LINGUIST List 11.2286

Sun Oct 22 2000

Calls: Journal of Language, Identity, and Education

Editor for this issue: Karen Milligan <karenlinguistlist.org>


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  1. John Baugh, The Journal of Language, Identity, and Education

Message 1: The Journal of Language, Identity, and Education

Date: Sun, 22 Oct 2000 21:08:34 -0400
From: John Baugh <jbaughleland.Stanford.EDU>
Subject: The Journal of Language, Identity, and Education





 
	 The Journal of Language, Identity, and Education
	 Thomas Ricento and Terrence G. Wiley, co-editors
	 
	 Call for Papers
	 Special Topic Issue:
	 Celebrating Local Knowledge on Language and Education
	 
	 Scholars in a variety of disciplines have recently displayed a sensitivity to
	 the ways in which academic knowledge is contextual. The establishment of
	 legitimate knowledge is perceived to be implicated in conflict and power.
	 Historically, scholarly circles in the western hemisphere have played a
	 dominant role in knowledge construction processes. While European colonialism
	 enjoys a shaping influence in the formation of many disciplines, a
	 particularly effective way in which this dominance is maintained today is
	 through the centralization of academic publishing practices.
	 
	 The consequences of this limited participation in knowledge construction
	 affect all communities. In the language-related disciplines, we realize that
	 such central constructs as the native speaker, speech community, and
	 linguistic competence lack complexity, generating a search for new
	 terminology. We also find that the dominant models in language planning,
	 bilingual education, language acquisition, and literacy are not
	 representative of the experiences of many communities. Imposing these
	 constructs on diverse local contexts may result in negative outcomes.
	 
	 While we have been fortunate to read occasional articulations of these
	 problems in mainstream publications, there is a need for a more focused
	 exploration. The purpose of this special issue is to re-examine knowledge
	 about language, especially as it relates to educational concerns. Education
	 refers here not only to language teaching, but to the implications of
	 language in the knowledge creating/disseminating practices of any discipline.
	 Both micro-level processes of linguistic communication and macro-level
	 sociolinguistic affairs are of relevance. Papers may critique dominant
	 constructs in the light of research in atypical settings; explore the
	 implications of existing paradigms for periphery communities; articulate
	 local knowledge on communicative and pedagogical practices; critique the
	 assumptions of central constructs in the context of divergent lived
	 realities; negotiate the conflicting knowledge traditions across communities;
	 or imagine ways in which meaningful collaboration can improve international
	 understanding and disciplinary discourse.
	 
	 The Journal of Language, Identity, and Education invites contributions to
	 this special issue to be published in Winter 2002. Papers which bridge
	 focused research and reflexive interpretation, local cases and global
	 concerns, and theorization and practice are preferable. Contributions from
	 nontraditional settings and under-represented scholarly circles are
	 encouraged. We are currently soliciting two- to three-page abstracts for this
	 issue. Send two copies of the abstract and a biographical statement (of about
	 50 words) with a full mailing address, daytime/evening phone numbers, and
	 e-mail address (if available). Proposals for Brief Reports and Book Reviews
	 are also welcome. Abstracts should be mailed no later than February 1st 2001
	 to the following address:
	 
	 Suresh Canagarajah, Department of English, Box G-0732, Baruch College of the
	 City University of New York, New York, NY 10010. E-mail: canaxaol.com
	 
	
	
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