View Content #2137
| Contentid | 2137 |
|---|---|
| Content Type | 1 |
| Title | Call for Abstracts: TESOL Quarterly Special Issue on Race |
| Body | Teachers of English to Speakers of Other Languages (TESOL) TESOL Quarterly Call for Abstracts: Race and TESOL Special-Topic Issue, Autumn 2006 Edited by Ryuko Kubota and Angel Lin TESOL Quarterly announces a call for abstracts for the 2006 special-topic issue on race and TESOL. This issue of TESOL Quarterly aims to engage TESOL professionals in explicit inquiry into race through theoretical, empirical, and pedagogical investigations on how issues of race have an effect on various facets of English learning/teaching. We encourage abstracts that focus on race in its interrelationship with other categories such as gender, class, and sexual identity. They should bridge theory, research, and practice and show evidence that the style is accessible to the wide range of the TESOL Quarterly readership. We solicit papers with diverse perspectives including the following topic areas: (1) Learner/teacher identities and race: How do racialized identities get constructed in various settings (e.g., K-12, postsecondary, adult learners, ITA training, teacher education)? (2) Manifestations of race in curriculum, instruction, materials, and technology: How are racial norms, racism, and other racial meanings reproduced by local and global education practices or challenged by antiracist pedagogies? (3) Language policies/ideologies and race: What significance do racism and other racial meanings have for linguistic imperialism, English only, standard English, and other hegemonic ideologies that affect the teaching of English? (4) Whiteness, native speaker myth, and the teaching of language and culture: How can the relationship between linguistic and racial privileges be theorized, how is it reflected in practice, and what are the implications for teaching and learning? (5) Critical (classroom) discourse analysis and race: How are racial domination, subordination, and resistance manifested in the discourses of the classroom and other settings related to teaching and learning? Abstracts should describe previously unpublished work that is empirically and theoretically based and that includes implications for TESOL professionals. In addition to full-length articles, we solicit empirical or issue papers for Brief Reports, Summaries and The Forum, as well as reviews of cutting-edge books. Contributions from all regions of the world and all topics related to race and TESOL are encouraged. Please send a 600-word abstract for a full-length article, a 300-word abstract for a brief report or Forum, and a 150-world abstract for a book review. For all submissions, send three copies of the abstract without author name(s). On a separate sheet, include each authorÅfs name, affiliation, mailing address, e- mail address, telephone and fax numbers, and 50-word biographical statement. Send abstracts and inquiries to: Ryuko Kubota School of Education CB#3500, Peabody Hall The University of North Carolina at Chapel Hill Chapel Hill, NC 27599-3500 USA rkubota@email.unc.edu Abstracts are due December 31, 2004. For more information on TESOL, visit: http://www.tesol.org Villanueva, A. TESOL Quarterly Special Issue on Race. (8 Oct. 2004). |
| Source | TESOL Quarterly |
| Inputdate | 2004-10-08 12:55:00 |
| Lastmodifieddate | 2004-10-08 12:55:00 |
| Expdate | 2005-01-01 00:00:00 |
| Publishdate | Not set |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
