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Christopher Luna performs with Tyler Burba by Nathan Tompkins

Christopher Luna performs with Tyler Burba by Nathan Tompkins

Friday, March 20, 2009

Call for Chapters: The Way Out of Now Way: The Arts as Social Justice in Education

Dear Colleagues and Friends, Please note below a call for chapters for an exciting new book placing emphasis on the use of the arts in social justice education. The editor, Dr. Mary Stone Hanley at George Mason University, is a long time Seattleite, now living in WA DC. She has worked with Justin Laing at the Heinz Fdn on this important topic. Please forward this request to your colleagues who are working to use the arts in a progressive social justice education for youth. best wishes, Mayumi Tsutakawa Mayumi Tsutakawa, Manager Grants to Organizations Washington State Arts Commission Phone 360-586-0424 We envision a Washington where the arts are thriving and celebrated throughout the state - woven into the fabric of vital and vibrant communities. ----- Forwarded Message ---- From: MSH Sent: Sunday, March 15, 2009 9:35:13 AM Subject: call for chapters Hello,Below is a call for chapters for an upcoming book. Please consider writing for it or if you prefer, at least helping me to circulate the call. I would so appreciate your assistance in getting it out there. I think it's an exciting possibility and needed in the field.Thanks,Mary. CALL FOR CHAPTERS Chapter Proposal Due: May 29, 2009 Full Chapters Due: February 1, 2010 A Way Out of No Way : The Arts as Social Justice in Education Edited by Mary Stone Hanley, George Mason University; George Noblit, University of North Carolina, Chapel Hill; Thomas Barone, Arizona State University Objective of the book The arts continue to be marginalized in educational policy and practice. However, time and again art production and aesthetics have provided meaning amidst chaotic conditions in a quickly and constantly changing multicultural world replete with hierarchies of injustice based on a myriad of differences. The arts give the powerless engaged in the flow of creation and meaning-making an experience of empowerment and expression. Consciousness and conceptualization are heightened through the production and perception of the arts, which are much needed in the education of children, youth, and adults, especially those who are endangered by current educational practices. This text is an effort to center the need for social justice in education and the value of the arts in that endeavor through arts education, arts integration, and aesthetics. AudienceThe book is intended for researchers, theorists, teachers, teacher educators, graduate students, and policy makers who are interested in the ways that the arts might address issues of equity and excellence in education. The book will include conceptual work and examples of practice and experience. Recommended topics include, but are not limited to, the following: Section I Theory about and practice in the arts as they relate to social justice in P-adult education. Theories about the arts and: Social justice Equity Critical consciousness Critical literacy Agency Multicultural theory Critical race theory Creativity and Imagination in a democratic society Creativity in learning, teaching, or citizenship Transformative learning Student ownership of learning Freedom and democracy, and/or high stakes testing, etc Popular culture in the transformation of society The role of the artist Social justice through the practice of: Arts Integration The arts in informal education Culturally relevant instruction Museum Education Etc. Section II Empirical studies in the arts as social justice in: Drama Dance Music Visual arts Film Popular culture Creative writing Technology Section III Models--educator and learner narratives that include stories of experiences of research, teaching, or learning through the arts and popular culture that have transformed lives, experience, culture, and knowledge in P-12 formal and informal educational settings and in post secondary institutions and communities. This may include memoirs, counter-narratives, autoethnographies, curricula, discussions of lessons, and other forms of representation. The book may also include a DVD for multiple forms of representation. Submission Procedure Researchers and practitioners are invited to submit on or before May 29, 2009, a 1-2 page chapter proposal clearly explaining your proposed chapter. Authors of accepted proposals will be notified by September 18, 2009 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by February 1, 2010. All submitted chapters will be reviewed on a double-blind review basis. Inquiries and submissions should be forwarded electronically to each of the editors: Dr. Mary Stone Hanley College of Education and Human Development George Mason University Dr. George Noblit School of Education University of North Carolina , Chapel Hill Dr. Thomas Barone College of Education Arizona State University

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