Sunday, May 19, 2024

CFP: Orientalism and Asian Studies | Transnational Asia

 Edward Said’s Orientalism (1978) has profoundly affected teaching and research in Asian Studies, raising fundamental questions about why and how we study Asia. Nearly fifty years later, we are faced with a need to reflect on what has changed and remains unchanged since Said’s seminal intervention in Asian Studies. Specifically, Transnational Asia is calling for papers that address pedagogical and instructional issues––in particular, Asian Studies classes in colleges and universities that engage directly with the themes and critiques raised in Said’s Orientalism and its reverberating effects. We are particularly interested in papers illustrating changes in classrooms and on campuses that have happened and are happening hand in hand with changing socio-economic and political conditions, not only in Asia but also in the rest of the world. We especially welcome cross-disciplinary approaches, including language instruction, art, history, area studies, anthropology, literature, ethnic studies, and geography. Prospective contributors are asked to send their abstracts by August 31 to

Transnational Asia: an online interdisciplinary journal is a web-only journal from the Chao Center for Asian Studies, Rice University. Transnational Asia publishes scholarship that challenges traditional understandings of Asia, moving beyond the confines of area studies and a nation-state focus and capturing the emergent forms of Asia-related, Asia-inspired, and Asia-driven themes and sites of inquiry in the world today.

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Editor-in-Chief: Dr. Sonia Ryang

Co-Editor: Dr. Richard J. Smith

Journal Manager: Amber Szymczyk

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Thursday, May 2, 2024

Call for Papers: International #Anthology on #Sylvia #Plath among Strangers around the World

 The international network SPAW (Sylvia Plath around the World) invites scholars to contribute to an international anthology about Sylvia Plath and translation from a global perspective. Scholarly texts, written in English, about a wide range of topics concerning Plath and translation, reception, adaptation and influence are welcome.


Sylvia Plath is a well-known and highly influential 20th century author, and her writing has paved the way for significant changes especially in women writers’ subject matter, literary forms, and techniques from the late 1960s onwards. Plath’s novel The Bell Jar (1963) is a modern classic, and the publication of her poetry collection Ariel (1965) is considered an important literary event in 20th century literary history. Describing Plath’s influence on American poetry, Linda Wagner-Martin claims that ”the results of the impact of Plath’s work are as pervasive as the influence of Ernest Hemingway’s terse yet open prose” (2006: 52), and depicting Plath’s effect on British poetry, Fiona Sampson has asserted that: ”Plath’s influence has passed into the vocabulary of the poetically possible: in English but potentially in the many languages into which she is translated” (2019: 357).


Plath’s influence has indeed transcended national and language borders. For example, Ivana Hostová has shown how Plath was translated into Slovak in the late 1980s, which influenced a number of prominent Slovak women poets in their writing and inspired numerous plays and poems being written of and about Plath. In a similar fashion, Jennifer Feeley has analyzed how different Plath translations impacted Chinese women’s poetry in the 1980s and 1990s resulting in “a bold new gendered poetics that marks a turning point in Chinese women’s writing” (Feeley, 2017: 38). Anna-Klara Bojö has shown that in Sweden, Plath was not received primarily as a feminist poet, but rather as a renewer of modernist lyricisms, and, taking a different angle on the subject of Plath in translation, Sofía Monzón Rodríguez has analyzed how the Francoist censorship board banned Plath’s texts on account of their sexually explicit and profane language.


Although Plath’s prose and poems have been translated into more than 30 languages, research concerning the translation and transmission processes, Plath's reception and influence stretching beyond English language borders is not readily available. We, the editors, therefore invite scholars around the world to contribute to an anthology concerning translation, reception and influence of Sylvia Plath in a global perspective.


We ask interested writers to submit an abstract (about 300 words) before September 15th, 2024.

Preliminary deadline for papers is May 1st, 2025.

Topics of interest include, but are not limited to, Sylvia Plath and:


· translation and retranslation

· post-translation

· reception

· influence

· literary history

· the literary market

· adaptation into other media, such as plays or music

· literary criticism


Please direct any questions you may have, and send your abstracts to:


/The editors:

Anna-Klara Bojö

Sofía Monzón

Ivana Hostová

Contact Information

Anna-Klara Bojö, Gender Library and Archive at Gothenburgh University

Sofía Monzón, Utah State University

Ivana Hostová, Institute of Slovak Literature of the Slovak Academy of Sciences


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Call For Papers: Migrating Minds: Journal of Cultural Cosmopolitanism -- Call for Papers for Vol. 3,

 Migrating Minds: Journal of Cultural Cosmopolitanism (ISSN 2993-1053) is a peer-reviewed, open-access scholarly journal devoted to interdisciplinary research on cultural cosmopolitanism from a comparative perspective. It provides a unique, international forum for innovative critical approaches to cosmopolitanism emerging from literatures, cultures, media, and the arts in dialogue with other areas of the humanities and social sciences, across temporal, spatial, and linguistic boundaries.

By placing creative expressions at the center of a wide range of contemporary and historical intercultural relationships, the journal explores forms of belonging and spaces of difference and dissidence that challenge both universalist and exclusionary paradigms.

Migrating Minds: Journal of Cultural Cosmopolitanism is hosted by Georgetown University, Washington D.C., and is co-supported by the “Plurielles” Research Group, Bordeaux Montaigne University, France. Its founders and editors-in-chief are Prof. Didier Coste (Bordeaux Montaigne U.), Dr. Christina Kkona (Bordeaux Montaigne U.), and Prof. Nicoletta Pireddu (Georgetown U.).

Each journal issue includes 5-7 scholarly articles (6000-8000 words each) and several book reviews (1000 words each) and/or review essays (3000 words each).  

Migrating Minds: Journal of Cultural Cosmopolitanism invites submissions for Volume 3, Issue 2 (Fall 2025)

It welcomes original and theoretically insightful contributions to cultural cosmopolitanism in connection with the following disciplinary domains and methodological approaches (but not exclusively):

Anthropology; Border studies; Cultural historiography; Cultural sociology; Ecocriticism and environmental studies; Exile, migration, and diaspora studies; Feminism, gender, sexuality, queer and transgender studies; Film and media studies; Global South studies; Mediterranean studies; Nativism and indigeneity; Oceanic and island studies; Performance studies; Philosophy; Poetics and aesthetics; Politics and cosmopolitics; Race and ethnic studies; Transatlantic studies; Translation studies; Transnational and global studies; Visual arts; World literature.

Prospective authors wishing to discuss proposals for articles, book reviews, or review articles can contact the Editors-in-chief at by October 31, 2024.

Full-text articles and reviews should be submitted by February 28, 2025 through the designated online form.

Migrating Minds only accepts unpublished manuscripts that are not under consideration elsewhere. Books proposed for reviews should have been published no earlier than 2023.

Migrating Minds also welcomes articles on a rolling basis and proposals for special issues or sections. Please contact the Editors-in-chief for further discussion.

Migrating Minds articles are indexed in the MLA International Bibliography, Google Scholar, and WorldCat.





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Nicoletta Pireddu, Didier Coste, Christina Kkona, co-Founders and co-Editors in Chief

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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-

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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)

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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.


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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

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