[csaa-forum] Fw: CFP #EduResistance: Activist media in struggles for public education

[Tanja Dreher]

Circulated on behalf of Dr. Nisha Thapliyal University of Newcastle

CALL FOR PAPERS

#EduResistance: Activist Media in Struggles for Public Education

Critical Studies in Education
Guest Editor: Dr. Nisha Thapliyal University of Newcastle

http://explore.tandfonline.com/cfp/ed/rcse-eduresistance-cfp

"The revolution will not be televised" ­ Gil Scott-Heron, 1974
"The revolution will not be tweeted" ­ Cairo graffiti, 2011

Notwithstanding the prescient warnings of African-American spoken
word artist Gil Scott-Heron, Web 2.0 technologies are increasingly
talked about as the harbingers of empowerment, engagement, and
democracy.  Since the Arab Spring, in particular, cyberoptimists and
technovisionaries have celebrated the role of digital information and
communications media such as  Facebook, Twitter, Wikis etc. in fomenting
and sustaining mass political protest and activism.

At the same time, critical and feminist scholars have pushed back
against ahistorical and depoliticising narratives about Œmedia power¹.
As argued by scholars such as Henry Giroux, Patricia Hill Collins,
Cynthia Gerstl-Pepin, Noam Chomsky,  Clemencia Rodríguez, John Downing,
Nick Couldry, Jeffrey Juris, Paulo Gerbaudo, Emiliano Treré and others,
media technologies, old and new, are always situated in history, place,
policy, relationships, bodies,  and so forth.  When viewed as social
practice intrinsically concerned with the processes of knowledge
production, exchange, and legitimation/delegitimation, activist media is
always both political and pedagogical.  In a context in which schools
and other public institutions as well as the media operate as sites for
the construction and dissemination of neoliberal public pedagogies, it
becomes imperative to investigate the ways in which education activists
contest, resist, and produce media.

This Special Issue of Critical Studies in Education invites
interdisciplinary, comparative and international scholarship about
activist media in struggles for public education. It seeks to document
and highlight the media practices of education activists, across the
political spectrum, and relatedly, the implications for public
education, democracy, and public life.

Of particular interest to this Special Issue are submissions that
critically analyse the:

* diverse functions of media in contemporary education social
movements including but not limited to awareness raising, framing issues
and protest identities, organizing and mobilization, internal
communication and decision-making, fundraising, networking, and protest
and negotiation strategies;
* transgressive and reproductive potential of social media activism; and
the
* mediatisation of education policy and advocacy in regions of the Global
South.

Instructions for Submissions

Critical Studies in Education invites scholars from around the world
to submit a 400 word expression of interest to Guest Editor Dr Nisha
Thapliyal <mailto:Nisha.thapliyal at newcastle.edu.au>
(Nisha.thapliyal at newcastle.edu.au<mailto:Nisha.thapliyal at newcastle.edu.au>) no later than June 1 2016.
Full papers (of between 6,000 and 9,000 words, inclusive of references,
endnotes and other material) should then be submitted for review by
November 30 2016 via the journal¹s online submission page
<https://mc.manuscriptcentral.com/rcse>. The Special Issue will be
published in the February 2018 (59/1) issue of the Journal.
Interested parties are encouraged to familiarise themselves with the
Journal¹s aims and scope <http://bit.ly/1SlCdHO>. Authors
should also refer where possible to existing debates already published
in the journal and to ensure that their article makes an original and
theoretically informed contribution.

Further enquires:
Dr Nisha Thapliyal, School of Education, University of Newcastle,
Callaghan, NSW Australia, 2308 Nisha.thapliyal at newcastle.edu.au<mailto:Nisha.thapliyal at newcastle.edu.au>

About the journal:
Critical Studies in Education is one of the few
international journals solely devoted to a critical sociology of
education. Two interests frame the journal¹s critical approach to
research: (1) who benefits (and who doesn¹t) from current social
arrangements in education and, (2) from the standpoint of the least
advantaged, what can be done about inequitable arrangements. Informed by
this approach, articles published in the journal draw on
post-structural, feminist, postcolonial and other critical orientations
to critique education systems and to identify alternatives for education
policy, practice and research.

The journal welcomes submissions of the highest quality and
importance, which make original theoretical and/or empirical
contributions, and are aimed at moving the field forward. Submissions
may be focused on education policy and/or practice (including pedagogy)
across formal education contexts (e.g. schooling, vocational and further
education, higher education) as well as informal settings (e.g.
television, communities, the internet). Submissions typically focus on
power relations associated with gender, class (/poverty), ethnicity and
the reproduction of disadvantage.

General enquires:
Dr Stephen Parker, Editorial Assistant,
critical-studies-education at glasgow.ac.uk<mailto:critical-studies-education at glasgow.ac.uk>









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