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

Call for Book Chapters: "#Disability, #Race, and #Masculinity: #Disabling and #Resisting the Disabling of #Black #Masculinity"

Vernon Press invites book chapters for a forthcoming edited volume on the subject of "Disability, Race, and Masculinity: Disabling and Resisting the Disabling of Black Masculinity."

Emerging as one of the branches of health/medical humanities, Disability Studies has been of interest to scholars and researchers from Literature, to Psychology, Medicine, Law and the Humanistic Social Sciences. The past few years have witnessed the rising importance of and interest in informing disability studies from multidisciplinary, intersectional approaches. Understanding the term ‘disability’ often ignites questions regarding how and why one’s (dis)ability is distinctly understood and construed by a composite of factors like race, gender and class. How do existing theoretical frameworks diversify the conceptual and contextual understanding of disability beyond its traditional sense, linked only with defects or disease in the biological body? How do biological-physical impairment and the broader range of disabilities (social, legal, etc.) at once overlap and stand apart?

This book proposes to bring into its ambit critical trajectories offered within and beyond the periphery of disability studies that shape the meaning of disability as a product of social injustice, not just medical condition. Disability thus becomes a mark of, a way to understand, and a new venue for critique of the formation of minority identity, interrogating the social construction and existence of identities subject to the politics of social control.

David Mitchell and Sharon Synder observe that, “stigmatized social positions founded upon gender, class, nationality and race have often been relied upon disability to visually underscore the devaluations of marginal communities.” Douglas Baynton reveals that discrimination in United States against people of color, women and immigrants has been justified historically by representing them as disabled. This book will incorporate chapters and articles that will broaden by bringing into conversation the critical scholarship and discourses on disability, race and masculinity. The chapters will offer comparative study of works/texts, thus presenting a new body of theory to several fields of critical scholarship; it will offer fresh research and critical approaches to primary materials rather than secondary research on the topic. After an introduction informed by a thorough review of existing scholarship, each chapter will further contribute to understanding, interpretation, and theorizing of the intersections of race, masculinity and disability and fill in gaps or create new, interrogative spaces.

Contributors will expand current disability studies and thus serve to initiate new alignments in future race, masculinity, and disability studies. This is a scholarly effort to transgress beyond conventional responses by interrogating the intersections of race, disability, and masculinity.

Chapters will address the following themes, but will not be limited to:

• Race, Masculinity and Disability in Literature and Film
• Law and Social Justice: Disabled/ing Black Masculinity in US Prisons
• Politics of Spaces: Disability, Blackness and Masculinity
• Human Rights and Black Masculinity: Negotiating Identity with (Dis)ability
• Affect, Disability, and Black Masculinity
• Resisting Disability: Reading Black Masculinity and (Dis)ability
• Writing and Resisting Racial Disability in/through Life Narratives

Chapter proposal submission

An abstract of not more than 300 words, and five keywords must also be submitted along with a brief profile of the contributor to Dr Sucharita Sharma, sucharita.sharma@iisuniv.ac.in
Plagiarism report of the paper along with the full paper submission.
Kindly adhere to MLA 9th Edition style of citation.
The length of the full paper should be between 4000-5000 words.

The proposed deadlines are as follows:
Deadline for abstracts submission: January 30, 2024
Acceptance of abstracts: February 15, 2024
Full chapter submission:  April 20, 2024

Contact Information

Dr Sucharita Sharma

Contact Email

sucharita.sharma@iisuniv.ac.in

Call For Publications: "Online Hate Speech: Impacts, Prevention, and Intervention" -Rotura - Journal of Communication, Culture & Arts

 In the last decade, the increase in visibility and exposure of online hate speech has raised cultural, social, and academic concerns. This issue encompasses topics such as social, political, and religious polarization, the dissemination of hate ideologies, the promotion of violence through online propaganda and recruitment, and the impact on the well-being of individuals involved, with implications for the construction of a pluralistic discourse in peaceful, just, and inclusive societies.

With the aim of deepening knowledge on the subject and addressing effective ways to prevent and intervene in online hate speech, we invite the scientific community to submit studies and theoretical and empirical approaches that contribute to understanding the following topics:

Topics of Interest:

• Impact of online hate speech on society.


• Influence of the digital environment on the behavior and development of children, youth, and adolescents.


• Interactions of online gamers and digital gaming communities as conducive spaces for the spread of hate speech.


• Analysis of effective strategies and initiatives for preventing and intervening in online hate speech.


• The role of social media in promoting a culture of peace, justice, and strong institutions.


• Impact of the pandemic and distance learning on children's exposure to online hate speech and risky behaviors.


• Public policies and regulatory frameworks to address online hate speech and violence.


• Other studies related to hate speech.

Rotura is indexed on RCAAP, DOAJ, Scielo, Google Scholar, Latindex, ERIHPLUS, SUDOC, ROAD, Jisc and INDEXAR.

Contact Information

Editors:

Anthony Brooks (Aalborg University)
Ana Filipa Martins (CIAC, Universidade do Algarve)
Janice Richardson (Digital Citizenship Expert, Council of Europe)
Susana Costa (CIAC, Universidade do Algarve, Universidade Aberta)

Contact Email

rotura@publicacoes.ciac.pt

URLhttps://publicacoes.ciac.pt/index.php/rotura/chamadas-de-trabalhos

Call for Papers: #Women's & #Gender #History #Symposium(Hybrid) 2024

The 22nd annual Women’s and Gender History Symposium at the University of Illinois at Urbana-Champaign seeks graduate student paper presentations of 15-20 minutes that foreground the social, cultural, and political implications of space and place in histories of women, gender, sexuality, and/or queerness. Alternative presentations (e.g. film, poetry, art) are welcome so long as they fit within the symposium’s format.

Over the course of history, gender and place have been mutually constitutive. Spatial, material, and environmental conditions shape and are shaped by gendered social practices. This symposium invites interdisciplinary research which interrogates the spatial and social situatedness of gender, including (but not limited to) topics of:

• migration, mobility, and borders

• environmental studies

• places of war, protest, and activism

• domesticity and the myth of the public/private divide

• architecture and urban planning

• digital spaces

• critical geography and GIS

Submissions need not be confined to the discipline of history or its methods. First-time presenters and MA students are warmly welcomed.

This year’s keynote speakers are Dr. Jessica Zychowicz (Director, U.S. Fulbright Program in Ukraine and IIE: Institute of International Education Kyiv) and Dr. Rosalyn LaPier (History, UIUC). Dr. Zychowicz’s work on Ukrainian feminist art, protest, and places of freedom brings timely and critical discussion to the conference. Dr. LaPier researches Indigenous knowledge, environmental feminism, and sacred landscapes.

A reception will open the symposium on the evening of Thursday, February 29. Panels will take place the afternoon of Friday, March 1st, and the morning and afternoon of Saturday, March 2nd, 2024. While the keynote speakers will present in-person at the University of Illinois at Urbana-Champaign, the symposium will offer a hybrid format via Zoom for panelists who wish to participate and attend remotely.

 Submissions and Contact: 2024 WGHS Organizing Committee, wghs.uiuc@gmail.com

Submission Deadline: November 30, 2023 at 5pm CST

Please submit proposals (200-300 words in length) together with a CV to wghs.uiuc@gmail.com by November 30, 2023 at 5pm CST.

Contact Information

Tabitha Cochran, on behalf of the 2024 Women's and Gender History Organizing Committee

Contact Email

wghs.uiuc@gmail.com

URL

https://wghistory.web.illinois.edu/

Two Day #International #Student #Seminar #Girl, (Un)Interrupted Identity, #Experience, #Agency, and #Representation -Jesus and Mary College University of Delhi New Delhi 1st-2nd November 2023

Organized by: English Literary Association Department of English Jesus and Mary College 

 Concept Note

Girlhood Studies emerged as a distinct field of study in the 1990s, in the Anglophone North, influenced by a growing discourse on gender equality, especially in fields like science, math, and technology. However, its roots can be traced back to the 1970s when second wave feminist scholars began critiquing the disproportionate focus on boyhood in youth research. In the West, Black Girlhood Studies has emerged to address the under-representation of Black girls in the field. Similarly, there has been powerful scholarship examining the cross-section of disabilities with Girlhood Studies. Recently, South Asian scholars have made critical interventions in the field by exploring the historical erasure of the experiences of girlhood in the region. They have highlighted how the figure of the girl has been overdetermined by the anxieties about, and for, the woman she would become. Seen always as only “becoming a woman,” and never allowed to be a girl, the South Asian woman, nonetheless, has been treated like a little girl who needs “protection.” Given these paradoxical operations of erasure, hypersexualisation and infantilisation, it is no surprise that girls and “girlhood” are missing from Indian novels. Obviously, “Swami & Friends” did not, indeed, could not have any sisters whose childhood predicaments and perplexities, pranks and play, merited any attention! Pre-colonial, colonial and postcolonial girlhoods are now being investigated from many different perspectives. By using an intersectional approach, for example, Dalit and Adivasi girlhoods have emerged as distinct fields of research. 

About the Seminar

 This student seminar invites in-depth and extensive exploration of the conceptualization of girlhood in all types of literary (fictional and non fictional), performative and multimedial narratives. The seminar hopes to arrive at a richer understanding of the multiple experiences and constructions of “girlhood” through time, especially in its complex interplay with traditional or modern hegemonic discursivities, socio-cultural formations and politico economic imperatives. Also, this student seminar aims to establish Critical Girlhood Studies as a robust academic domain of research amongst young scholars. We invite undergraduate and postgraduate students to submit their contributions for an interdisciplinary student seminar that delves into the many dimensions of Girlhood Studies. 

 Coming of age and other narratives Subcultures and fandoms Social media and girlhood Disability and girlhood studies Capitalism, consumerism, and girlhood Performing girlhood Intersectionality of race, religion, ethnicity, caste, class, etc. Menstruation Queering and trancing girlhoods Media and representation Violence, risks, and betrayals Education, health, and rights Mobility and access Beauty standards and body dysmorphia Girl brides Play and sports 

 We welcome papers and presentations that explore, but are not limited to, the following themes:

• Coming of age and other narratives 
• Subcultures and fandoms
•  Social media and girlhood Disability and girlhood studies 
• Capitalism, 
• consumerism, and girlhood 
• Performing girlhood 
• Intersectionality of race, religion, ethnicity, caste, class, etc. 
• Menstruation Queering and transing girlhoods 
• Media and representation 
• Violence, risks, and betrayals 
• Education, health, and rights Mobility and access 
• Beauty standards and body dysmorphia Girl brides Play and sports 

 We welcome papers and presentations that explore, but are not limited to, the following themes: 

  PLEASE NOTE: 

This seminar will be held in the hybrid mode. The first day (1st November) will be held online on Zoom. 

The second day (2nd November) will be an in-person event at Jesus and Mary College, DU. Artwork: Young Girls by Amrita Sher-Gill  

Abstract Submission Deadline 19th October 2023

 Notification of Acceptance 29th October 2023 

Full Paper Submission Deadline You can submit your abstract using this GoogleForm: bit.ly/GirlSeminar 

Alternatively you can email it to: girluninterrupted2023@gmail.com 

Name and Contact information

 Paper Title - Full paper title for the presentation Paper Abstract - 250-word abstract 4-5 keywords Word Document; 12 Times New Roman; Double spaced Your submission should contain: Girl, (Un)Interrupted

 Important Dates

 This National Student Seminar is open to undergraduate and postgraduate students of all streams from different academic institutions across the country. The presenters will need to show their current ID as proof of academic affiliation. Presenters from outside Delhi may opt for presenting in the online mode on the second day. WHO CAN APPLY? CERTIFICATES HOW TO SUBMIT YOUR ABSTRACT: All the registered participants will be issued e-certificates of participation/presentation. 

 FOR FURTHER QUERIES, PLEASE CONTACT: GIRLUNINTERRUPTED2023@GMAIL.COM San Martin Marg, Bapu Dham, Chanakyapuri, New Delhi, Delhi 110021 Register here: bit.ly/GirlUninterrupted 

ISTR INTERNATIONAL CONFERENCE 8-10 FEBRUARY 2024 Redefining the Stage: Exploring Digital Transformation in Performance Cultures

It is proposed to have a dynamic exploration of the theme 'Redefining the Stage: Exploring Digital Transformation in Performance Cultures” amongst researchers and theatre practitioners from all over the World. This interdisciplinary conference aims to examine the implications of growing digital intervention in various forms of performance, including cinema, theatre, television, and other digital platforms. It also aims to address the recent debates surrounding the ethical use of Artificial Intelligence and other tools in the performing arts.

Growing digital intervention in various cinematic and stage performing arts is defining a new paradigm in performance culture. Digital intervention in performance culture refers to the incorporation of knowledge based systems and cognitive technologies into various aspects of cultural performances, including theatre, dance, music, and other forms of artistic expression. This integration enables content creators and artists to blend traditional artistic practices with advanced computing tools such as Virtual Reality, Augmented Reality, and Interactive Experience for the viewer, and more. By doing so, entertainment shifts from being a passive experience to being immersive and interactive for audiences, breaking down the boundaries between the performer and the viewer.

This approach opens up new avenues for creative exploration, allowing artists to experiment with novel forms of storytelling, visual effects, and audience engagement. Immersive Technology interventions can transform the spatial dynamics of performances, enabling artists to manipulate the environment, lighting, and visuals in real time. This dynamic interaction between technology and performance fosters a symbiotic relationship that enhances the overall artistic impact, thereby creating an environment of Extended Reality.

However, new challenges like maintaining the authenticity of live performances, addressing technical glitches, and ensuring inclusivity in digital experiences must be navigated. Also, Artificial Intelligence is already threatening to take over many jobs in the performing art domain, making several writers, editors and craftsmen redundant. The changing scenario throws up questions that workers of the creative world never faced in the past, namely, ‘Has the time come when the machines that we have made have become smarter than mankind?’ Nevertheless, the fusion of digital technology with performance culture offers a transformative and evolving landscape that continues to redefine how cultural expressions are conceived, executed, and shared in the digital age.

We welcome abstracts addressing a wide range of themes and areas, including but not limited to:

1. Technological advancement and evolution of performance art
2. Reality, Virtual Reality, and Augmented Reality in performance arts
3. Digitalization and its impact on live performance practices
4. Immersive experience and audience engagement in art.
5. Hybridity and syncretism in digitally created/altered performances
6. Copyright and Intellectual Property Rights of artists in the digital era
7. Customized ambience in performance arts: Intelligent Sound and Light design
8. Technological collaboration in digital restoration of art archives
9. The changing landscape of Marketing and Distribution of Art
10. Ethical issues in AI assisted performance cultures
11. Multimedia transgression in live performance practices
12. Personalized digital entertainment and alienation in Society

Deadline for abstract submission: 21 October 2023

Prof. Vikas Kapoor

Conference Coordinator

istr.str@gmail.com

For Registration and other detail see the website: www.istr.in

#CallForPapers #Publication: Resistant Knowledges: unmasking coloniality through the re-search of local to global communities

 

The Critical Race Theory collective (CRTc) calls for contributions to a special issue of the international peer-reviewed journal Education for Information (IOS Press Interdisciplinary Journal of Information Studies). Responding authors are being called to respond to the theme of engaging with and generating resistant knowledges with a fully articulated intention of unmasking coloniality. This call welcomes works with discipline specific, interdisciplinary and/or transdisciplinary approaches within (or focused on) “communities” related to library, information and/or education praxes.

THE PREVAILING CONTEXT

In these divisive times of social, cultural, political, informational, and economic retrenchment and crises, those who understand, seek, and participate in racial justice and decolonial work can draw inspiration from a question posed by bell hooks: “What are the actions I will concretely do today in order to bring myself into greater community? With that which is not here?” (2003, p. 163) Being in community (or building community) in both intimate and collective settings offers the opportunity to create space for a local to global range of resistant knowledges. We define resistant knowledges as processes of thinking and acting against the grain of coloniality in order to build collective consciousness and calls to action for racial justice and social change.

Resistant knowledges often occur within community formations and can emerge as “knowing as collective rhythm” (Gago, 2020, p. 164) and modes of epistemic disobedience for the global majority research (narrative) ecosystem (Fuh 2022). These collective rhythms reverberate knowledge along a continuum of communities from those who intimately syncopate their rhythms at the (micro) local level to those communities that aspire to or are already vigorously beating their (praxes) drums to amplify their resistant knowledges with global intentions. Authors are encouraged to explore and ultimately explain their framing of community in their submissions.

Dominator culture has tried to keep us all afraid, to make us choose safety instead of risk, sameness instead of diversity. Moving through that fear, finding out what connects us, reveling in our differences; this is the process that brings us closer, that gives us a world of shared values, of meaningful community. bell hooks –

from: Teaching community: a pedagogy of hope (197)

Valentin-Yevies Mudimbe (1990, p. 14) reminds us that the term ‘colonial’ derives from the latin root colére, meaning to cultivate, design or arrange, and that imperial colonists did this through the violent re-organisation of non-European territories into Europe an constructs of land and knowledge. Coloniality is both an epistemic frame and a lived reality that subsumes language and bodies of knowledge, land, and action; arranging and structuring our societies and institutions into hierarchical research or divisions of knowledge and power. In the words of Frantz Fanon, “the business of obscuring language is a mask behind which stands the much bigger business of plunder”(1963, p.189).

Decoloniality, Avtar Brah argues, “enables us to prioritise and foreground regimes of knowledge that have been sidelined, ignored, forgotten, repressed, even discredited by the forces of modernity, colonialism, imperialism, and racial capitalism.” (2022, p. 15) As such, this call is interested in re-search (Smith, 2021) which counters colonial narratives in all their forms: theoretical, empirical,or as praxes and manifest on micro (intimate/personal), mezzo, macro (structural/systemic) levels.

Hyphenating “research” into “re-search” is very useful because it reveals what is involved, what it really means, and goes beyond the naive view of “research” as an innocent pursuit of knowledge.

It underscores the fact that “re-searching” involves the activity of undressing other people so as to see them naked. It is also a process of reducing some

people to the level of micro-organism: putting them under a magnifying glass to peep into their private lives, secrets, taboos, thinking, and their sacred worlds.

(Ndlovu-Gatsheni, 2017)

We frame (counter) storytelling within the bigger picture of storywork; an interdisciplinary methodology drawn from decolonial, indigenous and black feminist re-search methods, as well as the core CRT tenet/method. (Adebisi, 2023; Degado, 1989; Lee & Evans, 2021; Miller, et.al.,2020; Natarajan, 2021; Smith, 1999; Solórzano & Yosso, 2002)

Foluke Adebisi invokes the story of the British slave ship Zong, which in 1781 threw approximately 130 African captives overboard, to highlight that the telling of such colonial stories from the past are too often temporally or spatially limited and hence reproduce harms rather than repairing them. We must, she argues, “craft better futures for us all and the earth on which we are precariously surviving. To survive at all, we need new ways of thinking, being and doing in the world.” (2023),and, in turn, limit (or optimistically reverse) the effects of colonial epistemicide has on resistant knowledges. (Youngman, 2022; Yeon, 2023)

As Nuu-Chah-nulth Hereditary Chief E. Richard Atelo puts it, “as more communities work toward protecting and revitalizing Indigenous knowledges, they have also chosen to reframe and reposition these incredible sources of knowledge as stories. They do so in order to move away from any misunderstandings about the power and truths that are embedded in the stories.” (2011, p.2) Stories, then, should not be considered merely metaphoric or representational. Whilst it is important to heed Tuck and Yang’s (2012) critique that decolonization is not a metaphor, that does not mean that the topics of coloniality and decoloniality cannot be engaged in ways that counter-narrate the dominant epistemological and institutional frameworks in ways that transcend empirical and abstract binaries (even those that metaphoric).

What local and global stories and counter stories of resistant knowledges and (de)coloniality can you tell from your community sites (the gathering of two or more represents the possibility of community) of knowledge, information and learning?

THE GLOBAL CALL

This is more than a ‘call for papers’; it is call and response, inspired by indigenous storywork practices and counter-storytelling methodologies. We are a community of practice, and we are calling for contributions that are rooted in communities, in order to respond to current contexts of crises and manufactured culture wars that are rooted in the dehumanization and domination of coloniality. Hence the question framing this call: can we unmask coloniality through the re-search of local to global communities? An unmasking that emphasizes authentic self representation of identities; an unmasking that has evolved from Fanon’s original articulation that reflected his time (Fanon,1952). An unmasking which empowers re-search of local to global communities by removing the mask of coloniality (that obscure language) masquerading to provide distraction from the much bigger business of plunder. (Fanon,1965)

We seek contributions within Education for Information’s full editorial scope: thus inviting a broad continuum of theoretical, empirical, and/or praxes based counter storytelling submissions related to but not limited to information and education fields and/or interdisciplinary/transdisciplinary work within the following areas:

• archival science
• critical information literacy;
• data science;
• digital humanities;
• documentation theory and practice;
• education studies;
• ethnic studies;
• gender studies;
• queer studies (queer-crit)
• re-search papers (various forms) including empirical quantitative or qualitative studies as well as reflexive, hermeneutical, historical, and other conceptual approaches;
• technology studies or the philosophy of technology commentaries
• topics of interest to education, pedagogy and learning; and indigenous or Pan-African epistemologies;
• information and health equity;
• information and media;
• information policy and ethics;
• information retrieval;
• information seeking and use;
• professional practices or theoretical approaches within
• galleries, libraries, archives, and museums (GLAM) as
• well as conservations and debates from scholars and practitioners connected interdisciplinarily/ transdisciplinarily to GLAM;
• critical race theory contexts connected to any of the previous options
  • counterstory as re-search method
  • dis-crit
  • interest convergence discussions
  • intersectional analysis
  • prácticas de liberación
  • racial battle fatigue (RBF)
  • racial realism
  • whiteness as property discussions
  • white supremacy perspectives
  • works discussing microaggressions

REFERENCES CITED

Adebisi, F. (2023, May 30). How do we find the right language and tools for decolonisation? Transforming Society. https://www.transformingsociety.co.uk/2023/05/30/how-do-we-find-the-right-language-and-tools-for-decolonisation/

Atleo, E. R. (2005). Tsawalk: A Nuu-chah-nulth Worldview. University of British Columbia Press.https://press.uchicago.edu/ ucp/books/book/distributed/T/bo70076632.html

Bell, D. A. (1992a). Racial Realism. Connecticut Law Review, 24(2), 363–380.

Bell, D. A. (1992b). Faces at the bottom of the well: The permanence of racism. BasicBooks.

Blaisdell, B. (2021). Counternarrative as strategy: Embedding critical race theory to develop an antiracist school identity. International Journal of Qualitative Studies in Education.

Brah, A. (2022). Decolonial imaginings: Intersectional conversations and contestations. Goldsmith Press.

Delgado, R. (1989). Storytelling for oppositionists and others: A plea for narrative. Michigan Law

Review, 87(8), 32. Delgado, R., & Stefancic, J. (2017). Critical Race Theory: An Introduction (3rd ed.). NYU Press. https://muse.jhu.edu/book/59009

Fanon, Franz. (1952). Black Skin, White Masks. First. France: Editions de Seuil. https://groveatlantic.com/book/black-skin- white-masks/.

Fanon, F. (1963). The wretched of the earth (C. Farrington, Trans.). Grove Press, Inc.

Fuh, D. (2022, September 5). Disobedient knowledge and respect for our African humanity. University

of Cape Town News. http://www.news.uct.ac.za/article/-2022-08-24-disobedient-knowledge-and-respect-for-our-african-huma

nity

Gago, V., & Mason-Deese, L. (2020). Feminist international: How to change everything. Verso. hooks, bell. (2003). Teaching Community: A Pedagogy of Hope. Routledge.

Lee, E., & Evans, J. (Eds.). (2021). Indigenous Women’s Voices: 20 Years on from Linda Tuhiwai Smith’s Decolonizing Methodologies. Bloomsbury Academic. https://directory.doabooks.org/handle/20.500.12854/77398

Miller, R., Liu, K., & Ball, A. F. (2020). Critical Counter-Narrative as Transformative Methodology for Educational Equity. Review of Research in Education, 44(1), 269–300. https://doi.org/10.3102/0091732X20908501

Mudimbe, V. Y. (1990). The Invention of Africa: Gnosis, Philosophy and the Order of Knowledge. James Currey.

Natarajan, V. (2021). Counterstoried spaces and unknowns: A queer South Asian librarian dreaming. In S. Y. Leung & J. R. López-McKnight (Eds.), Knowledge Justice: Disrupting Library and Information Studies through Critical Race Theory (pp. 141–157). MIT Press.

Ndlovu-Gatsheni, S. (2017, September 26). Decolonising research methodology must include undoing

its dirty history. The Conversation. http://theconversation.com/decolonising-research-methodology-must-include-undoing-its-dirty-history-83912

Puwar, N. (2021). Carrying as Method: Listening to Bodies as Archives. Body & Society, 27(1), 3–26.

https://doi.org/ 10.1177/1357034X20946810

Smith, L. T. (2021). Decolonizing methodologies : research and indigenous peoples (Third Edition.). Zed Books. Solórzano, D. G., & Yosso, T. J. (2002). Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research. Qualitative Inquiry, 8(1), 23–44. https://doi.org/10.1177/107780040200800103

Toliver, S. R. (2022). Recovering black storytelling in qualitative research: Endarkened storywork. Routledge.

Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), Article 1. https://jps.library.utoronto.ca/index.php/des/article/view/18630

Windchief, S., & San Pedro, T. (Eds.). (2019). Applying indigenous research methods: Storying with peoples and communities. Routledge.

Yeon, J., Smith, M., Youngman, T.,, & Patin, B. (2023). Epistemicide Beyond Borders. The International Journal of Information, Diversity, & Inclusion, 7(1/2). https://doi.org/10.33137/ijidi.v7i1/2.39251

Youngman, T., Modrow, S., Smith, M., & Patin, B. (2022). Epistemicide on the Record: Theorizing Commemorative Injustice and Reimagining Interdisciplinary Discourses in Cultural Information Studies. Proceedings of the Association for Information Science and Technology, 59(1), 358–367. https://doi.org/10.1002/pra2.759

THE PUBLISHING CHRONOLOGY

• from 10/15/2023 through 12/15/2023 (prospective) authors can submit an abstract of no more that 750 words (on one occasion) for baseline feedback about their re-search counter narrative applicable to this call. Abstracts can be sent to editorialteam@crtcollective.org
• author’s first drafts due Monday March 4, 2024 by 11:59 EST
• CRTc review of submissions March 5 through May 20
• author’s resubmission (response to CRTc reviews): May 21 through June 30
• CRTc Review of resubmissions July 1- 21
• CRTc delivery of submissions to EFI managing editor: July 22
• managing editor review: July 23 – August 30
• target publishing issue 4, 2024

SUBMISSION (AUTHOR) GUIDELINES

This Special Issue will follow Education for Information’s Author Guidelines.

Most Notably:

• Full-length articles and literature reviews should be between 5000-8000 words of text excluding the references. Commentaries, funded innovative re-search protocols, short communications and book reviews should be between 1000-1500 words of text excluding references.
• Manuscripts must be written in English. Authors whose native language is not English are advised to consult a professional English language editing service or a native English speaker prior to submission.
• Manuscripts should be prepared with wide margins and double spacing throughout, including the abstract, footnotes and references. Every page of the manuscript, including the title page,references, tables, etc., should be numbered. However, in the text no reference should be made to page numbers; if necessary, one may refer to sections. Try to avoid the excessive use of italics and bold face.
• Authors are requested to use the APA (American Psychological Association) citation style and references must be listed alphabetically in APA style.

Authors should submit their contributions for review through the CRTc Call for Papers Submission Form

THE HOST COMMUNITY / EDITORIAL TEAM

Beyond the naming of our international community as the CRTc, we also strive to exist and persist in praxis as a CRT collective. Thus, we approach this endeavor towards addressing two CRT lenses developed by one of its founding scholars, Derrick Bell:

1) Through our awareness of the current divisive discourse as a global reality as well as our effort to discuss, deliver, and disseminate, resistant knowledges to what Bell positions as racial realism (Bell 1992a): noting racial progress is [being aggressively attacked to limit recent gains as] sporadic and that people of color [those most at the effect of all forms of colonialism] are [limited] to experience only infrequent peaks [of success] followed by regressions; as such;

2) This special issue is our intentional effort to counterstory what Bell suggests as the permanence of racism, and, in turn, coloniality (Bell, 1992b), which aligns with the CRT founding tenet that racism and [coloniality] are ordinary, pervasive, systemic and deeply ingrained and embedded in society, thus, not aberrational (Delgado & Stefancic, 2017, p. 8, 16, and 91).

CONTACTING THE collective

Author’s are invited to reachout to the CRTc with general or specific inquiries for the special issuethrough email: editorialteam@crtcollective.org.

For those seeking to contact a specific CRTc community member, please visit the collective’s Contact Us page.

Contact Information

Author’s are invited to reachout to the CRTc with general or specific inquiries for the special issue through email: editorialteam@crtcollective.org  

For those seeking to contact a specific CRTc community member, please visit the collective’s Contact Us page: https://crtcollective.org/contact-us/, including Dr. Tony Dunbar, for more information.

Contact Email

editorialteam@crtcollective.org

URL https://crtcollective.org/call-for-papers-2023-2024/