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CFP: Journal of Folklore and Education Special Issue

Wednesday, February 5, 2020   (0 Comments)
Posted by: Alexandra Sanchez

As a digital publication, the Journal of Folklore and Education (JFE) provides a forum for interdisciplinary, multimedia approaches to community-based teaching, learning, and cultural stewardship.

The 2020 Special Topic will be “Teaching for Equity: The Role of Folklore in a Time of Crisis and Opportunity” and will have Selina Morales as the guest editor. Initial submissions are due to the editors by April 1, 2020.

This issue speaks directly to the national crisis of equity, representation, and access in our zip codes and our cultural and educational institutions. Folklore includes the traditions, arts, and stories that make cultural communities unique and strengthen social bonds within our communities. The tools of folklore—such as observation, identifying important traditions and rituals, and deep listening to diverse narratives through interviews and ethnographic fieldwork—create opportunities for addressing significant social justice questions because the study of folklore and folklife centers students’ linguistic, cultural, social, and racial pluralities. The terms “inclusion,” “diversity,” “equity,” and “access” are often used to critique privilege and hierarchy to address long-term effects of infrastructural and lived inequity. Yet as buzzwords, these terms sometimes mask inaction and perpetuation of the status quo. This special issue of JFE asks how folklore and paying close attention to culture in our learning spaces can equip educators with tools and resources to engage more fully diverse students and audiences.

JFE seek submissions that present case studies, lessons, and research on the significance of arts that are based in community cultural life that may be useful for:

  • Educators in diverse settings or contexts;
  • Curators and program managers at museums, community centers, and cultural institutions addressing issues of representation and access in content creation and program development;
  • Administrators addressing the complexities of equity and access in teacher preparation and professional development, as well as in curriculum development and sustaining community relationships;
  • Students and community members who want to see their cultural knowledge valued in educational practices and policy.

For more information or instructions on submitting, see Journal Submissions Information

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