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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 Classroom

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.

Reimagining Group Processes Pedagogy

Faculty who teach courses on group processes (for example, in sociology, psychology, communication, management, and others) all face a unique tension pedagogically. On the one hand, they are experts in the dynamics of status, power, and identity processes within small groups and can teach students about these patterns of inequality. On the other hand, the classes that they teach are themselves made up of small groups that are prone to experiencing hierarchies of participation, influence, and opportunity. This means that faculty can sometimes inadvertently reinforce the very processes that they seek to dismantle with their pedagogy. In this way, decisions about how faculty structure their classroom practices become important levers of potential instruction.

Since our classrooms, like all social spaces, are sites of stratification, we must interrogate the strategies that we use to teach about group processes. This special issue does just that by seeking submissions that explore how we might teach about group processes without reinforcing problematic dynamics. More specifically, this issue seeks to spotlight classroom practices, critical commentaries, and social justice strategies that challenge traditional assumptions about group learning.

Possible topics include:

  • classroom experiences with implementing group facilitation techniques to promote participation from all students
  • case studies on outcomes related to restructuring group assignments to challenge traditional hierarchies
  • strategies for cultivating collective agency in classroom environments
  • reflections on the role of intersectionality in shaping student participation in group work
  • reflections on leadership, voice, and marginalization in group work
  • examples of peer evaluation systems that resist dominant norms of meritocracy
  • intersectional analyses of group participation and power dynamics
  • strategies for group formation and role distribution

Submissions must follow the journal’s style and requirements and range from 1,000-2,500 words.

See Instructions for Authors for more information. Here is an example submission about classroom practice is What’s the Word on the Street?: Witnessing/Performing Theory and an example submission about critical commentary The Threat of Returning to “Normal”: Resisting Ableism in the Post-COVID Classroom.

The timeline for publication is as follows: Abstracts due: October 1st, Notice of acceptance: October 15th, Full drafts due: December 1st, 2 Peer-reviews due: February 1st, Revised drafts due: March 1st.

Please send all inquiries and/or submissions to Jennifer McLeer (mcleer@hartford.edu) with “Feminist Pedagogy Special Issue” in the subject heading.