{"id":11461,"date":"2020-12-18T12:48:13","date_gmt":"2020-12-18T12:48:13","guid":{"rendered":"http:\/\/lantern.humanities.manchester.ac.uk\/?p=11461"},"modified":"2020-12-18T14:34:12","modified_gmt":"2020-12-18T14:34:12","slug":"call-for-chapters","status":"publish","type":"post","link":"https:\/\/lantern.humanities.manchester.ac.uk\/?p=11461","title":{"rendered":"{Call for Chapters} &#8220;Ethical deliberations in multilingual education: Power relations in learning communities."},"content":{"rendered":"<div>\n<p><a href=\"https:\/\/docs.google.com\/document\/d\/1kVx9YoHGMjmq4JAiwA6bV3ot_LnCsvYgNNysFsrJxfs\/edit?usp=sharing\">Link<\/a><\/p>\n<p class=\"yiv6017143496MsoNormal\">Call for chapter proposals for the edited volume, <b>&#8220;Ethical deliberations in multilingual education: Power relations in learning communities.&#8221;<\/b><\/p>\n<\/div>\n<div>\n<div>\n<p class=\"yiv6017143496MsoNormal\"><a href=\"https:\/\/eur01.safelinks.protection.outlook.com\/?url=https%3A%2F%2Fdocs.google.com%2Fdocument%2Fd%2F1kVx9YoHGMjmq4JAiwA6bV3ot_LnCsvYgNNysFsrJxfs%2Fedit%3Fusp%3Dsharing&amp;data=04%7C01%7Cjane.andrewsedu%40uwe.ac.uk%7C3a939c41c4a643bfa72408d8a34e04a2%7C07ef1208413c4b5e9cdd64ef305754f0%7C0%7C0%7C637438902772589293%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&amp;sdata=DS6Xasqok2KTl2uazogDN4j4MexgLqkHfm5%2BvjTBkuM%3D&amp;reserved=0\" target=\"_blank\" rel=\"nofollow noopener noreferrer\"><br \/>\nhttps:\/\/docs.google.com\/document\/d\/1kVx9YoHGMjmq4JAiwA6bV3ot_LnCsvYgNNysFsrJxfs\/edit?usp=sharing<\/a><\/p>\n<\/div>\n<div>\n<hr \/>\n<p style=\"text-align: center;\">CALL FOR CHAPTER PROPOSALS<\/p>\n<p style=\"text-align: center;\">\u00a0Proposal Abstract Submission Deadline: January\u00a0 30, 2021<\/p>\n<p style=\"text-align: center;\"><span style=\"color: #0000ff;\"><b><i>Ethical deliberations in multilingual education:\u00a0<\/i><\/b><\/span><\/p>\n<p style=\"text-align: center;\"><span style=\"color: #0000ff;\"><b><i>Power relations in learning communities\u00a0<\/i><\/b><\/span><\/p>\n<p><span style=\"font-weight: 400;\">Editors<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Theresa Austin,University of Massachusetts, Amherst<\/span><\/li>\n<li><span style=\"font-size: 0.95em;\">Hatice \u00c7elebi,University of Massachusetts, Amherst\u00a0<\/span><\/li>\n<\/ul>\n<hr \/>\n<p><b>Introduction<\/b><\/p>\n<p><span style=\"font-weight: 400;\">The teaching of world languages across national boundaries is a given in the fast paced interconnective political and economic times we live. However, as we engage in the teaching, learning and researching this phenomena, how do ethics play a role in\u00a0 our decision making and actions? As critical language\u00a0 educators and researchers, we have long avoided the technicist perspective that focuses on the formal\u00a0 structures of language in our engagement with our profession. As we summon our criticality to\u00a0 grapple with the ethical concerns that present in our work situations and contexts, we see increasingly a\u00a0 compelling need to question who benefits and who is left out by decisions that are contemplated and,\u00a0 indeed, made. This edited volume explores critical ethical issues in multilingual education in an ever increasingly global, connected, multicultural society.\u00a0<\/span><\/p>\n<hr \/>\n<p><b>Objective of the Book<\/b><\/p>\n<p><span style=\"font-weight: 400;\">This volume will focus on concerns about ethical decision making in multilingual education &amp; research.\u00a0 It aims to uncover crucial\u00a0 ethical considerations in the field of multilingual education and research while challenging how ethical decisions are conceptualized. We hope to provide readers space to develop\u00a0 critical stances about daily occurring scenarios in various locations.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The frameworks that we aim to problematize with chapters will consist of codes of ethics as we grapple with questions such as what a critical ethical issue vs. an ethical issue is;\u00a0 what is particular about ethics in multilingual education contexts (vs. ethics more broadly); how similarly or differently critical ethical issues in multilingual education and research are dealt with compared to ethical issues in other contexts.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">We call for creating an open dialogic and\u00a0 reflexive space to 1.) identify and locate ourselves in the context,\u00a0 2.) events that produced the need for ethical decisions, and 3.) the consequences that were experienced at that time. We see this as possible through invitational openings to readers to dialog with each other in responding to\u00a0 evocative scenarios, artifacts,\u00a0 counternarratives, and testimonios.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">As the readers engage with the ethical issues evoked in these re-presentations, they have the potential to re-construct knowledge about who are involved in decision making and how; what relevant facts, laws and principles drive decision making processes and possible courses of actions\u00a0 that can be taken for problem definition, analysis and alternative solutions.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Various frameworks may be employed to examine manifestations of theoretical and conceptual perspectives or of policies and actions in practice. A few examples are E. Goffman\u2019s dramaturgy; V. Turner\u2019s performance anthropology; performance ethnographies by A. D. Smith, D. Conquergood, and S. Madison; <\/span><span style=\"font-weight: 400;\">J. <\/span><span style=\"font-weight: 400;\">Salda<\/span><span style=\"font-weight: 400;\">\u00f1<\/span><span style=\"font-weight: 400;\">a\u2019s ethnodramas; J. Schechter\u2019s social theatre; Norris\u2019 playacting; A. Boal\u2019s theatre of the oppressed; and P. Freire\u2019s pedagogies of the oppressed.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In our call for abstracts for this volume, we seek presentation and analysis that capture multimodal critical literacies, dynamic and embodied processes of interactive works, which disrupts existing knowledge formed around multilingual education and research and ethics in ways arts touch our minds and senses for nuanced expressions of multiple meanings. For\u00a0 our aim with this volume, <\/span><span style=\"font-weight: 400;\">A. B<\/span><span style=\"font-weight: 400;\">oal, the Brazilian playwright, has been inspirational with his revolutionary techniques that engaged the audience (spec<\/span><span style=\"font-weight: 400;\">t-actors) through connecting performative arts and life.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">For example, by including a figure in plays, <\/span><i><span style=\"font-weight: 400;\">the Joker<\/span><\/i><span style=\"font-weight: 400;\">, Boal played with fixed roles of character and context. <\/span><i><span style=\"font-weight: 400;\">The Joker<\/span><\/i><span style=\"font-weight: 400;\"> might appear in a Greek play to explain the historical background to the audience, and why the background is relevant today. In doing so, <\/span><i><span style=\"font-weight: 400;\">the Joker<\/span><\/i><span style=\"font-weight: 400;\"> takes the Greek play out of its context as the genre is disrupted. The play\u2019s \u201cotherness\u201d becomes an opportunity for exploration, which encourages reflexivity for social causality. This symbolic approach is in line with how we envision the work edited in this volume. For chapters for the volume, we welcome a wide range of modalities taking familiar genres and knowledge constructions out of context to engage readers with ethical issues around multilingual language education and research and ethics.\u00a0<\/span><\/p>\n<hr \/>\n<p><span style=\"font-weight: 400;\">Areas of particular interest within language and literacies research:\u00a0<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\">Theoretical Orientations: Decolonizing research, critical multimodal literacies, feminist studies, ethnic studies, cultural studies, post humanism<\/span><\/li>\n<li>Populations: Minoritized populations (that are underrepresented in research), Deaf studies, Special needs. Refugee &amp; Diasporic Peoples<\/li>\n<\/ul>\n<hr \/>\n<p><b>Target Audience<\/b><\/p>\n<p><span style=\"font-weight: 400;\">We call for abstracts for contributors to present their ethical concerns. The volume is intended as a primary and support text for undergraduate and graduate students, policymakers, teachers and teacher-researchers, researchers who find themselves in teaching-learning\u00a0 situations or contexts characterized by complex social formations and power inequities where they are\u00a0 called on to exert agency in decision making that affects learners\u2019 lives.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The edited volume is conceived of as a primary text or core resource for teacher and researcher education. We see the use of this text as for teacher action researchers preparation\u00a0 in education, and critical interdisciplinary courses that address intersections of\u00a0 language, literacy &amp; culture. It can also be used as supplementary text for undergraduate courses that focus on equity and education; transnationalism and\u00a0 transnational migration, language, culture, and identity; and school reform\/educational restructuring.\u00a0\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Specific courses for which this text will be used include: urban education (undergraduate and graduate),\u00a0 applied linguistics, sociology of education, education and social context, educational language policy\u00a0 and planning, bilingual education, foundations of multicultural education, second language principles\u00a0 and practices, philosophy of education.<\/span><\/p>\n<hr \/>\n<p><b>Recommended topics include, but are not limited to, the following <\/b><b>ethical considerations in language and literacy education and research<\/b><b>:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Access &amp; admission, placement &amp; progress<\/span>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Exclusionary \/ Privileged\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Collection &amp; use\u00a0 of identity-based data in program admissions [assumptions about the connections between language and (mixed) race, ethnicity, citizenship]<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Curriculum \/ program organization and design for student\/community engagement\/transformation<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Assessment &amp; program evaluation- design of measures &amp; use of resulting data<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Classroom-based practices- assumptions about language &amp; literacy development in cultural contexts<\/span>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">language choice, medium and object of instruction<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">practices of providing feedback\u00a0<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Affordability revitalization\/ sustainability of dual\/multilingual education<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Ideologies embodied and contextualized\u00a0<\/span>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Native speakerism<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">\u201cStandard\u201d language &amp; purism<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Language use\/development\/\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Criteria for Qualifications &amp; economic mobility of teachers and students<\/span><\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Commodification of\u00a0 language education: study abroad, TESOL Certificates, online programs\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Pre-service and In- Service Teacher Education: recruitment practices\/criteria, preparing teachers for urban \/rural, student teaching abroad; placements development; supportive measures, ex\/inclusion<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Education of vulnerable underserved populations: minoritized, Generation 1.5, special needs, unaccompanied international minors, refugees, homeless\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Ethical Dilemmas in Language Choice within Historical Perspectives: What language speaks for the subaltern? Language decisions in decolonization<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Medium of education &amp; ideology for\u00a0 minoritized populations across the world from Global South, Middle East, South Pacific, Europe Northern Hemisphere<\/span><\/li>\n<\/ul>\n<hr \/>\n<p><b>Proposal Submission Procedure<\/b><\/p>\n<p><span style=\"font-weight: 400;\">Word limit\u00a0 (Abstract 500-1000 words; final Submission text length: 6000-7000 including references)<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Researchers and practitioners are invited to submit on or before <\/span><b>January 30, 2021<\/b><span style=\"font-weight: 400;\">, a chapter proposal of 500 to 1,000 words clearly explaining the ethical issue and the genre (eg: dramatic scenarios, artifacts,\u00a0 counternarratives,photovoice, and testimonios ) that will evoke reader discussion of the proposed chapter. References that include a theoretical orientation for your ethical concerns should be written in <\/span><span style=\"font-weight: 400;\">APA 7th Edition.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Authors will be notified by <\/span><b>March 30, 2021<\/b><span style=\"font-weight: 400;\"> about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by <\/span><b>June 15, 2021<\/b><span style=\"font-weight: 400;\">, and all interested authors will be provided guidelines for manuscript submissions. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project. All proposals should be submitted through google form located: <\/span><a href=\"https:\/\/forms.gle\/s588omjMRuqyVRucA\"><span style=\"font-weight: 400;\">https:\/\/forms.gle\/s588omjMRuqyVRucA<\/span><\/a><span style=\"font-weight: 400;\">\u00a0 <\/span><span style=\"font-weight: 400;\">If you have any questions about any aspect regarding this book, please do not hesitate to<\/span><span style=\"font-weight: 400;\"> email:<\/span><\/p>\n<p><span style=\"font-weight: 400;\">L2ed2021ethical@gmail.com<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Theresa Austin, <\/span><a href=\"mailto:taustin@educ.umass.edu\"><span style=\"font-weight: 400;\">taustin@umass.edu<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400;\">\u00a0Hatice Celebi <\/span><a href=\"mailto:hcelebi@umass.edu\"><span style=\"font-weight: 400;\">hcelebi@umass.edu<\/span><\/a><span style=\"font-weight: 400;\">\u00a0\u00a0<\/span><\/p>\n<hr \/>\n<p><b>Important Dates<\/b><\/p>\n<p><b>January 30, 2021:<\/b><span style=\"font-weight: 400;\"> Proposal Submission Deadline<\/span><\/p>\n<p><b>March 30, 2021<\/b><span style=\"font-weight: 400;\">: Notification of Acceptance<\/span><\/p>\n<p><b>June 15, 2021: <\/b><span style=\"font-weight: 400;\">Full Chapter Submission<\/span><\/p>\n<p><b>August 15, 2021:<\/b><span style=\"font-weight: 400;\"> Review Results To the Authors\u00a0<\/span><\/p>\n<p><b>September 15, 2021:<\/b><span style=\"font-weight: 400;\"> Revised Chapters from Authors<\/span><\/p>\n<p><b>December 30, 2021: <\/b><span style=\"font-weight: 400;\">Final Edits<\/span><\/p>\n<p><b>March 15, 2022: <\/b><span style=\"font-weight: 400;\">Publish\/ Release\u00a0<\/span><\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Link Call for chapter proposals for the edited volume, &#8220;Ethical deliberations in multilingual education: Power relations in learning communities.&#8221; https:\/\/docs.google.com\/document\/d\/1kVx9YoHGMjmq4JAiwA6bV3ot_LnCsvYgNNysFsrJxfs\/edit?usp=sharing CALL FOR CHAPTER PROPOSALS \u00a0Proposal Abstract Submission Deadline: January\u00a0 30, 2021 Ethical deliberations in multilingual education:\u00a0 Power relations in learning communities\u00a0 Editors Theresa Austin,University of Massachusetts, Amherst Hatice \u00c7elebi,University of Massachusetts, Amherst\u00a0 Introduction The teaching of world languages across national [&#8230;]<\/p>\n","protected":false},"author":70,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":""},"categories":[8,17],"tags":[106,291],"jetpack_featured_media_url":"","jetpack_shortlink":"https:\/\/wp.me\/p865eh-2YR","jetpack-related-posts":[],"jetpack_likes_enabled":true,"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/lantern.humanities.manchester.ac.uk\/index.php?rest_route=\/wp\/v2\/posts\/11461"}],"collection":[{"href":"https:\/\/lantern.humanities.manchester.ac.uk\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/lantern.humanities.manchester.ac.uk\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/lantern.humanities.manchester.ac.uk\/index.php?rest_route=\/wp\/v2\/users\/70"}],"replies":[{"embeddable":true,"href":"https:\/\/lantern.humanities.manchester.ac.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=11461"}],"version-history":[{"count":2,"href":"https:\/\/lantern.humanities.manchester.ac.uk\/index.php?rest_route=\/wp\/v2\/posts\/11461\/revisions"}],"predecessor-version":[{"id":11463,"href":"https:\/\/lantern.humanities.manchester.ac.uk\/index.php?rest_route=\/wp\/v2\/posts\/11461\/revisions\/11463"}],"wp:attachment":[{"href":"https:\/\/lantern.humanities.manchester.ac.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=11461"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/lantern.humanities.manchester.ac.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=11461"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/lantern.humanities.manchester.ac.uk\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=11461"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}