Membership

Join the largest creative community established exclusively for visual arts educators, university professors, researchers and scholars, teaching artists, administrators, and art museum educators.

Join NAEA Renew Membership

ListServ Sign Up

Collaborate. Learn. Engage in thoughtful dialogue.

Go

Call for Submissions

CALL FOR CHAPTERS: The Arts as White Property: Interrogating Racism within Arts in Education
CO-EDITORS
Amelia M. Kraehe, University of North Texas, Department of Art Education and Art History
Rubén Gaztambide-Fernández, Ontario Institute for Studies in Education, Department of Curriculum, Teaching and Learning
B. Stephen Carpenter, II, Pennsylvania State University, School of Visual Arts

PROPOSAL SUBMISSION DEADLINE: April 15, 2015

OVERVIEW. Despite strong rhetoric to the contrary, arts in education scholars and practitioners have been remarkably silent regarding how dynamics of race and racial oppression manifest both explicitly and implicitly through the assumptions, practices, and frameworks that define the field. While there are many examples of arguments and approaches for the arts as a means for addressing racial violence, the ways in which racism and white supremacy shape the field have largely remained unspoken. This book is a response to such persistent silences and omissions about race and racial injustice in and through the arts in education. Such gaps continue even as patterned instances of racial violence and exploitation play out in the media and society. This book thus mobilizes the conceptual tools of Critical Race Theory to examine how whiteness and white supremacy manifest, and are legitimated, through discourses, visual representations, and practices of the arts in education. This work explores wide-ranging questions about the arts as white property while maintaining a focus on the ways in which white identity and the racial frames of whiteness take hold and contribute to inequality.

As the title suggests, this book takes its inspiration from critical legal theorists Derrick Bell (1989) and Cheryl Harris’s (1993) treatment of the concept of whiteness as property, where property serves a central role in structuring and justifying the hierarchical economic, social, and political relationship between whites and nonwhites. As property, whiteness bestows advantages and assets that carry material, aesthetic, epistemological, and psychological consequences, among which include the making of white and nonwhite subjectivities. Whiteness constructs “White” as good, beautiful, and innocent and simultaneously relies on its oppositional construction of “Black” (nonwhite) as abject, threatening, and Other. Though racial identifications are widely understood as shifting from one historical era to another with no stable essence, white property is nonetheless continuously and fiercely guarded. Whiteness is a seductive, invisible center from which one perceives and makes sense of one’s self and the world as well as a productive mode of power constituted through assumptions, knowledge, and performative actions and gestures that sustains and benefits whites individually and institutionally (Yancy, 2004).

Taking these ideas as a starting point, the contributions to this collection build on and extend knowledge of the arts as white property. As an important step toward building an anti-racist and decolonial approach to the arts in education, the proposed volume will include essays and research that describe, name, and denormalize white hegemony in and through the arts from various disciplinary, methodological, and institutional perspectives. This book is tentatively organized into three thematic sections.

ORGANIZATION
Inherited Legacies
This section will exhume the ghosts of whiteness in the histories of music, visual art, theater, and dance education. In what ways have past events, ways of thinking, and practices of the arts contributed to the production and animation of the arts as white property? What historical and philosophical records perpetuate and mask racial domination? How is whiteness and white supremacy written into the historiography of the arts in education? What counter-histories expand recognition and knowledge of agency among nonwhite artists, arts educators, and artistic movements?
Discursive Materials
This section will explore white property in relation to visual, performance, and textual artifacts in or about the arts and arts education, including arts educational policies. How do racial frameworks influence the production and use of curriculum materials in K-12 arts education and teacher preparation? How does whiteness orient dominant re-presentations of the arts and artistic talent in the public imaginary? How is whiteness produced through the rhetoric of the value of the arts for practices of parenting, childrearing, and community involvement? How do arts educational policies generate and regulate the property interest in whiteness? What barriers to change must be overcome if public arts policies are to help transform racialized inequities in both quantity and quality of arts experiences?   
Lived Practices
This section will focus on how the arts are organized and experienced as white property. What role does whiteness play in the process of becoming an artist? In what ways do aesthetics, art interpretation, artmaking, performance, arts curriculum or pedagogies assume and reinforce racist stereotypes and hierarchies? How do visual and performing arts learning environments reflect and protect a white supremacist value system? What alternatives exist for anti-racist and decolonizing arts practices?

SUBMISSION DETAILS
Proposal Format: Prospective contributors will submit a 400-500 word abstract with at least five references from relevant literature and a chapter title, author name, affiliation, and contact information (phone, e-mail and mailing address).
Procedures: Please submit the proposal as a Word file e-mail attachment to CRTartsed@gmail.com by April 15, 2015. All submitters will be notified by April 30, 2015 of the status of their proposal. Authors of selected proposals will receive chapter guidelines and will be invited to submit full chapters for consideration by September 30, 2015. Editors will review submitted chapters for final selection and make recommendations for revisions by October 30, 2015. Final submissions will be due by November 30, 2015. This volume is anticipated to be released in 2016. The editors welcome queries.

IMPORTANT DATES
April 15, 2015: Proposal Submission Deadline
April 30, 2015: Notification of Proposal Acceptance and Invitation to Submit Chapters
September 30, 2015: Full Chapter Submission
October 30, 2015: Notification of Acceptance and Revisions Returned
November 30, 2015: Final Chapter Submission

CALL FOR BOOK CHAPTERS - Pedagogical Globalization: Traditions, Contemporary Art, and Popular Culture of Korea
International Society for Education through Art (InSEA) E-book Publication
Editors: Ryan Shin, Maria Lim, Michelle Bae-Dimitriadis, and Oksun Lee

We believe that it is timely to provide an in-depth understanding of global issues through a cultural lens of a particular regional culture interacting and engaging with artistic and educational practices in various other global contexts, as well as in-between spaces of the local and the global.

This e-Book will explore diverse perspectives, practices, and pedagogical implications for art educators by emphasizing a notion of global, cultural awareness that is essential to both teaching art and visual culture in and beyond Korean cultural and geographic contexts.

We are looking for research papers, essays, or graphic novels that address some of the following pedagogical issues, perspectives, and practices, but are not limited to:

• Offer a conceptual foundation embracing philosophical, historical, sociological, and critical pedagogical approaches to understand and teach traditional Korean art as well as contemporary art and media practices in a broad perspective.
• Provide critical, social, cultural dialogue for pedagogical explorations for teaching about contemporary Korean art and artists who have explored critical issues such as cultural hybridity, immigration, mobility, border-crossing, or the struggle of diaspora.
• Explore the significances of contemporary Korean popular culture as epitomized in the recent Korean Wave (Han-Ryu) and its global impacts, which can address in-depth views about globalization as well as offer comprehensive applications of visual culture education to the international education field.
• Explore cross-cultural and intercultural research and/or practices showcasing critical exploration of cultural hybridity, consumption, power, and struggle, as well as documenting intercultural/cross-cultural journeys and pedagogical approaches through case studies in K-12 school and university settings.

Please send one-page abstract (300-500 words) or inquires via email
koreanartvisualculture@gmail.com by April 15, 2015.

CALL FOR PAPERS - (1-2016) Civic Education and Art Education
In the modern world, to be conscious of their position within society and/or state, all citizens need to construct their personal values by questioning and evaluating orthodoxies. The ability to make choices is based on the ability to judge, to evaluate and to construct one´s own personal hierarchy of cultural values. Each citizen needs to confront civic virtues within the cultural tradition of the surrounding world.

Art education and citizenship education can and should co-operate in order to educate responsible citizens participating in societal life in responsible ways. Civic education pursues a variety of goals, including appropriate understanding of patriotism, the responsibilities of citizens in the promotion of effective government, human rights, obligations to promote sustainability while also promoting strong economies that benefit all citizens, and evolving practices for communication and immigration throughout the world. The arts pursue understanding of comparable issues, but using diverse communication modes, including symbolic and metaphorical representations of the human condition and empathetic narratives of the universal human condition. The issue will explore the use of the arts as a technique for promoting more effective civic education. We seek contributions from a variety of European cultures to identify and clarify shared perspectives as well as divergent views that would be enhanced by a greater understanding of differing approaches to these issues.

Some of the questions we are looking to address are:
a) Which specific roles do citizenship as well as art education play in developing cultural awareness and cultural identity in today´s world?
b) In which ways can art education enhance effective achievement of the goals of citizenship education?
c)  Are there specific methods of co-operation between art-citizenship education that are more effective than others (stating common goals? use of common methods? use of common values? etc.).
d) What sorts of art education are suitable for fulfilling the aims and goals of citizenship education?
e) How should cooperative citizenship education with art education vary by school level?

Suggested length: 5,000-8,000 words.

Schedule:
First submissions by authors to editors: 1st May 2015
Response to authors by editors: 30th June 2015
Final submission from authors: 15th September 2015
Journal publication online: February 2016

If you are interested in submitting an article, please contact one of the editors of this issue:
Erich Mistrík, Comenius University, Bratislava, Slovakia (erich[at]erichmistrik.sk),
Julie Van Camp, Prof. Emerita, California State University, Long Beach, USA (jvancamp5[at]gmail.com)

To submit your paper please go to new submissions and follow the instructions. All authors are kindly asked to follow the editorial guidelines of JSSE.

CALL FOR PAPERS - Pedagogies in the Flesh
Pedagogies in the Flesh: Teaching, Learning, and the Embodiment of Sociocultural Differences in Education

Book Overview
Current discourses surrounding education rely heavily upon developmental psychology and cognitive theory as the primary tools for depicting and explaining human experience and subjectivity.  However, these tools prove to be inadequate, as they fail to account for the historicity and materiality of human development and personhood. Alternate approaches are needed if we are to understand the making of the self as a process through which socially and culturally situated bodies are construed and experienced within and against histories of racism, sexism, heteronormativity, ableism, and class inequality.  Certainly the histories of oppression based on social hierarchies are addressed in social foundations literature as well as anti-oppressive pedagogies.  However, these perspectives tend to focus on institutional critique, personal narrative, and/or critical sociology/ethnographic studies without recognizing the central role that actual bodies play in reproducing and resisting hierarchies of difference.
 
This collection explores the pedagogical moments or “flashpoints” when sociocultural formations of difference and power take hold through the corporeal capacities of the knowing body.  In particular, this book is concerned with how the sensate human flesh acts as an interface or permeable membrane through which self and other as well as inside and outside come to influence one another, entering into complex relays of exchange, agonism, and entanglement.  The notion of pedagogical “flashpoints” is an invitation to examine specific instances in which the body educates, and is educated in various formal and informal contexts, including schools, universities, museums, communities, and so forth. For this collection, we are interested in short, but powerful, phenomenological descriptions of such moments.  The book will feature concise written accounts of flashpoints that attend to the somatic intensities of the flesh as a site of knowledge, resistance, and transformation.  Contributions to the volume should utilize phenomenologically based methods for describing flashpoints through which the tacit, pre-conscious flesh of the body reveals how perceptual experience is always already shaped by hierarchies of difference. Although brief, these descriptions should succinctly illuminate how flashpoints are first and foremost fleshpoints that expose the embodied, intuitive context of our lived experiences of difference.
 
Chapter Guidelines
The chapters in this volume will be comprised of descriptions of no more than 1,500-1,700 words.  The descriptions should focus on particular flashpoints that reveal the processes and structures of embodiment and perception within experiences that are punctuated by asymmetrical relations of race, gender, sexuality, class, ability, and other markers of difference.  Topics and themes for description could include moments of physical or emotional encounter within educational settings where tensions around sociocultural difference became apparent. The viewing of an artwork or the reading of a text might have initiated these flashpoints. Embodied reactions that frame such flashpoints might include laughter, tears, pain, or a whole array of sensory responses.
 
Such descriptions may draw inspiration from not only the classic texts of Frantz Fanon, W.E.B. DuBois, Simone de Beauvoir, and others, but also contemporary feminism, queer studies, critical race theory, indigenous knowledge and postcolonial theory.  While submissions should be informed by a phenomenological sensibility, descriptions should be more or less “jargon”-free, as this text is aimed at a broad readership composed of educators and students who might not be familiar with phenomenological literature.
 
If you are interested in contributing to this edited collection, please submit a brief proposal by May 15, 2015 following the format and procedures below:
 
Proposal Format: 300-word abstract, at least 3 references from the literature that serve as suggested further reading on issues brought forth in the chapter, and a chapter title. Please include author name, 200-word author bio that includes a statement on positionality, and contact information (email, mailing address, and phone number).
 
Submission Procedures: Submit proposals as .doc or .docx email attachments to fleshpoints@gmail.com.
 
Timeline:
Proposal Submission Due: May 15, 2015
Review Results Sent to Authors: June 15, 2015
Chapters Due: September 15, 2015
Requests for Revisions Sent to Authors: October 15, 2015
Final Chapters Due: November 15, 2015

CALL FOR PAPERS - The Journal of Art for Life
We are inviting art educators, therapists and administrators to submit manuscripts for the inaugural issue of a new journal, The Journal of Art for Life. The goal of the inaugural issue is to highlight current theory, research, and practice of art for advancing social justice issues and to enhance the mission of the journal:

The Journal of Art for Life is a national, refereed journal focused on art education, art therapy, and arts administration in authentic, real-world contexts toward the goal of social progress through the arts. The journal is based on the instrumentalist premise that art has the power and potential to reflect and enhance the conditions of human experience. Through scholarly articles, the journal is an instrument for communicating the avenues by which the various forms of art intertwine and impact society and social justice.

The journal accepts articles that are theoretical, research-based, and those that address the practical applications of art for life in educational, therapeutic, and other institutional contexts, including museums. We seek social criticism related to art and art education; inquiry into potential areas of exploration regarding art in society, especially focused on social justice and other crucial issues psychological perspectives, including therapeutic programs which emphasize arts interventions; and investigations into possible roles for arts institutions as cultural organizations that benefit people's lives. We also seek practical applications, strategies, and position papers about art and its relationship to the enhancement of life for individuals and the societies in which we live, in art education, art therapy and arts administration contexts. The submission deadlines are January 1 for the spring issue and July 1 for the fall issue. The main text of each manuscript, exclusive of figures, tables, references, or appendices, should be 4000 - 5000 words and should follow the Publication Manual of American Psychological Association (6th Edition).

SUBMISSION GUIDELINES
Content: The journal provides a forum for the exchange of information and ideas concerning the use of art to enhance the human experience. Manuscripts submitted should reflect this purpose. Manuscripts should concern concepts, practices, or research studies that have implications and applicability for art educators, therapist and administrators.

Length: Manuscripts, excluding all references, charts, figures, and tables, generally should be 4000 - 5000 words.

Preparation for Review: All submissions must be prepared using a computer word processing program. Manuscripts must adhere strictly to guidelines set in the Publication Manual of the American Psychological Association, 6th edition, 2009. Double-space all text, including quotations and references, and provide 1.5-inch margins all around. References must be complete and placed at the end of the manuscript. Please place tables, charts, figures, or illustrations after the references on separate pages.
Authors should not cite or reference their own name but instead use the word author, followed by the publication date. Alphabetize references to author under A and not under the letter of the author's last name. Do not include titles or the names of coauthors in the "author" citations or references.

Submission: Submissions should be sent to Marcia L. Rosal at Florida State University, Department of Art Education, PO Box 3061232, Tallahassee, FL 32306-1232.
Submissions must include the following:
• Cover page: Include the information listed below on a separate sheet.
• Title of the manuscript
• Date of submission
• Author's name, institutional affiliation, complete mailing address, business and home phone numbers, fax number, and e-mail address
• Biographical information about each author, which may not exceed 30 words per author

Abstract: On a separate sheet of paper at the beginning of the manuscript, describe the essence of the manuscript in 150-200 words. Do not include your name or any other identifying information in the abstract or the manuscript.

Manuscript: Authors should submit electronic copies. On a CD, provide two electronic copies one with author information, abstract, and cover page, and one prepared for review with author information removed from the cover page. Provide author name, manuscript title, and word processing program on the disk label.

CALL FOR ARTICLES, COMMENTARIES, & MEDIA REVIEWS - Studies in Art Education
Studies in Art Education Special Theme Issue
Histories and Historical Research in Visual Arts Education
A committed cadre of art educators maintains historical research as a primary interest; a number of emerging scholars are doing historical research characterized by revisionist interpretations and innovative methods. Some have speculated that historical research emerges during periods of paradigm shift, raising questions about who does historical research, when and where, and most importantly, why?

Authors may want to consider some of the following questions as they draft submissions:
•  Why is historical research important in a field such as art education where practice is informed by theory?
•  Many histories of art education have used biography as a lens for understanding the past. Whose professional lives and contributions should be subjects for historical research in art education? Why are those people significant in relation to 21st-century art education?
•  What types of historical research studies are needed in the 21st century?
•  What questions should we be asking about the past?
•  When does something become history? Did history of art education stop with the 1965 Penn State Seminar, or with discipline-based art education, or visual culture art education? Are we at the end of the history of art education, or just beginning?
•  Where should art educators look for historical research questions and methods? How might interdisciplinary approaches inform historical research?
•  How might historical research contribute to professional learning for art educators? Should courses in art education histories be required during preservice or graduate programs? If so, why? What can we learn from critically examining histories of our field?

The Senior Editor of Studies in Art Education invites manuscripts that address this topic. All submissions should follow the established submission guidelines for the journal: http://www.arteducators.org/research/studies

Deadline for submission: January 1, 2016. Theme issue proposed for: Spring 2017.

2016 CALL FOR MANUSCRIPTS - Trends, The Journal of the Texas Art Education Association
Theme: Situate, Situation, Situating: Art Education
Looking beyond the technical to the artistry involved in art education helps us understand where we have been, where we are,and where we are going. As we develop purposefully and responsively as art/ist educators, the narratives we build are important in developing the very sense of who we are, as well as what, and why we do what we do. These narratives impact how we view each other and ourselves in the spaces of art education. Deadline: Original manuscripts must be received by January 1, 2016 as MS Word document attachments, electronically via e-­mail to: Heidi Powell at hcpowell@utexas.edu or Bill Nieberding at nieberdiwj@sfasu.edu. VIEW FULL DETAILS

CALL FOR SUBMISSIONS - CANADIAN REVIEW OF ART EDUCATION REVUE CANADIENNE D’ ÉDUCATION ARTISTIQUE
The Canadian Review of Art Education (CRAE) is a refereed journal published by the Canadian Society for Education through Art. We invite theoretical and research-based submissions that address issues relating to art education. We welcome submissions from all disciplines and fields of study. CRAE defines art education broadly given that it takes place in many different contexts informed by a range of perspectives in addition to K-12, higher education and community education. We encourage submissions from researchers, scholars, policymakers, educators, and students.

Manuscripts must be prepared using Microsoft Word (.doc, .docx format), Times Roman 12 point font, be double-spaced and have one inch margins on all sides. Manuscripts must include an abstract of no more than 100 words and should be a maximum of 6000 words long, including references. Manuscripts must include a separate title page, a running head, and a list of three to five keywords. The title page will also include the full name(s), the institutional affiliations of author(s), and the contact information, including email(s) and mailing address(es). All submissions must be masked for the review process. Successive pages should include page numbers and the running head but should not include authors’ names, affiliations, and identification notes. Authors must use endnotes, not footnotes. Black & white photographs (300 dpi required, JPEG or TIFF), drawings, and diagrams must be clear, fully labelled, with appropriate credits for copyright clearance, and appear at the end of the manuscript. Authors should prepare manuscripts using only the Publication Manual of the American Psychological Association (APA), 5th edition (2001). Authors may submit papers, book reviews, and commentaries written in English or French.

Submission Please submit by email with attachment (s) to the editor Anita Sinner, Concordia University, Art Education, Faculty of Fine Arts: anita.sinner@concordia.ca. For more information visit http://www.csea-scea.ca/.

CALL FOR SUBMISSIONS - Power and Education
Power and Education is an international peer-reviewed journal promoting critical studies of contemporary educational practice and challenging the complicit routines of mainstream educational research.

Articles for consideration should be sent by email attachment to Dr. Michael F. Watts (michael.watts@wwwords.eu) after a careful reading of the requirements shown below.

Articles accepted for publication become the copyright of the journal unless otherwise specifically agreed. All contributions should be original and should not be under consideration elsewhere. Authors should be aware that they are writing for an international audience and should use non-discriminatory language.

All submissions to the journal are peer-refereed so they are published in accordance with international academic standards for research publication.

The journal seeks to receive:
• academic articles (about 7,000 words)
• interchanges and responses to articles (up to 2,000 words)
• thematic reviews (no word limit)
• book reviews (up to 1,000 words)

Visit the journal’s website at www.wwwords.co.uk/power/ for information on the journal and how to contribute high-quality manuscript submissions. Articles for consideration should be sent by e-mail attachment to the journal’s Editorial Office (powerandeducation@mmu.ac.uk).

CALL FOR ARTS BASED SUBMISSIONS - Journal of Curriculum and Pedagogy
The Journal of Curriculum and Pedagogy is positioned at the intersection of curriculum theory, teaching studies, and arts-based research. Each issue of the journal features an abbreviated essay on arts based educational research (ABER). These short “essays” might include, but are not limited to visual artworks, documentations of performance artwork, ethno-drama, musical performances, poetry, narratives, or stills from videos complemented by a brief text that theorizes the art from the perspective of curriculum and pedagogy. The ABER section of the journal is separate from the published articles in each issue. Authors wishing to submit full-length manuscripts that are arts-based in nature should do so through the general call for manuscripts (please see above website). The submission process is comprised of three strands:

1) Arts based research accompanied by image(s). Please submit a short critical essay (up to 12 pages including references) that illuminates the intersection between the image(s) and curriculum and pedagogy or arts- based research. This essay should not be a mere description of the work, but rather it should engage a critical analysis among the arts, teaching and learning, and research methodologies.
2) Text based forms of arts-based research. Authors who work in literary arts or text-based forms of arts-based research may submit their work in this strand. Such work might include poetry, play scripts or fiction as such works pertain to themes within the ABER strand.
4) Student artwork (K through 12). Arts educators may submit images of work created by their students, or as documentation of performances of their students, for consideration. These images need not be accompanied by an essay but should include a brief 250-word “critical description” of the work and a 50-word biographical sketch of the student artist.

Authors who submit work for each of the three above mentioned submission strands must consider the following:
• 1-2 images (jpegs; minimum 300dpi for a 4”x6” image) with a signed release form or statement from the artist. (If the artist is a minor, the release form/statement must be signed by a parent or guardian. Contact the ABER editor for a release form.)
• a short 50 word biographical sketch (MSWord.doc or RichTextFormat.rtf) of the artist/researcher
• all text-based submissions must be a MSWord.doc or RichTextFormat.rtf, double-spaced, 10 or 12pt font.

ABER submissions should be submitted as follows: Please see the general submission guideline. Please mark your file ABER essay. For questions please contact the ABER Assistant Editor Morna McDermott at mmcdermott@towson.edu.

CALL FOR ARTICLES - International Journal of Education Through Art
The International Journal of Education through Art is seeking submissions. The journal is interdisciplinary in its reflection of teaching and learning contexts and also in its representation of artistic approaches and practices. It provides a platform for those who wish to question and evaluate the ways in which art education is practiced, disseminated and interpreted across a diverse range of educational contexts. Each issue consists of peer-reviewed articles and image-text features.

Particular emphasis is placed on articles that:
• Critically reflect on the relationship between education and art
• Propose original ways of rethinking the status of education and art education
• Address the role of teaching and learning in either formal or informal educational contexts and along side issues of age, gender and social background
• Adopt an open and inventive interpretation of research-based analysis
• Promote and experiment with visual/textual forms of representing art education activities, issues and research

Potential topics include:
• Art, craft and design education
• Formal and informal education contexts
• Meaning making, image and identity in art education
• Public, community and environmental art
• Pedagogy and emerging technologies
Policy and practice
Trans-cultural issues
• Visual communication and culture

Submissions can be made at any time online by registering at: http://ojs.library.ubc.ca/index.php/ijet/index

Art Educator Links


NAEA Resources Catalog 
Order Form