Please consider and/or spread the word about this exciting CFP on Life in Inclusive Classrooms: Storytelling with Disability Studies in Education (https://www.bankstreet.edu/occasional-paper-series/36/call-papers/). Scot Danforth and Joseph Valente will be co-editing this special issue at Bank Street OP.

There is an urgent need for renewed dialogue about inclusion and the implementation of inclusive classroom practices in schools. Despite progressive changes brought about by the work of educators, disability rights advocates, and scholars focused on educational inequities, a recent US Department of Education report describes young children and minority students as experiencing unparalleled rates of abuse, seclusion, and suspensions.

Life in Inclusive Classrooms seeks to draw attention to the use of storytelling as a critical strategy for creating a new, expanded conversation about inclusive classrooms and school communities. We are seeking essays that explore how disability, inclusion, and exclusion feel to those who are inside “inclusive” classrooms. The goal is to bring to the fore the innovative ideas that are reframing and prompting new understandings of the experiences of students and educators in inclusive classrooms.

Life in Inclusive Classrooms special editors Joseph Michael Valente and Scot Danforth bring a strong commitment to a Disability Studies in Education (DSE) perspective. DSE is an interdisciplinary field of inquiry that includes scholars in special education, bi/multilingual education, and early childhood education.

The DSE tradition of storytelling emerged from criticisms that traditional research in the broader fields of education and special education was de-emotionalized and disconnected from the realities of children, parents, and teachers. The combination of the storytelling tradition and the interdisciplinary lens offers a unique perspective on contemporary schooling for children with disabilities.

We invite submissions from anyone — teachers, teacher educators, family members, and people with disabilities — who wants to contribute to the construction of counter-narratives that disrupt mainstream, ableist accounts of what disability means.

We seek submissions that:

• privilege the self-understandings and experiential knowledge of children with disabilities and their families
• describe the multiple ways teachers and teacher-educators are implementing effective and progressive inclusive pedagogies
• illuminate oppressive systems, arrangements, and circumstances that deny opportunities for access, participation, and equality to young children with disabilities

Possible topics include:

• friendships between disabled and non-disabled children
• inclusive practice as an ongoing process of professional and personal growth
• perspectives of parents and families
• collaborations between and among professionals, families, students, and advocates
• strengthening connections between the classroom and the community
• young children learning about social justice and/or inclusivity

Manuscripts Due: March 15, 2016

Manuscripts may be 3000-5000 words.

Manuscripts should be double-spaced and formatted in APA Style; papers lacking APA formatting will not be reviewed.

Authors are encouraged to use a reader-friendly, accessible style.

Only unpublished manuscripts that are not under review by other publications are eligible for consideration.

Send all manuscripts as a Word document to Joe Valente at jvalente@psu.

Call for Papers for a Special Issue of REVISTA MIGRACIONES (University Institute of Studies on Migrations, UPCO) 

Research methodologies with migrant families, children and youth in diverse contexts

Academic coordinators: Rosa Mas Giralt (University of Huddersfield), Martha Montero-Sieburth (University of Amsterdam), and Joaquin Eguren (Pontifical University of Comillas, Madrid).

Rationale

Research on the processes and experiences of incorporation of migrant families and their children (the so called 1.5 and/or 2^nd generation) has increasingly attracted the attention of scholars from a wide range of disciplines and from countries in the Global South and North. Undertaking this type of research may require departing from traditional methodologies employed to study group dynamics of integration or (segmented) assimilation, and adopt instead approaches that can capture the everyday life experiences of migrant families (and different generation participants) and their processes of social, cultural and psychological adaptation in increasingly diverse societies. These approaches may entail, for example, using person-centred techniques such as visual, creative or narrative methods or participatory approaches which can bring to the fore young and adult participants’ own perspectives, or tools which can assist in understanding the psychological dimensions of processes of acculturation across dominant and non-dominant population groups.

Although literatures considering these methodologies (from a range of disciplines) are well developed, there is a need for further insights into the practical and ethical challenges and benefits of using these types of approaches when working with later generation children and young people and their families in diverse contexts. This special issue aims to develop a cross-disciplinary perspective on these types of research practices and therefore invites contributions that consider both theoretical and ethical aspects of everyday life methodologies, but also practical issues of access, recruitment of participant families and later generation children and the types of barriers or challenges found ‘in the field’.  Some areas of interest are (but are not limited to):

· Methodological challenges of designing and devising person-centred tools for research, comparison or evaluation with later generation young people and their families

· Issues encountered when trying to gain access to families and young people who have not commonly participated in studies and for which they may be primary and exploratory sources

· Practical issues that arise from accessing ‘hard-to-reach’ families and children (e.g. migrant populations that may appear ‘invisible’ due to their socio-economic characteristics, status or ‘statistical  invisibility’)

· Theoretical/ethical issues that arise from working with and across family groups when using participatory and/or innovative methods (e.g. drawings, vignettes, children’s role plays, etc.)

· Ethical and reflective practices of working with the families of later generation young people

· Cross-cultural issues, experiences and reflections from the interaction between researchers and young and adult participants.

Submission Procedure

Articles should be submitted in full and have a maximum length of 8,000 words including references, tables and graphs (Microsoft Word document, Times New Roman font 12pt, 1.5 line space). Articles have to be original and not be under consideration for publication elsewhere. They must be written in English and must meet the editorial requirements of the journal Migraciones – please see Authors’ Guidelines by following the link at the end of this message.

The academic coordinators of the special issue will pre-select the articles to be put forward for full peer review. Articles will be selected according to their compatibility with the special issue’s focus and concordance with its thematic coverage and its diversity of perspectives/disciplines. The academic coordinators are responsible for final acceptance of manuscripts.

Please submit your paper to: monografico2G@comillas.edu  by 1^st of December 2015. Please also use this email to send any questions you may have. All authors will be informed of the outcome of the pre-selection process by 15^thJanuary 2016. 

More information available at: http://revistas.upcomillas.es/index.php/revistamigraciones/pages/view/revista-migraciones-call-for-papers