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FORCED-MIGRATION  March 2019

FORCED-MIGRATION March 2019

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Subject:

Call for Chapter Proposals: Refugee Education Across the Lifespan

From:

Forced Migration List <[log in to unmask]>

Reply-To:

Forced Migration List <[log in to unmask]>

Date:

Thu, 7 Mar 2019 15:00:32 +0000

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (79 lines)

Hi all,
Im forwarding this on behalf of a colleague.
Shawna Shapiro
........................
From: Doris Warriner <[log in to unmask]> 
Sent: Tuesday, February 26, 2019 3:30 PM
Subject: Call for Chapter Proposals: Refugee Education Across the Lifespan

Dear Colleagues

Please consider submitting a chapter proposal and/or distributing this call to anyone you think might be interested. I'd be delighted to address any questions you have. 

See also:
https://linguistlist.org/issues/30/30-801.html

All the best
Doris 
- - - - - - -
CALL FOR CHAPTER PROPOSALS 
 
Refugee education across the lifespan:
Mapping experiences of language learning and use
 
Proposal deadline: May 1, 2019
 
Editor:  Doris S. Warriner, Arizona State University
 
Contact Info: [log in to unmask]
 
Introduction and scope:
With dramatic increases in global conflict, war, drought and famine, the estimated number of refugees in need of resettlement during FY 2018 reached nearly 1.2 million and continues to rise. In response, Australia, Canada and many European and Latin American countries have launched or expanded their refugee resettlement programs. The U.S., on the other hand, has taken a large step back from its role as the worlds leader in refugee resettlement. The gap left by the U.S.s significantly reduced role has not yet been filled (MPI 2017). Meanwhile, an explicit resistance to and hostility towards displaced persons (and the idea of demographic change) as well as a surge in far-right populism across the United States, the United Kingdom and the European Union contributes to uncertainty in the policy realm, volatility in the political landscape, and unease among immigrant and refugee advocates. 
This volume highlights work that demonstrates how an educational linguistics perspective might contribute to scholarship and/or educational innovations needed to advance the research base, inform professional development of teachers (in preschool, K-12, and continuing / adult education settings), and improve the educational, social and economic opportunities available to refugee-background children, youth and adults. With a focus on language learning and use among refugee-background learners across the lifespan, this proposed volume demonstrates that educational linguistics as an approach to inquiry is well positioned to identify, examine, and theorize the language and literacy dimensions of the refugee experience. 
 
Authors are invited to explore how language ideologies, language policies, processes of language socialization, and dimensions of language use and language learning in a range of social spaces (e.g., K-12 classrooms, after-school programs, community-based programs, the workplace, spaces of healthcare delivery, online spaces, or nontraditional spaces of language use/learning) influence processes of learning, practices of teaching, and policies of language education  With attention to the creative use of existing or emerging resources as well as the dynamic and social nature of language learning, this edited volume promises to contribute insights and understandings that will be of interest to socially responsible language teachers, teacher educators committed to linguistic equity and diversity, curriculum developers, or those involved with language assessment. 
 
Submission instructions
Proposals (due May 1, 2019) should contain the following information: 
	Proposed chapter title
	Author name(s) and affiliation(s)
	300-500 word chapter overview
	50-100 word biography for each author
Proposals should be saved as a single Microsoft Word (.doc or .docx) or .PDF file and emailed as attachments to [log in to unmask] . Authors of accepted proposals will be notified by June 1, 2019. 
 
This call for proposals has been developed in consultation with a leading academic publisher. Following the initial selection of proposals, a full book proposal will be sent to the publisher for review. Upon acceptance, chapter authors will be sent detailed guidelines, including specifications for images and other multimedia. Authors will be given approximately 8 months to contribute full chapters of approximately 7,000-8,000 words. Chapters must be original and should not be submitted for publication elsewhere. All chapters will be double-blind peer reviewed (contributors may also be asked to review). 
 
Please send all inquiries to the editor at [log in to unmask]
 
Timeline: 
May 1, 2019: title + abstract (300-500 words) due
June 1, 2019: authors notified and proposal submitted to publisher for review
July 1, 2019: authors invited to contribute full-length chapter (7,000-8,000 words) 
February 1, 2020: first draft due
March 1, 2020: feedback provided to authors
May 1, 2020: revised draft due
 
- - 
Doris Warriner, PhD
Associate Professor 
Associate Chair, Department of English
Affiliate faculty, Mary Lou Fulton Teachers College
Arizona State University
PO box 871401
Tempe, AZ 85287-1401

++++++++++++++++++++++++++++++++++++++++++++++++++++
Note: The material contained in this communication comes to you from the Forced Migration Discussion List which is moderated by the Refugee Studies Centre (RSC), Oxford Department of International Development, University of Oxford. It does not necessarily reflect the views of the RSC or the University. If you re-print, copy, archive or re-post this message please retain this disclaimer. Quotations or extracts should include attribution to the original sources.

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