, and polarisations, and the affectations of overlapping media, languages, religions, and practices in a boiler pot often found missing in their counterparts from the Global North. Cities are not merely historical or cultural but simultaneously ahistorical and influential characters in these artefacts. As such, it is often difficult to isolate the idea of the urban from the works of literature and visual media that conform to these standards. Whether it is in the fiction, poetry, and theatre of Rushdie or Achebe, Garcia Márquez, Emecheta, Naipaul, Mistry, Anita and Kiran Desai, Ondaatje, Karnad, Davis, Fugard, Suleri, Césaire, Walcott or Adichie, or the cinema of Mrinal Sen, Satyajit Ray, Apichatpong Weerasethakul, Wong Kar-wai, Ann Hui, Lav Diaz, Tsai Ming-Liang, Hou Hsiao-Hsien, Eric Khoo, Fernando Meirelles, Alejandro Amenábar, Alejandro González Iñárritu, Alfonso Cuarón, Neill Blomkamp, Garin Nugroho, Moufida Tlatli, Djibril Diop Mambéty, and Mohammed Lakhdar-Hamina among several others, the city has been a staple that has either been the staging ground for the narrative, part of the ecology, stood in contrast or as an opposition to the focus of the narrative. 

The proposed edited volume seeks to look at this dynamic relationship between cities and their cultural artefacts, the literary and other medial production that emerges out of the interactions between the geography and the writer/director, and acts as a performative agent or actant towards developing a new consciousness for the cultural manifestations of the Global South. We seek essays looking at authors, poets, playwrights, directors, and artists whose works have explored the dynamism between the population and the urban centres, directly or tangentially. Essays could focus on multiple works by the same creator, their entire oeuvre, or individual pieces, or even offer comparative studies between the works of diverse creators, but must seek to unravel the urban ethos contained within these narratives or how the city functions within the narrative paradigms laid out by their creators.

Deadline for Submissions: 
April 30, 2024
Full name / Name of organization: 
Subashish Bhattacharjee and Indrajit Mukherjee

Sunday, March 31, 2024

Call For Videos: 4th Annual Smartphone Short Film Competition-Talking Films Online (TFO)

**𝐖𝐡𝐨 𝐰𝐞 𝐚𝐫𝐞**:
Talking Films Online (TFO), a forum for discussing cinema since 2020.
**𝐖𝐡𝐚𝐭 𝐰𝐞 𝐝𝐨**:
Attempt to bridge the gap between those who make films and those who study them
Bring on the same platform teachers, students, researchers, reviewers, critics, cinephiles, etc. on the one hand and producers, directors, actors, cinematographers, screenplay writers, subtitlers, etc. on the other.
** 𝐖𝐡𝐚𝐭 𝐲𝐨𝐮𝐧𝐠 𝐚𝐬𝐩𝐢𝐫𝐢𝐧𝐠 𝐟𝐢𝐥𝐦𝐦𝐚𝐤𝐞𝐫𝐬 𝐰𝐡𝐨 𝐞𝐧𝐭𝐞𝐫 𝐭𝐡𝐞 𝐜𝐨𝐦𝐩𝐞𝐭𝐢𝐭𝐢𝐨𝐧 𝐜𝐚𝐧 𝐥𝐨𝐨𝐤 𝐟𝐨𝐫𝐰𝐚𝐫𝐝 𝐭𝐨, 𝐛𝐞𝐬𝐢𝐝𝐞𝐬 𝐭𝐡𝐞 𝐩𝐫𝐢𝐳𝐞𝐬**:
Their films will be viewed and feedback offered by experts on cinema from all over the world, as well as by those currently in the business of cinema.
**𝐇𝐨𝐰 𝐭𝐡𝐞 𝐰𝐢𝐧𝐧𝐞𝐫𝐬 𝐰𝐢𝐥𝐥 𝐛𝐞 𝐜𝐡𝐨𝐬𝐞𝐧**:
By an independent Jury consisting of top filmmakers and film critics
𝑺𝒕𝒖𝒅𝒆𝒏𝒕𝒔, 𝒔𝒆𝒏𝒅 𝒊𝒏 𝒚𝒐𝒖𝒓 𝒇𝒊𝒍𝒎𝒔 𝒇𝒐𝒓 𝒕𝒉𝒆 𝒄𝒐𝒎𝒑𝒆𝒕𝒊𝒕𝒊𝒐𝒏, 𝒂𝒏𝒅 𝒕𝒆𝒂𝒄𝒉𝒆𝒓𝒔 𝒂𝒏𝒅 𝒑𝒂𝒓𝒆𝒏𝒕𝒔, 𝒅𝒐 𝒆𝒏𝒄𝒐𝒖𝒓𝒂𝒈𝒆 𝒚𝒐𝒖𝒓 𝒔𝒕𝒖𝒅𝒆𝒏𝒕𝒔 𝒂𝒏𝒅 𝒄𝒉𝒊𝒍𝒅𝒓𝒆𝒏 𝒕𝒐 𝒔𝒆𝒏𝒅 𝒕𝒉𝒆𝒊𝒓 𝒆𝒏𝒕𝒓𝒊𝒆𝒔 𝒕𝒐 𝒖𝒔!