Author Archives: Patrick Lowenthal

Call for articles – The discourses of Gender, Violence and Social Inequality in the era of digital communication

CALL FOR ARTICLES
Quaderns de Filologia ? Linguistics Series vol. 26 (2021)
(https://ojs.uv.es/index.php/qfilologia/index)

Title of volume: The discourses of Gender, Violence and Social Inequality in the era of digital communication

Editors:
Sergio Maruenda Bataller (Universitat de Val?ncia)
Dolors Palau Sampio (Universitat de Val?ncia)
Maite Taboada (Simon Fraser University)

Summary:
This volume aims to study and analyse the public discourses on gender, violence and social inequality in the so-called digital media (Couldry 2012) and, more precisely, their evolution and political, cultural, social and ideological impact on these in the digital era and ?new? forms of social, institutional and political communication (Fuchs 2007; Bennet & Segerberg 2013; Winseck 2017). This volume aims to gain insights into the discourses generated and communicated through the so-called Internet society (Castells 2001), as we reach the 25th anniversary of the net. Thus, the present volume adopts a critical and communicative theoretical approach to the analysis of the current discourses that linguistically and discursively construct and constitute gender, violence and social inequality (Critical Discourse Studies, Flowerdew & Richardson 2018), as forms of cognitive and social representation that may become hegemonic or peripheral (Butler 1990; Bell 1991; Wodak 2001; Lazar 2005; Fairc
lough 2006; van Dijk 2008; Cotter 2010; Erlich, Meyerhoff & Holmes 2014).

Although not restricted to a specific methodology, this volume advocates for mixed-method approaches that combine qualitative research and corpus-based analyses for the identification of recurrent and ?normalised? discourse patterns (Corpus-Assisted Discourse Studies [CADS] – Mautner 2009; Baker et al. 2008; Partington et al. 2013; Gabrielatos & Duguid 2014; Baker & Levon 2015).

Themes:
1.      Discursive (multimodal) studies on specific topics and aspects on gender, violence and social inequality in the digital media, including press, social media, and other forms of institutional, social and political communication. Examples:
a.      The discursive representation of gender violence
b.      Women in the new forms of communication
c.      The ideological construction of diverse identities and LGTBQphobia.
d.      The discourses on migration
e.      The discourses on extremism and hate
f.      The discourses on disabilities
g.      The discourses on aporophobia
h.      etc.

2.      Historical (diachronic) and contrastive studies among cultures, languages and semiotic modes (Potts et al. 2005).
3.      Methodological proposals and models of qualitative and/or quantitative analysis of the themes of the volume.
4.      Corpus compilation and description on gender, violence and social inequality.

Abstract submission*
Proposals must be sent to:
sergio.maruenda@uv.es
Subject: abstract QF ELING 2021 Until December 15, 2020

Communication of acceptance     From January 1, 2021 to January 7, 2021

Deadline for submission of originals (full article)
Proposals must be sent to:
sergio.maruenda@uv.es
Subject: article QF ELING 2021  May 1, 2021
Peer-reviewing process  from May 1, 2021
Publication of volume   December 2021

* Abstracts must be 250-300 words, excluding references. Please provide title, author, affiliation + email, text, keywords (5), references.

Special Issue Call for Proposals Theme: Informal Learning in Online Social Communities

Special Issue Editor
Enilda Romero-Hall, Ph.D., Associate Professor of Education, IDT Graduate Coordinator,
University of Tampa, eromerohall@ut.edu

Introduction

In education and training settings, we often discuss the term informal learning to address learning experiences that do not follow a specific curriculum and are not restricted to a specific environment (Richter, Kunter, Klusmann, Lüdtke, and Baumert, 2011). Other definitions of informal learning refer to education that is never organized, has no set objectives, and is not intentionally undertaken as a learning activity (Werquin, 2007). It is very possible that learners can shift seamlessly between formal and informal learning (Moore, 2016). Additionally, Moore (2016) states that during informal learning, the learners may or may not realize that they are acquiring new information. Eraut (2004) refers to this type of informal learning as implicit learning. Eurat (2004) also distinguishes two other types of informal learning: reactive and deliberate learning. Reactive learning refers to a situation in which the individual is aware that informal learning is occurring; however, it happens spontaneously in a specific context. Deliberate learning refers to informal learning that occurs when an individual takes time to think about how and where to gather information. Today online social communities in social networking sites, listservs, messaging apps, online discussion forums, workplace networks, and others facilitate creating and sharing information. It has been argued that, through these multi-user connections and support systems, individuals engaged can, in turn, have access to content and participation in informal learning experiences (Rehm & Notten, 2016).

Potential Topics

This special issue of JAID seeks contributions from K-12, higher education, business, and workplace contexts that focus on how the instructional design of informal learning in online social communities is shaping learning experiences. Potential topics to address include but are not limited to:

  • Benefits and drawbacks of informal learning
  • Informal learning and identify formation
  • Bringing between formal and informal learning
  • Bringing between different types of informal learning
  • Lurking as a mechanism for informal learning
  • Informal learning in the workplace online social communities
  • Social justice movements and informal learning
  • Informal learning in online social communities across cultures
  • Examples of informal learning in online social communities in different settings

JAID Article Types In line with JAID standards, submitted articles must fall under one of the following three types:

Instructional Design Practice: This is an applied journal serving a practicing community. Our focus is on what practitioners are doing in authentic contexts and their observed results. These articles cover topics of broad concern to instructional design practitioners. The articles should represent issues of practical importance to working designers.

Research Studies on Applied Instructional Design: JAID is interested in publishing empirical studies exploring the application of instructional design principles in applied settings. Quantitative and qualitative studies are welcome.

Instructional Design/Performance Design Position Papers: JAID also accepts position papers that attempt to bridge theory and practice. Examples may include conceptual frameworks and new ideas facing the instructional design community. The paper must also provide enough information to allow the replication of the innovation or continuation of the research in other settings. Position papers must be based in the context of a theoretical framework. Efficacy data is strongly preferred, but not always required, contingent upon the potential generalizability or value of the innovation.

Timeline for Special Issue

November 9, 2020 Call for Proposals for the Special Issue on “Informal Learning in Online Social Communities” is open.

December 11, 2020 Outline of 500 words of the proposed manuscript due by 10 pm (EST): https://tinyurl.com/JAIDInformalLearningCFP

January 11, 2021 Invitation to submit a full manuscript sent to authors. Important: An invitation to submit a complete manuscript does not guarantee the manuscript will be published; all manuscripts must still undergo a full peer-review process.

March 26, 2021 Full manuscripts due.

Proposal Submission Information

Please upload a PDF file with your name, institution, and email address as well as a brief overview (approx. 500 words) of the proposed article using the following link: https://tinyurl.com/JAIDInformalLearningCFP for initial review. If accepted for full manuscript review, you will be contacted by the special issue editor and directed to the JAID portal for where you will submit your full manuscript per the schedule provided. We kindly ask authors to also serve as reviewers for the submissions. Thank you.

Full Manuscript Submission Information

Full manuscript submissions must be prepared according to the JAID guidelines: https://www.jaid.pub/call. The Journal of Applied Instructional Design (JAID) is a peer-reviewed journal sponsored by the Association for Educational Communications and Technology (AECT).

Special Issue: Teacher Education in the Online Environment

Teacher Education in the Online Environment

Online education – whether in the P-12 or teacher education context – necessitates the routine use of educational technology. Researchers in the field of educational technology have cautioned us to not just focus on the technological tools, but to consider how these tools are used to support learning goals and larger essential questions. Building on Schulman’s work in Pedagogical Content Knowledge (PCK), Punya Mishra and Matthew J. Koehler argue that intentional, thoughtful teaching with technology is a complex additional form of knowledge they call “Technological Pedagogical Content Knowledge” (TCPK). In this issue we seek to build knowledge in TCPK not for teaching P-12 students, but as teacher educators providing online education to pre- and in-service teacher candidates.

For this themed issue, we are seeking articles that go beyond the technology tools and provide insight and advance our thinking as teacher educators in challenging areas such as:

  • Creating meaningful fieldwork/clinical experiences for teacher candidates when P-12 in-person schools are not available
  • Observing student teachers when they are teaching synchronously and asynchronously
  • Designing methods courses, with their associated embodied, enacted practices, in the online environment
  • Providing anti-racist curriculum and addressing equity in the design and implementation of online teacher education
  • Considering how to mirror in teacher education those technological platforms used in P-12 settings
  • Modeling online teaching practices that P-12 teachers may find hard to implement due to lack of access in schools and districts
  • Using technology to foster the professional development of teacher educators through, for example, peer faculty observations, and virtual seminars to support faculty learning.

While these issues have in some contexts been forced upon us because of the coronavirus pandemic, we invite authors to draw on their studies, experiences, and perspectives that may have preceded the crisis as well as those that emerged in more recent months.

The New Educator is a quarterly peer-reviewed journal that serves as a forum on issues that teacher educators, teacher education programs, and school systems encounter in the preparation, recruitment, induction, retention, and ongoing support of educators. Defining “educator” broadly to include classroom teachers, administrators, counselors, support staff, teacher educators, and those who educate outside of school settings, the journal is particularly interested in work that links theory with practice, is generated through practice, is useful and accessible to the field, and reflects the needs and perspectives of the diverse communities served by educational institutions in this new century.

For more information contact Laura Baecher (lbaecher@hunter.cuny.edu) and Julie Horwitz (jhorwitz@ric.edu).

Special issue on Online/Remote/Distance Supervision

Special issue on Online/Remote/Distance Supervision

Special issue editors: Swapna Kumar, University of Florida, USA Gina Wisker, University of Bath, UK 

The main focus of this special issue is experiences, practices, and challenges of online/remote/distance supervision in doctoral programs and professional educational development for online/remote/distance supervisors. Supervisors and students have needed to suddenly engage in research supervision at a distance during COVID-19, adapting their earlier practices and collaborating on research projects in the online environment. At the same time, there are several doctoral programs that have previously included online components, or been offered completely online, and supervisors have also worked with doctoral candidates at a distance in the past. We invite contributions that focus on supervisor, student, staff, or institutional experiences with online/remote/distance supervision. We use the term online/remote/distance supervision to encompass virtual, remote, or distance supervision of research in doctoral contexts. 

Contributions that are data-driven and use quantitative, qualitative, and mixed-methodologies, as well as experiential and reflective work grounded in research are welcome. Possible topics could include: 

  • Practices and strategies in online/remote/distance supervision 
  • Challenges and affordance in online/remote/distance supervision 
  • Relationship-building during online/remote/distance supervision 
  • Teaching and learning and research skills during online/remote/distance supervision 
  • Student well-being and support 
  • Supervisor well-being and support 
  • Professional educational development for supervisors on online/remote/distance supervision 
  • Writing and research feedback in online/remote/distance supervision 
  • Co-supervising online/remotely 
  • Learning environments and technologies in online/remote/distance supervision 
  • Dealing with change when transitioning to online/remote/distance supervision 
  • Cohorts and community in online/remote/distance supervision 
  • Addressing diversity when supervising online/remotely 

Proposals on related topics are also welcome. 

Dates and deadlines:
Abstracts (about 250 words) for articles should be sent to both Swapna Kumar (swapnak@ufl.edu) and Gina Wisker (gw647@bath.ac.uk) by October 1, 2020
Complete articles will be due by February 1, 2021 (to be submitted online directly to the Innovations in Education and Teaching International Taylor and Francis Scholarone journal system, for review)

Call for Papers: Perspectives on COVID-19

Impacts on Children, Youth, Families, and Educators and the Roles of Human Services Professionals Addressing Diverse Needs

Guest Editors

Background

The COVID-19 pandemic has significantly altered the daily lives of children and youth, their families and educators, and society as a whole (Wang et al., 2020).

For instance, at present, students are learning via online instructions; families are responsible for schooling and child care, supporting their children’s mental health, and managing their own work and/or precarious new or exacerbated financial and health concerns; and educators are working to support their students via uncharted methods.

The deleterious impacts of the COVID-19 pandemic are disproportionality harming marginalized groups (e.g., racial/ethnic minorities, low socioeconomic status communities, undocumented Americans, people with disabilities, English language learners) that are more vulnerable due to systemic inequalities.

Some of these include structural racism, discrimination in healthcare, residential instability, and lack of access to necessities to facilitate educational success, including internet access (Chow et al., 2020; Ji et al., 2020; Wenham et al., 2020). The broader impacts of this pandemic are unknown and far reaching.

Details

This School Psychology special issue, Perspectives on COVID-19: Addressing Diverse Needs of Children, Youth, Families, Educators, and Human Service Professionals, welcomes manuscripts (concept and review papers as well as empirical studies utilizing quantitative, qualitative, or mixed methods) that address the impact of COVID-19 pandemic on youth and their families, educators, allied human services professionals, and the systems in which they work.

This is an open invitation to submit manuscripts that aim to address a paucity of research and scholarship on an emerging and critically important topic.

We are interested in manuscripts related to documenting the impact of COVID-19 as well as relevant assessment and intervention research that might support youth, families, educators, and allied professionals during this unprecedented time, as well as systemic issues in addressing a wide range of needs.

Manuscripts may be centered on the experiences and needs of and supports for the previously mentioned members of school communities in the home or community context.

We are particularly enthusiastic about submissions related to youth who may be most vulnerable to the educational impacts of COVID-19, including youth with disabilities (and highly specialized programs addressing their needs), English language learners, undocumented children and families, and youth in foster care, experiencing homeless, or are impacted by the juvenile justice system.

We are also interested in submissions related to the experiences of educators, school-based mental health professions, and others involved in the K-12 and postsecondary educational system.

Timeline

  • All manuscripts are subject to peer review consistent School Psychology peer review guidelines.
  • Revisions sent back to authors by February 15, 2021
  • Revised manuscripts due March 15, 2021
  • Revised manuscript sent out for re-review, if needed.
  • Final decisions by May 1, 2021
  • Publication date July 2021

References

Chow, N., Fleming-Dutra, K., Gierke, R., … & Roguski, K. (2020). Preliminary estimates of the prevalence of selected underlying health conditions among patients with coronavirus disease 2019—United States, February 12–March 28, 2020. Morbidity and Mortality Weekly Report, 69, 382–386. Retrieved May 28, 2020, from https://stacks.cdc.gov/view/cdc/87230

Ji, Y., Ma, Z., Peppelenbosch, M. P., & Pan, Q. (2020). Potential association between COVID-19 mortality and health-care resource availability. Lancet Global Health, 8, e480. doi: 10.1016/S2214-109X(20)30068-1

Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. Lancet, 395, 945–947. doi: 10.1016/S0140-6736(20)30547-X

Wenham, C., Smith, J., & Morgan, R. (2020). COVID-19: the gendered impacts of the outbreak. Lancet, 395, 846–848. doi: 10.1016/S0140-6736(20)30526-2