Special Issue of the Journal of Lesbian Studies
Identities, Gender Performances & Pedagogical Practices of Black and
Brown Lesbian Educators
Deadline for proposals: February 15, 2015
Guest Editor: Bettina L. Love (blove@uga.edu)
The Journal of Lesbian Studies, a peer-reviewed academic journal
published by Taylor and Francis, invites proposal submissions for a
special issue on the subject of the Identities, Gender Performances &
Pedagogical Practices of Black and Brown Lesbian Educators.
Literature focused on queer educators habitually ignores Blackness,
and, more specifically, Black and Brown lesbian educators (BBLE). Much
of the limited research that does investigate the experiences of Black
queer educators focuses solely on Black queer male teachers. To date,
there is a noticeable lack of studies that focus exclusively on the
pedagogical practices of BBLE and examine how the sexuality, gender,
race, and identity of BBLE transform (and become transformed by)
school settings and culture, educational policies, place, and
student/teacher/parent interactions. This special issue of the Journal
of Lesbian Studies proposes to fill this scholarly gap by exploring
this topic from a variety of cultural and disciplinary perspectives.
The call invites research that examines the lives of BBLE who work in
Pre-K-12 and university settings, with the aim of understanding
educators’ overall teaching experiences, identity, and gender
performances, and pedagogical practices (i.e., teaching styles,
teaching identities, negotiation of identities, student impact). For
this call, the term educator includes teachers, professors, and
administrators at both the Pre-K-12 and university levels.
The Journal of Lesbian Studies is an interdisciplinary journal; hence,
multi- and inter-disciplinary approaches are encouraged. Such
approaches include, for example, education, cultural studies, literary
studies, cultural anthropology, sociology, geography, social movement
studies, political science, psychology, and public health.
Contributions from the perspective of gender, queer, and sexuality
studies and/or postcolonial or subaltern studies will be given
particular consideration.
Potentially relevant questions include, but are not limited to: How do
BBLE negotiate their identity and gender performance in school
settings? How does Black feminism inform the teaching practices of
BBLE? How do BBLE mentor their students? What tensions, challenges,
and obstacles do BBLE face? What are the wellness and self-care
practices of BBLE? How do BBLE apply educational policy for queer
students? How do BBLE recount personal narratives of navigating
heteronormative educational spaces? What are the transnational
comparative experiences of BBLE? What are the experiences of BBLE
working in single gender schools? What is the impact of school culture
and policy on the sexuality rights of BBLE? What is the relationship
between BBLE and students in extracurricular activities?
Submissions suitable for publication in this special issue include
empirical papers, theoretical/conceptual papers, historical work,
essays, and poems. Manuscripts that offer theoretical perspectives,
research findings, innovative methodologies (e.g., autoethnography,
photovoice, a/r/tography, etc.) and pedagogical reflections are
welcome.
Bettina L. Love is the guest editor for this special issue. Please
submit a 200-300 word proposal, together with a brief CV, to Bettina
Love (blove@uga.edu) by February 15, 2015. Each submission will be
rigorously refereed using a blind peer review process. Please note
that a positive review of an abstract does not mean automatic
acceptance of the full paper if the full paper is not written to the
standards of the reviewers and editor.
The guest editor will respond to proposals by March 1, 2015.
Complete manuscripts of approximately 7,500-8,000 words will be due by
September 1, 2015.
Please share this CFP widely. Thank you.
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