Call for Chapters: Arts-Based Multiliteracies for Teaching and Learning

Editors

Beryl Peters, University of Manitoba, Canada

Call for Chapters

Proposals Submission Deadline: February 29, 2024
Full Chapters Due: May 17, 2024

Introduction

In an ever-increasingly complex and multimodal world, traditional and narrow views of a single literacy limited to reading and writing print text are no longer sufficient for making and communicating meaning in schools and communities. Global changes in lifeworld and digital contexts have refocused attention on the importance of multiliteracies for educational practice, social justice, and learner agency (Kalantzis & Cope, 2023a). A pedagogy of multiliteracies as seminally conceived by the New London Group (1996) has evolved through the decades and is understood to be a diversity of variable and context-specific meaning-making practices, together with a range of interrelated, multimodal forms of meaning (Kalantzis & Cope, 2023b). These practices and forms, including oral, kinesthetic, audio, visual, spatial, and digital meaning-making, offer rich affordances and opportunities for complex, embodied learning, equity, and reconciliation in education. Arts literacies are imperative for expanded understandings of literacies in diverse contexts of teaching, learning, and research. This peer-reviewed, edited book will highlight a range of ways that arts-based multiliteracies such as Dance, Drama, Music, Visual Arts, and Multi-Media are “essential semiotic sign systems that afford a realm of unique and powerful resources for perceiving, for meaning making, and for communicating understandings about the self and world” (Peters & Mongeon-Ferré, 2023, p. 227).

Objective

This book will define arts-based multiliteracies and provide a compelling rationale for the vital importance of arts-based multiliteracies in teaching, learning, and research across a range of levels and curricular areas. The book aims to broaden thinking about the power and potential of arts literacies beyond activity extras and enhancements or tools for non-arts learning. The book will illustrate the greater promise of arts-based multiliteracies for empowering and enabling deep, personally relevant meaning-making, for fostering multiple and diverse perspectives, and for probing pivotal questions and issues of our times. The book is grounded in critical pedagogy (Freire, 1970; Kincheloe et al., 2018), critical constructivism (Kincheloe, 2005), complexity thinking (Davis & Sumara, 2006) and a theoretical pedagogy of multiliteracies (Kalantzis & Cope, 2023a; New London Group, 1996). The book strives to answer recent calls for educators and arts educator scholars to consider ways that arts education in varying school and community contexts, has global relevance, significance, and importance for inclusion, equity, agency, wellbeing, sustainability, human rights, decolonisation, and cultural resilience (UNESCO, 2023; Wilson et al., 2023).

References

Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching, and research. Lawrence Erlbaum.
Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). Herder and Herder.
Kalantzis, M., & Cope, B. (2023a). Multiliteracies: Life of an idea. The International Journal of Literacies, 30(2), 17-89. https://doi.org/10.18848/2327-0136/CGP/v30i02/17-89
Kalantzis, M., & Cope, B. (2023b). Multiliteracies: A short update. The International Journal of Literacies, 30(2), 1-15. https://doi.org/10.18848/2327-0136/CGP/v30i02/1-15
Kincheloe, J. L. (2005). Critical constructivism. Peter Lang.
Kincheloe, J. L., McLaren, P., Steinberg, S. R., & Monzó, L. D. (2018). Critical pedagogy and qualitative research: Advancing the bricolage. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research, 5 (pp. 235-260). Sage Publications.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures.Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/ haer.66.1.17370n67v22j160u
Peters, B., & Mongeon-Ferré, J. (2023). A pedagogy of arts and multiliteracies. In B. W. Andrews (Ed.), Arts education: A global affair (pp. 226-242). Brill.
UNESCO. (2023). Arts Education: An investment in quality learning. https://unesdoc.unesco.org/ark:/48223/pf0000386034
Wilson, E., Jeanneret, N., Selkrig, M., Hillman, J., & Bolden, B. (2023). Arts education imperatives: Connecting the globe.International Journal of Education & the Arts, 24(4). http://doi.org/10.26209/ijea24n4

Target Audience

The target audience of this book will include any stakeholders in the field of education: arts and education scholars and researchers, governments, policy makers, curriculum developers, teacher education program administrators and instructors, artists, school and divisional administrators, community leaders, teachers, and parent/guardians. The publication will engage education stakeholders interested in ways that the unique, powerful literacies of the arts facilitate rich learning, social justice, and human flourishing. The book may inspire policy makers, educators, and researchers at all levels to examine, reconsider, and re-vision current and future practice related to arts-based multiliteracies. This publication will raise awareness for the possibilities and potentials of arts-based multiliteracies learning in schools and communities and provide direction for future research in the field of arts-based multiliteracies.

Recommended Topics

• Arts-based Multiliteracies (Dance, Drama, Music, Visual Arts, Multi-media etc.): Teaching and Learning in Kindergarten to Grade 12 • Arts-based Multiliteracies (Dance, Drama, Music, Visual Arts, Multi-media etc.): Teaching and Learning in Post- Secondary Institutions • Arts-based Multiliteracies (Dance, Drama, Music, Visual Arts, Multi-media etc.) in Communities • Decolonization through Arts-based Multiliteracies • Arts-based Multiliteracy Research in Schools and Communities • Arts Literacies: Creative and Embodied Learning • Arts Literacies: Epistemological Resources for Arts and Interdisciplinary Learning • Decolonizing the School Curriculum through Arts-based Multiliteracies • Arts-based Multiliteracies for Equity, Inclusion, and Identity • Culturally Responsive Arts-based Multiliteracies • Arts-based Multiliteracies and Cultural Resilience • Arts Literacies for Agency and Well-being • Arts-based Multiliteracies in a Post-Digital, Post-Pandemic Age • Arts Literacies and Eco-Pedagogy • Arts Literacies and Climate Change • Arts-based Multiliteracies, Democracy, Sustainability, and Human Rights • Arts-Based Multiliteracies and Contemplative, Holistic Education • Arts-based Multiliteracies and Integrative Education • Arts-based Multiliteracies for Critical, Complex Questioning and Learning • The Power of Arts-based Multiliteracies to Probe Complex Global/Local Issues of our Times • Potentials and Challenges of Implementing Arts-based Multiliteracies in Schools • Arts-based Multiliteracies: Collaborations between Arts Specialists and Classroom Teachers • Arts-based Multiliteracies: Collaborations between Artists and Teachers • Arts-based Multiliteracies: Collaborations between Schools and Communities • Arts-based Multiliteracies: Researcher and School Collaborations • Arts-based Multiliteracies and Inquiry Approaches to Teaching and Learning • Envisioning a Future for Arts-based Multiliteracies in Teaching, Learning, and Research

Submission Procedure

Researchers and practitioners are invited to submit on or before February 29, 2024, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by March 11, 2024 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by May 17, 2024, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Arts-Based Multiliteracies for Teaching and Learning. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.



Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2024.



Important Dates

February 29, 2024: Proposal Submission Deadline
March 11, 2024: Notification of Acceptance
May 17, 2024: Full Chapter Submission
May 30, 2024: Review Results Returned
June 16, 2024: Final Acceptance Notification
June 23, 2024: Final Chapter Submission



Inquiries

Beryl Peters
University of Manitoba
Beryl.Peters@umanitoba.ca



Classifications


Education
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