Youth Literacies and Social Justice
Journal call for papers from English Teaching: Practice & Critique
Deadline for submissions - 1st June 2016
Fifteen years into the new millennium. What’s different? What remains the same? In what ways are youth engaging with literacy in their lives? How is literacy as a social practice conceived and theorized in relation to social justice? In what ways are young people talking back and speaking truth to power? What youth literacies have emerged, and why do they matter?
With continual flows of information encouraged by new technologies, young people around the world are engaging literacies in ways that demonstrate sophisticated civic participation and creative production. Literacy practices at home, in school, and in places in between have arguably become far more visible than ever, and many youth are contributing to larger discourses and forms of action in their respective contexts. These youth are increasingly putting their mark on the world despite contradictions and challenges in politically austere times.
In this special issue, the editors invite trans-disciplinary perspectives on youth literacies related to social justice. Work that engages with critical race, feminist, queer, ethnic studies, and Indigenous frameworks are welcome. Topics may include, but are not limited to, the following:
- Home, school, or community practices
- Digital technologies and participatory cultures
- Pedagogical possibilities across educational settings, inclusive of classroom practice, research and policy implications
- Participatory work that involves youth in the research process as well as collaborators and authors
- Youth community activism and community organizing
There will be two sections for consideration: article and creative. The article section will feature conceptual or empirical papers. The creative section will feature youth-produced work (poems, short essays, artworks with captions, and related material).
Korina Jocson, College of Education, University of Massachusetts Amherst
Keisha Green, College of Education, University of Massachusetts Amherst
Rob Simon, OISE, University of Toronto