LINGUIST List 17.578
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Tue Feb 21 2006
Calls: Reflections/Sociolinguistics
Editor for this issue: Maria Moreno-Rollins
<maria linguistlist.org>
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Directory
1. Adrian J.
Wurr,
Reflections: Writing, Service-Learning, and Community Literacy
Message 1: Reflections: Writing, Service-Learning, and Community Literacy
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Date: 21-Feb-2006
From: Adrian J. Wurr <ajwurruncg.edu>
Subject: Reflections: Writing, Service-Learning, and Community Literacy
Full Title: Reflections: Writing, Service-Learning, and Community Literacy
Linguistic Field(s): Sociolinguistics
Subject Language(s): English
Call Deadline: 15-May-2006
Reflections Invites Submissions for a Special Issue:
Exploring Diversity in Community-Based Writing and Literacy Programs
Proposal Deadline: May 15, 2006
Guest edited by Adrian Wurr, University of North Carolina, Greensboro
The truth is that the oppressed are not 'marginals,' are not people living
'outside' society. They have always been 'inside' inside the structure
that made them 'beings for others.' The solution is not to integrate them
into the structure of oppression, but to transform that structure so that
they can become 'beings for themselves.' -- Paulo Friere
Reflections invites submissions of previously unpublished manuscripts
exploring diversity in community-based writing and literacy programs that
engage traditionally marginalized populations. Possible topics may
include, but are not limited to:
In what ways can critical theories of race, gender, and/or language inform
service-learning scholarship?
How are service-learning or community literacy initiatives in second and
foreign language writing programs similar to, and distinct from, those
with native speakers? For example, what kinds of community partners are
typically working with diverse student populations? What value do
community members see in working with diverse learners as service
providers?
What course and program models exist that promote understandings of
diversity by, for example, exploring cultural contact zones and concepts
of the 'Other,' challenging common cultural stereotypes of linguistic and
cultural minorities, and/or encouraging critical reflection on identity
norms of gender, class, ethnicity, sexuality, religious and/or political
affiliations?
Do students evince any significant changes in identity or agency as they
write for, about and with the community? What assignments have been most
successful in moving students from awareness to advocacy on issues such as
language policy and planning, Native American language preservation, or
heritage language education?
What 'Best Practices' have emerged from International Service-Learning,
Intercultural Communication, Multicultural Education, and/or Women's and
Gender Studies?
Queries and a one-page abstract from prospective authors should be sent to
guest editor Adrian Wurr (ajwurruncg.edu) by May 15, 2006. Complete
manuscripts (10-25 pages in MLA format) of accepted proposals will be due
July 15, 2006.
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