Call for Papers
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:
- Introduction and Rationale
- Learning Objectives
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:
- Overview of Strategy, including Target Audience
- Analysis of Effectiveness
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 email@example.com 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 Through Absence: How We Teach Absence and What Absence Teaches Us
A significant number of teaching resources and materials fail to account for important viewpoints and identities. These viewpoints and identities may then become misrepresented, absent from the classroom, or ignored by the instructor. In response to this absence, pedagogues may utilize an absence framework to focus on what is not present in materials rather than what is. For example, because asexuality is under-researched and often considered invisible, it is absent from many LGBTQIA+ materials. An instructor may use LGBTQIA+ materials to teach their students about the exclusion of asexuality by focusing on the ways asexuality is missing from these materials. Such an approach helps instructors teach their students about important identities, issues, and viewpoints, even if they are missing from the course materials. The absence framework allows instructors and students to shift how they critically think and read from “What marginalized standpoints are present?” to “What marginalized standpoints are absent?” While consuming information, they may start to consider, “What identities does this piece not take into account?,” “What is absent from this viewpoint/lesson?,” and “How might someone with a different marginalized identity/experience feel about this?”
As the next generation of feminist teachers, graduate students have unique and vital insight into this absence framework, as the research they do often focuses on the current developments in their academic disciplines. How do we, as graduate students, teach a class with course materials that do not account for absent viewpoints and identities? How do we teach a topic that is not represented in the materials provided? What conversations are missing, and how do we include them in the classroom? What does it mean to teach through what is not there rather than what is? What does this absence teach us, and how does it shape our pedagogy? What future visions can we have through our experiences of teaching absence?
This special issue seeks to address how we can better teach viewpoints, identities, and issues, often absent from scholarship and course materials. It further seeks to address how graduate student instructors are currently using an absence framework in their classrooms and ways other pedagogues can adopt this approach in their teaching. We seek proposals from graduate students who are engaged in pedagogies that incorporate feminist epistemologies such as: intersectionality, critical pedagogies, decolonial lenses, anti-racism, and liberatory practices.
We invite submissions for critical commentaries (1,000-1,200 words) on approaches to teaching through absence and what this absence can teach us, as well as original teaching activities (1,500-2,500), which may include (but is not limited to) topics such as:
- Inclusion and exclusion in the classroom
- Excluded/marginalized experiences within the LGBTQIA+ community
- Transnational feminism
- Decolonization efforts
- Ethnic and racial groups
- Educational equity
- Absence of feminist pedagogy
- Children’s experiences and ageism in general
- Women’s experiences
- Cultural practices
- Teaching asexuality
- Teaching aromanticism
Final submissions must follow the journal’s style and requirements. See Instructions for Authors for more information.
Please submit a 150-250 word abstract by September 15, 2022, to be considered for this special issue. Accepted proposals will be notified by September 30, 2022. This special issue is for graduate students only.
Authors with accepted proposals will be required to complete blind peer-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 Maya Wenzel at firstname.lastname@example.org.
- Invited abstracts will be asked to provide full papers by November 30, 2022
- Peer reviews will be due by January 31, 2023
- Revised drafts will be due by February 28, 2023