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Sunday, February 11, 2024

Call for# Contributions: #Funded #Max #Weber Foundation #Conference on #Harmful #Entanglements. #Orient-Institute Istanbul, May 14th–15th, 2024.






Entanglements are the order of the day. In the last two decades or so, the notion of entanglement has not only been very popular with historians (histoire croisée, Verflechtungsgeschichte), but also on fields such as comparative literature, cultural anthropology, archeology, and some social sciences. The concept of entanglement enables researchers to avoid dealing with clearly (pre-)defined social or political entities. It has awarded researchers the opportunity to attain a freely chosen vantage point with regard to both their evidence and concepts. Finally, it has proved especially suitable for the analysis of social, intellectual and political agency and interdependencies because of the concept’s capacity to break down asymetries, dilute binaries and highlight questions of process (how?) over quiddity (what?) and cause (why?).



The conference on ‘Harmful Entanglements’ thus addresses a phenomenon caused not so much by a principal methodological flaw in the concept of entanglement. Rather, it aims to answer to the unacknowledged conditions of the concept’s ubiquity, or, with other words, by its own ‘entanglement’ in a particular political context. Arguably, the study of and the various approaches to entanglements are products of an era of run-away globalisation and the heuristic possibilities it has enabled/unleashed. Scholars also began to ask questions that, to a degree, mirror the concerns and expectations of this kind of neo-liberal instability and acceleration. While many studies of entanglement were fed by general optimism in their transformative power, significant research has also been conducted on problems created by entanglement that encompasses topics such as environmental history, international law and diplomacy, (post-) colonialism, and the position of racist and fascist cultural production in the history of modernity or the project of modernism.


By and large, however, a silent assumption has been dominant: entanglement has come to be considered a phenomenon that obeys a logic of accretion. Entanglement by default seems not to lead to disentanglement but to a new level of tighter entanglement.

The last few years with their crises of contagion, war, and economic rifts and collapses may offer a good occasion to question this assumption. It seems to be time to look at those who in the past or today reject to be entangled and at those etanglements that apparently proved detrimental. We aim to ask questions such as: What kind of entanglements have been regarded as sufficiently “bad” (harmful, exploitative, morally or legally unjustifiable, politivcally flawed, economically costly and so on) to provoke attempts at disentanglement? As dependencies (they may be understood as mutual as ever) involve power inequalities, the question of agency in disentanglements becomes crucial: What regimes of power trigger decolonialisation and neo-colonialisation processes? Do harmful entanglements lead to cultures of the vernacular, the backwater, the obscure – or at least to a longing for them? Do ever-increasing entanglements continuously diminish agency and lead to an animosity against connectedness  (as is observable in the present conjuncture of failing optimism in globalization)? Which actors are prone to fear or reject entanglements as principally dangerous or disastrous? When and why do attempts at disentanglement fail?

This year's Max Weber Foundation Conference is already the eighth such meeting organised by the Max Weber Foundation for German Humanities Institutes Abroad. The previous conferences of this format took place at the German Historical Institutes in Paris, Warsaw, Moscow, Washington, Kairo, Rome, and Tokyo. The Foundation Conference format takes up research topics from the institutes of the Max Weber Foundation and discusses them in an internationally comparative, trans- and interdisciplinary manner. The Foundation Conferences involve all of the Foundation's institutes and their partners.

The conference will take place in connection with the opening of the new building of the Orient-Institut Istanbul in the centre of Istanbul, in Galip Dede Caddesi 65, close to the Galata Tower. Keynotes will be delivered by Prof. em. Dr. Monica Juneja (Heidelberg University) and Prof. Dr. Eugene Rogan (Oxford University).

We invite papers that engage with these or related problems in the past or present and from a variety of disciplinary perspectives. Funding (travel-expenses, board and lodging) are available for participants not affiliated with the Max Weber Foundation. The language of the conference is English. A volume of contributions will be published.

Please apply with an abstract of two pages and a cv to https://www.oiist.org/cfc/. Deadline for applications is Sunday February 25th.

Contact Information

Prof.Dr. Christoph K. Neumann

Orient-Institut Istanbul

Şahkulu Mah., Galip Dede Cad. No: 65

Beyoğlu - İstanbul TR-34421

Contact Email
neumann@oiist.org

Friday, February 9, 2024

Call for Papers : #IDEAS: Journal of #English #Literary Studies, Vol. 4, No. 1 -April 2024

 Call for Papers - 7th Issue (April '24): Deadline - March 15, 2024


IDEAS: Journal of English Literary Studies is an international, electronically published and double blind peer-reviewed journal devoted to English literary studies. The journal aims to provide a highly qualified academic platform for the exchange of diverse critical and original ideas on any aspect of
literatures written in English, cultural studies, and literary theory. We accept works in the following areas:


• English/British Literature
• Literatures in English
• British Cultural Studies
• American Cultural Studies
• Cultural and Critical Studies
• Literary Theories


IDEAS: Journal of English Literary Studies is indexed in MLA International Bibliography, EBSCO, Asos Index, and listed in the MLA Directory of Periodicals.


The seventh issue will be published in April 2024. Original articles, interviews, and book reviews by academics working towards their PhD and above will be considered for publication in IDEAS.


Papers are to be submitted through the submission system available on our website. Please see the IDEAS template before you submit your paper. 


IDEAS accepts submissions throughout the year, and our policy is to start the review process right upon submission. March 15th is the recommended deadline to be reviewed for the April issue; papers will be accepted also after this date and enter the review process to be published in the nearest
issue upon acceptance.


Please visit our journal website for further information about the journal: https://dergipark.org.tr/en/pub/ideas


CFP: DEADLINE: March 15, 2024.

Contact Information
Şafak Horzum

KÜTAHYA DUMLUPINAR ÜNİVERSİTESİ
 

Contact Email
shafakhorzum@gmail.com

Monday, February 5, 2024

CFP: Two-Day International Conference TRANSFORMATIONS AND TRANSITIONS: EMERGING TRENDS IN LITERATURE AND LANGUAGE STUDIES -KL University-11-12th March, 2024

ABOUT THE CONFERENCE
The Department of English is holding a vibrant and joyful two-day event to share the pleasure and power of language and literature on 11th, &12th of March 2024 in a glorious scenic and invigorating atmosphere at KL University campus. We are delighted to place on record that this International Conference shall be an exciting mix of research discourse and debates. This is a programme of educational and inspiring events in our esteemed university involving students, scholars, expertise professors and critics. In short, this International conference is deliberately planned to mark stimulating dialogue and discourse to provide a rare opportunity to the academics to meet and interact with eminent personalities.


ABOUT THE ENGLISH DEPARTMENT
The Department of English is headed by Dr. K. V. Divya, Associate Professor. The Department has 42 faculty members out of which 39 are Doctorates and 3 are pursuing P.hD. The sister Department, Communication and Soft skills has 6 Soft skills trainers who are vital to the University in achieving 100% campus placements in Campus drives. Two-year Post graduate course in English has been in progress since 2018. In 2023 it is restructured as M.A. in Digital Humanities and Language Studies. Research guidance to Ph.D scholars is actively in progress with 85 scholars and 35 scholars are awarded till date. The Department has published more than 500 publications in various reputed Scopus, WoS, International & National journals with high impact factor. The Department has also organized many workshops, seminars, National & International conferences including Literary Festival.

ABOUT THE UNIVERSITY
KL(Deemed to be)University is situated in a sprawling 100-acre campus on the banks of Buckingham canal of the river Krishna, 8 kms from Vijayawada city. Built within a rural setting of lush green fields, the University is a virtual paradise of pristine nature and idyllic beauty. The campus has been aptly named ‘Green Fields’ and the splendid avenue of trees and gardens bear testimony to the importance of ecology and environment. The campus ambience is most befitting for scholastic pursuits. The mission and vision of the University is to be in line with international universities in imparting quality-based
education with moral excellence. The University takes pride in achieving a rich bounty of Awards for Educational

CALL FOR PAPERS
Well-researched and unpublished articles are invited on the theme of the conference. The following are some of the sub-themes
Anthropocene and Literature
Petro fiction
Blue humanities and Nautical fiction
Energy humanities
Pandemic Literature
Digital age: Cyber Literature and Digital Media
Digital Pedagogy & Digital technologies
Research creation in Digital Humanities
Graphic and Twitter Fiction
Revisiting Indian poetics
Gender studies in the Era of technology
Gender and Queer Studies
Biopolitics
Pain Studies and Trauma Studies
Intersectionality: gender, class, race and LGBT+ representation
Marginality in Cultural Texts Feminist /Postfeminist voices
Feminist histories: memory and trauma
Women empowerment: Breaking stereotypes
Masculinity Studies
Urban and Suburban Studies
Comparative literature
Translation and Diasporic literature
Kitchen literature
Multiculturalism and Diasporic perspectives
Revisiting the Mythologies
Dalit Narratives
Ecofeminism & Ecocriticism and Green Cinema
Climate Fiction
Animal Studies, Zoo criticism and Phyto criticism
Posthuman Studies
Crip Theory and Disability Studies
Green ELT
Renewable English
Latest trends in English Language Teaching
Digital Language Teaching
Flipped/blended class rooms
Virtual Reality and Augmented Reality
Task-based Learning
Trends in Teaching ESL






IMPORTANT DATES AND DEADLINES

Abstract Submission: 25th February, 2024
Abstract Acceptance: 29th February, 2024
Registration:5th March, 2024
Conference Dates:  11th - 12th March, 2024

PUBLICATION
Selected Papers presented at the Conference will be published as book chapters with ISBN. Full-length articles received by 29th February 2024 will only be considered for publication.
ABSTRACT SUBMISSION
An abstract of 100-150 words should be submitted along with the information in this order: a) author b) affiliation c) email address d) title of the abstract, and e) the abstract. Send the
ACCEPTANCE
Acceptance will be sent by the Convener & Registrations Committee, within a week from the receipt of the abstract.

ACCOMMODATION
Accommodation will be provided in the Guest House and Students' hostels of the University. Vijayawada /Guntur is moderately warm during the month of March. The temperature is expected to range from 30 to 32 degrees Centigrade during the conference days


Registration link
https://forms.gle/Dcb2DydfW5dcjftdA



For More Information Contact
Dr. K. V. Divya, 9866839934 | Dr. K. K. Sunalini, 9849942819
Dr. M. Suresh, 8500219841 | Dr. K. B. Glory, 9849592241


KONERU LAKSHMAIAH EDUCATION FOUNDATION
(Deemed to be University, Estd. u/s 3 of the UGC Act, 1956)
Green Fields, Vaddeswaram, Guntur Dist., A.P., India, 522 302
Phone: +91 - 8645 - 350200

Sunday, February 4, 2024

Call for Chapters: Unsettled childhoods in southern spaces (edited collection) Felicity Jensz (University of Münster, Germany) and Rebecca Swartz (University of the Free State, South Africa)

 



We are looking for a number of chapters of 7,000 words to expand our basis of an edited collection which examines the meaning of ‘settled’ and ‘unsettled’ childhoods in the southern hemisphere locations of the British Empire that became South Africa, Australia, and New Zealand from European ‘settlement’ to the present day. We are interested in the meaning of childhood in (settler) colonial contexts and these chapters show that a focus on children’s experiences can unsettle common understandings of settler colonialism. Children are unsettled and unsettling as they are not as ‘fixed’ as adults in their identities, and, are deemed still ‘malleable’. Their position in colonial society is also contingent on projected trajectories of settlement, with mixed race as well as children outside of the categories of white or indigenous also complicating as well as testing and straining the concepts of child, childhood and settler colonial societies. The bodies of children were projections of normative expectations of a ‘healthy’ settler colonial site, with bodies that deviated from the norm, either through illness or genetics, having the potential to unsettle both projected as well as lived realities within settler colonies.

Through a focus on children and childhood(s) in settler colonial contexts we are contributing to the academic discussion as to the meaning of what it meant to be a child in the past and how childhood was used in the construction of new political entities. Similar to contemporary contexts, childhood is inherently unsettled, as it is a phase of dynamic physical, emotional and mental change, prior to a more settled, adult phase. The collection, therefore, seeks to unsettle the idea of childhood itself, showing that understandings of what it meant to be a young person in the past varied significantly across the southern spaces under study. The edited collection stems from our work on childhood and institutions in settler colonial spaces across empires, see: Settler Colonial Studies vol 13 2023. 

The papers presented in this edited collection will present original research that engages with the following themes:

  1. Migrant childhoods: What were the experiences of migrant children entering settler colonial spaces? How does including migrant children in our analysis shift understandings of children and childhood? How do these literally ‘unsettled’ children enter into colonial spaces and change the dynamics between coloniser and colonised and challenge the categories associated with childhood itself?
  2. Indigenous childhoods: How did colonial regimes in these southern spaces impact on understandings of childhood and in particular on indigenous children themselves? How were these children brought into relationship with institutions in those contexts?
  3. Settler childhoods: What did it mean to grow up as a settler child? How does studying white settler children in colonial contexts help us to understand the settler colonial context more broadly?
  4. Institutions: How were and are childhoods - migrant, settler, indigenous - shaped by institutions in (settler) colonial contexts? What is the role of these institutions in shaping children’s lives, experiences and futures?
  5. Sources of childhood: What kinds of sources can we use to understand the experiences and agency of children in the past, particularly in these southern locations? Papers in this collection illustrate the utility of a vast range of sources, including personal documents and writings, autobiography, anthropological field notes, oral history interviews, archival research, amongst others. How do we access children’s voices?

We are particularly looking for papers that examine the experiences of Maori children, mixed-race children, children of various socio-economic backgrounds, Indian children in South Africa, and migrant children in general.

Timeline:

By 1 March 2024: 300 word abstracts and one-page bios to be submitted to both Felicity Jensz (felicity.jensz@uni-muenster.de) and Rebecca Swartz (swartzr@ufs.ac.za)

15 March 2024: Invitations to submit a full manuscript will be sent

30 June 2024: Full papers due

Please note the tight turn around time as we are already advanced with the project.

Contact Information

Felicity Jensz (felicity.jensz@uni-muenster.de) and Rebecca Swartz (swartzr@ufs.ac.za)

Saturday, February 3, 2024

Call For Chapters: EditedThe #Palgrave Handbook of #Monsters and #Monstrous #Bodies

 


Call for Chapters

The Palgrave Handbook of Monsters and Monstrous Bodies, under contract with Palgrave Publishers, is an interdisciplinary collection of chapters, that provides a snapshot of the evolving field of Monster Studies. This Handbook offers a comprehensive review of globalizing and expanding interdisciplinary explorations of monsters and monstrous bodies. It will become the only Handbook of its kind that focuses on both monsters and the monstrous by world-leading experts, established academics, emerging scholars, and new academics bringing together scholarship across disciplines about the monstrous in
multiple contexts and time periods.
We are seeking scholars of diverse identities, races, and genders, especially those from non-Western institutions or whose work examines monsters and monstrous bodies from global perspectives and nonnormative experiences and narratives to complete the text. Scholars will reflect on the tremendous growth and wide-ranging appeal of these engagements throughout the disciplines. The chapters will emphasize how cultures create ideas of monstrous bodies and utilize monsters as allegories for all manner of identities, issues, and socio-cultural experiences. The Handbook will serve as an interdisciplinary holistic reference to those interested in the links between monsters and socio-cultural attitudes.


CURRENT CONTRACTED CHAPTERS
1. “How To Create a Monster: From Anatomy To Trauma And All Points In Between” Sherry Ginn
2. “Abjection,” Dr. Katherine H. Lee, Indiana State University
3. “Imposing Order on the Monstrous: A Cultural Taxonomy of the Modern Zombie,” Rob Smid, Curry College Massachusetts
4. “Demonstrification: How Monsters Can Be Agents of Social Change,” Colleen Karn, Methodist College
5. “Holy Monsters: Bodies, Impairment and the Sacred in the Middle Ages,” Lisa R. Verner,
University of New Orleans
6. “In Sickness and in Hell: Monstrous Revenants and Infectious Disease,” Leah Richards, Ph.D., LaGuardia Community College, City University of New York
7. “Hell is a Teenage Girl”: Revenge and the Monstrous-Feminine in Jennifer’s Body” Hannah Hansen, Massey University New Zealand
8. “Monstrous Monster Makers: Examining Mad Scientists and their Creations,” Heather M. Porter,  M.S. & Michael Starr, University of Northampton, UK.
9. “Black Vampires and Antiblackness: New and Old Histories”, Deanna Koretsky, Spelman College
10. “Jordan Peele’s Horror Noire Oeuvre: Black Studies, White Students, and the Politics of DEI Curricula in this Era of Woke Culture,” Jayson Baker, Curry College,
11. “Let’s Do the Monster Mash” Dance Horror in Vampire Films,” Elizabeth Miller Lewis, The University of New Orleans
The Palgrave Handbook of Monsters and Monstrous Bodies
12. “A Monstrous Hunger: Female Vampires and Appetite,” Robin A. Werner, The University of New Orleans
13. “Monstrous Bodies: The Quadroons Balls of New Orleans,” U. Melissa Anyiwo, The University of Scranton
14. “Dumb show: Mute children in New Zealand literature and cinema,” Jenny Lawn Massey University New Zealand
15. “Obsessed with Fangs, Fur, and Tentacles: Monster Pornography and a Desire for Monstrous Sex,” Amanda Jo Hobson, Rose-Hulman Institute of Technology
16. “The Danger of the White Progressive,” Liza A. Talusan, PhD
17. “The Demamification of Black Women in Educational Leadership: Sirol’s Song,” Loris Adams, National Cathedral School.



TOPICS MAY INCLUDE, BUT ARE NOT LIMITED TO:
Monster Hunters of Eastern Europe
African monsters and monstrous bodies in fiction and folklore
Manga & Anime Monsters: Globalizing Japanese Storytelling
(Re)Envisioning (Dis)Abilities and Monstrous Bodies in Global Media
Monstrosity in Asian contexts
Exploring Monstrosity in International Children’s Media
The Monsters of Nollywood & Bollywood.
Selling Black Bodies in Pain
Monstrous Tourism in Ghana and the US
Making monsters? Historical Narratives of the Other.
Monstrous mythologies of the Diaspora.
Animating Monstrous Bodies in Indie Comics and Graphic Novels
The Impact of Independent and Self-Published Production on Monstrosity in fiction and film
Queering the Monstrous
Monstrous Children and the Horrors of Caretaking
Monstrous Bodies: Envisioning Queer Feminist Pornography
Nasty Women of Gothic Literature
Monstrosity, Comedy, and the Awkward Blurring of Genres
Exploring the Quotidian and the Profane in Contemporary Monsters-Next-Door Fictions
Romancing the Monstrous, Or Why We Want to Date Monsters
Monsters and/or Monstrous Bodies to Redress Cultural Appropriation
Policing Monstrous Flesh


TIMETABLE:
Thursday, February 29th, 2024 – Proposals & Bio due
January 1st, 2025– 1st drafts due
June 15, 2025 – 2nd drafts due
October 30, 2025 – Final Drafts Due


Please email 300-word proposals with a short biographical statement (50 words) and inquiries to Melissa Anyiwo and Amanda Jo Hobson by Thursday, February 29th, 2024. The final chapters will be approximately 7000-9000 words.

Proposals Due by Thursday, February 29th, 2024
Editors:
Amanda Jo Hobson, Associate Director of Diversity, Equity, and Inclusion, Rose-Hulman Institute of Technology, amandajohobson@gmail.com
U. Melissa Anyiwo, Associate Professor History, Director Black Studies, The University of Scranton melissa.anyiwo@scranton.edu

Call for Papers #CONRAD IN THE FAR EAST, Editor: Pei-Wen Clio Kao (National Ilan University) Vol. 36 of #CONRAD: #EASTERN AND #WESTERN PERSPECTIVES, Editor: Wiesław Krajka

 The Maria Curie-Skłodowska University – Columbia University Press Conrad Project

Lublin: Maria Curie-Skłodowska University Press; New York: Columbia University Press, to be published in 2027.                                                                  

 

This Call for Papers invites contributions from Conrad scholars, whether based in the Far East or outside the Far East, to address issues of Conrad’s relation to the Far East. We encourage the Conradians to reread and rethink Conrad’s works from the perspective of the Global South, and reconsider how Conrad’s modernist works have inspired and motivated our critical mentality as well as positionality. We welcome academic articles based on the perspective of the Third World as inspired by the decolonizing waves of the 1960s. We also suggest analysis of Conrad’s Eastern or Malay tales in relation to his maritime life. A comparison of Conrad and his Asian counterparts or followers is also particularly in alignment with our volume profile.

 

In “Decolonizing University” (2024), Paul Giles proposes three agendas regarding teaching and studying literature in the university: decolonizing the iconography in the university; decolonizing the curriculum; and decolonizing the racial representation in the university. The thrust of the decolonizing university project is not to discard the Western cultural as well as literary tradition, but to incorporate Africa, Latin America, Asia and Oceania into the epistemological frame. As Asian Anglo-American literary scholars based in the Far East, the curriculum and pedagogies of decolonizing university have incited us to rethink our epistemic and political positionality, and reevaluate our given philosophical framework or even biases. Besides, as the literary scholars from the Global South who are situated in the heyday of postcolonialism, how to make relevance of Conrad’s works to our time has become a pressing issue awaiting the Asian Conradians to address.

 

During 1883 to 1888, Conrad sailed to Singapore, and the impression of this seaport city has become the materials for his later writing career. Conrad’s influences have gone beyond the confines of Europe and America to reach the Third World, including Asia. Numerous Asian scholars and critics are claimed or self-proclaimed protégé of Conrad. We could see the legacy or traces of Conrad in the works of Asian academic moguls like Edward Said, Gayatri Spivak, and Homi Bhabha, etc. In the 2014 film adaptation of Conrad’s “The Secret Sharer,” Peter Fudakowski transformed both the setting and the characters from the European to the Far Eastern. We can see familiar faces of the Chinese and the Taiwanese stars in the film, which demonstrates the importance of Conrad’s influence in Asian literary as well as cinematic circles. 

 

Terry Collits maintains that there are two methodologies for the contemporary readers to read Conrad’s works. One is “objective reading,” which is to see literature as the vehicle of disseminating moral truth. Another is “subjective reading” that centers on the reader’s subjective historical-spatial position. The 19th-century literary critic Matthew Arnold served as the representative of the former approach. In “The Function of Criticism at the Present Time” (1864) Arnold emphasized the way to treat literary works as an object, and the responsibility of the literary critics “to see the object as in itself it really is.” The latter approach is embodied in the works of the contemporary American leftist critic Fredric Jameson. He highlighted the importance of historical context in The Political Unconscious (1981), and argued that the reader’s subjective positionality has affected the interpretation of literature. We encourage both “close reading” and “political reading” to approach Conrad’s works and tease out the embedded meanings for the Far Eastern readers and beyond.

   

Topics included in this volume are listed as follows, and other related topics are also welcome:

 

˙Conrad and postcolonialism

˙Conrad and the Global South Studies

˙Conrad and decolonization

˙Conrad and the Third World Perspectives

˙Comparative studies of Conrad and Asian writers

˙Conrad and Asian studies

˙Conrad’s biography and the Far East

 

Please send 300–500-word abstracts, along with brief 100–150-word biographies, to Pei-Wen Clio Kao at peiwen.clio.kao@gmail.com before August, 2024. The full manuscripts are due in September of 2025. All manuscripts will undergo double blind peer-review for consideration. As of now, the book volume is set for publication in 2027.

 

Monday, January 29, 2024

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.

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