Saturday, November 7, 2015

CFP Colllection on “You’re Not Cool Just Because You Teach with Comics”: Studies on the Integration of Popular Culture in Teaching and Learning About Education (proposals by 1/31/2016)

I don't know the context here, but it seems a worthwhile endeavor:

“You’re Not Cool Just Because You Teach with Comics”:  Studies on the Integration of Popular Culture in Teaching and Learning About Education
Call for Chapter Proposals

Discussion published by Edward Janak on Wednesday, September 16, 2015


A group of high school history teachers attended the 2015 meeting of the Popular Culture Association/American Culture Association.  After each of the first two days, they were enthused and excited to meet a group of like-minded people.  However, after one session, one of the teachers walked up looking dejected.  When asked what was wrong, he fumbled for words for a moment or two, then finally said “Just because you teach using comic books does NOT make you a cool teacher!  And it DEFINITELY doesn’t mean you know what to do with those comics.”

The purpose of this edited volume is to address that frustration.  It is intended to serve as a place for teachers and scholars to begin seeking ways in which popular culture has been tapped for research and teaching purposes in effective means around the country.  The book will be divided into two parts:

Part I will allow teachers and scholars who perform research using popular culture to provide a discussion on any methodological issue or other related topic;
Part II will allow teachers and scholars who have great success teaching via popular culture to discuss the pedagogy/andragogy they tap.

Submission Areas:

Predicted possible topics for papers include, but are not limited to:

  • Reflections/linkages between schooling and popular culture in the United States;
  • Theoretical perspectives to using popular culture in education, teaching, or preservice teacher education in the United States;
  • Use of popular culture in both formal and informal settings;
  • International/multinational/cross-border lenses through which popular culture/popular perception of schooling can be viewed;
  • The role of history in education, teaching, or preservice teacher education in the United States and/or re-integrating historical foundations into education;
  • Successful use(s) of popular culture in education, teaching, or preservice teacher education in the United States;
  • Representation(s) of teaching and/or schooling in popular culture through history;
  • How education has impacted/has been impacted by popular culture;
  • The impact/emergence of LGBTQ studies in schooling and education;
  • Queering any of the represented fields/multidisciplinary approaches to the represented fields (education, schooling, history, archival studies, teaching, preservice teacher education);
  • Otherization/de-otherization of immigrants via their representation(s) in popular culture (Hollywood, Television);
  • Tapping into (or resisting) popular technology to improve education; and/or
  • Exploring the intersections of social media, social identity and education.


We thus invite educational scholars to submit the following to both of the editors appearing below:

An abstract of 500 words (excluding sources cited) providing an overview of the chapter in its entirety
A list of tentative sources cited/data points; and
Brief (1-2 page) curriculum vitae of each contributor including, when relevant: affiliation/position, publication history, and educational history.

Please note:  Graduate students, K-12 teachers and independent scholars are all highly encouraged to submit. When possible, we encourage collaboration with a university faculty member.


If accepted, contributors will be responsible for producing manuscripts that meet the following criteria:

  • be relevant to the field and further the conversation;
  • be a minimum of 5,000 words (20-35 pages) in length;
  • follow all formatting and style guidelines from the Chicago Manual of Style;
  • contain all original material (not have been previously published); and
  • not contain any copyrighted material (images, lengthy passages, etc).

Important Deadlines and Dates:

  • Submission of abstracts to editors: January 31, 2016
  • Notification of decisions to contributors: April 2016
  • Submission of proposal to Lexington Press: May 2016
  • Chapter submission to editors: August 2016
  • Revision/redraft of chapters from editors: November 2017
  • Revision re-submission from contributors: January 2017
  • Submission to press: June 1, 2017
  • Tentative publication date: November 2017

Editor Information:

All enquiries should be directed to:

Dr. Edward Janak, Chair          
Educational Foundations and Leadership
Judith Herb College of Education
University of Toledo
5000-C Gillham Hall, Mail Stop 921
2801 West Bancroft Street
Toledo, OH  43606-3390
Phone: (419) 530-4114

Dr. Ludovic A. Sourdot
Associate Professor, Curriculum & Instruction
Department of Teacher Education
Texas Woman’s University
P.O. Box 425769
Denton, TX 76204-5769
Phone:(940) 898-2216

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