Archive for March 2017

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[ecrea] CFP: Postcolonial Turn and Geopolitical Uncertainty: Transnational Critical Intercultural Communication Pedagogy

Wed Mar 08 09:40:12 GMT 2017

CFP: Postcolonial Turn and Geopolitical Uncertainty: Transnational Critical Intercultural Communication Pedagogy

Editors: Ahmet Atay (College of Wooster) and Yea-Wen Chen (San Diego State University)

In her critique Raka Shome (2009) calls attention to the domination of English language in cultural studies and communication discipline and calls attention for change, an international or postcolonial turn. As a field of study, the communication discipline has been somewhat successful in providing some outlets for scholarship to be published addressing the saliency and importance of pedagogy. What we have not yet excelled in, however, is giving space and voice to pedagogy scholarship that addresses the issue of marginalization or experiences from non-mainstream vantage points in the global contexts, particularly the voices of postcolonial and transnational scholars and in-between global experiences. Given the changing national, ethnic, racial and cultural landscape of the world and global tensions therein, it is imperative that particular and concentrated attention be given to communication scholarship that centers communication and cultural pedagogy scholarship that not only provides voice and a platform for articulating these tensions, but also has theoretical and practical implications for facilitating societal change within, through, and beyond the academy. In this book, we explore the complex and intertwined link between critical communication pedagogy (CCP) and critical intercultural communication (CIC) that aims to take postcolonial and transnational approaches.

Both CCP and CIC aim for social change and promote a diversity of voices that (try to) resist micro and macro structures of oppression and domination; however, the scholarship neglects to incorporate the postcolonial and transnational turns and the impact of globalization in their discourses. Therefore, these efforts bypass decolonization discourse, transnational approaches and the impact of geopolitics on voices and experiences within and outside of academia. This is particularly true of CCP, but it also applies to CIC, to a certain degree. Therefore, despite the push to open up spaces for diverse voices to come to the center and/or join the dialogue, White and, more significantly, North American perspectives and English as the language of "diversity" discourse tend to dominate the discussion. Shome (2013) critiqued this U.S.-centric approach driving CIC, arguing that "...we often find in critical intercultural communication studies an implicit tendency to territorialize race where race becomes synonymous with the boundaries of the nation-state. Such a framework ends up shoring and maintaining a US centered ethos in our understanding of race" (p. 149). Similar tendencies are also very apparent in CCP's agenda. Despite honorable efforts, the notions of race, gender, ethnicity, sexuality, class, ability and other identity markers often are articulated within and from the U.S.-centric ethos. Hence, transnational nature of communication, media and cultural studies as disciplines and global nature of U.S. academia (due to increasing presence of immigrants-both documented and undocumented, and international students and scholars) are highly disregarded. Shome and Hegde (2002) and Sorrels (2013) have claimed that globalization and its effects must be considered by CIC scholars due to the movements of ideas, information, technology, mediated texts, goods and human bodies. The linkages in the world are also salient because of increased transportation and communication platforms, means and processes. Similar arguments must be made for CCP research because, unfortunately, CCP scholarship often ignores globalization processes and how they impact the ways in which we teach in the classroom and the impact of geopolitics and who gets to talk and how their voices, and in what contexts, are articulated and received. Furthermore, the same processes are also changing the nature of our students, including global nomads, individuals who identify with multiple countries (as international students or the children of immigrants), and people whose primary language is not English.

The goal of this project is to connect and interweave CCP and CIC scholarship and emphasize the importance of postcolonial and global turns as they are molded into a new area of critical global/intercultural communication pedagogies. Hence, it takes a transnational approach and requires a deep commitment to acknowledging the importance of geopolitics when it comes to voice, articulation, power, and oppression. Ultimately, however, the focus of this pedagogy is the social change and social justice that are central to the critical and cultural communication work that aims to decolonize CCP, CIC, curricula, and academia by taking a transnational approach. Hence, the end goal is to develop and foster an area of study that we would like to call "transnational critical communication pedagogy".

Hence, this particular book aims to achieve three goals:

1. Offer a space where nationally, ethnically, racially, and linguistically different scholars can join in the discussion to globalize CCP and CIC while integrating the postcolonial turn into their discourse. 2. Connect and interweave CCP and CIC scholarship and discourse by contextualizing globalized and postcolonial experiences within higher education and beyond. 3. Propose and promote postcolonial and globalized turns in CCP and CIC theorization. 4. Mapping out Transnational Critical Communication Pedagogy that is rooted in transnationalism and committed of decolonization of CCP, CIC, curricula, and academia.

Potential topics might include but not limited to:

1. Construction of race in global contexts within and outside of academia.
2. Construction of gender and sexuality in global contexts.
3. Postcolonial and transnational turns in identity theories in the context of CIC and CCP.
4. Globalization and decolonization of the curriculum.
5. Globalization and decolonization of CCP and CIC scholarship.
6. Globalizing critical race theory.
7. Decolonizing feminist and queer pedagogies.
8. Globalizing intersectionality.
9. Geopolitics and intersectionality.
10. Creating transnational mediated CCP.
11. Geopolitics and voice in CCP and CIC scholarship.
12. Social change and CCP and CIC scholarship outside North America.

Abstracts are due by April 15, 2017, with a word length of no more than 500 words. Full-length manuscripts are due on October 1, 2017, with a word length of no more than 6,000 words including references, endnotes, and so forth. Peter Lang has already expressed interest, and so we are excited to move forward. Abstracts should be emailed as Word documents to co-editor Ahmet Atay ((aatay /at/ and Yea-Wen Chen ((yea-wen.chen /at/ for an initial review.

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