2022 Call for Papers


American Educational Studies Association
November 2nd to 6th, 2022
Omni William Penn
Pittsburgh, PA

Dreaming of Otherwise Worlds and Alternate Nows: Unsettling Colonialisms and Racism in the Social Foundations of Education

Following a year promising change and racial “reckoning,” 2021 was a year of settler colonial retrenchment, the assertion of white political dominance, and conservative backlash. The seemingly never-ending health pandemic continued with ongoing surges related to Coronavirus variants and higher numbers of infection, especially of children. Across the country, school board meetings became sites of physical altercations and shouting matches as conservative parents and advocacy groups threatened school board members over mask mandates, vaccination requirements, and online learning. Conservative Pundits and politicians turned classrooms into political battle grounds over how race is taught in schools, tightening their grip over the settler grammars of schooling (Calderón, 2014). A majority of states implemented or are in the process of legislating laws that dictate how teachers can discuss current events and the United States’ history of racism. Such laws prohibit students from earning credits for civic activities, including the right to protest, and aim to directly or indirectly ban what they believe to be Critical Race Theory as teachers work to teach about the racist history of the United States. Curricula like Nikole Hannah-Jones’ New York Times 1619 project, and Indigenous affirmations such as In Lak’Ech and Ashé in Ethnic Studies were banned. Meanwhile, laws that constrict the ability of Black, Indigenous and People of Color (BIPOC) voters to participate in elections, attacks on Affirmative Action, and bomb threats at HBCUs have proliferated. As these events unfolded, vast numbers of teachers, exhausted from wavering Covid-19 guidelines, shifting between online and face-to-face instruction modes, and challenges from district administrators and parents, have exited the teaching profession. BIPOC communities continued to face racial discrimination, microaggressions, anti-Blackness, and murder as features of normalcy. BIPOC men and boys are regularly criminalized and murdered by police, such as 13-year old Adam Toledo in Chicago, while Black womxn continue to be marginalized in conversations and advocacy surrounding police brutality. Meanwhile wars have been waged against Trans* and gender non-binary, gender expansive children and youth through racist misogyny and feminicide as evident by the number of Missing and Murdered Indigenous Womxn, Girls and Two Spirit #MMIWG2S. The murders of six Atlanta area Asian/Asian American women, revealed the Anti-Asian, Pacific Islander and Desi hate and Islamophobia that bring to light the intersections of racism, heteropatriarchy, and sexism. Needless to say, 2021 was a year of unveiling truths about how much settler capitalism relies on extracting labor from teachers and low wage workers. It also unveiled the truths about how much racism and anti-Blackness was an animating force of belonging for so many conservatives, but also for liberals with real shortcomings that allowed only limited space for performative ways to be “allies.”

While we could sink into the bleakness and violence, we lean on one another to rise because 2021 also unveiled the unwavering commitment to social change, solidarity, healing and kinship within BIPOC communities and coconspirators. Knowing the legacy of collective action, community activism, and social movements that honors the survivance of those who came before us, and in a spirit of solidarity, this call for papers pivots away from what could seem like a bleak future. As a counter-stance, this call for the 2022 AESA Conference is a call to meet as communities who learn from each other, to devise anti-colonial strategies and ignite conversations and action-steps for anti-colonial future/presents, alternative elsewheres and nows (Grande, 2015), other-world making, otherwise worlds (King, Navarro, Smith, 2020), and the potentiality of the present. It is a call to embrace the strength in the ways that BIPOC communities and our coconspirators have collectively created empowering alternatives, uplifted each other, held community together, grieved with others, witnessed, and transgressed in the face of such retrenchment and backlash. In continuity with past conference themes, we embrace the survivance and enduring legacies of our ancestors, both academic as well as family, and the saberes of our pueblos in the face of global colonial capitalist dispossession and environmental degradation, racism, and a global pandemic as the lessons and medicines we carry. We dream for our future/present, alternate nows, elsewheres, queering figurations, and potentialities that give us the capacity to share intense love, joy, desire, happiness, creativity, as well as rage and fury. As the late humanist, feminist, public intellectual, social critic, educator, and poet, bell hooks (1994) reminds us, “The moment we choose to love we begin to move towards freedom, to act in ways that liberate ourselves and others” (p. 298). We honor bell hooks’ legacy as she rests in power and celebrate the push to imagine and actualize different worlds, otherwise worlds, as collective projects of hope, love, co-labor, healing and communality to cocreate the classrooms, schools, learning, and curricula we imagine.

As cultural workers, education scholars, teacher educators, teachers and students committed to a critical, anti-colonial social foundations of education, these are the generative themes we encourage to consider for submission:

  • Think of our own practice as teacher educators, other than K-12th , what implications do we want to consider for higher education/teacher education/graduate student education?
  • What is the historical and contemporary significance of the social foundations of education in anti-colonial and anti- anti-Blackness struggles?
  • How is the work of social foundations of education grounded in, and in collaboration with local BIPOC and working poor community needs?
  • What are some of the relationalities between social foundations of education and ethnic studies, Native and Indigenous Studies, and Indigenous and Womxn of Color feminisms and geographies?
  • How can the American Educational Studies Association push beyond the contrivances of the academy that reproduce liberal thought, politics, and desires?

Moreover:

  • What can we learn from our dreams for our future/present, our alternate nows, elsewheres, queering figurations, and potentialities that give us the capacity to share intense love, joy, desire, happiness, creativity, as well as rage and fury in the face of adversity?
  • How do we honor our relations as we celebrate the push to imagine and actualize different worlds, otherwise worlds, as collective projects of hope, love, co-labor, healing, and communality to cocreate the classrooms, schools, learning, and curricula we imagine?

The following are also generative themes to consider:

re/pairing, restoring, re/storying, healing, mind-body-spirit, learning from the Land, re/connecting, settler moves to innocence, taking action, embodiment, re/surgence and refusal, collectivities of sovereignty, academic survivance, Black joy, Black love, radical hope, radical love, humanizing education, abolitionist futures, queering education, housing insecurity

Proposals related to educational studies that are not specific to this theme are also welcome.

Submission Info

DOWNLOAD PRINTABLE SUBMISSION INFO

All submissions are blind reviewed. Please remove identifying references from your proposal (for example, your name and/or publications that refer to you as the author/editor). Individuals may appear on the conference program a maximum of three times.

Word limits are as follows:

  • Titles should be no more than 15 words.
  • Abstracts should be 150 words or less.
  • Proposals for individual papers should not exceed 1,000 words (excluding references).
  • Proposals for all other sessions should not exceed 1,500 words (excluding references)

Proposal types:

Presenters may submit proposals for individual papers, symposium, panel, or alternative session presentations. PLEASE NOTE: In order to be consistent with the proposal submission portal utilized by AESA and most academic associations, the definitions of “Panel” and Symposium” have been adjusted to be in alignment.

Individual paper- An individual paper submission is a single paper with one or more co-authors. The Program Chair groups individual papers into sessions with other papers that have similar themes or topics. In individual paper sessions, authors present abbreviated versions of their papers, followed by comments/critique if there is a discussant, and audience discussion.

Symposium- A symposium is a group presentation around a particular topic or area of inquiry. Although presenters may bring papers to discuss, the emphasis of this kind of session is group discussion. The Chair should be identified by the session organizer.

Panel- A panel is a collection of papers around a specific area of inquiry or theme, and each participant presents her/his/their own paper. Chair (and discussant if desired) should be identified by the session organizer. There is a specific section to add individual paper titles along with the names of each individual paper presenters. A space is available to include a 150 word abstract for each individual paper but these abstracts are optional and will not be included in the program.

Alternative session- Alternative sessions do not fit neatly into any of the above categories. Alternative sessions can be framed as working groups, town halls, performances, structured poster sessions, video and multimedia presentations or other formats.

Information About All Academic and Submitting Your Proposal

PLEASE CLICK HERE TO ACCESS ALL ACADEMIC SITE.

The All-Academic site will be available Feb 1, 2022 - May 1, 2022 for submissions. There will be NO EXTENSIONS offered for submissions past the May 1st due date. When visiting the All Academic site, you will need to set up your account by creating a username and password. The Call for Proposals is also on this page. Follow the prompts to submit your proposal. First, click on “Submit or Edit a Proposal” and then click on “Submit a New Proposal.” The next screen will ask you to choose a Proposal Type (for example, Individual Paper or Alternative Session). On the following screen, you will include your proposal Title, Abstract, Keywords, Categories (see below) and any additional information needed for the Program Chair. Accessibility requests must also be included with the submission in the designated space.

You will be asked to upload your paper. Please upload a PDF document and note the word limits (listed above). If you are submitting a panel, symposium, or alternative session with multiple presenters, please make sure to include the name, affiliation, email address, and telephone number of each participant when prompted by the online submission website. The summary of your proposal should address the following components; please create subheadings for each component:

  • Purposes, central questions or problems
  • Contexts (discuss scholarly/practitioner conversations to which your work contributes)
  • Primary sources or data sources
  • Approaches, methods, strategies, or techniques for analysis
  • Arguments/conclusions, or agenda, and, significance
Purposes, central questions or problems Contexts (discuss scholarly/practitioner conversations to which your work contributes) Primary sources or data sources Approaches, methods, strategies, or techniques for analysis Arguments/conclusions, or agenda, and, significance

When you upload your proposal, you will be asked to identify which categories relate to your work (for reviewer information). Please choose up to three categories that apply most closely to your proposal:

  • Anthropology of Education
  • Critical Black Studies
  • Critical Indigenous Studies
  • Critical Media Studies
  • Critical Race Theory
  • Critical Research Methodologies
  • Cultural Studies of Education
  • Culturally Responsive/Sustaining Pedagogies
  • Curriculum Theory/Studies
  • Decolonial/Anti-colonial theory
  • Decolonizing Studies in Education
  • Disability Studies
  • Ethnic Studies
  • Feminist and Gender Studies
  • Higher Education
  • History of Education
  • LGBTQ+ Studies
  • Philosophy of Education
  • Politics/Policy in Education
  • Social Contexts of Education
  • Sociology of Education
  • Sustainability and Education
  • Teacher Education

Only the individual submitting the proposal will be notified of its acceptance or rejection. That individual will be responsible for communicating this information to all session participants.

Please remember that submitting a proposal in All Academic is not the same as conference registration or membership and that both are required to appear on the conference program.
PLEASE CLICK HERE FOR REGISTRATION AND MEMBERSHIP

All questions should be directed to Luis Urrieta and the Program Team at aesa@gmail.com (questions only, not proposals).

DOWNLOAD PROPOSAL TIPS AND INFORMATION

TOP

Thank You to Our 2021-22 Institutional Members