CALL FOR ABSTRACTS on Title Social-Emotional Undercurrents in #ELT Advocacy: Insights and Implications-Edited Volume being prepared for Routledge:

 

Advocacy in English Language Teaching (ELT), as comprehensively defined by Staehr Fenner (2014), is the pursuit of equitable and excellent education for English learners—a principle acknowledged as foundational for progressive educational practices and policies. The recognized necessity of advocacy within ELT professionals’ roles, thoroughly documented by scholars such as Athanases and de Oliveira (2008), and Linville and Whiting (2019), has traditionally been discussed with a strong focus on structural and pedagogical aspects. This emphasis on structural and pedagogical dimensions has laid the groundwork for language educators to ardently advocate for equitable access and the adoption of innovative methodologies, highlighted in the contributions of Linville (2020) and Linville and Pentón Herrera (2022). Such research underscores advocacy’s pivotal role in curriculum development, teaching methodologies, and policy implementation across diverse educational settings, showcasing its transformative power in creating inclusive and dynamic ELT environments. Building on this foundation, a select but growing body of literature has ventured beyond traditional classroom

boundaries to explore advocacy's reach within community organizations (Pentón Herrera, 2019) and among language teacher associations (Pentón Herrera, 2022), thus broadening the understanding and impact of advocacy in the ELT Field.

Despite the robust literature on advocacy in ELT and its advancements, there remains a significant gap in understanding the interplay of social and emotional factors with(in) advocacy eΛorts.

Emotional intelligence, empathy, and social awareness—previously labeled as ‘soft skills’ (Staehr Fenner, 2014)—are pivotal components that inΟuence educators’ ability to advocate eΛectively. Yet, these essential aspects have garnered limited attention in academic discourse. This oversight highlights a critical area for exploration: How do social and emotional elements underpin and impact advocacy eΛorts in ELT? Addressing this question is not just about adding another layer to our comprehension of advocacy; it is about unveiling the human elements that drive advocacy efforts.

Further, this question invites an examination of how social-emotional skills facilitate connections between educators, students, and communities, and how they can be harnessed to champion more

nuanced and impactful advocacy strategies. Ultimately, delving into the social-emotional dimension can lead to a more holistic understanding of advocacy, one that fully embraces the emotional and social dynamics at play, thus enriching the discourse and practice of advocacy in ELT.

Motivated by the opportunity to expand our knowledge and benefit the Field as a whole, we invite contributions for our upcoming edited volume, Social-Emotional Undercurrents in ELT 

Advocacy: Insights and Implications. In this edited collection, we seek to explore the multifaceted social and emotional dimensions of advocacy in ELT, examining how these factors influence, shape,

and energize advocacy efforts. 

This project aims to fill the existing gap by providing a platform for discussions onempathy, emotional resilience, social connectivity, and their roles in ELT advocacy.  

We welcome a range of chapter contributions, including empirical research (i.e., qualitative, quantitative, and mixed-methods), theoretical explorations, case studies, and reΟective narratives that shed light on the social-emotional aspects of ELT advocacy in diΛerent contexts around the world. 

We highly encourage non-traditional/decolonial methodologies and critical lenses. Possible topics include, but are not limited to:

● The impact of teachers’ emotional intelligence on shaping advocacy strategies and policies in ELT

● Empathy and social-emotional learning in teacher education and its role in curating spaces for equitable ELT practices and fostering advocacy

●Challenges and eΛective practices at the intersection of professional development and advocacy initiatives

● The interplay of social-emotional competencies in successful ELT advocacy efforts

● Innovative insights and practices bridging social-emotional aspects with ELT advocacy, both in pedagogy and community engagement

● The role of social, cultural, and emotional norms in ELT advocacy, including societal influences on advocacy approaches and strategies

● Building and leveraging social-emotional support networks to reinforce collaborative advocacy among ELT practitioners, community organizations, and language teacher associations

● Personal accounts that traverse the social-emotional landscape of ELT advocacy, documenting challenges and achievements in the field

● Contributions of language teacher associations to the development of social-emotional skills, fostering robust networks for advocacy within and beyond educational institutions.

20%

Advocacy in English Language Teaching and Learning

₹15,225.00

20%

Advocacy for Social and Linguistic Justice in TESOL: Nurturing Inclusivity, Equity, and Social Responsibility in English Language Teaching (Routledge Research in Language Education)

₹4,093.00

20%

The Language of Advocacy: What to Say and How to Say It in the English-Speaking Courts

₹4,119.00

22%

TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy (Advances in Educational Technologies and Instructional Design)

₹22,680.00

FROM TRUTH TO TECHNIQUE OXSLL C: A Discursive History of Advocacy Advice Texts (Oxford Studies in Language and Law)

20%

Critical Qualitative Research in Second Languague Studies: Agency and Advocacy (Contemporary Language Education)

₹9,255.00

2%

Connecting Equity, Literacy, and Language: Pathways Toward Advocacy-Focused Teaching (Language and Literacy Series)

₹7,577.00

1%

Feminists Among Us: Resistance and Advocacy in Library Leadership: 9 (Gender and Sexuality in Information Studies)

₹1,760.00

20%

Citizenship and Advocacy in Technical Communication: Scholarly and Pedagogical Perspectives (ATTW Series in Technical and Professional Communication)

₹18,900.00

20%

Communication, Advocacy, and Work/Family Balance (Routledge Research in Communication Studies)

₹15,225.00

Tentative Timeline

● Submission of chapter proposals: July 1st, 2024

● Notification of accepted chapter proposals: August 1st, 2024

● Submission of full manuscripts: February 1st, 2025

● Continuous chapter reviews: February 1st, 2025 through July 1st, 2025

● Book submitted to the publisher: August/September 2025

● Anticipated publication: Spring/Summer 2026

For More details Contact: 

Editors

Huseyin Uysal, Knox College 

https://www.facebook.com/groups/1357474157722645/Huseyin Uysal/100010510111623

Luis Javier Pentón Herrera, Akademia Ekonomiczno-Humanistyczna w Warszawie

CFA: XVII Biennial International Conference on Comparative Literature as Alternative Humanities Ethics, Affect and the Everyday Social organized by Comparative Literature Association of India and University of Delhi-10th-12th September, 2024

Comparative Literature as Alternative Humanities Ethics, Affect and the Everyday Social

In the last few decades, scholars in the Humanities have found it necessary to examine the fundamental underpinnings upon which their disciplines are built. One of the primary questions that animated this re-examination has been regarding the very terms of our engagement with countries and communities that inhabit radically different social and moral life-worlds, living as they do outside the orbit of European Enlightenment values that still regulate both organisation and practice within and outside the academy, across the world. Instead of accepting difference as a defining feature of the human condition, the grand narratives of the Enlightenment were used as colonial and imperial tools to homogenize the diversity of experience, emotion and expression as the high tide of colonial modernity swept the world. The consequent otherness and alienation that characterised human society have deeply impacted literary and cultural production. We witness a disjunction between the objective, scientific discourse with its claim to truth and the everyday social experience of the human subject which Humanities seek to understand. These asymmetries compel us to rethink the Humanities from alternative positions and perspectives to embody and address the plural orders of reality and the differences between them. How can the collection of disciplines we call the Humanities recover the capacity of self-reflection and self-criticism? Much has been written about how stereotypes invade our imagination to contaminate our experience and knowledge.

Comparative Literature’s commitment to alterity and plurality gives it a foundational interest in the non-stereotypical, non-canonized, un-heard narratives of “others” that constitute a radical sense of the literary. Such articulations can only emerge from the confluence of different locations, experiences and identities, demonstrating how our vision of “others” projects our own versions of ourselves onto the outside world.

An alternative view of the Humanities will have to come to terms with the ideas of relationality, plurality and cultural mobility as the defining features of all epochs including that of the pre-modern. Texts, ideas, images, metaphors, themes, modes, genres, tales are all human endeavours and like humans themselves these have the capacity to travel across constructed, eternally given or pre-fixed borders, thereby defying the exclusivist, essentialist ideas of culture and literature. The prevailing inclination towards connected sociologies and connected histories, while a step in the right direction, often reflects the dominant discourses which impose homogeneity and hierarchy, evincing a lack of empathy for the precarious endeavour of encountering alterity and a lack of understanding of the transient and the contingent.

Thus, we propose plurality as a conceptual framework to address this eco-system of interconnectedness and relationality in terms of their manifestations in the languages and literatures of all nations, regions and communities, regardless of their location in the hierarchy of political and economic regimes, or of their internal stratifications. We would like to recover the mutuality of interconnections and interdependence between literatures and cultures across the world. The assertion that we live in a post-human world prompts us, as humans to consider our experience in terms of relationality and plurality. These emerge as conceptual tools for recasting our relations with the other - be it humans, animals or the non- living.

Texts are actualised through their immersion in the shared ideological and affective worlds that constitute the everyday world. From orality to print to the visual media, modes of intersubjective engagement are implicated in structures of power relations within society and our response to them. The very practice of Comparative Literature is an acknowledgement of plurality and a willingness to engage with difference. The discipline emphasises upon relationality, heterogeneity, multivocal perspectives, and direct engagement with alterity that translation offers as a process and a product. Built into the discipline is the interaction between literatures in multiple languages both within the nation and in other countries of the world. Furthermore, it takes orality and performance in its ambit. It reaches out to all other disciplines by asking the existential question : can we open ourselves to the location of the other and view the world from the vantage point of difference that we encounter outside ourselves? Can we frame a dialogic mode of interaction that reading teaches us to our relations with the world, to expand our view of the world outside our own limited subjectivity ? Hence, we propose Comparative Literature as an alternate paradigm - and invite reflections upon the possibilities inherent in the conceptual frame structured by the reciprocal, the relational and the plural. It is our hope that it will help to grasp and address the nature of the crisis that afflicts the Humanities today both in intradisciplinary and interdisciplinary framework.

13%

Comparative Literature: A Very Short Introduction (Very Short Introductions)

₹799.00

3%

Glimpses Of Comparative Literature

₹595.00

15%

MEG-15: Comparative Literature: Theory and Practice (IGNOU Study Guide Book)

₹350.00

24%

Comparative English Literature

₹595.00

16%

Studies In Comparative Literature

₹695.00

14%

Comparative literature

₹3,592.00

Comparative Perspectives on Indian Literature

Comparative Literature: A Critical Introduction

30%

NEERAJ MEG-15 Comparative Literature : Theory And Practice- English Medium for MA- IGNOU - Chapter Wise Help Book / Guide including Many Solved Sample Papers and Important Exam Notes– Published by Neeraj Publications

₹320.00

20%

Comparative Literature in the Age of Multiculturism (Parallax: Re-visions of Culture and Society)

₹3,800.00

Sub-themes

Some of the sub-themes in the context of the main theme that can be taken up for discussion are as follows:

• Interrogating categorial binaries (tradition/modernity, nature/culture, regional/national,
• east/west etc.)/ Literature after theory/ Shifting paradigms between Literary Studies and Social Sciences/ The Post-human as a paradigm in literary studies.
• Worlding literature / Historicising canons/ Global and local as contexts of reading. The idea of the classic in modernity: circulation or creativity ?
• Translation and the encounter with difference. Translating “dialects”/ The oral texts/ Archaic texts.
• The plural nation: stratification and resistance/ Literary historiography and geopolitics/ Intertextuality and chronotopes.
• Polyphony/ Polysemy in literature/ Poetry and cosmopolitanism.
• Interrogating “Minor” literature as category/ Identity theories as critiques of the Humanities / Life-writing from the margins.
• The performativity of literature/ Screenplay as literature/ Intermediality in literature. South Asian literatures and cultures: relations, reciprocity and ruptures/ Population movements and literature.

Papers are invited from scholars of #Comparative #Literature,

#Translation Studies, #Cultural Studies, #Theatre Studies, #Gender Studies, #Black Studies, #Dalit Studies etc. or on any aspect of literature and culture that will help us understand and practice the Humanities in accordance with the ethical perspectives outlined above.

Abstracts of about 250 words along with a short bio-note of

about 100 words may be submitted to clai2024@admin.du.ac.in

Upon acceptance, participants will be provided with registration details through email. 

The Registration Fee will include workshop kit, certificate, lunch, and refreshments during the three days of the conference. Participants would need to become members of CLAI on receiving their acceptance letters in order to present papers, if they are not already members of CLAI.

IMPORTANT DATES:

Last date of abstract submission: 30th April, 2024 

Selected participants will be notified by: 30th May, 2024 

Last date of registration: 15th July, 2024

REGISTRATION FEE:

Faculty members: Rs.3500/-

Research scholars/students: Rs.2000/- 

International participants: US$ 200

For further information please visit:

  https://www.clai.in/upcoming-event/

Organising Committee, XVII Biennial International Conference.

clai2024@admin.du.ac.in