Call for Submissions


Kennedy Center Call for Papers - DEADLINE EXTENDED!

John F. Kennedy Center Call for Papers Addressing Critical Issues of Research, Practice and Policy in the Arts and Special Education

Extended Deadline: September 15, 2017

The John F. Kennedy Center for the Performing Arts is seeking academic papers addressing critical issues of research, practice, and policy in the arts and special education for publication in Volume 4 of the Exemplary Programs and Approaches Professional Papers Series. This series spans a wide spectrum of art forms, age groups, and learner profiles to contribute to the body of literature that informs the emerging field of the arts and special education.


Journal Theme: Moving Fault Zones
DEADLINE: October 15, 2017

In geology, a fault line is a planar fracture in a rock mass caused by the massive force of tectonic plate movement. Plate movements, known as slip, can be various as in subduction zones that act vertically and transform zones that act horizontally. Predominantly faults do not exist as single, clean fractures, so geologists refer to these complex deformations as fault zones. Fault zones tell the story of various forces through the nuanced relationships of surfaces that constitute its area and express movement as both instantaneous and through geologic time. At the same time, fault is an assignment of responsibility in divisive issues that have serious consequences. The contemporary political environment, both globally and in the United States, is mired in divisive politics often invested in assigning fault or blame. However, just as geologic formations move, so too do faults in discourse as debates about immigration, education, and public funding for the arts evolve.

With this call, we are soliciting papers that address issues of moving fault lines as speculative futures in the field of art education. Thinking about movement within these fault zones, contributing authors may consider:

  • Ways to use social theory to conceptualize movement and mobility in a time of contested human movement including temporary movement such as tourism, commuting, nomadism, and pilgrimages and more permanent movement like migration
  • Theorizing othering in relation to fault zones
  • Encounters with immigrants/refugees/asylum seekers in educational fault zones
  • Exploring geologic metaphors such as fault zones, tremors, slippages, rifts, stress, walls, displacement, gaps, fractures, friction, and quakes to advance social theory in relation to contemporary art and education
  • Faults as moving locations, series of slippages and stoppages, psychoanalytic expression, political discourse and/or narrative of debates in education and/or social theory
  • Power dynamics of fault in political deformations and reformations that impact teachers, schools, and students
  • Contemporary practices in art and design research that explores fault or borders
  • Pedagogical or curricular theories, histories, and narratives that attempt to smooth, (re)build, and (re)construct during ongoing educational quakes

We welcome multiple interpretations of the theme Moving Fault Zones, Volume 38:

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 Moving Fault Zones. 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.

All authors should explicitly address the theme as well as some form of critical social theory in their paper or artwork including, but not limited to: feminism/gender studies, curriculum theory, critical race theory, post-colonial theory, postmodernism, queer theory/sexuality studies, postman discourses, disability studies, contemporary animal studies, Red pedagogy, critical studies of social class, material studies, and media theories.

For this issue, we seek two different types and lengths of articles. We solicit short articles (about 1,500 words) that artistically respond to notions of moving fault zones as described above. These could take the form of photo essays, images and text, or other non-traditional formats. We also solicit traditional journal articles (3,500-5,000 words) that utilize a variety of research methodologies or other scholarship to address the theme. We are especially interested in articles written by teachers as well as visual images, audio, or video submissions. All submissions must carefully follow the style conventions of the American Psychological Association’s Publication Manual (6th edition). Authors planning a non-traditional format are encouraged to consult the editors before submitting their piece.

The submission and review processes are fully online and can be accessed starting August 15, 2017 at

Submissions are due online by October 15, 2017.

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 to Melanie Buffington, JSTAE Editor 2016-2019, at Daniel T. Barney, Associate Editor,

Call for Chapters: NAEA Anthology

“Engaging Civic Participation: Critical Approaches to Teaching Digital Media in Art Classrooms and Communities”
Editors: Michelle Bae-Dimitriadis and Olga Ivashkevich

The anthology will explore the ways digital media and technologies can be used to teach critical thinking and civic participation in public schools, university classrooms, and community settings. We are particularly interested in art education practices that engage students in using digital media to challenge gender, class, racial, ethnic, and other cultural biases and stereotypes, or respond to the social, economic, and political issues in local and global communities.

Anthology chapters should address the following topics:

  1. Philosophical and conceptual approaches to teaching civic participation to children and youth via digital media and technologies;
  2. Using digital media and technologies to teach critical thinking and civic participation in K-16 classrooms;
  3. Using digital media and technologies to teach critical thinking and civic participation in diverse community settings.

Please submit a short 400- to 500-word chapter proposal (Word file) to anthology editors at both and by October 31, 2017.

Notifications of proposal acceptance will be e-mailed to authors by December 31, 2017. Tentative deadline for final chapters (4,000-5,000 words, APA style) is May 31, 2018.

*The Caucus of Social Theory in Art Education (CSTAE) is an Interest Group of NAEA.

Call for Articles, Commentaries, and Media Reviews - A special theme issue of Studies in Art Education

In the Shadow of Change: Ideologies and Methodologies in Art Education
Deadline: November 1, 2017

A wide range of ideologies and theories inform research in art education. For example, the editorial policy for Studies in Art Education acknowledges and encourages both traditional forms of research as well as emerging possibilities that challenge, reconsider, and question how new knowledge is constructed. Shifting social, cultural, political, and technological contexts contribute to a growing collection of ideologies on which research in art education emerges. Click here for more details.

Journal of Cultural Research in Art Education - Call for Papers

For: 2018 Issue of jCRAE (Vol. 35)
Deadline: January 1, 2018

Mini Theme: Borderless: Global Narratives in Art Education

The Journal of Cultural Research in Art Education (jCRAE), the journal of the United States Society for Education through Art (USSEA), is focused primarily on multiculturalism and cross-culturalism in art education in the United States. We have been very “American.” But for this issue, we are going global. Our goal is to challenge the “American-ness” of cultural research in art education by expanding the context and initiating narratives globally with other art education journals around the world. This issue’s mini-theme, Borderless: Global Narratives in Art Education, challenges us to look outward as we reflect inward. Who are we in relationship to other cultures and countries? What issues in art education are potent across the world?

Narrative (inquiry) is an interpretation of history or stories created by a person, groups of people, or media. Said’s (1978) criticism from decades ago, for example, on the development of Western historical, political, and cultural views on the East is that Orientalism as a narrative serves and justifies the West’s dominance. Curriculum as a narrative is also a representation of selected stories, views, and ideologies. As art educators we teach with, about, and towards a constructed narrative, not negating dominant or neutral knowledge (Roberts, 1997). Therefore, narratives are flexible, changed, rewritten, and invite multiple interpretations and understandings of particular cultures, people, and events.

When facing global terrorism, conflicts, and division, on top of contestation about worldviews and ontological discourses, we are challenged to reflect on our established views about history and knowledge. Therefore, seeking new and open-ended approaches to global narratives, this mini-theme call for papers seeks art educators’ critical and theoretical explorations and responses. Sharing educational narratives to address global issues, concerns, and problems, we invite papers reiterating the transforming and/or communicative opportunities of art and visual culture (Delacruz, 2009; Meskimmon, 2010).

For this mini-theme, some of the following questions might be addressed:

  • What emerging narratives demand global focus and attention?
  • Can narratives compete and conflict with each other on global teaching and learning? In what ways are dominant narratives contributing to damaging single stories?
  • What are global narratives for art education? How can art educators address global stories in our teaching and research? How can we teach about global narratives?
  • How do you interpret, communicate, and work with others’ global narratives?
  • What is the role of art educators in the age of globalizing conflicts and issues based upon highly contrasting and contesting social, political, cultural, and religious ideologies and practices?
  • How can global visual culture and social networking be explored to address global narratives?
  • How can we address or create equitable global narratives toward global inclusion, diversity, and justice?
  • How can theories or critical approaches from other disciplines inform and address global narratives in art education?

Manuscript Types: Written manuscripts, graphic novels, photo essays, videos, or interactive art pieces in keeping with the focus of jCRAE are welcome.

Senior co-Editors: Karen Hutzel ( and Ryan Shin (
Editorial Assistant: Elle Pierman (

Journal Information
The Journal of Cultural Research in Art Education (jCRAE), first published in 1983, is an annual publication of the United States Society for Education through Art. jCRAE focuses on social/cultural research relevant for art education, including cultural foundations of art education, cross-cultural and multicultural research in art education, and cultural aspects of art in education. These areas should be interpreted in a broad sense and can include arts administration, art therapy, community arts, and other disciplinary and interdisciplinary approaches that are relevant to art education. Theoretical research and studies in which qualitative and/or quantitative methods as well as other strategies used will be considered for publication.

Submission Information
Written submissions should be in Word (.doc) format; include a title page containing the author’s name(s) and affiliation(s); a short abstract and key words; and figures, graphs, and images appropriately at the end of the manuscript. A variety of formats are welcome—including traditional academic essays, visual essays, or alternative formats—that fit the purposes of the journal to address issues of art, education, and cultural research. Image-based submissions should be accompanied by explanatory text. For submission of alternative/digital formats, please consult with the Senior co-Editors for submission preference. For information visit

Written papers should be in APA style (6th edition) and submitted by email to: Ryan Shin and Karen Hutzel, Senior co-Editors
Deadline for submission of manuscripts for the 2018 (Vol. 35) issue of the Journal of Cultural Research in Art Education is January 1, 2018.

Review and Publication Information All manuscripts will undergo a blind review by 2 reviewers from the Review Board of jCRAE. Upon review, authors will receive a recommendation from the Senior co-Editors for either Acceptance; Minor Revisions; Major Revisions; or Rejection. Revisions are common and expected upon primary review of a manuscript submission. jCRAE is accessible as an online journal at As a new (pilot) feature of the journal, we expect to pre-release accepted articles and digital pieces online throughout the year, as they become ready. Therefore, we encourage authors to submit early or contact us for the possibility of submitting after our deadline.


  • Delacruz, E. M. (2009). Mapping the terrain: Globalization, art, and education. In Delacruz, E. M., A. Arnold, M. Parsons, and A. Kuo, (Eds.), Globalization, art, and education (pp. x-xviii). Reston, VA: National Art Education Association.
  • Meskimmon, M. (2010). Contemporary art and the cosmopolitan imagination. New York, NY: Rutledge.
  • Roberts, L. C. (1997). Knowledge to narrative: Educators and the changing museum. Washington, DC: Smithsonian Institution Press.
  • Said, E. W. (1978), Orientalism, New York: Vintage Books

The International Journal of Lifelong Learning in Art Education - Call for Reviewers

The Committee on Lifelong Learning is pleased to announce the creation of a peer-reviewed, open source journal entitled, the International Journal of Lifelong Learning in Art Education (IJLLAE), to be published annually. The inaugural issue is scheduled for digital publication November 2018 through Scholars Compass, hosted by the Virginia Commonwealth University and Be Press through a Creative Commons license.

The Committee on Lifelong Learning (LLL), established in 1990, advocates for quality art education for all ages, from “womb to tomb,” primarily in out-of-school, community, museum, and higher education settings. The International Journal of Lifelong Learning in Art Education (IJLLAE) will publish articles, visual essays, and book reviews that examine educational and cultural policy issues in relation to lifelong learning, arts and aging, adult education, community-based art education, intergenerational learning, and transformative learning through art, and more. Few if any scholarly journals examine arts learning for the aging or intergenerational populations. Research in the field of lifelong learning is growing and there is a need for peer-reviewed scholarship. IJLLAE seeks to provide a platform for researchers, educators, and artists working with this population to share and develop knowledge through articles and visual essays.

The editors and editorial board are currently seeking reviewers for the inaugural issue. Submissions for publication will undergo a double-blind review process and no reviewer will have more than two articles to review. If you are interested in serving as a reviewer for a one year term, terms may be extended an additional year, please email the founding/senior editor, Pamela Harris Lawton, at by January 15, 2018. A call for articles is scheduled to take place in March 2018. We anticipate a robust selection of articles for the inaugural issue; please consider submitting.

IJLLAE Editorial Board
Pamela Harris Lawton, EdDCTA, MFA, Virginia Commonwealth University, Founder/Senior Editor
Susan Whiteland, PhD, Arkansas State University, Associate Editor
Hannah Sions, PhD student, Virginia Commonwealth University, Editorial Assistant
Jennifer Schero, PhD student, Virginia Commonwealth University, Editorial Assistant
Angela LaPorte, PhD, University of Arkansas
Christine Woywod, PhD, University of Wisconsin, Milwaukee
Jenny Urbanek, Downtown Montessori Academy, Milwaukee, WI
Deborah Wall, University of North Carolina at Charlotte
Elizabeth Rex, University of Wisconsin, Milwaukee
Andrea Elliott, Converse College
Elizabeth Langdon, University of North Texas
Priscilla Lund, Montana State University

Trends, The Journal of the Texas Art Education Association 2018 Call for Submissions
“Disrupting the Everyday: Encountering Awareness and New Curiosities”

The Editors of Trends invite essays, articles and artworks that provoke and explore creative disruption. As Maxine Greene wrote, “We are interested in breakthroughs and new beginnings, in the kind of wide-awakeness that allows for wonder and unease and questioning and the pursuit of what is not yet.” That is to say, creative disruption amplifies curiosity for the new because it interrupts the daily humdrum with wonder and awareness—in classrooms, museums, and community spaces, as well as in everyday public and domestic encounters.

Trends 2018 will explore the aesthetic wonder that fuels our work. Whether we’re teaching in classrooms, engaging in research, pursuing cultural change, or helping to develop art and education policy, curiosity and a desire for inquiry are essential. In many cases, social practice and acts of “serious play” activate the ordinary and unnoticed beauty of our daily lives.

We welcome arts-based and text-based submissions that explore image-making, collage, mixed media, photography, creative writing, performance, walking, listening, collecting, cartography, graphic interventions, and other unanticipated explorations. We also welcome research manuscripts that analyze the potential of these practices.

Questions to consider: How do we encourage exploration that sparks wonder and awareness? How does wide-awakeness feed your teaching practice, whether inside or outside the classroom? Where do such moments surface in young people’s lives? How might we create policies that encourage creative disruptions? What disruptions drive your research? How might your submission to Trends provoke readers to think and act anew?

Guidelines depend on the type of submission: for example, arts-based submissions with minimal text should be accompanied by a 200-500 word contextual description (which might not be published but will be used to review the submission). We also welcome creative written submissions of between 1000-2000 words, as well as traditional research manuscripts (which should follow the Trends Author Guidelines).

Please direct questions to Cala Coats and/or Sean Justice at

Trends, The Journal of the Texas Art Education Association, is a refereed professional journal, published annually by the Texas Art Education Association. The journal accepts articles written by authors residing both inside and outside of the state of Texas.

Deadline: Original manuscripts must be received by January 15, 2018 as MS Word document attachments. Please submit electronically via e-mail to:


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

International Journal of Education Through Art - CALL FOR ARTICLES

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:

Journal of Cultural Research in Art Education - CALL FOR SUBMISSIONS

Sponsoring/Host Institution: USSEA

Deadline or End Date (month, day, year): Ongoing
Description of the Opportunity (1,000 character max, including spaces): The Journal of Cultural Research in Art Education will consider for publication manuscripts on all aspects of social and cultural research relevant for art and visual culture education, including cultural foundations of art education, cross-cultural and multicultural research in art education, and cultural aspects of art in education. These areas should be interpreted in a broad sense and can include community arts, schools, arts administration, art museum education, art therapy, and other disciplinary and interdisciplinary approaches that are relevant to art and visual culture education. Theoretical research, research in which qualitative and/or quantitative methods are used, and visual formats will be considered.

Please visit for more information.

Journal of Curriculum and Pedagogy - CALL FOR ARTS-BASED SUBMISSIONS

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.
  3. 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

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Studies in Art Education

Studies is a quarterly journal that reports quantitative, qualitative, historical, and philosophical research in art education, including explorations of theory and practice in the areas of art production, art criticism, aesthetics, art history, human development, curriculum and instruction, and assessment.

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