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Teaching Politics


Special issue call for papers from English Teaching: Practice & Critique

Teaching Politics
Deadline for manuscripts: May 15, 2017
Publication date: December, 2017

In recent years, the issue of politics has become more central in literacy research. Teachers and researchers have become increasingly aware that literacies are political and ideological and that texts cannot be taught in non-political, non-ideological ways. At the same time, such teaching had become risker in many contexts, as teachers face mounting pressure from administrators, students, parents and sometimes peers to de-politicize their teaching and to avoid controversial social issues. In the wake of the 2016 U.S. presidential election, the creation of politically-motivated “,” the refugee crisis in Europe, and discussions about religious tolerance worldwide, politics have become both more integrated and central and also more contentious and divisive in ELA classrooms. How do literacy researchers and teachers navigate this tension?

The incoming co-editors, Amanda Godley and Amanda Haertling Thein of English Teaching: Practice and Critique will be editing this special issue. In this call, we loosely define politics as the activities and debates associated with governance, the relationships between different states or governing bodies, political beliefs or principles, and the principles that undergird struggles over power and status. Our theme encompasses issues related to teaching political texts, teaching about politics through English Language Arts, teaching in contentious political contexts, and the politics of literacy teaching.

In this special issue, we invite literacy scholars and practitioners to submit manuscripts that reflect a wide range of topics, research methods, and contexts within the theme of Teaching Politics. Topics may include, but are not limited to, the following:
• Teaching current political texts and topics in school-based literacy classes, including topics related to social inequities
• Negotiating politically and emotionally challenging dialogue in literacy classrooms
• Literacy and literacy learning in contentious political contexts, both in school and out-of-school
• Fostering productive transnational discussions about politics, power and status
• Encouraging youth participation in political processes and decision-making
• Navigating the politics of teaching in PK – college settings
• Weighing the value of freedom of political expression against the need for safety (physical and emotional) in literacy learning contexts.
We will consider two types of submissions for this special issue: research papers and practitioner narratives.

Submission Details
Please see the ETPC Author Guidelines here: http://www.emeraldgrouppublishing.com/products/journals/author_guidelines.htm?id=etpc
Submissions for this Special Issue must be made through the ScholarOne online submission and peer review system. When submitting your manuscript please ensure the correct special issue title is selected from the drop down menu on page 4 of the submission process.
Deadline for manuscripts: May 15, 2017.

Please direct any queries about this special issue to the ETPC editorial team at [email protected]