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Call for Papers

Submission Guidelines

Original Teaching Activities (1,500-2,500 words): 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

Critical Commentaries (1,000-1,200 words): 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.

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: Graduate Student Pedagogy: Feminist Approaches to Graduate Level Instruction and Mentorship

There is vast research on approaches to teaching and pedagogical practice. However, much of this research and information is aimed at teaching undergraduates. What are the nuances and differences in a graduate classroom? How do we become excellent instructors of graduate students? What are best practices for graduate student pedagogies? How can we ensure our feminist pedagogy training translates to a graduate setting?

This special issue seeks to address how we can better serve graduate students in our teaching and pedagogical practices. We are committed to providing a venue for graduate level teaching methods that are engaged in pedagogies that incorporate feminist epistemologies such as: intersectionality, critical pedagogies, decolonial methods, and liberatory practices.

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

  • Teaching graduate level methods
  • Teaching graduate level theory
  • Teaching graduate level writing
  • Liberatory practices in the graduate classroom
  • Deconstructing the student/ teacher binary
  • Graduate classroom and community settings
  • Virtual / Online teaching for graduate students
  • The impact of COVID in graduate training
  • The role of technology in graduate classrooms
  • Accessibility issues in graduate education
  • Vulnerability in graduate classrooms
  • Creative pedagogy in graduate classrooms
  • Inclusion and exclusion in graduate classrooms
  • Decolonizing the graduate classroom
  • Co-production as a pedagogical method
  • Inductive and deductive approaches to graduate pedagogy
  • Classroom mentorship and/or professionalization education/activities
  • Teaching graduate students how to teach

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

Please submit a 200-500 word extended abstract by June 15th to be considered for this special issue. Accepted proposals will be notified by August 1st.

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

Please send all inquiries and/or abstract submissions to Penny Harvey at pharvey@ciis.edu

Invited abstracts will be asked to provide full papers by September 30th

CFP: Reproductive Politics in the Classroom: Feminist Approaches to Teaching about Abortion, Pregnancy, Birth, and Contraception

As the Supreme Court prepares to issue its decision in Dobbs v. Jackson Women’s Health Organization, contention and misinformation swirl around issues related to reproduction, such as abortion, pregnancy, birth, and contraception. How can we, as feminist educators, guide our students though such minefields in ways that foster open discussion, inquiry, and understandings of the (actual) realities of reproductive politics for lived experience, intersectionality, empowerment, and marginalization? How can we communicate to students the nuances of concepts such as privacy, bodily autonomy, equal protection, due process, and liberty in accessible ways?

This special issue seeks to address how we can better serve undergraduate and graduate students as we help them navigate the increasingly complex concerns around reproduction, reproductive rights, and reproductive politics. We seek proposals engaged in pedagogies that incorporate feminist epistemologies such as intersectionality, critical pedagogies, anti-racism, and liberatory practices.

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 complex concepts such as privacy, bodily autonomy, equal protection, due process, and liberty in accessible ways.
  • Addressing the differences between reproductive rights, freedom, and justice and/or access and legality.
  • Applying theory to topics in reproduction.
  • Fostering respectful classroom discussions centered on reproduction topics.
  • Overcoming challenges in teaching reproduction topics in conservative or polarized political environments.
  • Centering the voices of students belonging to gender, race, and socioeconomic groups most affected by inequalities within reproduction.
  • Empowering students to recognize and debunk misinformation on reproduction, especially abortion.
  • The impact of COVID-19 on reproductive experiences and rights.
  • Teaching about Dobbs and other landmark cases, Such as Roe v. Wade, Casey v. Planned Parenthood, and Griswold v. Connecticut, among others..
  • New ways to incorporate media into the classroom that foster understanding and discussion.
    • 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.

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

      Please submit a 200-500 word extended abstract by June 15, 2022 to be considered for this special issue. Accepted proposals will be notified by July 15, 2022.

      Authors with accepted proposals will be required to complete blind reviews of at least one other article in the special issue. Please only submit a proposal if you can commit to this term.

      Please send all inquiries and/or abstract submissions to Kimberly Kelly at kk435@msstate.edu .

      • invited abstracts will be asked to provide full papers by August 31, 2022
      • peer reviews will be due by September 30, 2022
      • revised drafts will be due by November 30, 2022