CFP: Critical Pedagogical Strategies to Transcend Hegemonic Masculinity

Call for Papers: Seeking Book Chapters

Deadline for submissions: EXTENDED deadline December 1, 2018

Amber E. George, Ph.D. & Russell W. Waltz, Ph.D.

Contact email: [email protected]

Critical Pedagogical Strategies to Transcend Hegemonic Masculinity

Gender is central to our everyday lives, and as such, has played a prominent role in several important discussions taking place within various learning communities, including social activist circles and the academy. As an interdisciplinary field, gender studies have been largely focused on exploring gender identities and representations in the fields of women’s studies, sexuality, and to some extent queer and men’s studies. Our aim with this text is to develop new pedagogical approaches to countering gender-related oppression. In particular, we want to bring queer, trans, and feminist counter-narratives of masculinity to the forefront in an exploration of how they can be mobilized for pedagogical aims.

This anthology will transform traditional discussions of gender to highlight how employing different pedagogical strategies, styles, and curriculum can change the oppressive and harmful impact of toxic masculinity. We recognize that oppression can have a hampering effect on all students ability to learn, grow, and thrive thus the need for creating pedagogical strategies that expose and ameliorate problems stemming from that oppression. We invite activists, academics, allies, educators, and other interested people to submit practical research, perspectives, and frameworks to make this happen. This collection targets individuals who are interested in learning more about masculinity and how it affects women and members of the LGBTQIA community.

We are particularly interested in chapters that are interdisciplinary in scope and have an interest in liberation, emancipatory, and anti-oppressive strategies, as well as ones that are focused on concrete alternatives for social change instead of open-ended commentaries. Narratives and analyses that disrupt and challenge hegemonic masculinity from the perspective of allyship are also welcomed. We want to share analyses that educators can use to empower women and members of the LGBTQIA community.

Our goal for this text is to increase awareness and highlight critical pedagogical perspectives related to women and members of the LGBTQIA community that are sometimes minimized or missing altogether. The goal is to offer real pedagogical techniques as solutions to how these experiences, and our relationship to them, can be changed.

Topics might include but should not be limited to:

Inclusive pedagogical praxis

Pro-feminist, antiviolence movements

Teaching pro-feminist ways of being a man

Sexism interventions

Ecofeminist pedagogy

Addressing anti-feminist/queerphobic speech

Anti-heteronormative pedagogy

Resistance strategies for privileged identities

Cultural productions that subvert hegemonic masculinity

Intersections of masculinity with identities based on race, age, disability, religion, and socioeconomic class

Trans(ing) masculinity in pedagogy

LGBTQIA allyship

Gendered violence on college campuses

Rape culture

Sexual violence and hyper-masculinity

Empowering queer masculinity

Deconstructing gendered LGBTQIA stereotypes

Challenging oppression in student organizations

Survivorship and improving public health and/or mental health outcomes

Chauvinism, homophobia, misogyny in pansexual cultures

Social and political activist strategies that promote non-normative masculinities

International perspectives on masculinity

Please note that we have not secured a contract with a publisher yet, but have several that are interested in this volume. We will submit the manuscript to the publishers after all abstracts have been chosen.

Please submit your abstract and information using this google form. You must include the following information:

Name

Institutional affiliation

Mailing address

Biography (100 words)

Title of your essay

Abstract (250-300 words)

We will inform authors of their rejection/acceptance on or around November 15, 2018. You may also email questions to [email protected]

Sincerely,

Dr. Amber E. George & Dr. Russell W. Waltz