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Call for Papers

Submission Guidelines

Original Teaching Activities (1,500-2,500 words, not including references): Instructional activities, assignments, projects or assessment techniques for a single class; unit, module, or semester-long projects; or approaches to an entire course

Submissions should be applicable to a wide range of classes across disciplines and forefront feminist pedagogy by focusing on strategies related to diversity, equity, inclusion, and access.

Each submission must include the following information:

  • Title
  • Introduction and Rationale
  • Learning Objectives
  • Explanation
  • Debriefing
  • Assessment
  • References

Here's an example of an excellent OTA: What’s the Word on the Street?: Witnessing/Performing Theory

Critical Commentaries (1,000-1,200 words, not including references): Thoughtful reflections on teaching practices and processes. Short editorials offer a first person perspective on feminist pedagogy as a method or philosophy. Narrative expositions allow contributors to share insights and ideas without focusing on a specific classroom activity or assignment.

Here's an example of an excellent CC: The Threat of Returning to “Normal”: Resisting Ableism in the Post-COVID Classroo

Social Justice Strategies (1,000-1,750 words, not including references): Practices and resources for the classroom or campus community that advocate for social justice, human rights, and/or the inclusion of marginalized people. Specific texts, thematic compilations, organized events, and strategies for engagement are welcomed.

Each submission must include the following information:

  • Title
  • Overview of Strategy, including Target Audience
  • Rationale
  • Analysis of Effectiveness
  • References

Book and Media Reviews (500-1,000 words):

Book reviews of pedagogical approaches, theories, and methods. No textbook reviews.

Media reviews of educational resources and documentaries useful for teaching.

We ask that book and media criticism is constructive in nature and largely positive. Reviews should note the scope and purpose of the work and its usefulness to educators, although other information may certainly be included.

Please email the Book and Media Review Editor, Dr. Aubrey Huber, at aubreyahuber@usf.edu with any questions. No unsolicited reviews are accepted.

Call for Special Issue Proposals

Feminist Pedagogy invites scholars to submit proposals for special issues in line with the journal’s focus on higher education teaching strategies and approaches. The purpose of the special issue is to provide a collection of articles on a specific topic of feminist pedagogy that the journal has not covered substantially and has the potential to be of high interest to the readers. We will consider proposals for special issues throughout the year.

If you have further questions, or are ready to submit a proposal, please contact us at .

Special issue proposals may take three forms:

  • revised and extended papers, previously presented at a conference, that focus on areas within the scope of the journal.
  • special issues with a specific theme and an open call for papers. We are happy to post open calls on our journal website.
  • collections that span a single discipline. We are happy to post open calls on our journal website.

Information to be provided in a proposal:

  • 500 word rationale explaining the significance, novelty, and adherence to the scope of the journal of the proposed theme.
  • a list of suggested topics within the theme.
  • a plan for obtaining quality papers.
  • a condensed CV of the proposed Guest Editor(s).
  • list of potential reviewers.
  • a proposed call-for-papers (if needed).
  • a proposed timeline , including submission deadlines and completion of the editorial process.

Selection of proposals based on:

  • overall quality of the proposal.
  • theme is within the scope of the journal.
  • provides significant novelty and complements previously published issues of the journal.
  • focus on intersectionality.
  • likelihood of delivering the final product within the proposed deadline.

CFP: Teaching Disability (Self-)Advocacy as We “Return to Normal”: Addressing Ableism in Higher Education

While the “pivot” of pandemic teaching created its own host of headaches, virtual learning created some new opportunities for accessibility in the classroom (Parsloe & Smith, 2022). Students and professors with disabilities could avoid inaccessible campus spaces, better manage access to food, bathrooms, medication, and rest, and make use of class recordings, the chat feature, captioning, and other digital tools to participate differently. More flexible attendance policies and due dates minimized the need for students to request accommodations for unpredictable physical and mental health challenges. Additionally, facing the collective threat of a pandemic galvanized students to develop a disability identity and advocate for their needs (Morris & Anthes, 2021).

As COVID numbers dropped, however, institutions’ hasty return to “normal” often meant quickly jettisoning these digital tools and flexible policies. Yet, anecdotes swapped by professors during this phase of post(?)-pandemic college life suggested that their students were not “normal” at all. They struggled to submit assignments on-time, did not participate as actively, and did not pay attention consistently. At my institution, a summer book club to read James Lang’s (2020) book, Distracted: Why Students Can't Focus and What You Can Do About It, was so popular that the organizers had to book additional space.

Certainly, students’ academic and social abilities were negatively affected by pandemic life. However, is a return to a pre-pandemic “normal” possible—or even desirable? This special issue seeks to explore the role that the professors play in advocating for accessibility as we return to “normal.” What does a “normal” student look like in a post(?)-pandemic classroom? In what ways do these expectations of “normalcy” acknowledge or ignore students’ lived experiences? How might professors and students capitalize on pandemic disruption to critique the notion of a “normal” or “ideal” student in the first place? How might Gen Z students’ experiences during the pandemic fuel their campus advocacy efforts related to accessibility in a post(?)-pandemic world?

We invite submissions for critical commentaries (1000-1,200 words) on approaches to teaching these topics, as well as original teaching activities (1,500-2,500 words), which many include topics such as:

  • Teaching about ableism and disability advocacy/allyship in the classroom, especially as it intersects with other DEI issues (racism, (hetero)sexism, classism, etc.)
  • Exploring the role professors and academic mentors play in encouraging student self-advocacy in the classroom and in other spaces. For pre-pandemic examples, see Jeffress and colleagues (2018) work exploring professors’ roles in challenging able-bodied bias in academe.
  • Advocating for accessibility in a post(?)-COVID world, including for students, professors, and staff members. This might include case studies of (self-)advocacy efforts on college campuses.
  • Addressing accessibility-related tensions in transitioning “back to normal,” including: Tensions surrounding technology use and accommodations in a post(?)-COVID world AND/OR Addressing tensions surrounding flexibility (attendance, deadlines, etc.) in a post(?)-COVID world.
  • Developing solidarity/community for students and professors with disabilities in a post(?)-COVID world. We are particularly interested in how these efforts might intersect with campus organizing around other DEI-related issues.

We are also interested in Media Reviews of educational resources and documentaries useful for teaching on these subjects (500-1,000 words). We ask that media criticism is constructive in nature and largely positive. Reviews should note the scope and purpose of the work and its usefulness to educators. We are particularly interested in reviews that detail ways to use the media as a teaching tool.

Final submissions must follow the journal’s style and requirements. See Instructions for Authors for more information.

Please submit a 100-250 word abstract by March 15, 2023, to be considered for this special issue. Accepted proposals will be notified by April 1, 2023.

Authors with accepted proposals will be required to complete anonymous peer-reviews of at least one other accepted article. Please only submit a proposal if you can commit to this term.

The full timetable for the special issue is as follows:

  • Abstracts due March 15
  • Notice of acceptance April 1
  • Full drafts due May 30
  • 2 Peer-reviews due June 30
  • Revised drafts due August 1

Please send all inquiries and/or submissions to Sarah Parsloe (sparsloe@rollins.edu) with “Feminist Pedagogy Special Issue” in the subject heading.

References

Jeffress, M. (Ed.). (2018). International perspectives on teaching with disability: Overcoming obstacles and enriching lives (1st ed.). Routledge. https://doi.org/10.4324/9781315099941

Lang, J. M. (2020). Distracted: Why students can’t focus and what you can do about it. Basic Books.

Morris, A., & Anthes, E. (2021). For some college students, remote learning is a game changer. https://www.nytimes.com/2021/08/23/health/covid-college-disabilities-students.html

Parsloe, S. M., & Smith, E. M. (2022). COVID as a catalyst: shifting experiences of disability and (mis)fitting in the college classroom. Communication Education, 71(3), 204–222. https://doi.org/10.1080/03634523.2022.2078497