CALL FOR PAPERS
(Re)Constructing Memory: Education, Identity and Conflict
Conflict and wars play a critical role in shaping national identity and inter-group relations– through the ways past victories are portrayed, explanations of defeat, and the identification of self and other. At the same time, schools play a formative role in the ongoing construction of the collective memory of conflict.
Half of the nearly 60 million children out of school across the globe live in conflict-affected settings, some inhabiting states embroiled in protracted conflict and others forcibly displaced into conditions of asylum seeking and chronic statelessness. Still others come of age enduring the challenges of violent aftermaths alongside the promises of peace, democracy, and reconstruction.
This edited book seeks to explore how states and other political spaces experiencing armed conflict and its aftermath conceive of and utilize education as a space for citizenship formation, mobilization of citizens, and forging of collective identity, as well as how teachers, youth, and community members replicate and resist conflict through educational interactions. As a collection, we aim to theorize and illuminate the varied and complex inter- relationships between education, conflict, collective and national identities. The volume is third in a four-volume series entitled (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community
We invite submissions that consider: state-level educational reforms, empirical studies that explore curriculum, the informal curricula of schools, as well as the experience of out-of- school youth in conflict-affected contexts. We are particularly interested in submissions that bridge curricular representations of conflict, national/collective identity, and pedagogies of peace, tolerance, and conflict resolution to educational actors, experiences, and broader policy reforms. We welcome empirical papers (qualitative or quantitative), theoretical discussions, comparative analyses, and in-depth case studies.
Authors are invited to submit abstracts of 500-700 words outlining the chapter’s main argument, contribution, theoretical/conceptual grounding, and methodology by November 30, 2014. Authors of accepted proposals will be notified by December 30, 2015. Abstracts should include a tentative title, the author(s)’ name(s), affiliations, and full contact information.
Full chapters are to be submitted by May 1, 2015. All submitted chapters will be blind peer reviewed by two scholars.
Chapters should consist of 9,000-10,000 words inclusive of references and annexes presented in APA format.
The publishing date of the book is estimated for late 2015. Authors should carefully consider the publication timeline when submitting a chapter proposal. All inquiries, chapter proposals, and submissions can be forwarded via email to the editors Jim Williams (firstname.lastname@example.org) and Michelle Bellino (email@example.com).