LINGUIST List 17.578
Tue Feb 21 2006
Calls: Reflections/Sociolinguistics
Editor for this issue: Maria Moreno-Rollins
<marialinguistlist.org>
Directory
1. Adrian J.
Wurr,
Reflections: Writing, Service-Learning, and Community Literacy
Message 1: Reflections: Writing, Service-Learning, and Community Literacy
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 ProgramsProposal 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 structurethat made them 'beings for others.' The solution is not to integrate theminto the structure of oppression, but to transform that structure so thatthey can become 'beings for themselves.' -- Paulo Friere
Reflections invites submissions of previously unpublished manuscriptsexploring diversity in community-based writing and literacy programs thatengage traditionally marginalized populations. Possible topics mayinclude, but are not limited to:
In what ways can critical theories of race, gender, and/or language informservice-learning scholarship?How are service-learning or community literacy initiatives in second andforeign language writing programs similar to, and distinct from, thosewith native speakers? For example, what kinds of community partners aretypically working with diverse student populations? What value docommunity members see in working with diverse learners as serviceproviders?What course and program models exist that promote understandings ofdiversity by, for example, exploring cultural contact zones and conceptsof the 'Other,' challenging common cultural stereotypes of linguistic andcultural minorities, and/or encouraging critical reflection on identitynorms of gender, class, ethnicity, sexuality, religious and/or politicalaffiliations?Do students evince any significant changes in identity or agency as theywrite for, about and with the community? What assignments have been mostsuccessful in moving students from awareness to advocacy on issues such aslanguage policy and planning, Native American language preservation, orheritage language education?What 'Best Practices' have emerged from International Service-Learning,Intercultural Communication, Multicultural Education, and/or Women's andGender Studies?
Queries and a one-page abstract from prospective authors should be sent toguest editor Adrian Wurr (ajwurruncg.edu) by May 15, 2006. Completemanuscripts (10-25 pages in MLA format) of accepted proposals will be dueJuly 15, 2006.
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