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/

International E- Conference on Education : Global Leadership and Management in Education: Future Perspectives, -12th January 2024

Greetings!

We are pleased to invite you to submit your quality paper in 4th International E- Conference (Under the aegis of the Internal Quality Assurance Cell-IQAC) on the theme Education Generation Next: Global Leadership and Management in Education: Future Perspectives, Collaboration and Research being organized by Centre for Teacher Education, Institute of Professional Excellence & Management, Ghaziabad on 12th January 2024 (Friday) in Collaboration with Societal Research and Development Center, Near East University, Nicosia, Cyprus, Near Turkey.

IMPORTANT DATES

Last date for submission of Abstract: 30th November, 2023

Last date for Submission of Research Paper with Plagiarism Report: 20th December, 2023

Notification for Acceptance of Research Paper for Conference:30thDecember, 2023 

Last date for submission of PPT: 8th January, 2024

Abstract/Paper Submission at conference.cte@ipemgzb.ac.in

Registration at: https://itla.ipem.edu.in/registration-form/

Conference Website: http://itla.ipem.edu.in/

Publication Opportunity

Selected papers will be published in SCOPUS/UGC CARE listed Journals on the terms & conditions of the respective journal. The publication fee will be borne by the author(s) separately from Registration Fee. All other papers will be published in IPEM Journal FOR INNOVATIONS IN TEACHER EDUCATION (Volume 9, July 2024) or in the form of an Edited Book with ISBN Number.

Call for Book Chapters: The Displacement of the Human in Digital Media-sphere: Bio-digital Convergences

 We invite scholars, researchers, and experts in the fields of media studies, digital humanities, cultural studies, and related disciplines to contribute to an upcoming chapter book that delves into the intriguing and evolving topic of "The Displacement of the Human in Digital Media-sphere: Bio-digital Convergences."

Book Overview:

The rapid advancement of digital technologies has redefined the boundaries of the human experience in the cybersphere. As we navigate a world increasingly entwined with digital media, our understanding of what it means to be human undergoes constant transformation. This chapter book seeks to explore the multifaceted aspects of this transformative process, focusing on the convergence of biological and digital elements that reshape our perceptions, identities, and interactions within the digital media-sphere.

Topics of Interest:

We encourage authors to submit proposals for chapters that explore, but are not limited to, the following topics:

• Embodiment and Disembodiment in the Digital Age
• Virtual Reality and Augmented Reality: Redefining Presence
• Human-Machine Interfaces and Cyborg Identities
• Datafication of the Self: Personal Data and Identity
• Ethical and Philosophical Implications of Bio-digital Convergences
• Digital Art and Bio-digital Aesthetics
• Social Media, Identity, and Self-presentation
• Digital Health and the Quantified Self
• Human-AI Interactions and Emotional Bonds
• The Role of Bio-digital Convergences in Media and Entertainment

 

Submission Guidelines:

Interested authors should submit a 300–500-word abstract outlining the proposed chapter, along with a brief biography, to Inti Yanes-Fernandez, thanasis.gianes@gmail.com, by Dec. 15^th, 2023.

The full paper (chapter) length is expected to be 5,000-10,000 words approximately. 

The abstract should clearly state the research objectives, methodology, and relevance to the book's theme.

Important Dates:

    Abstract Submission Deadline: Dec. 15^th, 2023

    Notification of Acceptance: Jan. 10^th, 2024

    Full Chapter Submission Deadline: Feb. 17^th, 2024

    Review and Revisions Period: Spring-Summer 2024

    Book Publication: Fall 2024 (tentative)

Publication Venue:

The accepted chapters will be published as part of a comprehensive chapter book, which will be made available both in print and digitally through Vernon Press, NY.

 

Contact Information

For inquiries and submissions, please contact Dr. Inti Yanes-Fernandez

Contact Email

thanasis.gianes@gmail.com

Call for Chapters for an Edited Volume Human Rights in the Age of Drones: Critical Perspectives on Post-9/11 Literature, Film and Art

 Call for Chapters for an Edited Volume

Human Rights in the Age of Drones: Critical Perspectives on Post-9/11 Literature, Film and Art

Editor: Muhammad Waqar Azeem, PhD (Binghamton University)

Email: mazeem1@binghamton.edu

Abstract Deadline: June 15, 2023

This edited volume titled Human Rights in the Age of Drones: Critical Perspectives on Post-9/11 Literature, Film and Art is under an advanced contract with a major publisher and aims to produce critical, theoretical, and analytical debates on the literary and cultural representations of the weaponized drones. We seek chapters on the intersections between human rights and the representation of drone warfare in post-9/11 visual and graffiti art, film and documentaries, plays and stage performances, and poetry, memoirs and fiction. Within the broader context of war on terror, the chapters may contemplate: how do drones complicate the conceptualization of human rights and war both in national and international discourses? How, and with what consequences, do UAVs bypass juridical procedures and normalize target-killing? What challenges do surveillance drones pose to the notions of privacy and biopolitics? How does drone aesthetics produce a counter-archive against the power and hegemonic control of the Empire? How do cultural artefacts capture and resist the violence from above? A strong engagement with the recent critical and theoretical debates on human rights and literature/art is encouraged.

If interested, please email your abstract (150-200 words) and a brief bio to mazeem1@binghamton.edu by June 15, 2023. You will hear about your abstract by the end of June and polished drafts of the chapters (7000-9000 words) will be due on September 30, 2023.

 

Contact Email: 

mazeem1@binghamton.edu