scholarly journals Call for Submissions: Special Issue, Cultural and Pedagogical Inquiry (CPI)

2017 ◽  
Vol 9 (2) ◽  
Author(s):  
Cecille DePass
Keyword(s):  
Peer Review ◽  
Indigenous People ◽  
Lived Experiences ◽  
Ways Of Knowing ◽  
Publication Date ◽  
Special Issue ◽  
Single Word ◽  
World Views ◽  
Early Fall

Spirit and Heart: Indigenous People contest the formal and lived curriculaWe welcome proposals to contribute to the special issue.  Understandably, all proposals and work submitted to the co-editors of the CPI, special issue are to be grounded in Indigenous world views, lived experiences and/or ways of knowing.  Academic and community authors, poets and artists who are interested in contributing to this CPI Special Issue, please, submit a proposal in either a single Word or PDF file to any of the CPI Special Issue, Co-Editors by December 15, 2017.   If your proposal is accepted, the completed work is to be submitted for peer-review by March 15, 2018.  Planned publication date: early Fall 2018.

scholarly journals Thinking critically about affect in organization studies: Why it matters

Organization ◽  
2017 ◽  
Vol 24 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Marianna Fotaki ◽  
Kate Kenny ◽  
Sheena J. Vachhani
Keyword(s):  
Lived Experiences ◽  
Affect Theory ◽  
Special Issue ◽  
Organization Studies ◽  
The World ◽  
New States ◽  
Shed Light

Affect holds the promise of destabilizing and unsettling us, as organizational subjects, into new states of being. It can shed light on many aspects of work and organization, with implications both within and beyond organization studies. Affect theory holds the potential to generate exciting new insights for the study of organizations, theoretically, methodologically and politically. This Special Issue seeks to explore these potential trajectories. We are pleased to present five contributions that develop such ideas, drawing on a wide variety of approaches, and invoking new perspectives on the organizations we study and inhabit. As this Special Issue demonstrates, the world of work offers an exciting landscape for studying the ‘pulsing refrains of affect’ that accompany our lived experiences.

Four Principles for Cultivating Alternate Cultural Paradigms in Psychology: Summary Reflections on Innovative Contributions

2021 ◽  
pp. 002216782110507
Author(s):  
Joseph P. Gone
Keyword(s):  
American Indian ◽  
First Nations ◽  
Lived Experiences ◽  
Past Research ◽  
Equal Opportunities ◽  
Special Issue ◽  
White Racism ◽  
Research Engagement ◽  
Cultural Paradigms ◽  
Exciting Possibility

The contributors to this special issue have demonstrated the potency and promise of cultivating Alternate Cultural Paradigms (ACPs) in psychology that reflect and express the lived realities of non-White communities in America. Based on my past research engagement with several distinct American Indian and First Nations communities, I offer for consideration four principles for psychologists who seek to further cultivate ACPs: (a) attend independently to culture and power, (b) anchor conceptual abstractions in empirical examples, (c) complicate stock oppositions and essentialisms, and (d) integrate emancipation with application. Adoption of these four principles should assist with the development of robust ACPs that accurately reflect the lived experiences of non-White communities. The promotion of these in psychology represents the exciting possibility for a more just and equitable future in which the injuries of White racism are remedied and all Americans are granted equal opportunities to live and thrive in self-determined fashion.

scholarly journals What can Girlhood Studies be?

2021 ◽  
Vol 14 (2) ◽  
pp. v-vi
Author(s):  
Claudia Mitchell
Keyword(s):  
Indigenous People ◽  
Meta Analysis ◽  
Special Issue ◽  
Critical Dialogue ◽  
The World ◽  
History Of ◽  
Girlhood Studies ◽  
Girls Studies ◽  
Interdisciplinary Journal

This Special Issue of Girlhood Studies: An Interdisciplinary Journal represents another milestone in the history of the journal, coming, as it does, out of the second international conference of the International Girls’ Studies Association (IGSA) that was hosted by Notre Dame University, South Bend, Indiana, in 2019. As the guest editors, Angeletta Gourdine, Mary Celeste Kearney, and Shauna Pomerantz highlight in their introduction, the conference itself and the Special Issue set in motion the type of dialogue and conversation that is crucial to challenging and changing the world of inequities and disparities experienced by girls. For a relatively new area of study that has roots in feminism and social change, critical dialogue about inclusion and exclusion and about ongoing reflexivity and questioning must surely be at the heart of girls studies. The guest editors capture this admirably when they replace the question “What is girlhood studies?” with the provocative and generative question, “What can girlhood studies be?” The articles and book reviews in this Special Issue tackle what girls studies could be in so many different ways, ranging from broadening and deepening notions of intersectionality and interdisciplinarity to ensuring a place for the article, “Where are all the Girls and Indigenous People at IGSA@ND?” co-authored by the girls who belong to the Young Indigenous Women’s Utopia group. Such an account offers a meta-analysis of the field of girlhood studies, but so did the call for the Special Issue as a whole. It is commendable that this team of co-editors assembled and curated a series of articles that reveal the very essence of the problematic that girlhood studies seeks to address.

scholarly journals SoTL and the Humanities

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Renee Michael ◽  
Deandra Little ◽  
Emily Donelli-Sallee
Keyword(s):  
Peer Review ◽  
Collaborative Work ◽  
Knowledge Exchange ◽  
Ways Of Knowing ◽  
Full Group ◽  
Scholarship Of Teaching ◽  
Campus Leaders ◽  
Local Leader ◽  
Humanities Faculty

In this article, we share themes and tensions experienced by humanities faculty undertaking a scholarship of teaching & learning (SoTL) project as part of a multi-campus, grant-funded initiative. Faculty participants in the project iteratively transformed a course to improve one or more aspects of their students’ learning over a three-year period and documented the process and results in a course portfolio. To support their individual and collaborative work, each of the four campuses had a local leader, and participants met regularly with campus teams, convening with the full group annually for cross-campus knowledge exchange and peer review. At the project conclusion campus leaders gathered participant reflections and discovered a pattern of tensions that included: disciplinary ways of knowing, ways to represent knowing, and ways of writing and sharing. These tensions are similar to those identified elsewhere and can be potential impediments to this work for some in the humanities. Explicitly addressing those potential tensions while helping faculty see how their own disciplinary approaches can help them investigate their course practices is a useful first step toward more contributions from humanities scholars.

scholarly journals Conceptualizing the North

Nordlit ◽  
2020 ◽  
Author(s):  
Lilli Mittner ◽  
Kate Maxwell ◽  
Hanne Hammer Stien
Keyword(s):  
Peer Review ◽  
Special Issue ◽  
Theoretical Rationale ◽  
The North ◽  
New Material

In this article that opens and introduces the special issue Conceptualizing the North, we present our theoretical rationale behind the conceptualization(s) of the north presented both in our article and in the issue as a whole, as well as our approach to the co-creative peer review. Through new material feminist understanding of the north, we acknowledge our kin both past and present, and unfold a spectrum of possible understandings by looking at, reading through, hearing, experiencing, and sensing the north. Ultimately, the issue unites, rather than divides, scholarly and artistic approaches that simultaneously conceptualize and analyse the north.

Indigenous Studies in the United States and Canada

2021 ◽  
Author(s):  
Aubrey Jean Hanson ◽  
Sam McKegney
Keyword(s):  
United States ◽  
Native American ◽  
First Nations ◽  
Indigenous People ◽  
Indigenous Peoples ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
The United States ◽  
Literary Studies ◽  
Indigenous Voices

Indigenous literary studies, as a field, is as diverse as Indigenous Peoples. Comprising study of texts by Indigenous authors, as well as literary study using Indigenous interpretive methods, Indigenous literary studies is centered on the significance of stories within Indigenous communities. Embodying continuity with traditional oral stories, expanding rapidly with growth in publishing, and traversing a wild range of generic innovation, Indigenous voices ring out powerfully across the literary landscape. Having always had a central place within Indigenous communities, where they are interwoven with the significance of people’s lives, Indigenous stories also gained more attention among non-Indigenous readers in the United States and Canada as the 20th century rolled into the 21st. As relationships between Indigenous Peoples (Native American, First Nations, Métis, and Inuit) and non-Indigenous people continue to be a social, political, and cultural focus in these two nation-states, and as Indigenous Peoples continue to work for self-determination amid colonial systems and structures, literary art plays an important role in representing Indigenous realities and inspiring continuity and change. An educational dimension also exists for Indigenous literatures, in that they offer opportunities for non-Indigenous readerships—and, indeed, for readers from within Indigenous nations—to learn about Indigenous people and perspectives. Texts are crucially tied to contexts; therefore, engaging with Indigenous literatures requires readers to pursue and step into that beauty and complexity. Indigenous literatures are also impressive in their artistry; in conveying the brilliance of Indigenous Peoples; in expressing Indigenous voices and stories; in connecting pasts, presents, and futures; and in imagining better ways to enact relationality with other people and with other-than-human relatives. Indigenous literatures span diverse nations across vast territories and materialize in every genre. While critics new to the field may find it an adjustment to step into the responsibility—for instance, to land, community, and Peoplehood—that these literatures call for, the returns are great, as engaging with Indigenous literatures opens up space for relationship, self-reflexivity, and appreciation for exceptional literary artistry. Indigenous literatures invite readers and critics to center in Indigeneity, to build good relations, to engage beyond the text, and to attend to Indigenous storyways—ways of knowing, being, and doing through story.

Spiritual Health Identity

2016 ◽  
pp. 1-23
Author(s):  
Y. Joy Harris-Smith
Keyword(s):  
Black Women ◽  
Black Church ◽  
Lived Experiences ◽  
Ways Of Knowing ◽  
Spiritual Health ◽  
Spiritual Life ◽  
The World ◽  
Mainstream Society ◽  
Epistemological Framework

This chapter aims to identify the ways in which spirituality, religion and the Black Church help to shape a spiritual health identity in a group of Black women by placing their lived experiences at the center of analysis using methods that are epistemologically consistent with how they understand the world. A spiritual health identity refers to the recognition and consciousness that a healthy spiritual life is essential to one's existence. It effects how they see themselves and their relationships to other people. Black women's ways of knowing are often pushed to the margins and lacking validation in mainstream society. Utilizing a womanist epistemological framework allows Black women to define themselves and lifts up the ways, spaces and places that help them make meaning.

scholarly journals International(ization of) Higher Education at the Crossroads

2014 ◽  
pp. 2
Author(s):  
Hans De Wit ◽  
Fiona Hunter
Keyword(s):  
Higher Education ◽  
Lived Experiences ◽  
Western Europe ◽  
System Level ◽  
Internationalization Of Higher Education ◽  
International Higher Education ◽  
Special Issue ◽  
Institutional Level ◽  
Boston College ◽  
English Speaking

Where international higher education broadly analyses international developments in higher education at the system level, internationalization can be seen as a subcategory of this work, focusing more specifically on the international rationales, approaches, strategies, activities and outcomes of higher education at the regional, national and institutional level, and (where possible) in a comparative perspective. This special issue of International Higher Education seeks to highlight new and innovative dimensions in internationalization. It also gives space to examine developments in internationalization of higher education in regions and countries that are less known than English speaking countries and Western Europe. And it illustrates the increasing importance and diversity of internationalization’s conceptual understandings and lived experiences in modern international higher education. This annual special issue is a collaboration between the Center for International Higher Education at Boston College and the Centre for Higher Education Internationalisation at the Università Cattolica del Sacro Cuore in Milan.

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