Special Issue of Feminist Teacher:  Spring 2014

Feminist Campus-Community Partnerships: Intersections and Interruptions

 Editors:  Kristine L. Blair, Bowling Green State University
Tobi Jacobi, Colorado State University
Lee Nickoson, Bowling Green State University
Liz Rohan, University of Michigan Dearborn
Mary P. Sheridan, University of Louisville

 Call for Manuscript Proposals:

“Feminist-infused participatory and action research clarifies the mediated nature of all knowledge construction and exemplifies ‘ways of knowing’ that are frequently absent from mainstream, top-down theory building.”  M.B. Lykes and R. Herschberg

"We have learned to say that the good must be extended to all of society before it can be held secure by any one person or class; but we have not yet learned to add to that statement, that unless all [people] and all classes contribute to a good, we cannot even be sure that it is worth having." -- Jane Addams

Participatory action research, social justice, community engagement, service learning – these are just a few of the pedagogical and scholarly traditions currently in vogue.  Within these community-based academic projects, feminist research and solidarity-building stances are foundational, yet often overlooked in programmatic and research design.  This special issue of Feminist Teacher wants to examine this tension the hope of sharing tactics and strategies that can open up new possibilities for students, faculty, administrators and community partners. To this end, we seek contributions that provide project-specific attempts to connect with—or interrupt—community engagement work as a way to generate meaning in the lives of students, faculty, administrators and community partners. In particular, this special issue seeks praxis-oriented, methodological, and/or theoretical explorations of community engagement that can contribute to intersections—and interruptions-- between academic communities and the communities in which they reside, as well as between students, teachers and administrators. 

Our late-to-press issues 5.1 and 5.2 are now available via PDF at no cost. Print copies will be in the mail to subscribers and authors within the next two weeks.

5.1 PDF (4.2MB)

5.2 PDF (3.6 MB)

CCCC 2012, St. Louis
From Deborah Mutnick and Shannon Carter, Co-Chairs:

We hope you can join us at CCCC 2012 for "Writing Democracy 2012: Envisioning a Federal Writers’ Project for the 21st Century," an afternoon workshop in conversation with Jeff Grabill, Kathi Yancey, Steve Parks, Catherine Hobbs, Laurie Grobman, Brian Hendricks, and others, with co-chairs Deborah Mutnick and Shannon Carter (see complete description at http://writingdemocracy.wordpress.com/cccc-2012/).

Congratulations to Jill McCracken, whose article "Street Sex Work: Re/Constructing Discourse from Margin to Center" Vol 4, No 2 (2009), has been selected and reprinted in The Best of the Independent Rhetoric and Composition Journals 2010.

Editors: 
Sara Webb-Sunderhaus, Indiana University-Purdue University Fort Wayne;

Kim Donehower, University of North Dakota

We invite previously unpublished essays that challenge earlier work and claim new paradigms for discussing the literacy beliefs and practices of Appalachians. We’re looking for qualitative pieces that add nuance and sophistication to our understanding of Appalachians and their relationships with print literacy (in both paper and digital forms). We actively seek pieces that represent Southern, Central, and Northern Appalachia, as well as diverse cultures within the region, including but not limited to Affrilachians, Latinos, Melungeons, and gays and lesbians.

We would like to include work from a variety of disciplinary perspectives, such as composition and rhetoric, literacy studies, education, sociology, anthropology, and linguistics. Possible approaches include, but are not limited to, the following:

• Historical analyses of Appalachian literacies and/or programs designed to teach literacy in Appalachia;
• Research that explores the realities of Appalachian literacies against pervasive stereotypes that overlook race, class, gender, sexual orientation, or religion;
• Analyses of the ways technologies impact, and are impacted by, Appalachian literacies;
• Rhetorical studies of representations of Appalachian literacies within academic scholarship, the media, or popular culture;
• Critiques of earlier works on Appalachian literacies;
• Classroom-based research involving Appalachian students;
• Ethnographic and other qualitative research on Appalachian literacies;
• Analyses of educational practices, policies, and pedagogies that affect Appalachian students;
• Arguments for new methodologies for researching and interpreting Appalachian literacies.

Please submit a CV, an abstract of no more than 500 words, and complete contact information to Sara Webb-Sunderhaus by May 26, 2011, at webbsusa@gmail.com. Feel free to contact the editors with any questions you may have about the project.

NEW deadline for proposals: January 15, 2011, with notification soon after. For expedited review, submit by January 7. You'll receive notification before January 15!

Writing Democracy: A Rhetoric of (T)Here
For the 2011 Federation Rhetoric Symposium, we invite proposals for panels (3-5 presenters), individual papers, poster presentations, video presentations, or other formats that address any aspect of the conference theme, especially with respect to the shifting dimensions of the local rhetorical landscape in an increasingly global world.

Keynote Speakers include Nancy Welch, University of Vermont, David Gold, University of Tennessee-Knoxville, John Duffy, University of Notre Dame, David Jolliffe, University of Arkansas-Lafayette, and Michelle Hall Kells, University of New Mexico, Elenore Long, Arizona State University, and Jerrold Hirsch, Truman State University. Please note conference updates for details about confirmed speakers and other items of interest.

March 9-11, 2011
Commerce, Texas

Conference website: http://writingdemocracy.weebly.com/

CFP at http://writingdemocracy.weebly.com/cfp.html

Reflections: A Journal of Writing, Service-Learning, and Community Literacy is accepting applications for the Editor’s position. The term of appointment will be three years, beginning in March 2011.

Reflections, a peer reviewed journal, provides a forum for scholarship on writing, service-learning and community literacy. Originally founded as a venue for teachers, researchers, students and community partners to share research and discuss the theoretical, political and ethical implications of community-based writing and writing instruction, Reflections publishes a lively collection of essays, empirical studies, community writing, student work, interviews and reviews in a format that brings together emerging scholars and leaders in the fields of community-based writing and civic engagement.

Interested applicants should send a cover letter/vita outlining their goals for the journal a well as potential institutional support from their home institution.

All applications should be sent by December 1st, 2010 to:

Steve Parks
Writing Program, Syracuse University
235 HB Crouse
Syracuse, New York 13244
sjparks@syr.edu

Applications will be reviewed by Ellen Cushman, Michigan State University; Tom Deans, University of Connecticut; Barbara Roswell, Goucher College.

Interested candidates are encouraged to contact Steve Parks (sjparks@syr.edu) for additional information about the journal.