CALL FOR PAPERS
Community, Psychology, and Indigenous Peoples
A special issue of the American Journal of Community Psychology
Nathaniel Mohatt and Pauline Guerin
Substantial conceptual knowledge and theoretical background has been laid for our understanding of indigenous psychologies, that is, distinctive facets of mind and mentality among Indigenous populations that persist despite centuries of contact and colonization. For this special issue, we invite papers that explore community engagement with Indigenous people, emancipatory projects in Indigenous communities, or participatory psychology research in Indigenous communities. This includes how the values of community psychology and related fields are embedded and integrated with indigenous ways of knowing, as well as explorations of contested spaces between community science and Indigenous Psychology. This special issue will highlight how both Indigenous and non-indigenous community scientists and educators navigate the discipline-dominated structures to incorporate indigeneity in various forms. We seek papers that contribute new insights to how the practice of community psychology and related fields of action and inquiry contribute to the social justice and emancipation of indigenous peoples. Through this special issue we expect to bring to light innovations in community science stemming from collaborative inquiry with indigenous communities, as well as clarify the ways in which community action and inquiry are relevant to Indigenous peoples.
We are seeking papers related to the following topics:
- Articles that elucidate how people are navigating the intersections of indigenous psychology with research, practice, and teaching through “project-based” examples.
- Examples of engagement with indigenous communities and partners to conduct research, teaching, or practice to advance a social justice agenda relevant for Indigenous peoples or incorporates Indigenous knowledges.
- Articles addressing the conflicts that arise or ethical issues relevant to collaborating with Indigenous communities when conducting research, practice, or teaching.
Submission process: Authors should submit proposals by email to the Guest Editors of the Special Issue no later than March 30, 2018. Guest Editors will review the proposals and invite authors by June 1, 2018 to submit a full manuscript, subject to peer review and consistent with AJCP guidelines for reviewers. All submissions should be in English and proposals should state the type of article proposed as described in the AJCP Instructions for Authors available on the online submission portal (www.edmgr.com/ajcp). Types of articles may include: original articles (theory or research), mixed methods research, first person accounts, advancing science, or empirical reviews. The deadline for submission of full manuscripts is November 1, 2018. Initial acceptance and Online First publication is anticipated as early as Spring 2019.
Send proposal submissions or inquiries to the Guest Editors: Nathaniel Mohatt: email@example.com; and Pauline Guerin: Pbg12@psu.edu
· Assessment and reporting practices
· Practicing teacher research
· New curriculum practices
· Inquiry as a method of teaching
· Inclusive education practices
· Including Indigenous education practices
· Mentoring practices
· Social and emotional learning
· Mental Health
Call for book chapters- On Indian Ground: A Return to Indigenous Knowledge-Generating Hope, Leadership and Sovereignty through Education (Due February 28, 2018)
Objective: An easy reading volume that focuses on a specific geographic region and the tribes residing within that region to be used by practitioners and researchers who work with Indian people.
Chapter topics may include: History, Policy/Politics/Law, Tribal Departments of Education, Early Childhood, K-12 Best Practices, Language Revitalization, Post-Secondary, Exceptional Education, Curriculum Assessment, Counseling, Technology, Funding/Finance, Parents & Community Efforts, Research & Evaluation, and other topics.
Please note we will use APA stylesheet with double spacing. It is helpful if you would name your electronic files as follows:
2018 CRSEA Theme and Call for Papers
Deadline Jan. 15, 2018
To submit and for more information visit crsea.org
Land and Knowledge: Indigeneity, Suvivance, and Healing
May 30- June 1, 2018
University of New Mexico
Building on the theme of indigeneity, survivance and healing we invite researchers, activists, educators, practitioners, community members and youth to situate their work within the historical and current sociopolitical realities of colonization being endemic in society and its connections to anti-indigeneity, anti-blackness, anti-brownness, anti-immigration, antiLGTBQ and anti-dis/ability rhetoric; discourses deeply rooted in the social fabric of the U.S. We encourage papers and creative works that provide analyses anchored in a critical examination of place, land, race and racialization. We invite qualitative and quantitative empirical research presentations, performances, and conceptual papers that aim to help explain how education works to disrupt and/or maintain various types of oppression including, but not limited to, racialization, patriarchy, heteronormativity, ableism, islamophobia, linguicism, capitalism, nationalism, and other forms of systematic oppression rampant in society. We also encourage papers/creative works that engage key CRT and TribalCrit concepts highlighted in conceptions of race/racialization and space, and how notions of colonization, imperialism, sovereignty, assimilation, and the desire for material gain intersect in various spaces where survivance and healing can occur.
Call for Proposals- Canadian Symposium on Indigenous Teacher Education “Bridging Two Worlds”: Due February 2, 2018
Please see attached call for proposals for the forthcoming Canadian Symposium on Indigenous Teacher Education from 30 April to 2 May 2018 at Nipissing University. Questions and requests for information may be directed to firstname.lastname@example.org
Call for Proposals: International Globalization, Diversity, and Education Conference (Spokane, WA, USA), Due December 4, 2017
Call for Papers: Pedagogies of Resistance (Canadian Journal for New Scholars in Education), Due January 8th 2018
Call for Papers: Pedagogies of Resistance
The Canadian Journal for New Scholars in Education (CJNSE) supports educational researchers and educators who are committed to anti-oppressive work, which criticizes the ways power is used and abused against those who are minoritized. As such, our Spring 2018 issue will focus on “Pedagogies of Resistance.”
In this issue, we wish to build on the ways educationalists can examine diverse educational spaces in such a way that encourages dialogue and action in an effort to do and be better. It is only through engaging in this work that we, as critical scholars of education, can strive for social and educational spaces where people of all ages and backgrounds feel valued, respected, and safe.
Pedagogies of Resistance invites submissions from graduate students, post-doctoral researchers, faculty, and community educators.
Manuscripts must be formatted according to the APA Manual (6th edition) and include a covering letter. Persons interested in submitting should review the guidelines on the CJNSE website. Manuscripts must be submitted through the online portal by January 8th, 2018 23:59 PST.
CJNSE Call for Papers:
Call for Associate and Senior Copyeditors (due January 3rd 2018):
Call for Associate Editor (due December 22nd 2017):
Article Reviewers (ongoing): As a non-masked peer-reviewed journal (one where the reviewer(s) and the author(s) are provided each others’ names) we require graduate students (as well as post-docs and faculty) who are willing to review articles that have been submitted to the journal for publication. Reviewers are selected based on the interests they submit when they register for the CJNSE website.
Typically, reviewers may be asked to review one article per year, but this depends on whether or not your research interests align with what has been submitted; you may also decline to participate if your schedule does not allow you the time to volunteer. A review consists of reading a submission and providing feedback based on the review form. This will take 1-2.5 hours of your time, roughly.
Review Mentors (ongoing): Review mentors are often (but not always) PhD candidates who have some experience with the academic publishing process. Their role is to help the author(s) whose pieces have been accepted to take the feedback from the reviewers and make the article publishable. This may include helping the author(s) with editing and copyediting, suggesting additional sources, constructive criticism, and encouragement. The Review Mentor for an article will be further mentored by a Senior Review Editor.
This time commitment is in the range of 4-5 hours per article. Again, you will only be asked to be a Review Mentor if your research interests align with what has been submitted for a particular issue, and typically you will only be asked to volunteer once per academic year. In order to be selected as a potential Review Mentor, interested individuals must register for the CJNSE website and indicate their academic research interests.