History and Critical Pedagogies: Transforming Consciousness, Classrooms, and Communities
Call for Papers: Issue #102, Radical History Review
History and Critical Pedagogies: Transforming Consciousness, Classrooms, and CommunitiesRadical History Review invites submissions of abstracts for a forthcoming issue exploring the ways that activists, teachers, and scholars have used history to raise critical consciousness and applied transformative pedagogies in their classrooms or communities. Submissions may deal with either historical perspectives on critical pedagogy or contemporary discussions of actual practices. We especially are interested in proposals that demonstrate the interplay between historical analysis, lived experiences and activisms.
Critical pedagogies have developed over the last few decades providing innovative empowering models of education. The popular education approaches of Paulo Freire and other theorists have influenced classroom and grassroots activism leading many to employ transformational forms of education aimed at linking praxis to theory for community empowerment and action. Within the U.S. university scholars in Women’s Studies and Ethnic Studies courses have pioneered these approaches in their efforts to democratize the classroom and challenge racial, class, and gender hierarchies. While radical historians have employed critical pedagogies both in classroom and in community work, there have been few efforts to systematically discuss these experiences. In is these pedagogical approaches that this issue centers.
Radical History Review solicits proposals from grassroots activists and scholars across the disciplines. Proposals could be for articles of varying lengths and formats. Among the issues that proposals could explore are historical or contemporary examinations of the following:
- Strategies for apply critical pedagogical approaches in the History classroom, from Kindergarten to Graduate School
- Discussion of navigating the tensions between activist pedagogies and standardized curriculum in K-12 education
- Efforts to link the classroom to historical and contemporary community activism and action
- Discussions of particular activities and exercises that illustrate the ways critical pedagogies can use history to dissect power dynamics
- How union and community activists have employed popular education approaches
- How scholars and activists have worked with community activists to document local history and activism
- Discussion of community-based programs aimed at popular education
- Ways that grassroots organizations and popular education has been influenced by transnational migration and international radical movements
- Discussion of political, institutional, and economic obstacles to radical pedagogies
We also encourage submissions for our special section, "Teaching Radical History." In TRH pieces scholars discuss their pedagogical, theoretical, and methodological frameworks, along with course syllabi and reflections on class experience.
By November 1, 2006 please submit a 1-2 page abstract summarizing your article to rhr@igc.org. By December 1, 2006 authors will be notified whether they should submit their article in full. The due date for solicited, complete articles is May 1, 2007. All articles will then be put through the peer review process. Articles selected for publication after the peer review process will appear in Issue 102 of Radical History Review, scheduled to appear in Fall 2008.
To be considered manuscripts should be submitted electronically, preferably in Microsoft Word or rich text format, with "Issue 102 submission" in the subject line.
Abstract Deadline: November 1, 2006Email: [mailto]rhr@igc.org[/mailto]
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