Call for Papers Journal of Social Theory in Art Education
The official, annual journal of the Caucus on Social Theory & Art Education, CSTAE, an issues group of the National Art Education Association, NAEA.
Journal of Social Theory in Art Education - JSTAE Volume 32
Journal Theme: De(Fence)
DEADLINE NOVEMBER 15, 2011
Kryssi Staikidis, Editor; Sharif Bey, Associate Editor; Bob Sweeny, Senior Editor
Download the Call for Papers in PDF format.
The Journal of Social Theory in Art Education (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.
In light of recent and dramatic changes in our local and global economies, policies and job markets, are we as artists/scholars/educators/arts advocates compelled to take a stance in defense of our fields, jobs, and personal politics?
Are we standing alone or do we feel alone in our positions or vulnerabilities?
Are we divided or fenced in/out from the possibility of sharing any collective efforts to realize a collective vision, and if so, what are the divides?
On the other hand, what are the challenges or benefits of creating, studying visual culture or teaching art in this uncertain time?
Can we create, innovate, reshape spaces, opportunities or works that engage people or bring us/them from the margins to the center?
We hope that this collaboratively developed call for Volume 32 of The Journal of Social Theory in Art Education will not contrive, compel, prohibit or inhibit potential contributors but will encourage submissions from any possible author, poet, artist, writer, researcher, teacher, whether in higher education, K-12, administration, policy, or general education. We include prompts and prose associations with the hope that contributors will address this call from a broad range of perspectives. For this reason the editors of JSTAE and membership of the CSTAE hope to inspire individual or collaborative responses related to the theme: De(Fence).
Entering, Finding entryways
To take away fences, walls, imposed boundaries.
To resist fences, borders, barriers, bulwarks.
Of schools, the arts.
Convince. Equip by placating.
Interject, interact, intersperse.
Keeping visible; keeping important.
Teach defense, teach offense, teach adaptation, rigidity, safety, teach policy.
Collect, bargain, negotiate, persevere, explain, rationalize, give way, give away.
Strengthen, collect, maintain, create, de (fence).
Are we separated? Do we separate? Must we defend, certify, specialize? As we create a defense, are we impacting pedagogy?
Complicity in little silos. The recourse?
Fence, the noun.
Fence, the verb.
Defense. Being compelled to take a stance.
Restriction. Restrictive. De-fence.
Can I resist fences, borders, barriers?
Need I defend against the in/visibility of my discipline?
How can I resist imposed boundaries that fence in the arts? Or impose a set of expectations, which dilute their singularity?
Is de(fencing) the act of collecting, collaborating, strengthening, supporting, envisioning, protecting, liberating?
The JSTAE submission deadline is November 15, 2011 for Volume 32. To be considered for publication, original manuscripts should be prepared in accordance with the 6th edition of the Publication Manual of the American Psychological Association. Manuscripts should range between 2500-5000 words in length with an abstract of 100-150 words. Images are encouraged with manuscripts and should be sent in digital format (jpg, gif, or png) with accompanying copyright permission. Double space all manuscripts, including abstract, quotations, tables, references, and notes. Include a brief biographical statement along with a cover letter designating that the manuscript is original, has not been previously published, and is not under consideration elsewhere. To facilitate the anonymous review process, please place your name only in the accompanying cover letter and not in the manuscript, following guidelines for ensuring a blind review at the JSTAE website. Manuscripts should be submitted electronically, preferably in Rich Text Format or Microsoft Word with .doc extension to http://jstae.bluedoublewide.com/
Reviewers: If you would like to serve as a JSTAE reviewer please send to the editor a list of your publications in the area(s) of emphasis that you offer to review. JSTAE reviewers are selected based on the following criteria: (a) CSTAE member, (b) has published work in the field, (c) has published in an area related to the article asked to review, (d) has not submitted an article for review for the particular volume.
Please direct any questions or concerns to Kryssi Staikidis, JSTAE Editor 2011-2013 at firstname.lastname@example.org.
The Journal of Social Theory in Art Education is the official journal of the Caucus on Social Theory & Art Education, CSTAE, an issues group of the National Art Education Association, NAEA. See volumes 30 and 31 of JSTAE online at www.jstae.bluedoublewide.com