Special issue of MAI
Deadline: March 8, 2019
The intersectional feminist and LGBTQI journal MAI is seeking contributions to a special issue on feminist pedagogies. Across the board, feminist research and teaching in Higher Education is increasingly vulnerable to ideological attack. The recent “prank” conducted by Pluckrose, Lindsay and Boghossian to make fun at so-called “grievance studies” systematically works to undermine scholarly work in feminist, queer, critical disability and critical race studies and other fields. This context makes feminist teaching both more vital, and more vulnerable, than ever, as revealed by open letters such as that published in the second issue of MAI. This special issue aims to explore the place of feminism in the classroom, revealing pleasure and resistance, complaint and celebration.
We welcome contributions that address the strategies, obstacles and opportunities of feminist pedagogy in a range of contexts from classroom discussions and syllabi to faculty committee meetings, screening rooms and activist spaces. Feminist teaching happens everywhere. Contributions might range from conventional academic articles (6000-8000 words) to interviews (1000-3000 words), creative writing (poems, short stories, creative responses, max 3000 words), video essays (5-10 mins with brief supporting statement of 800-1000 words), and photographs, visual/audiovisual or interactive art.
Abstracts should be 200-250 words, and be accompanied by a short bio. Please email abstracts to MAI editorial board member Clara Bradbury-Rance (firstname.lastname@example.org) by 8th March 2019. Contributors will be notified of the status of their proposal in early April and full submissions will be due by 31st August 2019 (see here for guidelines).