Learning to Teach: Women of Color Reflect on Graduate School Pedagogical Praxis

Call For Papers: Learning to Teach: Women of Color Reflect on Graduate School Pedagogical Praxis
DEADLINE EXTENDED: September 15, 2017

Feminist Teacher Special Issue CFP – Deadline Extended

Editors: Kimberly McKee, Grand Valley State University
Adrienne Winans, Utah Valley University

We are soliciting submissions for a special issue in Feminist Teacher focusing on pedagogies employed by women of color while in graduate school. Often, we do not critically engage with the formative processes and experiences that shape our future teaching praxis. This issue focuses on how we learn from our successes and failures in the classroom including women of color’s creation of supportive mentoring and peer networks. We envision these essays serving as touchstone in the ongoing conversations on how women of color survive and thrive in the academy.

We seek authors from across the academy, ranging from STEM fields to disciplines in the Humanities. These multiple voices will provide a diverse perspective to what it means to be in the classroom as a woman of color in graduate school. By engaging the pedagogical strategies of these women that we will elevate their perspectives and provide an avenue for their mentors, colleagues, and peers to consider how women of color successfully and sometimes unsuccessfully navigate teaching and learning.

We seek essays that cover a range of topics and experiences, including but not exclusive to:

  • Reflecting on what it means to shift from teaching as a graduate student to a junior faculty member;
  • Navigating one’s intersectional identity in the classroom, their departments, and the university;
  • Addressing microaggressions and resistance inside and outside the classroom;
  • Translating learning experiences into productive pedagogical strategies;
  • Deploying innovative pedagogies from the face-to-face classroom to the digital world;
  • Mentoring students of color;
  • Engaging with teaching as activism, social justice, and/or community engagement; and
  • Negotiating the balance between self-care, teaching, research, and/or service.

Please submit the abstract (300-500 words), completed manuscript (20-30 pages), and two-page CV by September 15, 2017. Please send all inquiries and submissions to Dr. Kimberly McKee at mckeeki@gvsu.edu. Please use the subject line: Feminist Teacher Special Issue submission.

Abstracts and completed manuscripts should follow Feminist Teacher guidelines: http://www.press.uillinois.edu/journals/ft/ftsubmissions.html.