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.
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.
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