BOOK SERIES: CRITICAL STUDIES IN DEMOCRACY AND POLITICAL LITERACY

http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=series&pk=41682&cid=367&concordeid=CSDPL

Democracy cuts across several disciplines, domains, subjects and areas, including political science, sociology, media studies, education, intercultural/multicultural studies, cultural studies and other related themes. Increasingly, it would appear that traditional forms of democracy are being critiqued and questioned, and this is the basis for this book series entitled Critical Studies in Democracy and Political Literacy. We presently have three titles in process to be published in 2012, and are interested in receiving more proposals at this time.

Why do so few people vote? What is political engagement? How does education intersect with democracy and political literacy? What can be learned from interdisciplinary studies on democracy? How do we cultivate political literacy? What is the relevance of elections in light of war, poverty, discrimination, social inequalities, etc.? What are the alternatives to the traditional electoral, representative, party-politics models that have characterized our societies? Is the mainstream media holding government to account, disseminating propaganda or fuelling the need to pacify the population? How do international systems, approaches and realities related to democracy compare, and what can we learn from others? These are some of the questions that are addressed through this book series.

Seeking to fill an important gap in the literature, this book series takes on the theme of democracy in a multi-/inter-disciplinary, comprehensive, and critical way. Some books have democracy in the title but do not make it the focus, and often books that address more directly, for example, multiculturalism, media studies, or school reform may delve into the area of democracy without fully deconstructing what it is, how it functions, how people can shape and intersect with it, and how it is used (or misused) to distort power relations, which is at the base of teaching, learning and action.

Such a book series seeks authors, voices and perspectives to more concisely and critically explore the meaning and essence of democracy within contemporary realities, either from theoretical, conceptual and/or empirical perspectives. Some of the leading research in the field indicates that the scope, depth and quality of educational materials available is, however, limited, and can lead to a relatively apolitical, non-critical understanding and assessment of what democracy is, and what it should be. Critical analyses, perspectives and resources offering a broader range of understanding of the multiple, nuanced and complex realities of democracy is, therefore, becoming more apparent.

Thus, a broader range of materials specifically tailored to teacher-education and scholars within the education field is desirable. Similarly, the overlapping and interdisciplinary nature of the study of democracy bleeds naturally into the areas of media studies, sociology, political science, peace studies, multiculturalism, feminist studies, and cultural studies, etc., all of which have a natural and inextricable relationship to and within education.

Producing books that could assist, shape and influence teaching and learning is a primary objective of this series, and an equally important objective relates to producing critical scholarship that would fill the gap between a limited, static, uncritical, thin appreciation of democracy and a more robust, critical, multi-dimensional, epistemologically complex, thicker version of democracy.

POTENTIAL BOOKS

Books should be in the area of 110,000 words, and would be crafted to be accessible, critical and related to a range of folks in the educational field, especially in teacher education, foundations, educational administration, policy and leadership, and educational reform, and other relevant areas.

SUBMISSIONS

If you are interested in submitting a proposal, please send to me the following as an initial step:

1)  Names and coordinates of the authors

2)  Type of Book

3)  Tentative title of book

4)  Tentative table of contents of book

5)  200-word biographies for the editors or main authors

6)  500-word overview on focus of the book + the conceptual framework

7)  Potential audience (i.e., specific courses or areas of interest)

8)  Timeframe to complete the book

9)  Other pertinent information

 

Paul R. Carr

Département des sciences de l’éducation

Université du Québec en Outaouais

prcarr@gmail.com

PETER LANG PUBLISHING 

CALL FOR BOOK PROPOSALS

BOOK SERIES: Critical Perspectives on Power, Identity, and Whiteness

Series Editors: Paul R. Carr, Virginia Lea, & Darren E. Lund

http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=series&pk=41705&cid=367&concordeid=CMPW


In countries where the dominant language is English, such as the US, Canada, Australia, New Zealand, and the United Kingdom—and in the rest of Western Europe—corporate, militaristic capitalism, neoliberalism, and increasing racial-ethnic, religious, and linguistic diversity are increasingly associated with growing inequality. This reality is reflected in the uneven quality of schools, where the majority teaching population is largely comprised of White middle class people, while the student body is increasingly diverse, both across and within school districts. In this context, the need to contextualize, understand, and critique
hegemonic forms of Whiteness that constitute privilege and power is becoming fundamental to the mission of teaching and learning.

There are currently widespread calls for the need to acknowledge diversity in teacher education programs, formal elementary and secondary school curriculum, pedagogical practices, and educational policy development. However, even the best intentions are not always followed with tangible and meaningful outcomes.

The major institutions in a democratic, multicultural society should place value on different forms of knowledge, beliefs, and practices. They should give space to discourses that contribute to socioeconomic, political, and environmental equity and justice. They should encourage debate and critique. From this perspective, this book series seeks to engage readers, learners, teachers, parents, researchers, scholars, community activists, and members of the broader public interested in a critical multicultural dialogue on the complex intersections of power, identity, and whiteness. The series aims to link theory and practice, and in so doing, further our ability to problematize key societal and educational concerns related to whiteness. The series editors align themselves with the view that taking action for transformative change in and through education, in the spirit of what Paulo Freire called conscientization, is the role of educators
who seek to address the needs of all their students.

These are some of the questions we will be addressing in this book series:

  • How do we engage in critical discussions related to power, privilege, identity, and Whiteness when many multicultural frameworks of knowing and doing dissuade us from such work?
  • How can we embark on this project in a way that places the emphasis on meaningful interaction over gut reactions of guilt, anger, and shame??
  • How can we connect Whiteness to other intersecting and pivotal forms of being, marginalization, and identity?? How can those of us who are categorized as White make sure that a dialogue about Whiteness pays particular attention to the perspectives of people of color, long marginalized by whiteness? How does the series ensure that people of color may train the critical lens of lived experience on Whiteness

Through the hegemonic process, White people, both consciously and unconsciously, have sought to assert their superiority, to claim their right to greater incomes, wealth, power, and privilege—in other words, to place themselves at the center and/or in positions of leadership. Looking beyond the superficial mantra of a color-blind society, how can an inter-/trans-disciplinary analysis of the Whiteness project lead to teaching and learning that strives for a more resolute and sustained critique of neoliberal, capitalist education??How can the series prepare students to become active contributors to a more equitable, socially just, and caring society?

Interested contributors to this book series are kindly asked to submit the following to the editors:

  • a draft title of a proposed book
  • a 500-word summary of the book, including a brief discussion of the theoretical/conceptual framework
  • a 300-word statement on the focus of the book, intended audience, and any other relevant information
Paul R. Carr
Département des sciences de l’éducation
Université du Québec en Outaouais

paulr.carr@uqo.ca

Virginia Lea
Faculty of Education
University of Wisconsin (Stout)

leav@uwstout.edu

Darren E. Lund
Education
University of Calgary

dlund@ucalgary.ca

PUBLISHER: INFORMATION AGE PUBLISHING

http://www.infoagepub.com/series/Counter-Hegemonic-Democracy-and-Social-Change

BOOK SERIES EDITORS: Paul R. Carr (Université du Québec en Outaouais) & Gina Thésée (Université du Québec à Montréal)

The word “democracy” is increasingly attached to an array of concepts, themes and political and social realities and visions, yet there are currently a number of groups, movements, interests and actors around the world who are contesting the normative, hegemonic meaning and manifestation of formal democracy. Many people do not see their interests served by electoral, representative democracy, that which concerns political parties, voting and tightly controlled electoral processes. Rather, there is visible concern in many quarters with not only the formal process of how elections are shaped and governments are formed but, also, with the political, economic, cultural, social and militaristic outcomes of such institutionalized configurations. There is widespread cynicism, decreasing voter participation, the general sentiment of disenfranchisement and marginalization, and increasing levels of resistance and mobilization in the form of alternatives to the formal “democratic” model, which could be characterized as “counter-hegemonic democracy”. Counter-hegemonic democracy concerns lived realities inside of as well as outside of the formal political vacuum, touching on how people seek to build a more resilient, deeper, thicker, more critically engaged and meaningful democracy. Some examples could by the mass anti-war, pro-environment, Occupy, World Social Forum and other social movements that have sought to remove some governments and make others more accountable, or to make the world bodies that frame international politics more aligned with the needs of the masses that do not control the levers of power. There are also many other movements that start and cultivate causes through social media, or which seek some form of change at the local level. While often omitted from the mainstream media, many people are not perturbed from seeking social and political change outside of the formal strictures and structures of power, often influencing them as well as carving out terrain for those not considered within the strictly defined and formalized elite decisionmaking circles. This book series connects with this notion of counter-hegemonic democracy, and seeks out debates, ideas, concerns, examples and proposals that extend and construct knowledge within an inter- and multi-disciplinary vantage-point, including sociology, political science, political economy, economics, education, cultural studies and other connected areas. The books in this series will speak to educators, researchers, scholars, and students interested in democracy, political sociology, multicultural education, social movements, decolonization, media studies and peace studies as well as other connected areas.

POTENTIAL BOOKS

Books should be in the area of 100,000 words, and would be crafted to be accessible, critical and related to a range of folks in the educational field, especially in teacher education, foundations, educational administration, policy and leadership, and educational reform, and other relevant areas.

SUBMISSIONS

If you are interested in submitting a proposal, please send to me the following as an initial step:

1)  Names and coordinates of the authors

2)  Type of Book

3)  Tentative title of book

4)  Tentative table of contents of book

5)  200-word biographies for the editors or main authors

6)  500-word overview on focus of the book + the conceptual framework

7) Potential audience (i.e., specific courses or areas of interest)

8) Timeframe to complete the book

9) Other pertinent information

CONTACT:

Paul R. Carr

Département des sciences de l’éducation

Université du Québec en Outaouais

prcarr@gmail.com

 

Gina Thésée

Département de didactique

Université du Québec à Montréal

thesee.gina@uqam.ca

PUBLISHER: SENSE Publishers

https://www.sensepublishers.com/catalogs/bookseries/cultural-pluralism-democracy-socio-environmental-justice-education-/

Editors:
Paul R. Carr, Université du Québec en Outaouais
Gina Thésée, Université du Québec à Montréal

International Editorial board:
Ali Abdi (University of British Columbia), Antonia Darder (Loyola Marymount University), George Dei (OISE at the University of Toronto), Walter Gershon (Kent State University), David Lefrançois (Université du Québec en Outaouais), Darren Lund (University of Calgary), Handel Kashope Wright (University of British Columbia), Peter Mclaren (Chapman University), Dave Sangha (University of Northern British Columbia), Lynette Shultz (University of Alberta), Christine Sleeter (California State University Monterey Bay), Suzanne SooHoo (Chapman University), Dalene Swanson (University of Stirling), Njoke Wane (OISE at the University of Toronto), Joel Westheimer (University of Ottawa)

This book series aims to develop a field of overlapping research that crosses and integrates the domains, disciplines, subjects and themes of cultural pluralism, democracy and social justice. Each theme is taken up individually in many debates but our focus is to bring together advanced and critical analyses that transcend boundaries, languages, disciplines and theoretical and conceptual approaches. We are interested in books that can problematize cultural pluralism in relation to, with and around democracy and socio-environmental justice, especially in relation to education. Our focus on cultural pluralism is intentional, and we aim to move the debate on identity, difference and lived experience forward within a critical lens, seeking to create new, varied and meaningful discussions that go beyond the normative labels of multiculturalism and interculturalism. The literature around education for democracy that underscores political literacy, critical engagement and transformative education is also highly relevant here as is the field of social justice, which examines power relations, laws and policies, structures and experiences at myriad levels. The guiding principles for books in this series include: critical analysis; interdisciplinary; nuanced and complexified thinking; epistemological interrogation; varied research approaches; innovation; openness to international and comparative studies. The books in this series will include case studies, comparative analyses, and collaborations across linguistic, social, ethnic, racial, national, religious and gender boundaries, which may include empirical, conceptual and theoretical frameworks and analysis. While not an exhaustive or exclusive list, some of the areas that will be of interest for this book series include: Migration, immigration and displacement; Identity and power; Globalization, neoliberalism and cultural pluralism; Critical epistemology; Democracy and diversity; Social justice and environmental justice; Media analyses and studies; Macrosociological studies; Political ecology; Cultural diversity; Educational change For more information about this series or contribution, contact the Editors Paul R. Carr (pcarr@gmail.com), Gina Thésée (ginathesee@hotmail.com) or Michel Lokhorst (michel.lokhorst@sensepublishers.com).

If you are interested in submitting a proposal please submit the following: a 500-word summary of your book proposal, including the title; focus and research questions; the connection to the book series; the theoretical and/or conceptual framework; the major themes to be explored; a draft table of contents; type of book: single author, edited, etc.; 10 keywords; a 150-word biography for each author/editor; confirmation that the contents of the book have not been published elsewhere; also include your CV

SEE NEW CPDS SERIES


carrDD_paperback:Layout 1.qxd
Can_Educators_make_a_difference
great_white_north
Doing_Democracy
Youth_Culture_Education_and_Resistance
The_phenomenon_of_Obama
Educating_for_Peace_in_a_Time_of_Permanent_War
Does_Your_Vote_Count
carrDD_paperback:Layout 1.qxd
9782296123731r[1]
Shores of Time - Front Cover
My Malecon - Front Cover
Matrimonial Home - Front Cover
Intimate Strangers - Front Cover
Social context book cover image
imgo
Iguana - Front Cover
Concave mirror1
Obama 2 cover