MJA@JoMR CFP
Multimodality can contribute to social futures, frame individual and institutional change, and guide the design of social advocacy. However, to do so, it is essential to not only theorize multimodality’s links to justice but also act on those potentialities in order to ensure that the classroom remains, as bell hooks explains, “the most radical space of possibility in the academy” (1994, p. 12).
In this companion to the Journal of Multimodal Rhetorics, we are excited to invite submissions from teacher-scholar-activists demonstrating and reflecting on the relational nature of teaching at the intersections of multimodality and social justice, including collaborations with colleagues, peers, admin, students, and communities.
Like JoMR we embrace an expansive understanding of multimodality, which includes but is never limited to digital composing. Similarly, we understand social justice and antioppressive pedagogies as attending to the intersecting work of antiracist, culturally sustaining, community engaged, queer, feminist, crip, disability, and class conscious pedagogies.
Submissions may include original
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Course designs
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Annotated course syllabi
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Assignment prompts
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Assessment instruments
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Curricular (re)visions
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Community workshops
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Other relevant genres
These submissions can be presented as traditional text-based documents or digital/multimodal texts. Due to the nature of these submissions, it is inappropriate to suggest a specific word count or length; however, these should be practitioner focused and relatively quick reads.
Submissions are collected on a rolling basis with publication happening twice a year, or in conjunction with partnered special issues at JoMR. Submissions must meet or exceed the accessibility standards of JoMR.
For more information, reach out to Gavin P. Johnson at multimodaljusticeaction@gmail.com.