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Call for Submissions

CALL FOR PAPERS - Convergence of Contemporary Art, Visual Culture, and Global Civic Engagement
Editor: Ryan Shin (University of Arizona)
In a globalized world, we face intense and pressing issues such as ethical, educational, humanitarian, economic, and sociopolitical conflicts. Art and visual culture fields have addressed these global concerns by both actively creating art and media projects and collaborating among groups of people on the planet with creative connection and networking, highlighting the power of art expressions, design, and creativity in order to achieve democracy, equality, and social justice. Educators in schools, museums, and other community settings also expand ways of teaching curricular content beyond local and regional issues to engage students in global civic projects as future democratic citizens. The book aims to recognize and celebrate the empowering efforts and creative projects of researchers and educators who envision the critical role of global participatory learning and its impact on the mind of the next generation and citizens. Please consider the following recommended topics.
•  Theoretical framework and perspectives on global civic learning and engagement
•  Critical and pedagogical theories to support global civic learning
•  Role of visual art and/or visual culture for global civic engagement
•  Globalization of visual culture or contemporary art
•  Global social justice and diversity issues
•  Development of new media and social networking for global communication and engagement
•  Globalization and civic engagement in art and media production
•  Curricular issues and concerns for global citizenship
•  Community-based art education and development for global engagement
•  Global participatory museum learning and development
•  Global media and participatory culture
•  Student-initiated collaborative learning
•  Student’s global learning and empowerment
•  Social and community activism through art, new media, digital games, and virtual world
•  Virtual world as critical and practical learning platform for new global educational space
•  Creative and effective use of social media and networking for global awareness and connection
•  Collaborative learning organized by museums
•  Global connections and collaboration between community art organizations
•  Global awareness and challenge against ignorance, intolerance, and stereotypes
•  Equal human rights
•  Environmental issues and global sustainability

Submission Procedure and Important Dates
Researchers and practitioners are invited to submit on or before May 30, 2015, a chapter proposal of 500 to 600 words clearly explaining the intention and concerns of his or her proposed chapter. Please submit the proposal through Authors of accepted proposals will be notified by June 15, 2015 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by July 30, 2015. All submitted chapters will be reviewed on a double-blind review basis. For more information, please contact Ryan Shin at

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).

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 PAPERS - MUSEUM PARTICIPATION: Engaging and Involving Audiences
Editors: Kayte McSweeney and Jennifer Kavanagh

We invite international submissions to be included in this forthcoming book to be published by MuseumsEtc. For convenience, the full Call for Papers may be downloaded here.

In the last decade increasing numbers of museums and galleries worldwide have developed collaborative ways of working with the public which could be called “participatory” or “co-creative” – seeking to involve both current and potential audiences which have diverse expertise, knowledge and perspectives. Since Nina Simon published her toolkit in 2010, the museum sector has continued to develop audience engagement methodologies, with exciting and varied results. Now, both larger and national museums and galleries are embracing this practice, previously dominated by more community-focused institutions.

Museum Participation aims to capture the ways in which these large-scale (i.e. larger or national) museums and galleries are embracing this practice, highlighting successes and challenges, and reflecting on its impact.

• To encourage and facilitate participatory methods of working in larger and national institutions by sharing examples of innovation, best practice, useful models and valuable experience.
• To share the results of research, analysis and evaluation.
• To explore the distinctive challenges which large-scale institutions face.
• To investigate the impact of participation on working practices.
• To reflect on the development of participatory practice in large-scale institutions. 

Kayte McSweeney is currently Senior Audience Advocate and Researcher at the Science Museum, London and from mid-June will be the Object Journeys Partnership Manager at the British Museum. She is also co-chair of the Visitor Studies Group.
Jen Kavanagh is Senior Curator of Contemporary History at the Museum of London. She was previously Audience Engagement Manager for the Information Age gallery at the Science Museum and Community Curator at the London Transport Museum.

We welcome international proposals for both (longer) chapters and (briefer) case studies from museum and gallery professionals, academics and researchers. Proposals from those with practical experience of assessing and evaluating outcomes in this field are particularly welcome, as are contributions which detail practical experience of innovative programmes, or which present the results of the impact of new initiatives. Submissions should address the work of institutions which face the issues of scale associated with larger-scale or national museums and galleries.

Aspects of interest include – but are not limited to – innovations and successes in one or more of the following:
• Case studies of participatory practice in areas such as: collecting or collections research; exhibition development, design or implementation; learning; public programmes; communications including online and social media; publishing.
• Analysis and evaluation of the Impact of participation on the institution, the visitors and/or the participants.
• How collaborative working is changing or challenging the role of cultural institutions.
• Co-creation projects and the move from engagement to social justice.
• The legacy of participation and audience development.

If you are interested in being considered as a contributor, please submit a proposal and a short biography (in Microsoft Word format). Proposals should be 300-500 words in length and biographies 100-200 words.

You can propose to submit either a chapter or a case study. Chapters will be 4000-6000 words in length. Case studies will be 1000-2000 words. The inclusion of images is encouraged. Please prepare your proposal with these parameters in mind. The work should not have been published elsewhere and all contributions must be submitted in English - translation services will not be provided.

The deadline for proposals is Monday 6 July 2015. Please email your proposal to both the editors and and the publishers Any queries in advance of submission should be sent to the editors.

Museum Participation will be published by MuseumsEtc in print and digital editions. Contributors will receive a complimentary copy of the publication and a discount on more.


Graeme Farnell
Publisher, MuseumsEtc

CALL FOR PAPERS - Journal of Social Theory in Art Education – JSTAE
Journal Theme: Navigating divides: The changing landscapes of art education

DEADLINE: October 15, 2015
Navigating Divides
Art is a means to understand ourselves, others, our communities, and our world, which are inherently always in flux. In response to the uncertainty of change, social issues become oversimplified and polarized as divides. In the contemporary world of shifting ideas, curriculum frameworks, standards, and goals, art educators work to critically address the complexity of divides, real and perceived.
The range of topics that could be addressed is broad and might include:
• divides we notice in work environments (race, ethnicity, culture, gender, income, class, age, ability, sexuality and LGBTQIA, religion, national origin, etc.)
• divides within classroom cultures, including PK-12 art and postsecondary art education classrooms
• (perceived) divides between PK-12 teaching, museum education, and higher education practices.
• inhabited spaces between divides (complex identities, beliefs, alliances)
• artistic practices that navigate social, cultural, political, and other divides
• possibilities that arise from bridging divides
• unsuccessful attempts to work within, across, and through divides
• divides between different and/or competing art education sites (museums, public, private, religious, elementary, middle, secondary, postsecondary, community, home schooling, institutions, sites of incarceration, inclusion and special classrooms, etc.)
• re-framing the multicultural movement to think through how efforts to reduce divides may be utilized in new ways
•  historical issues about the changing role of arts education in different settings
• the changing terrain of the contemporary art world as it affects (or does not affect) how art and visual culture is taught in different settings
We welcome multiple interpretations of the theme Navigating Divides  for The Journal of Social Theory in Art Education, Volume 36:
The editors of JSTAE and members of the Caucus of Social Theory in Art Education (CSTAE)* invite individual and collaborative responses related to the theme Navigating Divides. We encourage submissions from authors, poets, artists, writers, researchers, art teachers, general educators, administrators, museum educators, and others with an interest in the theme. We seek contributors who will address this call from a broad range of perspectives, including NAEA members of all divisions and regions and non-NAEA members.
For this issue, we seek different types and lengths of articles. We solicit short articles (about 1,500 words) that tell personal stories of attempts to navigate divides and identify the lessons learned. We also solicit traditional journal articles (3,500-5,000 words) that utilize a variety of research methodologies, present personal narratives, or tell a range of stories about navigating divides.  We are especially interested in articles written by teachers.
The submission and review processes are fully online and can be accessed starting August 15, 2015 at Submissions are due by October 15, 2015.
The Journal of Social Theory in Art Education (JSTAE) is the official journal of the CSTAE. JSTAE serves as an alternative voice for the field of art education through the promotion of scholarly research that addresses social theory, social issues, action, and transformation as well as creative methods of research and writing.
Please direct any questions Melanie Buffington, JSTAE Editor 2016-2018, at
Melanie L. Buffington, Editor,
John Derby, Associate Editor,
Sharif Bey, Senior Editor,

CALL FOR SUBMISSIONS - Journal of Art for Life (JAfL)
Simply put, ‘creative placemaking’ is the ways in which communities use the arts to help shape their social, physical, and economic characters – cities and towns literally change when you bring artists to the center of them.
-Rocco Landesman, Chairman, National Endowment for the Arts

The Journal of Art for Life (JAfL) is welcoming submissions to be considered for publication in an upcoming issue entitled: Creative Placemaking (Spring 2016). With the forthcoming retirement of Dr. Tom Anderson, JAfL would like to create a special issue dedicated to the far-reaching impact of his scholarship. Dr. Anderson has spent his career engaged in the practice of creative placemaking. His work with art criticism focuses on how we creatively craft spaces for aesthetic engagement, while his interest in the social foundations of art and education centers around creative movement within educational places. Likewise, his concern with social justice issues encourages us to carefully and creatively navigate the social places we inhabit, and his inspiring work with environmental sustainability supports an awareness of the physical places we live in. Most recently, his socially conscious selfie project playfully explores the development of a sense of place and community through the collective documentation of self in the environments that most move you.

We encourage submissions that exemplify (theoretically, practically or artistically) the concept of creative placemaking and an awareness of art’s important role in our lives. Articles that address how creative placemaking might push the boundaries of theory and practice in art museum, education, administrative and therapeutic environments are encouraged. The manuscripts should be between 4,000-5,000 words (although instructional resources or arts based representations may be fewer). Visuals and alternative forms of representation are always welcomed. Manuscripts must adhere strictly to guidelines set in the Publication Manual of the American Psychological Association, 6th edition. All submissions should include a copy of the manuscript prepared for blind review. Authors should also submit a short bio of 150 words or less; this bio should also include a digital photograph of the author, suggested key terms, author’s twitter handle (if available), and a list of twitter handles to share the article with upon publication. More detailed submission guidelines are available here. View PDF. Check out their new website Deadline for submissions is November 31, 2015.

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:

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 or Bill Nieberding at VIEW FULL DETAILS

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: For more information visit

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 ( 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 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 (

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

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:

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