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Calls for Papers

Posted By Administration, Thursday, November 1, 2018

Calls for Papers


"Mediating the #MeToo Movement: Intersectional Approach"

Journal of Communication Inquiry


Call for Papers: “Mediating the #MeToo Movement: Intersectional Approach”


The Journal of Communication Inquiry (JCI) invites submissions that adopt critical-cultural approaches to exploring the #MeToo movement from an intersectional perspective for its October 2019 theme issue, “Mediating the #MeToo Movement: Intersectional Approach.”


As the #MeToo hashtag resonated with thousands of women, empowering them to share their experiences of sexual harassment and assault, it also prompted a national conversation about the systems of oppression and privilege that both enable and operate through sexual victimization. Having originated in African American activist Tarana Burke’s work with marginalized communities, the two words that came to symbolize the movement put no rhetorical boundaries on survivors’ race, class, or gender, providing a welcoming space for them to tell their stories. Yet, as the movement gained prominence, the mainstream media centered its coverage on experiences of White, upper-middle class women victimized by White men. By doing so, it effectively echoed Burke’s words that “Sexual violence knows no race, class, or gender, but the response to it does,” and emphasized the need for an intersectional approach to understanding the origins and ramifications of the movement that would illuminate the ways in which race, class, and gender work together to reinforce and preserve the structures of disadvantage and discrimination. As the movement received global attention, and in some countries, such as Russia and France, experienced discursive pushback that evoked cultural specificity argumentation, it also became clear that the survivors’ experiences, and the cultural conversation surrounding them, are not only racialized, gendered, and classed, but can be complicated by an interplay of other identities, such as nationality, ethnicity, religion, and others that need to be brought into discussion.


This call for papers invites submissions that problematize the ongoing cultural conversation around sexual hostility, harassment, and assault by critically examining the intersectionality of the #MeToo movement and the complex role of the media, broadly defined, in shaping the movement’s potentialities and consequences for social change. Studies that display theoretical and methodological innovation are particularly encouraged, as are submissions that bring into analysis international contexts and other social categorizations beyond race, gender, and class.


As an interdisciplinary journal, JCI is inviting submissions from scholars in different fields who can explore the topic in various geographical, cultural and political contexts and make a clear original contribution to critical cultural scholarship. The deadline for submitting the manuscripts is 15 January, 2019. A maximum 7,000-word paper (including references, tables, etc.) will be considered for publication, subject to double blind peer-review. Please contact Managing Editor Volha Kananovich (jci@uiowa.edu) with questions.


Contact Info:


Volha Kananovich


Managing Editor, Journal of Communication Inquiry


E327, Adler Journalism Bldg.


Iowa City, IA, USA - 52242


Email: jci@uiowa.edu


Web: http://jci.sagepub.com/


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Ahmet Atay, aatay@wooster.edu


Media, Technology and New Generations: Representing Millennial Generation and Generation Z


Editors: Ahmet Atay (College of Wooster) and Mary Z. Ashlock (U of Louisville)


Even though the millennial generation, and now Generation Z, are two of the most educated and technologically savvy generations in U.S. history, compared with other generations, how they are, particularly millennials, are depicted in the media has not been widely studied (see, among others, Rose Kundanis and Paula Poindexter). For example, unlike previous generations, millennials are widely criticized for being self-centered, lacking curiosity and involvement in politics, mindlessly following cultural and fashion trends, and being victims of the consumer culture, as perpetuated by media outlets. We argue that while millennials are technologically savvy, capable of using different electronic devices and digital platforms, they often do not critically examine either the social and economic impact of these technologies or the ways they are individually affected by them. Furthermore, we argue that they do not critically examine the political and cultural implications of their heavy media and technology usage and how various cultural groups are represented in mediated texts. As a result, they often lack critical media analysis techniques to evaluate their media usage and the messages embedded in mediated texts. These characteristics of millennials are often depicted in various television shows, films, and news, and other aspect of popular culture, advertising and fashion. Therefore, the ways in which millennials are represented in media can determine how they are perceived by the previous generations. These representations can also shape the nature of the future generations, because millennials can function as role models for them. Therefore, studying these representations is crucial. Similarly, as technological “natives,” members of the Generation Z are also born into digital (and consumer) culture where most of their experiences, including education, dating, and shopping are digitalized.  


Hence, the main goal of this book is to examine millennials and the members of Generation Z in the context of media and visual culture. In order to do so, we have to consider three interrelated areas: the ways millennials and Generation Z are presented in media, media and popular culture forms products designed for these two generations, and also media and popular culture forms products designed by millennials. The examination of millennial generation and Generation Z and their cultures would be incomplete without understanding these areas.


This book has several interrelated goals:


1.      Examining representations of millennial generation and Generation Z in media and visual culture.     


2.      Examining media and visual culture texts produced by the members of the Generation Z and millennial generation.


3.      Theorizing media in the context of millennial culture and Generation Z.


4.      Bridging the gap between media and youth/generations studies by looking at mediated representation of the millennial culture as well as the culture of Generation Z.


5.      Taking a cultural studies perspective to explore the mediated and visual aspects of the millennial culture and the culture of Generation Z.


Topics may include but not limited to:


1.      Millennial and Generation Z generations and the role and issues of new media


2.      Different ways of understanding the mediated millennial culture and Generation Z whose members are culturally diverse and complicated


3.      Media and films about Generation Z and millennials


4.      Media and films about Generation Z and millennials


5.      Digitalization of millennials and Generation Z


6.      The political economy of generations


7.      Culturally diverse mediated and digitalized millennial and Generation Z experiences


Abstracts are due by 20 November, 2018, with a word length of no more than 500 words, along with pertinent references, contact information, and a short biographical blurb of 300 words. Full-length manuscripts are due on 15 March, 2019, with a word length of no more than 5,000-7,000 words and in APA style, including references, endnotes, and so forth. The project is currently under contract with Lexington Books. Please mail your abstracts as Word documents to Ahmet Atay (aatay@wooster.edu) for an initial review.

 

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Megan Dillow, Megan.Dillow@mail.wvu.edu


Call for Papers: Special Issue of Personal Relationships


Theme and Overall Goals:  Both the quantity and quality of personal relationships have important associations with physical health from the cradle to the grave. Greater social integration is linked with lower susceptibility to ailments ranging from the common cold to cancer (Cohen, 2004; Uchino, 2006), and a meta-analysis of 148 studies demonstrated that individuals who have more supportive relationships have a 50% lower risk of premature death (Holt-Lunstad, Smith, & Layton, 2010). Relationship quality also has unique associations with health and longevity (Robles, Slatcher, Trombello, & McGinn, 2014). Specifically, positive aspects of relationship quality (e.g., responsiveness) are associated with better health outcomes and buffer against poor health outcomes, whereas negative aspects of relationship quality (e.g., hostility) predict worse health outcomes and may exacerbate health problems (Slatcher & Selcuk, 2017). However, researchers are just beginning to identify the psychological, biological, and behavioral mechanisms underlying links between relationship processes, physical health, and disease outcomes. How do social experiences “get under the skin” to affect biological functioning, both concurrently and/or decades later? To highlight these important mechanisms and their implications for intervention development and implementation, Personal Relationships is devoting a special issue to this topic to be published in 2020. Papers in the special issue must align with Personal Relationships’ goals of examining relationships of all types, including those between romantic partners, spouses, parents and children, siblings, classmates, coworkers, neighbors, and friends. We are particularly interested in papers that address the role of psychological mediators (e.g., affective processes, anxiety and depressive symptoms, attachment, self-control, self-esteem, stress appraisal), biological mediators (e.g., cardiovascular, endocrine, [epi]genomic, immunological, metabolic, neurological), and/or behavioral mediators (e.g., communication, diet, exercise, hygiene, sexual behaviors, sleep, substance [ab]use) in explaining relationship-health associations either immediately and/or over time. A major theme of the special issue is the potential of findings to inform interventions. Only by understanding the specific mechanisms that link relationships and health can we effectively intervene to promote better health. Thus, papers submitted to the special issue should also provide useful insights into the specific aspects of relationship functioning that should be targeted and/or when during the lifespan different interventions are likely to be most effective.


Types of Submissions:  Empirical articles composed of one or more studies will be considered for publication in the special issue.


Submission Process:  Manuscripts should be submitted through ScholarOne Manuscripts and should follow the Personal Relationships author guidelines. Interested authors should submit a brief abstract (4000 characters including spaces) for their article by 15 January, 2019 using the form provided here. Authors whose papers make important contributions to the relationships-health literature and most effectively align with the goals of the special issue will be invited to submit a full version of their manuscript by 15 July, 2019. Authors who are invited to revise their manuscript must complete their revision by 15 November, 2019.


Important Dates:  


15 January, 2019: Submission of empirical article abstracts (4,000 characters including spaces)


1 February, 2019: Abstract editorial decisions made and authors notified of manuscript status (i.e., whether a full version of the empirical article is invited for submission)


1 July, 2019: Initial submission of full empirical articles


1 September, 2019: Initial editorial decisions made and authors notified of manuscript status


15 November, 2019: Resubmission of full empirical articles


15 December, 2019: Final editorial decisions made


Questions, clarifications, and general inquiries can be sent to any of the special issue Editors:


Allison K. Farrell, allison.farrell@wayne.edu


Sarah C. E. Stanton, sarah.stanton@ed.ac.uk


Jeffry A. Simpson, simps108@umn.edu


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Media and Misogyny: CALL FOR CHAPTERS


Misogyny and power inequities are at the root of sexual assault, harassment and bullying. Media stories have proliferated and have been amplified by social media in the United States in the case of the Ford-Kavanaugh allegations and the Senate Judiciary Committee hearing, Trumpism and the sexual harassment allegations against incumbent President Donald J. Trump, and by the #MeToo movement. Other countries, too, have had stories rooted in misogyny and power inequities.


This call for chapters to be included in a proposed book on Media and Misogyny is to examine misogyny and to capture media representations of misogyny, for example, in:


  • Media industries

  • Academia

  • Politics

  • Sport

  • Business

  • High Tech/Silicon Valley

  • Law

  • Hollywood and Bollywood

  • Radio and Television (e.g., the return of “Murphy Brown”)

  • Religious and Non-profit Institutions


Contributors should examine misogyny and power inequities from the perspective of critical/cultural studies; political communication; feminism; race, gender and class; and other relevant perspectives. Papers (chapters) should be 25 double-spaced typed pages with citations in APA style.


Deadlines:

Abstracts of no more than 400 words, outlining the theme(s) of the proposed chapter, key literature, and the method of exploration, should be submitted to the editor of the proposed volume no later than 31 January, 2019. The deadline for chapters will be 30 June, 2019.


Submissions:

Abstracts should be submitted via email to Dr. Maria Marron, College of Journalism and Mass Communications, U of Nebraska-Lincoln, at mmarron2@unl.edu.


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Misogyny, Media and the Clash of Cultures: CALL FOR CHAPTERS


Misogyny and power inequities are at the root of sexual assault, harassment and bullying. Media stories have proliferated and have been amplified by social media in the United States in the case of the Ford-Kavanaugh allegations and the Senate Judiciary Committee hearing, Trumpism and the sexual harassment allegations against incumbent President Donald J. Trump, and by the #MeToo movement. Other countries, too, have had stories rooted in misogyny and power inequities.


This proposed book aims to devote chapters to explore issues such as the following:


1. Mediated Misogyny and the Clash of Cultures (Androcentrism/Gynocentrism; The creation of meaning and epistemic ways of looking at the world; Conservative, liberal; US/Western-Eastern)


2. Misogyny in the Media Industries


3. Misogyny’s Roots in Religion


4. Issues of Feminism (a new wave); Toxic Masculinity, the INCEL Movement?


5. Demographics and Misogyny: Boomers, Millennials, Gen. Z


6. Misogyny in relation to race, ethnicity, other (e.g., trans, gays)?


7. Mediated Misogyny in the Age of Trump and the Rise of Nationalism worldwide


8. Misogyny and Activism: The #MeToo Movement


9. Conclusions


Contributors should examine misogyny and power inequities from the perspective of critical/cultural studies; political communication; feminism; race, gender and class; and other relevant perspectives. Papers (chapters) should be 25 double-spaced typed pages with citations in APA style.


Deadlines:

Abstracts of no more than 400 words, outlining the theme(s) of the proposed chapter, key literature, and the method of exploration, should be submitted to the editor of the proposed volume no later than 31 January, 2019. The deadline for chapters will be 30 June, 2019.


Submissions:

Abstracts should be submitted via email to Dr. Maria Marron, College of Journalism and Mass Communications, U of Nebraska-Lincoln, at mmarron2@unl.edu.


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CFP: The Long History of Modern Surveillance, ICA Preconference 2019


Call for Papers: The Long History of Modern Surveillance: Excavating the Past, Contextualizing the Present


ICA Preconference, Washington, DC, USA, 24 May 2019


Sponsor: ICA Communication History Division


Organizers: Josh Lauer, Nicole Maurantonio


Surveillance is a key feature of modernity and a well-established topic of communication research. Since the 1980s communication scholars have studied a broad range of surveillance-related technologies, from databases and CCTV to biometrics and big data, highlighting their implications for the future of privacy and civil society. This research, however, has focused almost exclusively on “new” media. Such presentism is understandable given the speed and stakes of recent developments, but it has also limited our understanding of larger historical forces and global historical perspectives. In short, the study of surveillance needs a history to understand where we are, how we got here, and where we might be headed.  


This ICA preconference is dedicated to bringing together communication scholars from diverse research traditions and from around the world to illuminate the long history of modern surveillance. Submissions are invited to consider the full breadth of past surveillance techniques and regimes, in any geographic or national context, prior to the current moment. The scope includes empirical research and comparative studies, historically-informed theory, intellectual histories of the field, and methodological reflections. We especially welcome submissions that address histories of surveillance from transnational and/or de-Westernized perspectives.


The full CFP is available at https://communicationhistory.org/preconference/.


Abstracts of 300 words (maximum) should be submitted no later than 30 November 2018. Proposals for full panels are also welcome: these should include a 250-word abstract for each individual presentation, and a 200-word rationale for the panel. Send abstracts to: Josh Lauer at josh.lauer@unh.edu.


Please direct any questions to Josh Lauer (josh.lauer@unh.edu) or Nicole Maurantonio (nmaurant@richmond.edu).

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Seeking Participants: Understanding the Experiences of Trans* Working Adults


I am currently conducting a study to explore trans* working adults experiences of dignity in and at work. Participants should be at least 18-years old, currently employed, and identify as trans*. Participation consists of a one-hour interview. The goal of this study is to advocate for workplaces that are respectful and inclusive regarding gender identity and expression. If you are interested in participating, have questions, or would like additional information please reach out to Sara Baker Bailey at bakers21@southernct.edu or (203) 592-5596.


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CFP: Pedagogies of Post Truth


Ahmet Atay (College of Wooster) and David H. Kahl, Jr. (Penn State Behrend)


In the aftermath of the latest national and international political developments, such as Brexit referendum and the 2016 Presidential election, Western societies, including the U.S., began to live in what has been called a post-truth society. Specifically, during the last two years in the U.S., the U.K., and other parts of the world, conservative groups have targeted media outlets claiming that they fabricate news and that the veracity of evidence-based reporting should be questioned. As the discussion on the post-truth became impassioned, scholars began examining the role of “truth,” “accuracy,” and “voice” in mainstream politics. These discussions also changed the discourse of higher education and the ways in which we approach current issues in the classroom. As an extension of the political and cultural milieu, higher education institutions have also been targeted and critiqued for promoting liberal agendas, which are increasingly equated with untruthfulness.


Hence, the ways in which we talk about issues pertaining to marginalized lived experiences has shifted—in some cases surveilled. This project stems from a curiosity to create a scholarly dialogue about teaching in the era of post-truth in which research-based findings that do not align with political viewpoints are judged, criticized, and often described as “not real.” Thus, this project focuses on one microcosm of our society, the classroom. Although the classroom is inherently a political environment in which instructors make statements based on research, those ascribing to the post-truth movement often argue that the classroom should be devoid of political dialogue, something that is central to the Communication discipline. This eradication of dialogue deprives students of discussion, from multiple perspectives, of issues that challenge them to become more articulate and creative.


Additionally, because of the “post-truth” discourse, our students are encouraged to question the truth and validity of the information that they are given, including personal stories that are shared in the classroom or through class readings. Therefore, in this project, our goal is to create a dialogue around these issues, highlight some of the challenges, offer critical insights and pedagogical techniques to discuss the issues around the “post truth,” the role of the educator, the role of media, and the role of other story-makers of our society.   


The book aims to answer the following questions:


1) What is post-truth in higher education?


2) What are challenges that instructors face with/in the current post-truth movement?


3) How does critical (communication) pedagogy (and related theories/approaches) inform classroom dialogue about these issues?


Topics may include but not limited to:


1- What is “post truth?” What does it look like in the classroom settings?


2- Challenges involved in teaching politically charged topics.


3- The role of dialogue in the context of “post-truth.”


4- Pedagogical techniques to discuss the issues relating to “post truth.”


5- Theories relating to critical (communication) pedagogy that would unpack the idea of “post-truth.”


6- How do instructors interact with students who view the study of critically focused subject matter as “fake?”


7- What role does critical (communication) pedagogy play in a post-truth classroom?


Abstracts are due by 15 December, 2018, with a word length of no more than 500 words, along with pertinent references, contact information, and a short biographical blurb of no more 300 words. Full-length manuscripts are due on 1 June, 2019, with a word length of no more than 5,000-7,000 words and in APA style, including references and endnotes. Please email your abstracts as Word documents to both Ahmet Atay (aatay@wooster.edu) and David H. Kahl, Jr. (dhk10@psu.edu) for an initial review.


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WHAT IS TECHNOLOGY?

Value • Velocity • Vortex

U OF OREGON IN PORTLAND

April 11-13, 2019

What is Technology? (2019) will examine the vortices of interaction among practical arts and tools, techniques and processes, moral knowledge and imagination to navigate our everchanging media/life/universe. In a broad sense, technology can be understood as methods of intelligent inquiry and problem-solving in all domains of human life. The conference-experience will enact a collaborative network of transdisciplinary research by cultivating communication as the heart of science, technology, engineering, art, mathematics, and environments.

 

The ninth annual What is…? will bring together natural and social scientists, scholars, government officials, industry professionals, artists and designers, as well as alumni, students, community organizations, and the public. We invite proposals for scholarly papers, panels, and installations on a wide variety of issues and topics. Please see whatis.uoregon.edu for additional details.

 

Proposals may address the following questions (as well as others):

• How are technologies and values related? What are velocities of technology (e.g., acceleration studies)?

• What are the forces of technology? Is there only one form of technology or different kinds?

• What are current approaches to the study of technologies? How is technology interpreted through various lenses (e.g. critical theory, cultural studies, eco-phenomenology, feminism, globalization, intersectionality, journalism, media studies, metamodernism, new materialism, political economy, posthumanism, rhetoric, semiotics, etc.)?

• What are philosophies of technology? Where do technology and ethics interface/interact?

• What is Science and Technology Studies (STS)? What are the Digital Humanities (DH)? What is the relationship between Science, Technology, Engineering, Mathematics (STEM), and communication/media/film studies, or other disciplines in the humanities (e.g. anthropology, archaeology, comparative literature, curatorial studies, library studies, psychology, sociology)? What is STEM+C (Computing), E-STEM (Environmental), or STEMM (Medicine)?

• How does technology relate to—or converge—music, art, design, architecture, and/or craft, e.g. STEAM (Arts)?

• How do technologies’ scale, pace, and pattern transform/limit their impact? What are techné and/or technics?

• What are immersive technologies (e.g. apps, Augmented/Virtual/Mixed Realities, IoT, gamification, etc.)?

• What are the implications of emerging technologies (e.g. AGI, creative coding, holography, information literacy, nano-bio-info-cogno, predictive analytics, regenerative medicine, risk analysis, robotics, 3D bio-printing, etc.)?

• How are the natural sciences and technology coming together (e.g. artificial biology, bioinspired design, biomimicry, data science, ecological system analysis, environmental analysis, etc.)? Is biology itself technology?

• How do technologies obscure and/or highlight issues of gender, race, class, and/or indigeneity? What are indigenous knowledge and technologies? What is emerging research on equity, access, and learning?

• What are the positive/negative consequences of media technologies for the public interest?

• What relationships are there between technology and warfare, innovation and defense, etc.? What are emerging discourses of cyberinfrastructure, cyberlearning, cybertraining, or cybersecurity, etc.?

• How is technology related to disability studies, accessibility/alter-abled education, accessible/assistive technologies, and mobility? How does technology relate to birth/life/aging/death, and/or contemplation/well-being?

• What are technological determinism, technological realism, and technological humanism? technophilia versus technophobia, technological utopianism versus dystopianism, and/or technological singularity versus multiplicity?

• How is collective intelligence, and/or collective wisdom, engaging and/or changing our lives?

• How might technologies contribute to socio-technical community resilience and/or thriving communities?

Send 150–200 word abstracts for papers, panels, or installations by 21 DECEMBER, 2018, to:

Janet Wasko • jwasko@uoregon.edu

U of Oregon • Eugene, Oregon • 97403-1275 • USA


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Dear ECREA members,

You are kindly invited to submit book proposals for the Routledge Studies in European Communication Research and Education Series.

The detailed call is available below.

Please also check free chapter preview of recent publications in the series (more details in the call).

You are also invited to check permanent and temporary member-only discounts on books and magazines, which you will find at “Member-only offers” page of ECREA Intranet.

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CALL for EDITED BOOK PROPOSALS for Wave 16 of the Routledge Studies in European Communication Research and Education Series

The Series Editors Ilija Tomanić Trivundža, Christina Holtz-Bacha and Galina Miazhevich invite the submission of book proposals for the Routledge Studies in European Communication Research and Education Series.

 

The Book Series aims to provide a diverse overview of the work of ECREA members and working groups, showcasing

- diversity of topics and areas within the field of contemporary media and communication research, and

- addressing this diversity from a variety of interdisciplinary perspectives, and

- promoting collaborative research of our members, either within or between ECREA Sections, Networks and Temporary Working Groups (S/N/TWGs).

Free chapter preview of recent publications is available here: https://www.routledge.com/collections/13080?utm_source=Routledge&utm_medium=cms&utm_campaign=180112828

 

WHAT are we seeking?

 

ECREA Book Series Publications need to have a clear theme or focus. Authors are strongly advised to outline the focus of the book and its framework in the abstract of the introductory chapter (see our submission form). The structure of the book (division of sections and chapters) should be in line with the proposed framework. Although the series is open to a wide diversity of disciplines and subjects, editors will consider the potential audience of a proposed book and previous publications on the topic within the Book Series.

ECREA Book Series Publications aim to promote European media and communication research. We are, therefore, seeking proposals, which have a strong European dimension either by virtue of inclusion of regionally and ethnically diverse voices and cases, or by virtue of comparative research. Proposals should attempt to bridge the divides between regional and linguistic academic communities and strive to secure regional (East/West/North/South) balance of contributors or analysed cases. Proposals can include a limited number of authors who are not ECREA members provide insights beyond European perspective (see details below).

 

ECREA Book Series Publications aim to promote collaborative research. The series publishes edited volumes, single author monographs or monographs from a limited number of authors or authors based at the same institution will not be considered for publication. Proposals resulting from work within ECREA S/N/TWGs as well as those resulting from collaboration between ECREA S/N/TWGs are particularly encouraged. Proposals resulting from S/N/TWGs events or international projects are welcomed if thematic coherence and European dimension of the topic are implemented. Proposals where the work comes from members of one institution or predominantly form one national academic community are not considered for publication.

 

We are seeking original, previously unpublished work. Inclusion of previously published work is accepted under condition that the work has previously not been published in English or was published in now mainly inaccessible outlets. In such cases, editors of accepted proposals will be required to acquire permissions to translate or republish the work (without any extra costs to the Book Series).

 

WHO is invited to submit?

The book series primarily promotes the work of ECREA members although a degree of openness towards non-ECREA members is also considered to add value to the Book Series.

At least 50% of the chapters need to originate from ECREA members (individual members, or members through an institutional membership). At least one of the editors needs to be an ECREA member. These conditions need to be met at the latest when the proposal is accepted.

 

Please note that ECREA Executive Board members cannot be editors of the books in ECREA book series, but can serve as authors of the chapters. The Book Series editors cannot contribute to the content of the books in the ECREA book series in any way.

 

What is the DEADLINE for submissions?

Proposals are to be sent to the series editors by email to info@ecrea.eu by 15 January 2019.

 

HOW to submit the proposal?

Proposals are submitted using Book Series form. Only this form can be used for submitting a book proposal; applications that do not use this form will not be considered. Please note that the proposal should include a detailed abstract of each chapter including introductory and potential closing chapters.

Download the form here.

 

QUESTIONS and queries?

Should you have any further questions concerning the Book Series call, please email Wave 16 Series Editor Christina Holtz-Bacha at info@ecrea.eu.

Please check the free chapter preview of recently published volumes in the series before submitting the proposal:

 

https://www.routledge.com/collections/13080?utm_source=Routledge&utm_medium=cms&utm_campaign=180112828

 

If you have problems accessing the documents, please email us at info@ecrea.eu.


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Tags:  November 2018 

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