Call for papers to the Special Issue 2020

Students literally have the world at their fingertips. Widespread Internet access, 24-hour news cycles (e.g., BBC, CNN, Channel News Asia, Fox News), state-run media platforms (e.g., China Central Television, National Media Authority, Sana, TeleSUR), social media (e.g., Badoo, Cyworld, Facebook, Instagram, KakaoStory, Twitter, Viadeo), online discussion forums (e.g., Reddit, 4chan, Sina Weibo, WeChat), streaming services (e.g. Hulu, Netflix, Amazon Prime), YouKu, YouTube, Spotify, and various print media (e.g., magazines, newspapers, books, graphic novels) all enable students to connect with others, create communities, and gather information about the worlds in which they live. Through a critical orientation to interaction with media, students can understand how media shapes their lives and how their lives can shape media.

 

Critical race media literacy (CRML) calls educators to engage students in investigations of/with media (i.e., film, television, podcast, music) in order to examine problematic representations of race/ism and people of color (Yosso, 2002). Critical race media literacy seeks to confront racist, colonial, ableist, and heteronormative representations in media; interrogate the messages represented in problematic media messages; and navigate the complexities of representation in the classroom and society (Doerr-Stevens & Buckley-Marudas, 2019; Hawkman & Shear, 2017; Hawkman & Van Horn, 2019; Kellner & Share, 2005; King, 2017; Shear, 2018; Uzum, Yazan, Avineri, & Akayoglu, 2019; Yazbak Abu Ahmad & Hoter, 2019; Yosso, 2002).

 

Through CRML, educators are encouraged to assist students as they develop the skills necessary to interpret and produce wide-ranging forms of media (Hawkman & Van Horn, 2019; King, 2017). At its core, CRML assists students in understanding that all media messages (a) are generated by people; (b) utilize specific and intentional language; (c) are perceived in different ways; (d) are created from a specific perspective and are value-laden; and (e) are designed with the purpose of obtaining and maintaining power and/or profit (Kellner & Share, 2005). As Shohat and Stam (1994) argued, negative representations of marginalized communities are portrayed as generalizable and homogeneous whereas dominant cultures are portrayed as “ungeneralizable” and “naturally diverse” (p. 183). As such, teaching and learning critical race media literacy is paramount within and beyond classroom contexts in order for students to understand the nuanced ways media impacts how they see and interact with the world around them.

 

This special issue contributes to a growing body of literature bridging multicultural education and media studies to expand how we can attend to racist, heteronormative, colonial, and ableist representations through the use of media. Articles will illustrate a variety of innovative ways that CRML can enhance the equity and empowerment aims of multicultural education. International perspectives on this topic are encouraged, as are studies examining formal and informal educational settings. Articles utilizing a range of methodologies and theoretical frames are welcome. Authors are expected to incorporate up-to-date multicultural education literature to demonstrate the disciplinary context of their article.

 

Topics to Consider:

  • Examining the ways media can be both liberating and constraining for students and educators
  • Disrupting preconceived notions of educator neutrality and how that impacts their media selection(s) for teaching
  • Using social media and multimodal literacies to confront, interrogate, or navigate problematic representations of individuals, identities, and/or groups
  • Producing student-generated media (e.g., documentary shorts, animated film, short stories, podcasts) to confront racism, homophobia, colonialism, or ableism
  • Developing racial literacy through media consumption, analysis, and/or production within and beyond classroom contexts
  • Identifying and examining the connection between identity development and media representations
  • Examining Indigenous representations in media and the growth of Indigenous-produced media
  • Engaging with children’s literature and graphic novels to reframe representations of individuals, identities, and/or groups
  • Examining historical and cultural narratives presented in popular video games
  • Exploring the use of critical race media literacy to enhance multicultural education within and beyond classroom contexts

 

References

Doerr-Stevens, C. & Buckley-Marudas, M. (2019). Hearing knowledge into action: Mobilizing

sound for multicultural imaginaries. International Journal of Multicultural Education, 21(1), 105- 124.

Hawkman, A.M., & Shear, S.B. (2017). "They're gonna sing the songs anyway": Thinking and teaching

with theory and Disney music for social studies. In W.B. Russell, III & S. Waters (Eds.), Cinematic social studies: A resources for teaching and learning social studies with film (pp. 55- 78). Charlotte, NC: Information Age Press.

Hawkman, A. M. & Van Horn, S. E. (2019). What does it mean to be patriotic?: Policing patriotism in

sports and social studies education. The Social Studies, 1-18.

Kellner, D. & Share, J. (2005). Toward critical media literacy: Core concepts, debates, organizations, and policy. Discourse: Studies in the Cultural Politics of Education, 26(3), 369-386.

King, L. J. (2017). The media and black masculinity: Looking at the media through race[d] lenses.

Critical Education, 8(2), 31-40.

Shear, S.B. (2018). Teaching and learning using Indigenous-made films. Social Studies Journal, 38(2),

20-29.

Shohat, E. & Stam, R. (1994). Unthinking eurocentrism: Multiculturalism and the media. New York:

Routledge.

Uzum, B., Yazan, B., Avineri, N., & Akayoglu, S. (2019). Preservice teachers’ discursive constructions of cultural practices in a multicultural telecollaboration. International Journal of Multicultural Education, 21(1), 82-104.

Yazbak Abu Ahmad, M. & Hoter, E. (2019). Online collaboration between Israeli Palestinian Arab and

Jewish students: Fear and anxiety. International Journal of Multicultural Education, 21(1), 62- 81.

Yosso, T. J. (2002) Critical race media literacy: Challenging deficit discourse about Chicanas/os. Journal of Popular Film and Television, 30(1), 52-62.

 

IJME Submission Guidelines

  1. Register first with the IJME (www.ijme-journal.org) if you are not a registered user. Please make sure that you have checked the “author” option in your profile.
  2. Follow the IJME submission guidelines available from the website. Use the article template when preparing your manuscript. Manuscripts not following the submission guidelines will not be reviewed.
  3. Submit your manuscript directly to the website. In addition, submit the author confirmation note (the first page of the article template) as a separate supplementary document and complete the metadata of your manuscript, as instructed in the journal’s submission webpage, by Oct 15, 2019.

IJME Selection Process of Manuscripts

  1. Manuscripts will be judged on their strength and relevance to the theme of the special issue and should be aligned with the mission of IJME.
  2. Manuscripts should neither have been previously published in another journal, nor are under consideration by another journal at the time of submission.
  3. Each manuscript will be prescreened by special issue editors for its general fitness to the special issue. Then prescreened manuscripts will be subjected to a double-blind review by a panel of reviewers with expertise in the area. Those manuscripts recommended by the panel of experts will then be considered for final acceptance.

Recommended Timeline 

  1. Submission by Oct. 15, 2019.
  2. Review & Decision by Jan. 15, 2020.
  3. Author Revision by Feb. 15, 2020.
  4. Final Acceptance Decision by March 15, 2020.
  5. Publication in August, 2020 (Vol.22 No.3).