Category Archives: Women’s and Gender Studies

GSISC 2020 Technologies and Race, Gender, Sexuality, and the Body in Information Studies

This gathering seeks to create an inclusive space for difficult, fruitful conversations around technology, however defined, as it affects and is affected by race, gender, sexuality, and ability. We aim to foster conversations that consider “technology” as the expression of material cultures, labor, and embodiment; as well as sites of empowerment or oppression.

In libraries, and in the professional discourses of librarianship and information studies, we often talk about “technology” as a means to an end. Or, we speculate about technology as though it emanated from the horizon of a futurity that appears sometimes threatening, sometimes empowering, but always inevitable: e.g., artificial intelligence will “revolutionize” the ways we find and use information. Both kinds of discourse omit the ways technologies begin and end in the flesh — how technologies shape habits of body and mind, just as those habits influence the design and construction of technologies.

The planning committee for the 2020 Gender and Sexuality in Information Studies Colloquium invites you to join continue these conversations July 24, 2020 in Washington, DC at George Washington University.

We invite proposals that address the problems, power, and potential of “technologies” in libraries and archives, past, present, and future, and seek a range of interpretations of the concept of technology.

Questions might include, but are not limited to:

  • How do search algorithms, metadata standards, and user interfaces challenge or reinforce white supremacy, heteronormative patriarchy, and ableism?
  • How do our catalogs, databases, finding aids, and collections disguise the traces of oppression, even while perpetuating the violence visited upon the oppressed?
  • How do we talk about the absence of voices (either in the historical record or from our present-day communities) that haunts the architecture and design of our systems?
  • How have technologies been used to selectively forget pasts to perpetuate certain futures? How are technologies used to unearth the forgotten?
  • How do we address the absent presence of laboring bodies behind our technologies, especially those bodies whose labor is devalued and poorly remunerated?
  • How do we begin to redress the inequities that library and information technologies perpetuate, where the default user is most often white and able-bodied, and whose architects, designers, and managers are most often white cis men?
  • What kinds of digital cultural memory and community-based projects are critical right now?

We invite submissions from individuals as well as pre-constituted panels. Submit your proposals here: http://bit.ly/GSISC2020

Deadline for submission: November 15, 2019
Notification by January 15, 2020
Registration opens February 1, 2020

Please direct any questions or concerns to GSISC2020@gmail.com

Organizing committee:
Jennifer Brown, Barnard College
Emily Drabinski, The Graduate Center, CUNY
Leah Richardson, The George Washington University
Hannah Scates Kettler, University of Iowa
Kristan Shawgo, University of North Carolina, Chapel Hill
Dolsy Smith, The George Washington University
Tonia Sutherland, University of Hawai’i at Mānoa
Hannah Wang, Wisconsin Historical Society

Distance Education special issue: Distance Education Across Critical Theoretical Landscapes

The  purpose  of this  special  themed  issue  is  to provide  a  venue  for scholars, researchers, instructional  designers, and classroom  teachers  to engage  with critical  theories  and diversity in open, flexible  and technology-mediated distance  learning environments.  To provide  the  most opportunity for inclusion, we  invite  submissions  that  consider a  wide  variety of technologies, pedagogies,  modes  and settings  (e.g., K-12, higher education, and industry/corporate  settings). We encourage  submissions  that  represent  the  theoretical  landscape, and which demonstrate  the breadth and depth of theoretical  lenses  that  have  been historically underrepresented. This includes, but  is  not  limited to the  following:  critical  race  theory, critical  pedagogies, disability studies, feminisms, heutagogy, and LGBTQIA+ studies. Finally, we  invite  a  variety of research paradigms  as  well  as  theoretical  pieces, meta-analyses, and strategic  reviews  of the literature.
More information can be found here: https://t.co/ 5WZg7UpOUkqncapes

Pennsylvania Magazine of History and Biography Special Issue: The Built Environment in Pennsylvania History

https://hsp.org/publications/pennsylvania-magazine-of-history-biography/calls-for-papers

The Pennsylvania Magazine of History and Biography is issuing a call for articles to be included in a special issue on the built environment in Pennsylvania history, scheduled for publication in October 2021.

 The editors seek submissions of the following two sorts.

 Scholarly Articles: The editors seek submissions of scholarly articles (25–35 pages, double spaced) featuring new research on the built environment in Pennsylvania history. We welcome articles on architecture, infrastructure, parks, (de)industrialization, statues, monuments, and other subjects. While certainly not limited to the following, potential authors may wish to consider these questions: How has Philadelphia’s image of itself as a “greene country towne” affected different groups of residents over time? What legacies have coal and other industries left on the state, and when and how have these developments caused conflicts with environmental advocates? How should controversial aspects of the state’s history be memorialized in public spaces? Selections will be based on both quality and the need to represent a full range of topics and time periods.

Hidden Gems: The editors seek submissions of short articles (250–750 words) featuring hidden gems highlighting unknown, underused, or misunderstood sources related to the built environment in Pennsylvania history. We invite articles focusing on both written and non-written sources, including but not limited to diaries, manuscript collections, novels, government documents, oral histories, newspapers, photographs, artifacts, monuments, and cultural sites. These items may or may not be found in the state, but they must illuminate some aspect of the built environment in Pennsylvania history. See https://www.jstor.org/stable/10.5215/pennmaghistbio.142.issue-3 for examples of such essays.

Submission details: Submissions should be addressed to Christina Larocco, editor, Pennsylvania Magazine of History and Biography (pmhb@hsp.org).

Guest editors: Potential contributors are strongly encouraged to consult with one of the two guest editors for this issue of the Pennsylvania Magazine of History and Biography well before the submission deadline: Elizabeth Milroy, professor and department head, Department of Art and Art History, Drexel University (em678@drexel.edu), and Randall Mason, associate professor of historic preservation, University of Pennsylvania (rfmason@design.upenn.edu).

 Deadline for submission of completed articles: January 1, 2020

Feminist Philosophy in the Analytic Tradition

Society for Analytical Feminism

CALL FOR ABSTRACTS

Deadline: July 1, 2019

SAF Session at the Eastern Division APA 2020
Philadelphia, PA, Jan 8 – 11, 2019

The Society for Analytical Feminism invites submissions of abstracts of papers or proposals for a session at the 2020 Eastern Division APA meeting in Philadelphia, PA. The Society seeks abstracts of works that examine feminist issues by methods broadly construed as analytic, or that discuss the use of analytic philosophical methods as applied to feminist issues. Authors should submit abstracts for papers of a length appropriate to a 20-minute presentation time. (If you are proposing an author-meets-critics session, involving multiple people, we welcome that information but expect an abstract-length proposal indicating that the author has confirmed to you their intention to participate, as well as indication of the relevance of the book/author to a SAF session, such as the themes to be discussed.)

Please delete all self-identifying references from your abstract to ensure anonymity. Use the form posted here at: https://nam01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.gle%2FrQ5azk9o7v6JxcSDA&data=02%7C01%7Cdxf19%40psu.edu%7C319560d0628641934bdb08d6e4597653%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C1%7C636947470229660384&sdata=qPyAq6n47DtRdDAqTPfyrrDoaUaFNwIdZLCdXLQFXfo%3D&reserved=0.  Attach submissions as a Word or PDF attachment. Deadline for submissions: July 1, 2018. Graduate students or underfunded professionals whose papers are accepted will be eligible for the Society’s $350 Travel Stipend. Please indicate on submission form if you fall into one of these categories and wish to be considered for the stipend. Direct any questions to feminist.analytic@gmail.com.

The deadlines for submissions to the Central (in Chicago, February 26 – 29) and the Pacific (in San Francisco, April 8 – 12) follow quickly after these (July 15 and August 5 respectively).  Check out the SAF Website — https://nam01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fsites.google.com%2Fsite%2Fanalyticalfeminism%2F&data=02%7C01%7Cdxf19%40psu.edu%7C319560d0628641934bdb08d6e4597653%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C1%7C636947470229670376&sdata=ccc7CoZECUGf5%2BIxxdsqOFJENhUAgSAKMvab5eeaU50%3D&reserved=0 — to submit for the Central or the Pacific.

Northeast Modern Language Association for its 51st Annual Convention

Please join the Northeast Modern Language Association for its 51st Annual
Convention <https://nam01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.buffalo.edu%2Fnemla%2Fconvention.html&amp;data=02%7C01%7Cdxf19%40psu.edu%7C87a534503c9c4b4ef34c08d6e468c0fb%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C1%7C636947535898664553&amp;sdata=35XV%2FHzqSzN2bZtYQl%2FroUn%2B9180ISgiyWLzK77CWBI%3D&amp;reserved=0> at the Boston
Marriott Copley Place, conveniently located in the heart of the city. The
theme of NeMLA 2020 is “Shaping and Sharing Identities: Spaces, Places,
Languages, and Cultures” — a topic embracing the many facets that define
each and every human being across cultures and languages, as well as the
many ways in which we interact with each other in today’s rapidly changing
global world.

NeMLA is thrilled to announce that Boston University is the local host
institution and that the featured author is Andre Dubus III, whose novel *Gone
So Long* will be the focus of “NeMLA Reads Together.” The opening address
will be given by Professor Maurice Lee, author of the award-winning *Uncertain
Chances: Science, Skepticism, and Belief in 19th-century American
Literature*.

This year features more than 100 sessions in women’s and gender
studies. Submit abstracts with a free NeMLA user account at
cfplist.com/nemla by September 30, 2019. For more information, please visit
buffalo.edu/nemla.

Journal of Play in Adulthood”

The new “Journal of Play in Adulthood” now has an open call for papers!
This new diamond open access journal (free to read and publish in) would welcome papers from information literacy practitioners and researchers. Research based articles are subject to double blind peer review, but we also welcome articles from practice, extended essays, and reviews that might be of interest to our readers.
Key topics of interest to the journal include the role of play in learning, work, our social and cultural lives, the benefits to individuals and society, and the interrelationship between play and other areas of adult life. The focus of this journal is on play in adulthood to explicitly distinguish it from children’s play, and to highlight that the motivations, contexts, and forms of play are, in many cases, different. In summary, it covers playful living, playful working, and playful learning.

Contact:

Andrew Walsh MSc MCLIP FHEA FRSA IFNTF

University Teaching Fellow, National Teaching Fellow

Academic Librarian for Education and Professional Development.

Editor of the Journal of Play in Adulthood

https://www.journalofplayinadulthood.org.uk

I

Culturally Responsive Teaching in Libraries

Conference Announcement & Call for Proposals:

Culturally Responsive Teaching in Libraries

MILEX 2019 Spring Conference

Thursday, April 25, 2019, 9:30 a.m. – 3:30 p.m.

Loyola Graduate Center, 8890 McGaw Rd, Columbia, MD

(Registration forthcoming)

The Maryland Information Literacy Exchange (MILEX) is a collaborative of Maryland academic librarians to promote information literacy in higher education.

Join us at this year’s MILEX Spring Conference featuring presentations on the role of libraries in culturally responsive teaching.  A keynote will be given by Ashleigh D. Coren, Special Collections Librarian for Teaching and Learning at University of Maryland Libraries, whose teaching focuses on diverse students and finding stories in the collection. Coren is co-developer of the LGBTQ Oral History Project at UMD, and was recognized as an Emerging Leader by ALA in 2018.

Registration fees (light breakfast and hot lunch included):

MILEX member                      $45

Non-member                           $75

Membership + Registration     $65

Student                                    $20

For more information, visit the MILEX website: www.milexmd.org.

Call for Proposals! (Due March 4th)

We’re looking for presentations that demonstrate how librarians are engaging in culturally responsive teaching. Submit proposals to the chair of the conference committee, Jordan Sly, at jsly@umd.edu by Monday, March 4, 2019.

Include the following in your proposal:

1.       In a paragraph or two, what your presentation will entail; a general outline is fine.

2.       Student learning outcomes (what will students learn/develop as a result of the activity)

3.       Optimal amount of time that should be allotted for your presentation

4.       Any resources you will need

5.       Short biographical statement

Registration will open on March 12 at the MILEX website:www.milexmd.org/events.html.

Register early, as space will be limited.

Please don’t hesitate to contact Jordan Sly with your questions and concerns: 301-405-9290.

Funds raised will be administered by the University System of Maryland Foundation, Inc. for the benefit of MILEX – Maryland Information Literacy Exchange.

Playing and Pedagogy: The Theory and Practice of Teaching with Video Games

Hello all,

I’m writing to announce a call for contributions for a special feature in Films for the Feminist Classroom.

Playing and Pedagogy: The Theory and Practice of Teaching with Video Games

Video games and films—both genres increasingly share tropes in their design, aesthetic, and reliance on narrative plots. Video games often use a short film to introduce players to the rules and characters, and action films can rely so much on computer generated imagery that it’s not clear where the computer ends and the “real world” begins. Moreover, films and video games at some times (re)produce status quo norms and hierarchies and at other times offer a path toward radical social justice. In this sense, both serve as forms of entertainment and instruction, pleasure and discomfort. And both can be useful for teaching skills, ideas, and content for educators in various settings.

Considering these similarities, Films for the Feminist Classroom (https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fffc.twu.edu%2F&amp;data=02%7C01%7Cdxf19%40psu.edu%7Cc25907b16bef4499101708d687b5658e%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C0%7C636845610496606759&amp;sdata=runjDjANceZsx4HP1F4%2BLaLWlopbYQp8OaGDFDbUyys%3D&amp;reserved=0) is developing a special feature about intersections of gaming/film/video media and pedagogy for an upcoming issue. We are looking for contributions that explore gaming in relation to pedagogy and that in some way critically engage or address hierarchies of power and privilege. We also ask contributors to consider topics relevant to gender, sexuality, race, ethnicity, ability, socioeconomic class, religion, and other social, biological, and cultural influences.

We are interested in short essays (1500-2500 words), game reviews, and lesson plans that offer resources for educators who might consider using gaming in their teaching. Proposals are welcome from a range of theoretical and methodological frameworks, that span a range of fields and disciplines, and that explore various media forms, topics, and content. Educators at a variety of phases of their careers—graduate students to retired faculty—and at a variety of locations, including primary and secondary schools, colleges and universities, and community centers, as well as from different countries, are encouraged to submit a proposal.

Proposals may address but are not limited to the following areas:
— crafting a syllabus and/or a unit within a syllabus about gaming
— incorporating game design in lesson plans
— gaming assignments and/or activities that educators could use
— how different educational settings affect the media and pedagogical strategies we use
— rethinking education material and approaches with gaming
— explicitly pedagogical games
— pairing film/video media and readings
— deconstructing and analyzing video games as a class activity
— the cultural dimensions of gaming
— gamergate threats and harassment and the effect on student’s perception of gaming communities
— gender, race, class, sexuality, ability, religion, etc. in relation to video games
— social justice in gaming narratives
— the rhetoric of video games
— experimental or avant garde video games
— pairing film/video media and readings
— how video games can reinforce and disrupt norms
— the relationship between gaming and other participatory and social media platforms

Proposals should be 150-200 words and cite the specific short media you will discuss in the essay. The deadline for submitting proposals is February 20, 2019. If accepted, completed contributions will be due April 15, 2019.

Please submit proposals and direct any questions to ffc@twu.edu or to Agatha Beins at abeins@twu.edu / 940-898-2117. More information about submitting proposals can be found here: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fffc.twu.edu%2Fcall_4_proposals.html&amp;data=02%7C01%7Cdxf19%40psu.edu%7Cc25907b16bef4499101708d687b5658e%7C7cf48d453ddb4389a9c1c115526eb52e%7C0%7C0%7C636845610496606759&amp;sdata=ZVoFyFUcufriihsokghoYDfse01FmRHnZm5ni%2FlDr6o%3D&amp;reserved=0.

Agatha Beins
Associate Professor
Department of Multicultural Women’s and Gender Studies
Texas Woman’s University
Editor, Films for the Feminist Classroom

EDUCATION, SOCIETY, & REFORM CONFERENCE

28-29 JUNE 2019, ANKARA

For more information go to: http://www.edusref.org/

Education, Society & Reform Research (EDUSREF-2019) is an International Conference that aims to bridge the knowledge gap, promote social research esteem, and produce democratic information for potential education reforms.

Main Theme of the Conference is

“Questioning of Changes in Education: Looking for Priorities in Education”

 

Abstract Submission Deadline: 15 April 2019

Early Bird Registration Deadline: 22 May 2019

 

Conference Dates: 28 and 29 June 2019

 

Full Paper Submission Deadline: 15 September 2019

 

(After the conference, the interested presenters may submit their fulltext to Education Reform Journal on www.erjournal.org for possible evaluation.

 

Also the presenters who want to publish their papers in the e-book may send it edusref@outlook.com)

 

Conference Topics

Paper topics may include, but are not limited, to the following:

 

  • Educational Policies and Practices
  • Trends and Challenges Shaping Education
  • Large-Scale Assessments in Education (PISA, TALIS, PIACC etc.)
  • Economic Challenges (i.e. BREXIT) and its Reflections on Education Systems
  • International Benchmarking /Indicators
  • Comparative Studies in education
  • Social Transitions & School Culture and Climate
  • Socio-Psychological Analyses for Education
  • Social Media and its Reflections on Schools
  • Migration and Education Studies
  • Gender and Education Studies
  • Inclusive Education
  • School Improvement
  • Creativity and Innovation in Education
  • Innovative Learning Environments
  • Curriculum Critiques
  • School Leadership
  • Performance Appraisal in Education
  • Law of Education
  • Professional Development
  • Teacher Education
  • Developing Higher Education Systems

 

In order to make the productions of the conference efficient, the authors are expected to answer this question “What are the implications based on the results of study for potential education reforms? “ in the conclusion remarks in their study.

 

Conference Secretary

 

e-mail: edusref@outlook.com

 

 

Pitfalls of neutrality: What does inclusivity mean in libraries?

The ACRL Women and Gender Studies Section (WGSS) is looking for panelists for our accepted program at ALA Annual 2019 in Washington, D.C. The program is called “Pitfalls of neutrality: What does inclusivity mean in libraries?” It is scheduled for Saturday, June 19, at 9:00 am. Each panelist will have approximately 10-15 minutes to speak. To be considered as a panelist, please submit a brief summary of the issue(s) you would address, including your type of library to Laura Bonella (laurab@ksu.edu) by Monday, January 21.

Program description: Librarians are committed to promoting equity, diversity, and inclusion, but what does this mean in today’s political climate? We are frequently required to make decisions that pit free speech against the comfort and safety of other patrons (e.g. allowing political or hate groups to use our meeting rooms), or called upon to defend our collection, exhibit, or program decisions in the face of patron challenges. Even our decisions about configuring the space in our libraries may create controversy – gender neutral restrooms, prayer rooms, lactation rooms, or how we make our buildings accessible.

We are looking for a diverse group of speakers who have handled these challenges and can share their experiences and how they dealt with various situations. Attendees will have the chance to ask questions and interact with the speakers and each other. We would like them to leave the program with strategies from different libraries to consider when examining their own perspectives on equity, diversity, and inclusion and how to address these issues in their libraries. The program is co-sponsored by the ALA Office of Intellectual Freedom and will have a panelist from their office.

 

All the best,

Laura Bonella

2019 WGSS Program Planning chair