Urrieta_News_Postings_Petitions: CALL FOR PAPERS (DEADLINE EXTENDED) for a special issue of Educational Studies Decolonizing, (Post)(Anti)Colonial, and Indigenous Education, Studies, and Theories

CALL FOR PAPERS for a special issue of Educational Studies

Decolonizing, (Post)(Anti)Colonial, and Indigenous Education, Studies, and Theories

Co-edited by Stephanie Daza, Luis Urrieta, Jr., and Eve Tuck

Manuscripts (6000-8000 words) due November 1, 2013

This special issue aims to explore emerging questions about how decolonizing, (post)(anti)colonial and

Indigenous education, studies, and theories intersect and are being (re)conceptualized. Attending to Tuck

and Yang’s (2012) arguments against invoking 'decolonization' as a metaphor, it asks contributors to

explore how this work displaces and/or is complicit in the power/knowledge distinction marking the

Colonial (Gallegos, 1998). In this way, this issue also aims to examine the limits and possibilities of

postcolonial praxis (Subedi & Daza, 2008) both within and beyond US education, especially considering

the challenge of unequal material conditions, contexts, and complex stories of whom and what we study

(Urrieta, Jr., 2003).

The purpose of this issue is twofold: (1) to take stock of de/colonizing, (post)(anti)colonial, and

Indigenous education, studies, and theories, and (2) to unsettle the boundaries of post-, de-, and anticolonial

theory and practice, while exploring the limits, possibilities, and specificity of terms. In addition

to single-authored manuscripts, we encourage co-authored manuscripts that bring scholars from different

theoretical positions into conversation. Manuscripts might address, but are not limited to, the following

questions:

What are the relationships among post-, de-, and anti-colonial studies, race and ethno-linguistic

affiliation, and Indigenous studies? How and why are these concepts and ideas being proliferated,

commodified, and reappropriated in scholarship? What is the relationship to global trends (e.g.

capitalism, neoliberalism, democratization, etc.); other critical theories (feminism, queer theory,

critical race theory, Marxism, etc.); methodological approaches (e.g. history, anthropology, etc.);

different actors/bodies and subject positions (e.g. border crossers, settlers, etc.); and especially

different geographical contexts (e.g. Does decolonization mean something different in settler colonial

contexts than in others? In what ways?)

How do you use, engage, mobilize, critique and/or embrace these terms, theories, and practices in your

research? How is your work/theory/practice situated within and against that of articles already

published in Educational Studies specifically (e.g. Gallegos, Villenas, & Brayboy, eds., 2003), and the

field more broadly (e.g. Coloma, ed., 2009)? Who can/should be doing this work? What is/should be

the implications? What does complicity in, and displacement of, colonial, imperial, and national

legacies look like?

To submit manuscripts, please use the online submission and review system at Manuscript Central:

http://mc.manuscriptcentral.com/heds. Be sure to follow Chicago Style and the journal’s instructions:

also include a note that your submission is for this Special Issue: Decolonizing, (Post)(Anti)Colonial,

and Indigenous Education, Studies, and Theories.

For more information or book reviews, please contact Stephanie Daza (stephdaza@gmail.com;

Urrieta_News_Postings_Petitions