[Air-L] CFP: "City Youth and the Pedagogy of Participatory Media"
anterobot at gmail.com
Sun Sep 4 21:22:35 PDT 2011
I sent this CFP out at the beginning of the summer but wanted to send out a
final reminder as proposals are due in three weeks:
Learning Media and Technology <http://www.tandf.co.uk/journals/cjem>
Call for papers - special issue (
Issue theme: *City Youth and the Pedagogy of Participatory Media*
Learning, Media and Technology is acknowledged as one of the learning
academic journals in the fields of educational technology and educational
Proposals are invited for papers for a special issue of the journal on the
theme“City Youth and the Pedagogy of Participatory Media”. The special
issue will be edited by Antero Garcia and Ernest Morrell.
We are currently soliciting abstracts for proposed papers for the special
issue. Abstracts should be no longer than 300 words and be accompanied by up
to six keywords.
- Deadline for submission of abstract: 30th September 2011
- Successful authors informed: 10th October 2011
- Deadline for submission of full papers: 31st January 2012
Full papers are expected to be between 4,000 and 6,000 words (please refer
to the journal website for full ‘instructions for authors’). All papers will
be subject to the usual blind reviewing and refereeing processes.
Please send abstracts and keywords to the guest editors by 30th September
- anterobot at gmail.com
- ernestmorrell at gmail.com
*FURTHER DETAILS OF THE SPECIAL ISSUE*
In 1950, approximately 29% of the world’s population was classified as
urban. According to the 2007 revision of the United Nations’ World
Urbanization Prospects, 70% of the world’s population will be classified as
urban by 2050 and most of the people who will inhabit urban centres globally
will be economically disadvantaged. We also know that school systems in
cities around the world are challenged to provide socially and culturally
meaningful education to increasingly diverse populations and, because of
their inability to meet these challenges, many city youth do not receive the
formal education they need to participate meaningfully in the world of work
or civil society in the 21st century.
At the same time, we see that city youth have increasing access to
technology and many scholars have shown that youth are engaging technology
outside of school in increasingly sophisticated ways. Because of this,
technology is being called upon as an antidote to education inequity
globally. These tools are used not only to engage students in meaningful
learning experiences, but also to shape ways people participate and interact
with the world. However, while there is burgeoning research around the role
that participatory media play in improving learning, educators are
identifying challenges toward implementation. Specifically, “research on
teaching in urban schools suggests that teachers’ limited skills and
limiting beliefs about their students lead to a steady diet of low-level
material coupled with unstimulating, roteoriented teaching”.
When applied to historically marginalized communities, participatory media
acts as a powerful tool for amplification of voice and as a means to
personalize content and assessments for the specific needs of marginalized
youth. Part of the challenge that educators face is in looking at the ways
youth come together and communicate to refine/establish new technologies. As
we better understand how culture happens among young people, an
understanding of how to develop new technologies emerges.
This special issue explores ways that technology-based opportunities present
strategies for closing a global literacy gap based on race and class.
Specifically, this issue focuses on pedagogy and participatory media:
- How are city youth demonstrating the potential of participatory media
to intentionally develop a public pedagogy?
- How are participatory media reshaping social thought and action?
- How do educators leverage media in critical literacy development? What
are examples of successful attempts of this form of pedagogy?
- Are there ministries and departments of education or government
agencies that are getting it right with respect to policies that promote the
pedagogy of participatory media?
- What are the risks of adopting participatory media tools developed for
capitalism and consumerism? How are educators engaging youth in these
The guest editors of this issue have extensive experience as teachers,
teacher educators, and researchers working with youth in the U.S. This issue
requests submissions from a wide range of agents from around the world
within the field of education: in addition to researchers, teachers,
students, and combinations of collaborators across these audiences are
encouraged to share their work.
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