[Fwd: Call for Papers-Women and Literacy]

[Carrol Cox <cbcox@xxxxxxxxx>]

Date: Fri, 07 Dec 2001 11:06:25 -0800
From: Lisa Gerrard <gerrard@xxxxxxxxxxxxxxx>
Subject: Call for Papers-Women and Literacy
Sender: Writing Program Administration <WPA-L@xxxxxxx>
X-Sender: gerrard@xxxxxxxxxxxxxxxxxxxxx
To: WPA-L@xxxxxxx
Reply-to: Writing Program Administration <WPA-L@xxxxxxx>

Call for Papers
Women and Literacy
Edited by Mev Miller

Since 1972 Women's Studies Quarterly has been the leading journal on
teaching in women's studies.  Thematic issues feature vital material
for specialists and generalists alike, including the most recent
scholarship available in jargon-free language; classroom aids such as
course syllabi; discussions of strategies for teaching; and
up-to-date, complete bibliographies as well as hard-to-find or
never-before-published documents and literary materials.  The
intersections of race and class with gender are of special concern,
as are international perspectives.

Women's Studies Quarterly is now seeking writings for a special
December, 2003 issue on Women and Literacy. Cross-cultural and
international in scope, this issue seeks to include a selection of
essays from practitioners in the fields of literacy and adult
education as well as from women's studies. Contributions made by
literacy practitioners co-authored with women learners or authored by
women learners are especially encouraged. This issue encourages
writings in a variety of genres, e.g., memoir, personal essays,
collections of student writings. Essays may be both reflective of
actual practice or theoretical issues. Contributors are asked to
include a brief description of your experience in the literacy field.

For the purposes of this issue, "women and literacy" pertains to the
concerns and issues for adult women learners (18+ years of age) who
have pre-basic or limited reading/writing skills in predominately
print-based cultures. This issue seeks to heighten the awareness of
women's studies academics and feminist educators to the issues of
literacy for adult women. It also strives to explore beyond
functional definitions of literacy. The questions to be addressed may
include:
* What are your definitions of "literacy"? How is this literacy used
or beneficial? Who does it serve?
* How do we understand women's literacy and what are feminist
approaches to literacy?
* How do race, class, ethnicity, disability, age, culture and so on
intersect with women's experiences of literacy?
* What are the socio/political effects of women's literacy especially
on educational knowledge and social power?
* How can feminist and critical pedagogies be influenced by our
understandings of women's literacy and how can women's literacy be
supported by feminist and critical pedagogies?
* What can women's studies academics and adult literacy
educators/practitioners learn from adult women literacy learners?
* What can women's studies academics and adult literacy
educators/practitioners learn from each other?

Contributors are asked to reflect on the ways in which women's
literacy presents aspects of women's power, and especially how
women's literacy affects their families, their participation in their
communities, and ultimately contributes to decision-making,
democracy, or social change in local areas as well as the larger
world community.

Contributions should be no longer than 20 double-spaced pages. Please
send a disk and 2 copies of manuscript to Mev Miller, c/o WE LEARN,
1483 Laurel Ave., St. Paul, MN 55104. Contributors who mail their
essays are also requested to send an email alerting Mev to watch for
it (mev@xxxxxxxxxxxx). Contributions may also be sent via email to
mev@xxxxxxxxxxxxx

The deadline for contributions is July 1, 2002.
Queries should be made in writing to Mev Miller, mev@xxxxxxxxxxxxx
--
Lisa Gerrard
gerrard@xxxxxxxxxxxxxxx
http://www.humnet.ucla.edu/people/gerrard/

UCLA Writing Programs
271 Kinsey Hall
UCLA
Los Angeles, CA 90095