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CFP: Childhood Ex Machina: Children, Pedagogy, and Science Fiction
Deadline: Jul 1, 2017
Whether through the pedagogical considerations of the short stories of Isaac Asimov and Ray Bradbury, the ontological and metaphysical complications of childhood in AI, the image of the parasitic pregnancy of a xenomorph in Ridley Scott’s Alien franchise, or any myriad of other examples, science fiction has long offered entry-points for analyses of children and childhood. The concern of this edited book is to explore constructions of children, childhood, and pedagogy through the multiple lenses of science fiction as a method of inquiry. Additionally it seeks new ways of theorizing the intersections of childhood and sci-fi, as well as their effects on the social imaginary.
The general frame of the book treats science fiction from the Kantian perspective of aesthetics as a first philosophy. In this way, sci-fi is useful since it is both disinterested and there is no requirement that it be based in fact. To that end, this book aims not to define science fiction as method, but to approach conceptions and applications of ‘science fiction’ as broadly as possible, acknowledging the fluid boundaries of genre between science fiction, horror, and ʻthe weird and the eerieʻ (Fisher). The call for chapters therefore entertains a wide range of theoretical and methodological approaches to re-membering children, childhood, and pedagogy, including but not limited to the deployment of new materialism, speculative realism, and object-oriented ontology, among other philosophical interpretations.
This book invites chapter authors to both rethink and reconceptualize definitions of childhood and pedagogy through an imagining of possibilities – past, present, and future – enabled by the aesthetic turn to science fiction (in all its potential meanings). Possible questions might include:
• How does science fiction allow us to engage with questions concerning childhood?
• How does sci-fi highlight the use of children as a plot device that may actually open up spaces for new analyses of socio-cultural productions of the child?
• How do roles and positionalities of children shift in sci-fi from a comparative perspective?How does a new materialist or speculative realist theorizing affect popular understandings of the artifacts of childhood as depicted in sci-fi and horror tales (e.g., dolls, toys, games, etc.)?
• What effect does the social imaginary, as rendered through sci-fi in various media, have on our perceptions of children as either innocents or monsters?
• How does sci-fi reconfigure relations of power between and among children and adults?
• What do dystopic and utopian imaginings of childhood and pedagogy reveal about contemporary society?
• What is a posthumanist ethics in sci-fi representations of children?
• How does sci-fi employ technology to complicate our knowledge of childhood
and produce new subjectivities?
• How does sci-fi invite us to understand childhood as machinic?
Authors of submitted proposals will be notified by July 15, 2017, about the status of their proposals.
Full chapters (7500 – 8500 words) are expected to be submitted by December 15, 2017. This book is expected to be published in 2018.
CFP: Future pedagogies: Critical questions concerning ELearning and Digital Media (Special issue)
Deadline: Sep 30, 2017
A proliferation of data abides in the field of ELearning and Digital Media, with a particular focus on instructional design. From online collaboration in higher education to the use of language learning apps in early childhood education, researchers are a hive of quantitative and qualitative industry. But, what for? And where will this data lead communities and societies? As Biesta (2009) argues, good measurement can make significant contributions to pedagogical practices, however without good questions concerning education, such measurement become mistaken for evidence of what education should be about – data becomes both evidence of the aims of education and the aim itself. This special issue invites writers on education and new media to move beyond the accumulation of more data in order to ask good questions about the future of pedagogy. ELearning and digital technologies provide a context through which to ask good questions about educational aims. For instance, when researchers study the benefits of collaboration online, good questions can be asked about collaboration in a wider educational sense – revealing assumptions about the ‘real’ and ‘physical’ experiences of collaboration in face to face teaching and learning spaces. For this special issue, the editors invite thinking about the future of pedagogy beyond the apparent problem of possible and impossible technological innovation, to challenge thinking about flipped, blended, innovative, enhanced classrooms, and to critique the imagined future. Hence, writers are invited take up the task of imagining and critically questioning the as yet unimagined manifestations of elearning and digital media in a broad range of educational contexts. This special issue invites writers on education and new media to move beyond the accumulation of more data and analytic modelling, in order to ask questions about the future of pedagogy.
Submissions may employ a range of devices including but not limited to:
· Photo essays
· Science Fiction
· Thought experiments
· Interviews and dialogues
Full Papers are due September 30, 2017 Peer reviews completed by October 31, 2017 Revised papers due November 30, 2017 Special Issue published December, 2017
Biesta G (2009) Good education in the age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability 21: 33-46.
CFP: SPECIAL ISSUE: Educational ills and the (im)possibility of utopia
Deadline: Jun 30, 2017
This is a call for papers for a special issue of the journal Educational Philosophy and Theory, to be edited by Joff P.N Bradley, Teikyo University, Tokyo, and Gerald Argenton, Tamagawa University, Tokyo. The editors of EPAT invite submission of manuscripts for publication in a forthcoming special issue of the journal.
To mark the 500th anniversary of the publication of Sir Thomas More's Utopia, EPAT is returning to the concept of utopia to extract from it responses to the current pedagogic ills plaguing higher education institutions across the planet. Central to this project is a consideration of the role of the university as a site or 'island' for the creation of 'worlds'. Faced with the bout of psychical ills assaulting the student body (social withdrawal, reduced tolerance to frustration and conflict situations resulting in violent outbursts, disindividuation [Stiegler], depression, drug and networking addiction, and, despite enhanced connectivity, widespread loneliness and indifference - leading to suicidal tendencies in worst cases), the ambition of this CFP is to extract from the concept of utopia new theoretical weapons to counteract the 'sad passions' prevalent in higher education. The thrust of this CFP is to search out traces of resistance, experimentation and creativity, counter-power and counter-thought in higher education institutions across the planet. Defending the fabulatory, utopian function of philosophy (philosophy as a form of absolute deterritorialization in Deleuze) in order to resist negativity, resignation and despair, the CFP is asking for reflections on how to make philosophy itself an immanent weapon of resistance, a force of the new, a means to unearth the forgotten or forsaken, a site for the invention of "new possibilities of life".
From an educational and philosophical point of view, we are asking for papers which critique and contest the (im)possibility of thinking utopia as such. Using concepts drawn from utopian literature, philosophy of education, continental thought as well as science fiction, cinema studies, feminism, queer studies etc, the special issue will address the question of the university's capacity to create worlds. We shall look beyond the affects of fear and hope to the sense of weapon-creation in Deleuze and what form this might take in the light of globalization or the ‘unworld’ - the sense of the world as vile and unwelcoming, the geo-trauma of the anthropocene, and the end of world-creation as we know it. By resurrecting the concept of utopia, it is envisaged that the CFP will collate original, thought-provoking and transdisciplinary contributions, thereby presenting to the reader a comprehensive, informed and invaluable new vision of what Joff Bradley has designated a geophilosophy of education.
If you have any questions, please do not hesitate to contact Joff Bradley or Gerald Argenton.
CFP: SPECIAL ISSUE: MORAL VALUES AND EDUCATION FOR A LIBERAL DEMOCRATIC SOCIETY
Deadline: Dec 15, 2017
Moral and/or values education is a controversial topic in contemporary society because there is little consensus about what should be taught, how it should be taught, when it should be taught, who should teach it, or if it should be taught at all. In many minds, moral education is connected to religious education, so that religious instruction in schools is justified for the contribution it makes to the inculcation of moral values. For others, the teaching of moral values can be done just as well through the teaching of ethics, and, especially in state run schools, ought to replace religious instruction, citing state neutrality in relation to the teaching of religion in state schools. This raises challenging questions about the role of religious education in moral education, particularly within education and schooling systems.
Apart from this, a variety of issues arise when we talk of moral and/or values education. It is evident that teaching or instructing students in moral values will have no lasting effect if it does not result in students making moral commitments. Indeed, to paraphrase Aristotle’s statement about moral development, pupils are brought to the threshold of moral commitment through the halls of habituation to the virtues. This suggests that there is no neutral stance to be taken in relation to moral values because it is not simply a matter of values clarification in which students choose their own from a smorgasbord of values. There are the cardinal virtues of temperance, courage, justice and prudence that can be mentioned, but there are other ways of characterising the virtues also. So it raises the question of which virtues are the most important for human flourishing. In addition to these, there are the virtues and values required of citizens in a liberal democratic society, such as tolerance, individual autonomy and respect for persons, which are required in the public space.
A number of questions naturally arise, for instance: Is moral education synonymous with the teaching of ethics? Do moral values need to be founded on universal principles? What role does religion play in moral and/or values education? What moral values are required in a liberal democracy? Should schools concentrate only on those values required in the public space or develop rounded human beings? Does the state need to be neutral in relation to the teaching of moral values?
This special issue of Educational Philosophy and Theory calls for papers addressing these and related questions about moral values in a liberal democratic society.
Any questions should be directed to the guest co‐editors at the email addresses found below:
Australian Catholic University, Australia
La Trobe University, Australia
CFP: AVPC 2016: Visual Pedagogies and Digital Cultures - Deadline 1 Feb
During the past decades, traditional media have undergone major transformations. Hierarchical models of one-way dissemination of information, knowledge and culture have been replaced by horizontal models of two-way communication, and everyone has become a producer and a consumer. One by one, traditional media gave in to new modes of production and dissemination.
In the beginning, the Internet enabled people to produce and share text. Soon after,technological development enabled people to produce and share images and music. Finally, following rapid increase in computing power and bandwith, video has joined the long line of digitally transformed media.
The Association of Visual Pedagogies Conference AVPC 2016: Visual Pedagogies and Digital Cultures explores these transformations in the context of human learning around three broad dialectically intertwined themes. The first theme is concerned with practical issues. How to produce suitable video learning materials? When, and under which conditions, can we videotape children? The second theme is related to video pedagogies. What is the role of video in physical and virtual classrooms? How to seize the pedagogical potentials of video? Finally, the third theme is related to digital cultures, politics, and emancipation. What is the new role of video in production and dissemination of culture and knowledge? What are the unique features of video research metodologies? What is the role of visual cultures in new social movements and social transformations at large?
We invite contributors to join the debate about various aspects of the new movement towards visual cultures in education and academic publishing. Working at the intersection of technology, psychology, sociology, history, politics, philosophy, and visual arts, we welcome contributions from wide range of disciplines and inter-, trans- and anti- disciplinary research methodologies. Possible ideas and areas of involvement include:
• Visual cultures and (academic) publishing • The concept of video articles • Video production • Video ethics • Visual cultures and research • Visual methodologies • Visual pedagogies • Visual culturesand the society • Philosophy of visual cultures
Peer reviewed conference articles will be published in The Video Journal of Education & Pedagogy (Springer) and a invited selection from the conference will be published as a special issue by conference organisers in consultation with the Editor-in-Chief, Michael A. Peters.