Call for Abstracts: #Education and Role-Playing Games: #Theory, #Pedagogy, and #Practice

Analog role-playing games (tabletop role-playing games like Dungeons & Dragons, larps [live action role-play], etc) provide opportunities for formative and educative experiences for players. The game’s elements of role-play demand a level of imagination, participatory commitments, self-reflection, creative problem solving, and collaboration from players that most leisure activities do not. This proposed volume will focus on analog role-playing games and their educative capabilities. We are interested in how people learn and are formed by these games, both in and outside of formal educational environments. The volume seeks to examine how these games do (or do not) facilitate educative growth both through theorizing as well as concrete analysis of practice. Both theoretician-oriented and practitioner-generated pieces are welcome, but all pieces should seek to examine broader themes and questions around education, knowledge, and growth through the lens of analog RPGs. 

The editor gladly invites proposals for chapter submissions on, but not limited to, the following topics: 

Theories of education, knowledge, and pedagogy in analog role-playing games:

• RPGs and theories of learning, construction of knowledge
• RPGs and experiential/active learning 
• RPGs and vicarious experience 
• Bleed and education
• RPGs and civic / democratic education
• The role of AI in RPG play

Analog role-playing games and education broadly through:

• Education around conceptions of race, gender, sexuality, neurodivergence, etc
• Social participation, group membership, social mores
• Conflict resolution and violence in games
• Identity formation and self-discovery
• Transgressive play and education
• Consent practices and boundary setting
• RPGs and depictions of colonialism and exotification

Challenges/Benefits of utilizing RPGs in formal educational settings in regards to:

• RPGs and critical thinking, literacy, social emotional learning, etc
• RPGs and neurodivergent students
• RPGs as distinct from simulations or case studies
• RPGs and math education
• “The dice tell a story” - RPGs and data visualization 
• Ethics of usings RPGs in the classroom, especially when dealing with sensitive or controversial subject matter 
• Challenges around time management, assessment, and participation
• Considerations/Benefits when using RPGs with specific populations (i.e. children, seniors, ESL, etc)
• Pre and post game practices & reflection
• RPG practices of consent as practiced in a classroom
• Teacher as GM / GM as Teacher

 

Interested authors should send chapter abstracts of 250-500 words (excluding sources cited), a paragraph author biography, and a CV or resume to educationrpgpedagogy@gmail.com.

The call for chapters ends July 1st, 2024. Authors will be notified of accepted proposals on July 15th, 2024. Authors will submit their accepted chapters of a minimum of 4500 words in length by October 1st, 2024.

All contributors should engage with the existing academic literature on role-playing games. While the editors will not prescribe particular sources or methodologies, proposals should reflect acquaintance with current scholarship on role-playing games.

The project will be submitted for consideration as part of the Education and Popular Culture series. The series is unique as it equally values practitioner-generated pieces on using mass/popular culture as it does theoretician-oriented pieces on studying mass/popular culture, as well as works that exist in the intersections between these worlds. Works in this series take up issues surrounding popular culture in education broadly through pedagogical, historical, sociological, and critical lenses.

Contact Information

Dr. Susan Haarman

Loyola University-Chicago

Contact Email

educationrpgpedagogy@gmail.com

Call for Papers : ‘The English Classroom- Journal’ Volume 26, No.1, June 2024- Regional Institute of #English South India, Bengaluru

Regional Institute of English South India, Jnanabharathi Campus, Bengaluru is a premium organisation that trains primary and high school teachers of member states of South India ( Karnataka, Andhrapradesh, Tamilnadu, Kerela, Tamilnadu and Telengana).

The institute publishes a peer-reviewed bi annual journal titled ' The English Classroom.'

Papers are invited for the next volume to be published in June 2024.

‘The English Classroom’ is a bi-annual peer reviewed journal published by the Regional Institute of English South India, Bengaluru. The journal is being published for the past 20 years. A range of topics on English Language Education including teacher education courses, using literature, technology and web resources in second language classrooms has been covered over these years.

The articles submitted to the journal are subjected to blind review by experts in the field of English Language Education. The published articles are thus based on rigorous scrutiny, screening and review by the expert team. The journal, over the years, has contributed to the advancement of available information in the field and paved the way for further research works.

You can send the article to riesi.bangalore@gmail.com

We DO NOT charge money for publication and the authors whose articles are published would receive a FREE copy.

The word limit is: 3000 words

Last date for submission is 30th March 2024.

Editor: Dr. Pooja Giri, Faculty RIESI

Call for paper

https://www.riesi.ac.in/call-for-papers-for-the-english.../

Institute website

https://www.riesi.ac.in/

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.

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

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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

CALL FOR BOOK CHAPTERS Title: Advancements in #Language #Learning and #Teaching through #Artificial Intelligence #Tools

 

Language education is undergoing a paradigm shift driven by the integration of Artificial Intelligence (AI) tools. The proposed edited volume, titled "Advancements in Language Learning and Teaching through Artificial Intelligence Tools," aims to explore AI's transformative impact on language education comprehensively. This book seeks to serve as a repository of cutting-edge research, innovative methodologies, and best practices at the intersection of language learning and AI technology.

The scope of this volume encompasses a wide array of themes within the context of language education, including but not limited to AI-enhanced language learning platforms, Natural Language Processing (NLP) applications, virtual and augmented reality in language teaching, adaptive learning systems, conversational agents and chatbots, gamification strategies, AI-driven assessment tools, and ethical considerations in the use of AI for language instruction. 

The book aims to provide a holistic view of the field's current landscape and future possibilities by encompassing diverse perspectives and topics.

Contributors are encouraged to delve into the practical applications of AI in language  education, exploring both successes and challenges. We envision a compilation that showcases theoretical frameworks and offers tangible insights into how educators and
researchers navigate the integration of AI tools into language classrooms. 

The objective is to bridge the gap between theoretical discussions and real-world implementations, fostering a dialogue that informs and shapes the future of language learning. 

TOPICS OF INTEREST BUT NOT LIMITED TO:
1. AI-enhanced language learning platforms
2. Natural Language Processing (NLP) applications in language teaching
3. Virtual and augmented reality in language education
4. Adaptive learning systems for personalized language instruction
5. Chatbots and conversational agents in language learning
6. Gamification and AI for language acquisition
7. Assessment and evaluation tools using AI in language education
8. Ethical considerations in AI-based language teaching

SUBMISSION GUIDELINES:
• Prospective authors can submit a 500-word abstract outlining their proposed chapter with a short bio note in 50 words.
• Abstracts should clearly state the chapter's objectives, methodology, and expected contributions. Provide five relevant keywords.
• Submissions should be sent to sourabh1712@gmail.com by [January 20, 2024].

REVIEW PROCESS:
• Submitted abstracts will undergo a double-blind peer review process.
• Plagiarism should be less than 7 percent.
• Notification of acceptance/rejection will be sent by [January 27, 2024].
• The book will be published by reputed international publisher with ISBN.
• Print Book will be available for purchase on Amazon and Flipkart.
• Publication Fees
• Indian Students and Research Scholars: INR 700 only
• Foreign Students and Research Scholars: USD 15 only
• Indian Educators: INR 1000
• Foreign Educators: USD 20 only
PUBLICATION SCHEDULE AND GUIDELINES:
• Full chapters (3500-6000 words) from accepted abstracts in APA 7th Edition due by [February 10, 2024].
• Use Times New Roman Font size 12 for text, Title: Font size 14, Line spacing: 1.5, Justified.
• The anticipated publication date for the book is [February 25, 2024].

EDITORS:
Sourabh Kumar, Assistant Professor, Centre for Languages and Communication, SGT
University, Gurugram, India
Dr Vineet Kumar, Assistant Professor, Centre for Languages and Communication, SGT
University, Gurugram, India
CONTACT INFORMATION: sourabh1712@gmail.com for inquiries and submissions.

CFP: International Graduate Conference: #Protecting Our #Education, #Protecting Our #Futures- University of #Cincinnati -March 1, 2024

 

According to CRT Forward, a tracking project initiative created by the UCLA School of Law’s Critical Race Studies Program that “provides a comprehensive examination of anti-CRT measures limiting teaching, curricula, trainings, access to certain texts and books, and policy alterations,” there are at least 750 anti-critical race theory (anti-CRT) measures in play across the country. Similarly, The Chronicle of Higher Education’s DEI Legislation Tracker is following 40 bills that prohibit a variety of pro-DEI activities and initiatives.These varying legislative measures have been devised at every level of governance, from local school boards to city and state governments. However, despite the wide geographical and legislative range, these measures all share a common aim: to restrict educational institutions’ control over what will be taught and who will teach it.

Such political and legislative pressures make up just one facet of what is a more widespread concern among administrators, educators, and students: liberal arts educational values are under threat. While such a truth is by no means new, today’s task of protecting educational access, freedom, and control is uniquely contextualized by, among other considerations, unprecedented political realities, evolving AI technologies, and persistent social and cultural upheaval. It is this unique moment that inspires the theme for this year’s University of Cincinnati Graduate Student Conference: Protecting Our Education, Protecting Our Futures.

We aim for this conference to be truly interdisciplinary. Thus, we envision presenters from a variety of backgrounds and representing a range of approaches speaking to this theme by sharing research that highlights issues—from a global to a local scale—which pose a threat to the values of education. In highlighting these issues, we hope that presenters will also offer their ideas for ways to manage these threats, or even turn them into opportunities for learning. While we encourage a wide application of this theme, some possible topics include:

• DEI initiatives in educational spaces
• Labor conditions in educational spaces
• Un/Ethical AI use in educational spaces
• Non-/Violence in/around educational spaces
• The value of a liberal arts education
• Social justice pedagogy and educational practices
• Activist literacies, rhetorics, or pedagogies related to disability, antiracism, economic justice, linguistic justice, gender, and/or sexuality
• Public protest ideologies, histories, or materialities
• Political rhetorics

Does this spark an idea? Share it with us! Please submit individual proposals of up to 250 words or panel proposals of no more than 500 words to UCGradConf2024@gmail.com by January 12, 2024. With your proposal, please also include your name, your university affiliation, your department affiliation, and the title of your presentation. For panel presentations, please designate different speakers by number and include the title of the presentation for each speaker. Each session will be an hour and 15 minutes long, with an average presentation time of 15 minutes. Alternative (multimodal, interactive, etc.) presentations are welcome.

Some good-to-know info: There is no registration fee for this conference. Not only that, lunch and other light refreshments will be provided. We know these are important considerations for graduate students! 

Conference Date: Friday, March 1, 2024

Conference Location: University of Cincinnati - Cincinnati, Ohio

Conference Website: https://ucgradconference2024.weebly.com/

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CFP: Rethinking the Global in #English #Studies-2024

English Language and Literature Association of Korea (ELLAK)

December 12–14, 2024

Seoul National University, Seoul, Korea

 

KEYNOTE SPEAKERS

Kandice Chuh, CUNY Graduate Center, USA

Ato Quayson, Stanford University, USA

Hye-Joon Yoon, Yonsei University, Korea

 

The recent scholarly attention to the global turn in English studies calls forth new interpretive frameworks to decentralize, decolonize, and pluralize the interconnectivity among language, culture, and texts. Yet the administration of transnational reading often operates under the binaries of the center and the periphery, metropole and colony, global and local when in fact those connections may be understood as asymmetrical and coterminous. The recent spread of the pandemic, the geo-ecological crisis of the Anthropocene, and the surge of generative AI further challenge the ways in which literary studies can be (re)mapped in dialectical and multidirectional modalities. 

What does it mean to study English literature from a “global” perspective when, to quote Dipesh Chakrabarty, we live in a “new geological era, one in which humans act as a main determinant of the environment of the planet”? Does planetary consciousness overwrite our attempts to understand the networks of ideas, things, and human agencies, or rather, mark those transcultural conjunctions as legible? How might we circumnavigate the ways in which the local, regional, national, transnational, global, and planetary converge and rupture? For the ELLAK 70th anniversary international conference, we invite scholars and graduate students to participate in a discursive dialogue about what it means to engage in literary, cultural, translation, and film studies in the age of globalism and globalization. We especially welcome papers that discuss the “plasticity” of literary studies, or namely, the capacity to generate new forms and ideas on a global scale.

Topics may include but are not limited to:

• Global turn in literary studies;
• Transnational, cross-cultural, and translational boundaries in (English) literary studies, both spatial and temporal; 
• Postcolonial discourse, ethnic studies, critical race theory; 
• Planetary crisis, climate change, environmental justice, ecological (de)subjects; 
• Sexuality, queer theory, disability studies; 
• Plasticity of humans, objects, and planet; 
• Biopolitics and neoliberalism        
• Translation studies and the movement of language and texts; 
• English literature and world literature; 
• Teaching and reading English literature and language in the non-Anglophone world, especially in Asia;
• Reading the Korean Wave from global literary/cultural perspectives.

Proposals should be submitted by February 16, 2024, to 2024ellakconference@gmail.com.

An individual paper proposal should include:

• Title of the paper;
• An abstract of the paper (150–200 words);
• Following information on the speaker: full name, title, affiliation, email address, and brief bio (up to 150 words).

 A session proposal should include: 

• Title of the session; 
• A brief description of the session (up to 150 words); 
• Titles of the papers (3–4 papers per session);
• Abstracts of the papers (150–200 words each);
• Following information on each participant (the organizer/moderator and the speakers): full name, title, affiliation, email address, and brief bio (up to 150 words).

(Before you submit a session proposal, please ensure that all participants have agreed to attend the conference in person.)

CFP: #Crises, #Challenges and #Post-Pandemic #Prospects in #Teaching #Languages for Specific and #Academic #Purposes-Special Issue 4/2024 Studia Universitatis Babeș-Bolyai Philologia

Special issue information: 

This special issue focuses on Languages for Specific Purposes and welcomes papers taking a research, pedagogical or theoretical perspective on the topic.  

Language for specific purposes (LSP) is an approach to language education based on identifying the specific language features, discourse practices, and communicative skills of target academic groups, and which recognizes the subject-matter needs and expertise of learners.  It sees itself as sensitive to contexts of discourse and action and seeks to develop research-based pedagogies to assist study, research or publication in English.  It requires teachers to identify the diversity of disciplinary languages used in the workplace or academy and encourage students to engage analytically with target discourses and develop a critical understanding of the contexts in which they are used. This is probably the most widely adopted approach to language instruction in higher education today, involving thousands of teachers and students across the world.  

Students now take a broader and more heterogeneous mix of academic subjects, some of which involve modular or joint degrees and emergent ‘practice-based’ courses such as nursing, management and social work. Further, they now have to deal with a broad range of modalities and presentational forms beyond written texts, and must learn to negotiate a complex web of disciplinary specific text-types, assessment tasks and presentational modes in order first to graduate, and then to operate effectively in the workplace.  

 

This special issue of Studia addresses research on LSP or the application of understandings from it in the classroom. We are not only interested in empirical research but also classroom practices, and theoretical discussions. A point of central importance is that each chapter is directly about specific language instruction, either using English or another language. We are aware that LSP instruction occurs in a wide range of settings, is aimed at learners with various backgrounds (immigrant, foreign language, 3rd language, etc.), operates in various contexts (e.g., genre-based pedagogy, teaching for general or specific academic/occupational purposes), focuses on different modalities (print-based, digital, multimodal, oral), and encompasses a host of teacher activities (e.g., syllabus design, materials development, instructional delivery, provision of feedback, assessment). We are interested in papers covering any topical aspects in these diverse academic contexts.  

 

Manuscript submission information: 

You are invited to submit your manuscript at any time before the submission deadline.  

In this Special Issue we are interested in publishing both full-length articles (6000-7000 words including references) and shorter reports on teaching or classroom practices (2500 -3000 words). All submissions should be in English and relate to the topic of the Special Issue. 

Please include the following with your submission: 

● Name(s) of author(s), institutional affiliation and bionote  

• Type of submission 

● Working title  

For any inquiries about the appropriateness of contribution topics, please contact octaviazglobiu@ubbcluj.ro 

Please refer to the Guide for Authors to prepare your manuscript. 

Submission deadline: 15 February 2024 

 

Contact Information

Guest editors

Professor Ken Hyland, University of East Anglia, UK K.Hyland@uea.ac.uk

Dr. Octavia Raluca Zglobiu-Sandu, Babeş-Bolyai University, Romania octavia.zglobiu@ubbcluj.ro

Dr. Andrada Fătu-Tutoveanu, Babeş-Bolyai University, Romania andrada.pintilescu@ubbcluj.ro

Contact Email

philologia.studia@ubbcluj.ro

URL

http://studia.ubbcluj.ro/serii/philologia/pdf/CFP_4_2024.pdf

No Publication Charges_Call for Book Chapters/Research Papers for Edited Book -#Cultural #context and #English #language #teaching in #India - IIP International #Publishers, #USA & #India

Aim & Scope: 

The aim of this book is to explore the intricate relationship between cultural context and English language teaching in India, shedding light on how cultural factors influence language acquisition and pedagogical practices. This comprehensive work seeks to provide educators, researchers, and policymakers with insights and strategies to navigate the dynamic interplay between culture and language teaching in the Indian context. The scope of this book is wide-ranging, covering both theoretical and practical aspects of cultural context and English language teaching in India. It delves into the sociocultural, historical, and linguistic dimensions that shape language acquisition, classroom dynamics, and curriculum development. The book will also examine the challenges and opportunities of incorporating local cultural elements into English language education. 

LIST OF TOPICS: 

1. Understanding Cultural Context in Language Teaching

 2. Impact of Cultural Factors on Language Learning 

3. Sociocultural Influences on English Language Teaching 

4. Multilingualism and Language Identity in Indian Education 

5. Cultural Diversity in English Language Classrooms 

6. Integrating Local Culture into Language Curricula 

7. Addressing Cultural Bias in Language Assessment

 8. Developing Intercultural Competence in Language Educators

 9. Technology and Cultural Enrichment in Language Learning 

10. Policies for Culturally Inclusive Language Education 

11. Case Studies: Successful Integration of Culture in Language Teaching 

12. Challenges and Future Prospects in Culturally Sensitive Language Education 

The proposed book will provide a comprehensive exploration of the intersection between cultural context and English language teaching in the Indian context. By examining theoretical underpinnings, practical strategies, and case studies, this book aims to be an essential resource for educators, researchers, and policymakers committed to fostering effective and culturally sensitive English language education in India

Chapter Submission Procedure: 

Step 1: Go to IIP website www.iipseries.org 

Step 2: Register in the portal by clicking on Signup

 Step 3: You can submit chapter at your dashboard or directly through IIP website after you login 

Step 4: Click on submit chapters 

Step 5: Select the book series title along with Book Series ID to which you wish to submit 

Step 6: Upload all necessary details along with your chapter in word file format. 

Refer IIP Chapter format at download in IIP Website 

Author Benifits: 

1. Selected chapters (not all) will be indexed in RSquareL and other indexing platforms including Amazon, Google Books etc. 

2. Publication of chapter in book series with ISBN/ISSN 

3. Publishing in IIP Proceedings Digital Library with DOI

 4. Open access mode of publication in IIP Digital library 

5. Optimized searching options to increase the visibility of the work to readers and other researchers which helps in citations. 

6. Unique dashboard to Author 

7. Easy paper/chapter management system with transparency of the process including peer review 

8. Adds points to API as per NAAC & NBA (India) and other accreditation bodies from abroad 

9. One complimentary copy per chapter 10. Certificate to all authors who contributed chapter(s) 

Important Dates: 

Chapter/paper submission starts on: 1,SEP 2023

Last date for chapter 30 Nov 2023

Paper submission: 31 

Acceptance notificatijon: Jan 31 2024 

Last date for registration: Feb 28 2024

Support from IIP to the Editors & Authors 

*Reviewing support from IIP Reviewers 

*Plagiarism checking service through Turnitin 

*Submission management 

*Registration management 

*Individual dashboard 

For any queries Contact:8309147264 

Mail.us:kkeflu@gmail.com 

IIP Edited Book Series www.iipseries.org

Funded Popular Cultural Association Conference on "Education, Teaching, History & Popular Culture" 2018

The Area of Education, Teaching, History and Popular Culture is now accepting submissions for the 2018 Popular Culture and American Culture Association National Conference, Indianapolis, IN, to be held March 29-31, 2018 at the J.W. Marriott, Indianapolis, IN. 

Educators, librarians, archivists, scholars, independent researchers and students at all levels are encouraged to apply. Submissions that explore, connect, contrast, or otherwise address area themes of schooling and education, teaching throughout history (including preparing teachers/preservice teacher education), history, archival studies and/or their linkages to popular culture from all periods are desired. Sample topics for papers include, but are not limited to:

Successful use(s) of popular culture in teaching at all levels in all contents;

Debating whether there can, in fact, be a form of “popular” culture among students today;

• Reflections/linkages between schooling and popular culture;
• International/multinational/cross-border lenses through which popular culture/popular perception of schooling can be viewed;
• The role of history in education, teaching, or preservice teacher education;
• The importance of/re-integration of historical foundations into teacher education;
• Linkages between archival research and popular culture studies;
• Representation(s) of teaching and/or schooling in popular culture through history;
• How schooling/education has impacted/has been impacted by popular culture;
• How LGBTQ studies has impacted/been impacted by schooling/education;
• Queering classrooms/queering education;
• Tapping into (or resisting) popular technology to improve education; and/or
• Exploring the intersections of social media, social identity and education.

To be considered, interested individuals should please prepare an abstract of between 100-250 words. Individuals must submit electronically by visiting http://pcaaca.org/national-conference/proposing-a-presentation-at-the-conference/ and following the directions therein. Please be sure to complete/ensure the accuracy of all presenter information. 

PLEASE NOTE: The deadline for proposals is October 1, 2017.

Decisions will be communicated within approximately two weeks of deadline. All presenters must be members of the American Culture Association or the Popular Culture Association and fully registered for the conference by December 15: http://pcaaca.org/national-conference/membership-and-registration/.

PLEASE NOTE: The deadline for “Early Bird” registration is November 15, 2017; the deadline to register for the conference (else be removed from the program) is December 15, 2017.

Graduate students, early career faculty and those traveling internationally in need of financial assistance are encouraged to apply: http://pcaaca.org/grants/

PLEASE NOTE: The deadline for applying for travel grants is December 1, 2017.

Graduate students are STRONGLY encouraged to submit their completed papers for consideration for conference award: http://pcaaca.org/journal-awards/. 

PLEASE NOTE: The deadline for applying for a JPC or JAC Graduate Student paper award is January 1, 2018.

Any further inquiries can be directed to:

Dr. Edward Janak

Department Chair, Educational Foundations and Leadership

Email: Edward.janak@utoledo.edu

Phone: (419) 530-4114

Contact Email: 

edward.janak@utoledo.edu

For detailed information please see http://pcaaca.org/national-conference/.