Call for Submissions

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Call for Papers - Entrepreneurship and Creative Destruction

A Special Issue of Art Education, the Journal of the National Art Education Association Coming May 2019

We now live in an entrepreneurial age. With it comes the rise of the artpreneur and edupreneur, two new identities that suggest a redefinition—if not the end—of what it once meant to be an artist and an educator.

This special issue of Art Education focuses on the theme of “Entrepreneurship and Creative Destruction.” According to economists, creative destruction of older models is fundamental to entrepreneurship (Schumpeter, 1942). Often precipitated by technological breakthroughs, creative destruction is the dismantling and restructuring of established institutions, ideas, processes, products, and spaces through innovation. The artist, for instance, once was attached to the image of a hard-working artisan. This model later was dismantled in the remaking of the artist as a solitary genius, only to give way to the credentialed professional, and now the creative entrepreneur (Deresiewicz, 2015). In addition to making works of art, artists who fashion themselves as creative entrepreneurs are self-employed and, thus, also must build a recognizable brand, cultivate an audience, and design and execute a business plan.

Entrepreneurism has influenced education as well. Increasingly, educators (are forced to) seek novel opportunities to make a positive difference in society while also making a living. Art teachers use online crowdfunding platforms to raise enough capital to support under-resourced art programs. Some artists launch their own pay-as-you-go art classes in storefronts and shopping malls. Others start online art education enterprises, such as blogs, YouTube channels, podcasts, and webinars, as a way to share original content with large networks of followers and bypass traditional institutions and processes of knowledge production.

This special issue of Art Education seeks submissions that explore the relationship between entrepreneurship and art, design, and art museum education. How is entrepreneurship—in definition, theory, and practice—being shaped by the creative disruption of artists, designers, and art museum educators? What alternatives are made possible when art education is conceptualized as an entrepreneurial enterprise, and what are the advantages and disadvantages of these alternatives? What entrepreneurial strategies do artists, designers, and art museum educators employ to sustain programs and seed new initiatives? How do art, design, and art museum educators encourage, model, and teach entrepreneurial habits of mind? How might a discourse of entrepreneurship influence participation in art, design, and art museum education, particularly by members of groups that are currently underrepresented in these fields?

Authors may wish to respond to one of the questions listed above or to one of the topics listed below:

  • Art educators as entrepreneurs
  • Artpreneurial literacy
  • Maker movement and creative destruction
  • Creative collaboration and partnerships
  • STEAM and entrepreneurship
  • Ethics of creative destruction

Deadline for submission: October 15, 2018

Dr. Amelia M. Kraehe, Senior Editor of Art Education, the official journal of the National Art Education Association, invites manuscripts that address the theme of “Entrepreneurship and Creative Destruction.” All submissions for this special issue should follow the established submission guidelines for the journal. Send questions to: arteducationjournal@gmail.com.

References
Deresiewicz, W. (2015, January/February). The death of the artist—and the birth of the creative entrepreneur. The Atlantic Monthly. Retrieved from https://www.theatlantic.com/magazine/archive/2015/01/the-death-of-the-artist-and-the-birth-of-the-creative-entrepreneur/383497/

Schumpeter, J. (1942). Capitalism, socialism, and democracy. New York, NY: Harper & Bros.

Call for Papers - Journal of Cultural Research in Art Education

For: 2019 Issue of jCRAE (Vol. 36)

DEADLINE: December 31, 2018

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

Mini-Theme: Whiteness and Art Education

Contact: Senior Editors: Joni Boyd Acuff, PhD acuff.12@osu.edu
Editorial Assistant: Sharbreon Plummer plummer.389@osu.edu Submissions: jcrae1983@gmail.com

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.

Mini-Theme Information: Whiteness and Art Education
Over 80% of members in the National Art Education Association (NAEA) are White. With such overwhelmingly White representation in the art education field, it is critical that we more intently examine the ways in which Whiteness has and continues to construct certain epistemologies and methodologies in art education. In November 2017, the 2nd annual Art Education Research Institute (AERI) conference offered a panel titled, “Race and Racism in 21 Century Art Education” on the campus of Northern Illinois University, Naperville. The panelists, Joni Boyd Acuff, Michelle Bae-Dimitriadis, Stephen B Carpenter, ii, Amelia “Amy” Kraehe, and Vanessa Lopez, offered an honest, yet starkly frank assessment of the art education field in regards to advancing racially just and racially conscious practices in art education classrooms and research. Some of the conclusions the panelists made included: Race has never been perceived as a central structure within the field of art education, thus, the field’s lack of advancement in the problem of White supremacy; art educators of color are mentally and emotionally exhausted from doing race work, and White art educators need to more critically and intentionally engage in race work; the White supremacist structures in art education are a White problem best solved by White people. Freire’s (1970) seminal work, Pedagogy of the Oppressed, asserts a similar claim–the weight and responsibility to resolve oppression should rest on the back of the oppressor. This call for papers considers these assertions and beckons a close look at Whiteness as it relates to racial inequity in art education.

Whiteness Studies (WS) feminist scholar, Ruth Frankenberg (1996) writes, “I have been performing whiteness, and having whiteness performed on me, since—or actually before—the moment I was born. But the question is, what does that mean?” (p.4). Whiteness Studies peaked in the 20th century as a standalone discourse that rigorously examines Whiteness as a cultural concept and exposes systems that teach us how we think about race. The WS field argues that White privilege still exists because of structural and institutional racism. Furthermore, WS scholars cite empirical research to affirm that the playing field (educational, judicial, economic, etc) still isn’t level, and Whites continue to benefit from this imbalance. Whiteness is learned and deployed via a variety of social forces, including schools, media, and even cyberspace. Whiteness is pervasive as it permeates every aspect of our society (including art education) and plays a role in almost every social issue imaginable (Kincheloe, Steinberg, Rodriguez, & Chennault, 2000). However, while this is so, Whiteness is rarely explicitly explored in critical ways in art education research. Knight (2006) asserts, “Whiteness is perhaps the foremost unmarked and thus unexamined category in art education” (p. 323). Researchers aren’t considering the ways in which the art education field contributes to the construction of White identity, as well as the ways White identity contributes to the field of art education. How does Whiteness influence power relations in art education research, participants socio-historical location in research, and the analysis and interpretation of data, etc? This mini theme aims to explicitly examine, critique and historicize Whiteness.

The Journal of Cultural Research in Art Education calls for written manuscripts (empirical research, narratives, and/or field studies) and digital submissions (visual that:

  1. Advance critical understandings of the construction and deployment of Whiteness in art educational contexts. This includes, but is not limited to, critical discussions of racism, White identity, White privilege, White supremacy and power as it relates to or is seen in art education practices, research and/or discourse;
  2. Present empirical research of Whiteness in art education and/or advance theoretical and conceptual understanding of Whiteness in art education;
  3. Challenge conventional methodologies of discussing race in the art education discourse Some probing questions this volume might address include:
  4. Looking at art education from a macrolevel, what has the “curriculum” of the art education field taught us about race and racism? In what ways has Whiteness dominated the art education discipline and discourse?
  5. In what ways has Whiteness constructed and/or naturalized exclusionary practices in art education?
  6. What does it mean to be White in the art education field?
  7. What does it mean to be non-White in the art education field?
  8. What are the conversations that help White people examine the power and privilege of Whiteness in art education?
  9. In what ways is “diversity” codified in art education practices and research? How do some diversity conversations re-center Whiteness?
  10. What are the visible and invisible structures that reproduce White supremacy and privilege in art education? What practices, methodologies, or epistemologies can counter such reproductions?
  11. What practices in art education research create and perpetuate notions of Whiteness?
  12. How does existing art education research and/or practice communicate White art educators’ resistance to knowing (ie. epistemologies of ignorance, See Yancy, 2015)

Frankenberg, R. (1996). When we are capable of stopping we begin to see: Being White, Seeing Whiteness. In B. Thompson & S. Tyagi (Eds.). Names we call home: Autobiography on racial identity (pp. 4-17). New York, NY: Rutledge.

Freire, P. (1970). Pedagogy of the oppressed. (M. B. Ramos, Trans.). New York, NY: Continuum.

Kincheloe, J., Steinberg, S.R., Rodriquez, N.M., Chennault, R. (Eds.) (2000). White reign: Deploying Whiteness in America. New York, NY: St. Martin’s Griffin.

Knight, W. (2006). E(raced) bodies in and out of sight/cite/site. The Journal of Social Theory in Art Education, 26, 323-347.

Yancy, G. (2015). White self-criticality beyond anti-racism: How does it feel to be a White problem? Lanham. MD: Lexington Books.

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. The word count for the complete manuscript, not including references and footnotes, should not exceed 6,000 words. 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. Imagebased submissions should be accompanied by explanatory text. For submission of alternative/digital formats, please consult with the Senior Editor for submission preference. For information visit www.jcrae.org.

Written papers should be in APA style (6th edition) and submitted by email to: Joni Acuff, Senior Editor jcrae1983@gmail.com

Deadline for submission of manuscripts for the 2019 (Vol. 36) issue of the Journal of Cultural Research in Art Education is December 31, 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 Editor 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 www.jcrae.org/journal/index.php.

Call for Chapter Proposals - Artwork Histories: Transnational Perspectives in Art Education (Working Title)

Dustin Garnet (California State University, Los Angeles) & Anita Sinner (Concordia University)

Submission deadline: December 1, 2018

Art education holds an important role in promoting historical awareness of the multiple relations that connect pedagogic inquiry with culture, heritage, place and identity, locally and globally. In our ongoing efforts to keep step with the movements of art and society, we believe art education requires more inclusive and holistic versions of history from transnational perspectives that break down barriers and cross borders in the pursuit of more informed and diverse understandings of the field.

Inspired by Munslow (2010), we invite submissions that adapt an approach of ‘artwork histories’ to explore the legacies of art education as an anticipatory mode of historical thinking and practice across the arts and across sites of learning. Acclaimed historian Hayden White (1973) described history as “a narrative discourse the content of which is as much imagined as found” (p. 82). Artwork Histories offers an opportunity for authentic engagement and intellectual risk, which includes the rejection of ‘correct’ interpretations of historical problems. As active agents, art education historians are not passive collectors of the past, but engaged in new ways of doing history predicated on cultivating stories that move beyond representation to attend to aesthetic dimensions that bridge historiography, material culture, oral history, art history, and teacher education. This edited collection will provide an interpretation of ‘historical thinking and historical consciousness’ (Seixas, 2017) through the interrelations of time (past, present, future) and space (geographic location, orientation, connectivity beyond borders) as we move towards what Seixas describes as coherent and interwoven historical approaches in an effort to provoke critical and creative practices in education.

We seek research that conceptualizes the entanglements of historical research in art education in a globalized society (Knudsen & Gram-Skjoldager, 2014; Larson, 2018). We encourage proposals that explore linkages and flows that shift from the nation-state to transnational actors: individuals, communities, institutions, and/or organizations. Five strands weave this collection, with a host of potential subject areas, including but not limited to the following:

  • Emergent Historical Approaches (methodological fluidity, epistemological deliberations, conceptualising transdisciplinary, limits of historical inquiry)
  • People in Relation to Art Education (issues, events, memory studies and/or first-person accounts of war, trauma, social justice, LGBTQ+, dis/ability as new forms of belonging)
  • Studies of Places and Things (object-biographies, architecture, spatial design, universal design, and archives)
  • Communities of Art Education (socially-engaged art, artist collaborations, collectives, interrogating national art education narratives)
  • Institutions and Organizations (universities, museums, schools, community associations)

We welcome essays that bring forward anticipatory modes of thinking and practice, as well as multiple forms of archival research, and creative renderings of historical research, such as stories, visual essays, poetic expression and more. Please send a chapter proposal of 500 words, identifying the topic area of your chapter, along with select references and brief bios of authors (50 words) by December 1, 2018 to dustin.garnet@calstatela.edu and anita.sinner@concordia.ca.

Invitations to submit full chapters will be sent out January 2019.

References Knudsen, A. C., & Gram-Skjoldager, K. (2014). Historiography and narration in transnational history. Journal of Global History, 9(1), 143–161. Larsen, M. A. (2018). The possibilities and potential of transnational history: A response to Kazamias’ call for historical research. European Education, 50(2), 101-115. doi: 10.1080/10564934.2018.1454261 Munslow, A. (2010). The future of history. Basingstoke, United Kingdom: Palgrave Macmillan. Seixas, P. (2017). A model of historical thinking. Educational Philosophy and Theory, 49(6), 593-605. White, H. (1973). Metahistory: The historical imagination in nineteenth century Europe. Baltimore, MD: John Hopkins University Press.

Canadian Review of Art Education Revue Canadienne D'Education Artistique - Call for Submissions

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.

How to Submit: 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/.

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: http://ojs.library.ubc.ca/index.php/ijet/index

Journal of Cultural Research in Art Education - Call for Submissions

Sponsoring/Host Institution: USSEA

Deadline or End Date (month, day, year): Rolling
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 www.jcrae.org for more information.

Journal of Curriculum and Pedagogy - Call for Arts-Based Research

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 mmcdermott@towson.edu.

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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