Call for Papers
Updated September 21, 2022
ATLANTIS HAS TWO CURRENT CALLS FOR PAPERS: (1) "OPEN" (UNTHEMED) RESEARCH PAPERS, BOOK REVIEWS, AND LITERARY WORKS, AND (2) SIGNING THE SCARBOROUGH CHARTER: DIALOGUES, PROCESSES AND ACTIONS
See details below.
To inquire about open/non-themed work, contact Katherine Barrett (Managing Editor): email@example.com.
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SIGNING THE SCARBOROUGH CHARTER: DIALOGUES, PROCESSES AND ACTIONS
Deadline for Abstracts: November 15, 2022
Projected final publication: Fall 2023
Editors: Dr. Christiana Abraham (Concordia University), Dr. Rohini Bannerjee (St. Mary’s University)
The Scarborough Charter on anti-Black racism and Black inclusion has been signed by more than fifty post-secondary institutions across Canada. This historic development signals a significant commitment to taking concrete actions to address anti-Black racism and Black inclusion in Canadian higher education.
The Charter has been described as a significant tool that provides universities with guidelines and novel language for guiding their anti-Black racism strategies and framework for action. It addresses anti-Black racism in historic, anti-discrimination and social justice terms in Canada and signals an urgent call for remedial action across the higher education sectors. The Charter speaks to a range of issues facing universities, including increased hiring of Black faculty and staff in relation to historic underemployment in the higher education sector, decolonizing and broadening curriculum and the initiation of Black Studies programs across institutions.
With the signing of the Scarborough Charter, universities across Canada are responding to the chorus of calls for concrete and urgent action, and are taking this initial step to address systemic racism and gaps in representation and to acknowledge historical and present barriers facing Black inclusion in the academy.
For this Special Issue of Atlantis, we seek contributions from scholars, academics and students who are critically interpreting and actively engaging with this Charter. The goal of the Special Issue is to ask: How does/can the Charter prioritise the processes and tangible actions of change? How does/should the Charter influence ways in which the academy frames and considers Black inclusion and excellence? How can the Charter respond to specific student and Black community members’ concerns in relation to higher education? What pedagogical challenges does the Charter pose in its quest to decolonise the academy?
We aim to publish a range of submissions including scholarly articles (4000-7000 words), critical reflections (2000 words) interviews (3000-4000 words) and other forms of artistic contributions including photo essays.
Contributions may include (but are not limited to) the following themes:
--History of the Charter (how it was created, obstacles encountered etc.) and its significance
--Gender inclusion and the Charter
--Language of the Charter, including specific wording of the text as well as implications for English- and French-language institutions, staff and students
--Imaginings and futures in relation to the Charter
--Implications of the Charter for decolonization and self-determination
--Managing the boundaries of the Charter in the context of EDIA mandates
--Performance, embodiment and acts of the Charter
--Cohort hires: representation and retention
--The roles and responsibilities of and implication for registrars, faculty associations, and unions
--Black Caucuses and Communities of Practice for Black flourishing
--Students’ perspectives on the Charter
--Anti-Black racism taskforce governance and outcomes
--Black Excellence: articulations and iterations
--Aspects of the Charter affecting neurodiverse and disabled community members
--Aspects of the Charter affecting *2SLBGTQIA+ community members
We encourage submissions in English and French from established and emerging scholars, graduate students, independent scholars and community members with lived, intersectional experiences. We highly encourage contributions from those who identify as Black or of the African diaspora. We welcome perspectives from those who identify as Indigenous and Métis, as well as racialized scholars or community members.
We request interested authors to submit abstracts of no more than 200 words. Full papers will be invited based on review of the abstracts. Please include 50-word author bios. We encourage self-identification in author bios.
Send to: Dr. Katherine Barrett, Atlantis Managing Editor, firstname.lastname@example.org
Deadline for submissions of abstracts: November 15, 2022
PAST CFPs (NOW CLOSED)
TRANSFORMATIVE JUSTICE AS PRAXIS -- SUBMISSIONS NOW CLOSED
Submission Deadline: August 26, 2022
Co-Editors: Rachel B. Zellars, Reakash Walters, and Rania El Mugammar
On May 25, 2020, the world shifted. In the aftermath of the execution of George Floyd in Minneapolis, Minnesota, cities in 60 countries and every major city in North America erupted, for months, into movements of protest and resistance. Two dominant messages have been central to the sustained protest movements for Black life: #DefundThePolice and prison abolition. While the organizing and messaging of 2020 year built upon decades of community organizing, advocacy, and scholarship by abolitionists both within and outside of the academy, these two terms—#DefundThePolice and prison abolition—have reached unprecedented audiences and entered mainstream discourse in ways unthinkable prior to the spring of 2020. Our current moment calls for both a study of and reckoning with these two complex historical terms. This moment offers an opportunity to further interrogate our local histories of abolitionism, as well as to explore the current practices and organizing related to abolition that are oft unseen, yet embedded within numerous Black and Indigenous communities.
This special issue on “Transformative Justice as Praxis” is devoted to uncovering and archiving these local histories and organizing practices. While a politics of abolition entails a long-term commitment to building a world without our current prison, policing, and surveillance systems, transformative justice is often sidestepped as the foundation of a politics of abolition. Yet, as Ruthie Gilmore and others have noted, transformative justice is the anchor, the root, and the very location from which any serious study of or commitment to a politics of abolition must begin. It is also the part of abolition that has been least explored, exemplified, and detailed in writings—old and new—about abolition. In short, transformative justice is simultaneously the most urgent and least understood subject matter within the context of abolition. It is urgent because without transformative justice, there can be no abolition.
Transformative justice is a set of everyday practices that guides human behavior to respond to harm and violence non-punitively. While this characterization is broad, many individual organizers and community organizations have developed practices and strategies for dealing with harm and violence in families, work, and organizing environments, and within their larger communities. Given Black and Indigenous communities’ unique and proximate relationship to living histories of slavery and settler colonialism, these communities have, over centuries, developed responses for confronting lateral and state violence. As organizer Mia Mingus describes, “transformative justice was created by and for many of these communities,” including “immigrant communities of color, poor and low-income communities, communities of color, people with disabilities, sex workers, queer and trans communities."1
This call invites individuals to submit scholarly papers (up to 7,000 words including references) and poetry, interviews, fiction, case studies and essays (up to 3,000 words) for publication in Atlantis Journal in 2022. (Please note: Authors interested in submitting case studies should first consult Rachel Zellars at email@example.com for ethical guidelines regarding these contributions.)
Importantly, this call seeks out contributors who have studied and practiced transformative justice, rather than those who simply aim to theorize it in our current moment. We are particularly interested in the pragmatics of transformative justice—what has worked, what has failed, what has been tried and tried again with varying degrees of success. We are also interested in documenting histories of transformative justice practices within organizing histories and within Black and Indigenous communities, as well as creating a resource list of practitioners, particularly throughout Canada. Through this issue of Atlantis, we hope to archive a shared learning and practice space where individuals can both learn from and utilize tools for embodying and deepening transformative justice practices in the spaces they live, dream, organize, work, study, and love.
We seek submissions that include but are not limited to the following questions:
• What are the ways you, personally, practice transformative justice in your everyday life, and why is a personal embodiment of transformative justice so important to a politics of abolition? Locate some of the practices that you specifically enact in your interpersonal relationships, including practices that may not be described as transformative justice but function as such.
• What is the relationship between radical Black feminism and transformative justice? How does Black feminism account for patterns of gender violence within radical politics, and simultaneously balance accountability against the perniciousness of state violence and histories of surveillance?
• What does it mean to say that “transformative justice is the foundation of abolition?”
• What are the community conditions that must precede transformative justice in order for local practices to be viable?
• Describe some examples of accountability or more formal community accountability processes that have been satisfactory or successful in your community. (Make sure to anonymize any persons and/or communities involved in the processes.)
• What is the role of mistake-making in transformative justice accountability processes? What is the threshold for mistake-making?
• What is the relationship between transformative justice and mutual aid?
• What is the relationship between transformative justice and mental health, neurodiversity, and/or social determinants of health?
• What is the relationship between harm reduction and transformative justice?
• Can a public call-out ever serve as a mechanism of accountability?2 Why or why not?
• How has lateral violence disrupted transformative justice work within communities, and what are some strategies that can be used to challenge, circumvent, or dismantle it?
• Recently, Joy James has spoken openly about the shortcomings of the location of abolition within the academy, as well as the “airbrushing” or mythmaking that produced a façade of Black political solidarity during and after the Civil Rights Movement.3 What do we make of these critiques in relation to the current, widespread interest in a politics of abolition and calls to #DefundThePolice?
• In what ways have Black radical traditions and their histories obscured and complicated the work of transformative justice in relationship to intraracial gender violence and rape?4 How can these issues be reconciled in light of the reality of state violence and surveillance against Black and Indigenous communities? How do we assess the histories of gender violence within Black radical and other radical traditions?5
• How does the personal power of individuals who have caused harm create barriers for traditionally convened accountability processes?
1. Mia Mingus. “Transformative Justice: A Brief Description.” Transformharm.com. https://transformharm.org/transformative-justice-a-brief-description/
2. Jessica Bennett. 2020. “What if Instead of Calling People Out, We Called them In?” New York Times, November 19. https://www.nytimes.com/2020/11/19/style/loretta-ross-smith-college-cancel-culture.html
3. Joy James. 2020. “Airbrushing Revolution for the Sake of Abolition.” Black Perspectives, July 20. https://www.aaihs.org/airbrushing-revolution-for-the-sake-of-abolition/; See also https://podcasts.apple.com/us/podcast/we-are-not-our-ancestors-pt-3-w-joy-james/id1504205689?i=1000489212555
4. Rachel B. Zellars. 2019. “‘As if We Were All Struggling Together’: Black Intellectual Traditions and Legacies of Gendered Violence." Women's Studies International Forum 77.
5. Courtney Morris. 2010. “Why Misogynists Make Great Informants.” Truthout, May 30. https://truthout.org/articles/why-misogynists-make-great-informants/
FEMINIST STRIKE -- SUBMISSION NOW CLOSED
Extended Submission Deadline for Abstracts: July 29, 2022
Submission Deadline for Articles (by invitation): December 15, 2022
Editors: Judith Naeff, Leiden University; Senka Neuman Stanivuković; University of Groningen; Ksenia Robbe, University of Groningen; and Kylie Thomas, NIOD Institute for War, Holocaust and Genocide Studies
On International Women’s Day in 2018, women from over 50 countries around the world participated in a 24-hour strike to draw attention to ongoing gender inequality, discrimination and violence. By (re)turning to March 8 as a day of striking, the International Women’s Strike makes visible the potential of feminist movements to think and act otherwise (Gago et al. 2020). The International Women’s Strike assembles feminist experiences, struggles and mobilizations across different geographies and temporalities and troubles distinctions between formality and informality; employment and unemployment; paid and unpaid labour; productive and reproductive work; migrant work and work done by nationals (Gago 2018). It recognizes and includes rights claims, lived experiences and spaces inhabited by those who are made invisible by these binary distinctions.
Through a multiplicity of “local” subterranean movements, the practice of feminist strike exposes the silenced interlocking of colonial and gendered divisions of labour, racialized and gendered violence, and over-exploitation of land and resources. For instance, the 2015 Ni Una Menos strike in Argentina laid bare connections between femicide and devaluation of women’s reproductive rights (Draper and Mason-Deese 2018); and the ongoing struggles of Moroccan seasonal workers in Spain makes visible how their double exploitation as racialized women and migrant workers from the Global South is linked to resource extraction and land dispossession (Filigrana and Mason-Deese 2020).
Following Veronika Gago’s discussion of the March 8 International Women’s Strike as feminist internationalism from below, this special issue seeks contributions that provide insight into the history, practice and significance of feminist strike in transnational perspective. The special issue will focus on ‘feminist strike’ as both practice and conceptual metaphor, one that provides a way to connect diverse forms of resistance, including the Polish Women's Strike, mass mobilisations against femicides and inequalities in Latin America and Italy, and the gender dimension of protests against the politics of authoritarian states such as Belarus, Russia, Egypt and Syria. Reflections on the longue durée of feminist dissent during, and in the aftermath of revolutionary upheaval, including, for instance, historical experiences of women’s antifascist struggle in the former Yugoslavia, and women’s activism against apartheid in South Africa, are welcomed. The special issue aims to provide a critical lens for thinking with strike and thinking different strikes together, in order to explore connections between bodies, conflicts and territories and to assemble diverse politics and poetics of feminist struggle, protest and liberation across space and time.
We seek submissions that address the theme of feminist strike by focusing on topics including, but not limited to:
• How does a feminist strike imagine and enact alternative politics that make feminist alliances possible? What do feminists in the Global North and Global South and postsocialist and postcolonial feminists have in common in terms of their struggles and forms of resistance? What are the prefigurative acts that maintain transversal connections but do not silence specificities in how work and gender are institutionalised, historicized, and experienced across different contexts?
• How do complex temporalities and rhythms of a feminist strike challenge for instance the sustained “first/second/third world” imaginaries or the continued silencing of past socialist anti-colonial networks? How do transnational memories operate along with, and against the current of, feminist “waves”? How can a feminist strike assemble different temporalities and rhythms of resistance?
• Analyses of different practices and poetics of resistance and liberation that emerge in a feminist strike. What makes a strike eventful? How are various visual activist or ‘artivist’ practices across transnational contexts challenging established understandings of the eventfulness of a feminist strike? Can politics of an impasse or obstruction be classified as a strike or do we need a different vocabulary of feminist resistance (Berlant 2011, Apter 2018)?
• The Wages for Housework movement and the work of thinkers such as Silvia Federici, Selma James and Mariarosa Della Costa.
• How the notion of a feminist strike becomes entangled with the ways in which women’s struggles during socialism were institutionalised and how this is connected to the deradicalization of March 8 and to asymmetries within transnational feminism.
• Responses to the NGOization and spectacularization of women’s struggles.
• Reflections on the “the uneasy affinities between the postcolonial and the postsocialist” (Koobak et al. 2021) including the intersections of feminist struggles, imaginaries, and legacies across and between these contexts.
• Explorations of how the idea and practice of feminist strike can be a productive analytic in attending to the yet unseen or less seen elements of feminist internationalism from below.
• Theoretical discussions of multifaceted resistances at the intersection of gender and labour.
We invite submissions interdisciplinary and discipline-based feminist interventions that may take the form of original research papers, position papers, book reviews, and original creative works, including short essay analyses of your own visual, aural, or spoken creative work. Research articles will be double-blind peer reviewed and are not to exceed 7,000 words including references. All other submissions will be reviewed by the issue editors in collaboration with the Atlantis Editorial Board. Book reviews should be no more than 1000 words and other forms of writing (excluding articles) should be no more than 3000 words.
Paper submissions will be invited after review of abstract submissions of maximum 300 words. Please send this by the 30th June, along with a brief bio-note to: firstname.lastname@example.org
For general inquiries about Atlantis or about this call, contact email@example.com or firstname.lastname@example.org
Apter, Emily. 2018. Unexceptional Politics: On Obstruction, the Impasse, and the Impolitic. London: Verso.
Atanasoski, Neda, and Vora Kalindi. 2018. “Postsocialist Politics and the Ends of Revolution.” Social Identities 24.2: 139-154.
Berlant, Lauren. 2011. Cruel Optimism. Durham: Duke University Press.
Draper, Susana, and Liz Mason-Deese. 2018. "Strike as Process: Building the Poetics of a New Feminism." South Atlantic Quarterly 117.3: 682-691.
Dalla Costa, Mariarosa and Selma James. 1975. The Power of Women and the Subversion of the Community. Bristol: Falling Wall Press.
Federici, Silvia. 2020. Patriarchy of the Wage: Notes on Marx, Gender, and Feminism. Oakland: PM Press.
Federici, Silvia. 2012. Revolution at Point Zero: Housework, Reproduction, and Feminist Struggle. Oakland: PM Press.
Ferguson, James, and Tania Murray Li. 2018. "Beyond the “proper job:” Political-economic Analysis after the Century of Labouring Man." Institute for Poverty, Land and Agrarian Studies (PLAAS), WP 51: 1-26.
Filigrana, Pastora, et al. 2020. "Anti-racist Feminism or Barbarism - Moroccan Women Seasonal Strawberry Workers." South Atlantic Quarterly 119.3: 629-636.
Gago, Verónica. 2018. "# WeStrike: Notes toward a Political Theory of the Feminist Strike." South Atlantic Quarterly 117.3: 660-669.
Gago, Verónica. 2020. Feminist International: How to Change Everything. Verso Books.
Koobak, Redi, Madina Tlostanova and Suruchi Thapar-Bjorkert. 2021. “The Uneasy Affinities between the Postcolonial and the Postsocialist.” in Postcolonial and Postsocialist Dialogues: Intersections, Opacities, Challenges in Feminist Theorizing and Practice. Ed. by Redi Koobak, Madina Tlostanova and Suruchi Thapar-Bjorkert. London: Routledge. 1-10.
Mayerchyk, Maria, and Olga Plakhotnik. “Uneventful Feminist Protest in Post-Maidan Ukraine.” Postcolonial and Postsocialist Dialogues: Intersections, Opacities, Challenges in Feminist Theorizing and Practice. Ed. by Redi Koobak, Madina Tlostanova and Suruchi Thapar-Bjorkert. London: Routledge, 2021. 121-137.
Sadiqi, Fatima (ed.) 2016. Women’s Movements in Post-“Arab Spring” North Africa. London: Palgrave MacMillan.
Suchland, Jennifer. 20`14. “Is Postsocialism Transnational?” Signs 3.4. 837–862.
“May 1st: Call for a Transnational Migrants’ Struggle.” 2021. Transnational Social Strike Platform. March 24.
MIS/CLASSIFICATION: IDENTITY-BASED INEQUITIES IN THE CANADIAN AND GLOBAL POSTSECONDARY CONTEXT -- SUBMISSIONS NOW CLOSED
Submission Deadline: April 29, 2022
Editor: KelleyAnne Malinen, Associate Professor, Department of Sociology & Anthropology, Mount Saint Vincent University.
This issue of Atlantis will explore how elements of postsecondary institutions produce, maintain, or resist equitable or inequitable outcomes for equity-seeking groups. We welcome submissions that address postsecondary contexts around the world, or here in Canada. We seek critical scholarship in the broad sense of the term, which invokes an overriding concern with one or more forms of human emancipation. For example, authors may draw upon branches of critical feminism, critical sociology, critical disability studies, or critical race theory.
Examples of identity-based inequities in the postsecondary context
Historical exclusions and foundational violence
One place to begin thinking about inequities within postsecondary education is with historical (though historically recent), formal exclusions from postsecondary institutions of women, of people of African descent, and of Indigenous people. For example, Indigenous people in Canada automatically lost Indian status upon receiving a degree. Atlantis is interested in articles that reflect on these histories, whether or how they have been addressed, and/or whether or how they continue to resonate in postsecondary institutions.
Our postsecondary system in its past and present manifestations can often be viewed through an intersectional lens. Atlantis is interested in submissions that explore the intersectionality of in/equities in the postsecondary context, as well as submissions that offer intersectional approaches for addressing such inequities.
Policies, services, and committees: Institutional responses to matters of equity
Today’s universities and colleges produce a range of policies against sexual violence, harassment, and discrimination, as well as policies for the use of preferred names and pronouns. Such policies aim to address issues confronted disproportionately by marginalized groups such as women, LGBTQ2S+ communities and racialized communities. Postsecondary institutions now fund – and frequently underfund – positions, services, committees, and centers intended to address the needs of marginalized groups within student populations. This call invites articles that take stock of such approaches to equity. Why and how are these measures generated? How do students experience these measures? What is missing? What has proven helpful? Who benefits?
Accessibility and disability accommodations, policy, and experiences
Integration of accessibility and disability accommodations into teaching and learning practices is relatively standard within postsecondary institutions today. Atlantis is interested in articles that explore the nature and/or efficacy of accessibility policies not only for students, but also for staff and faculty who are disabled. We are interested in experiences of such policies, as well as the accommodations that flow (or do not flow) from these policies, or from the staff and/or faculty responsible for implementing accommodations.
Critiquing curricula and critical curricula
Course offerings often fail to recognize the oppression of marginalized groups by our disciplines, or the contributions of marginalized people to our disciplines. The Eurocentricity of curricula continues to be challenged by calls for Indigenization and for Africentric and anti-racist content. Atlantis invites submissions that explore pedagogical approaches or student experiences that link curricula to systems of privilege or delink curricula from systems of privilege.
The numerous cultural groups that make up the international student populations at Canadian universities, for example, pay vastly higher tuition than domestic students to attain their degrees. At the same time, international students must deal with a variety of barriers, some relating to distance from home, the experience of a new culture, or the experience of a new language; but others relating to factors such as racism, Eurocentrism, and lack of cultural safety or awareness. This call invites submissions that critically examine the situations of international students in the context of their postsecondary experiences or of the postsecondary system.
In recent decades, marginalized groups of students and allies have raised their voices, drawing attention to manifestations of social inequality that are produced, maintained, and resisted in the postsecondary context. We are interested in the experiences and reflections of student and other activists working on issues related to marginalization within their university communities.
Summary of areas of interest
This CFP welcomes original research, literary works, and book reviews that explore how elements of postsecondary institutions produce, maintain, or resist equitable or inequitable outcomes.
Elements of postsecondary institutions include, but are not limited to:
• Practices, norms, and biases operative within universities and colleges
• Policies governing university and college life
• Construction and/or distribution of physical and/or virtual space
• Dominant and marginalized language within the academy
• Distribution of labour within postsecondary contexts
• Distribution of funds within postsecondary contexts
• Labour market outcomes following postsecondary education
• Student, faculty, and staff demographics
• Content of curricula and course offerings
Identities include, but are not limited to:
• Indigenous and settler identities
• Racial, ethnic, national, and regional identities
• Immigration status, residency, and citizenship
• Queer (such as lesbian, gay, bisexual, pansexual, or asexual) and heterosexual identities
• Gender-based identities, such as female, male, two-spirit, non-binary, transgender, and cis-gender
• Socio-economic class
• Disabled/mad/chronically ill identities
Equitable or Inequitable Outcomes
• The equitable and/or inequitable outcomes addressed by contributing authors may be academic/scholarly, material, discursive, and/or affective in character.
• Contributing authors may explore how such outcomes are or could be produced, maintained, or resisted from within or from outside postsecondary institutions.
Armstrong, E.A, & Bernstein, M. 2008. "Culture, power, and institutions: A multi-institutional politics approach to social movements." Sociological Theory, 26(1): 74-99.