[Commlist] Academic Quarter - Call for contributions: Volume 29, Fall 2024 “Gender Equality Training through Serial Drama”

Academic Quarter
Call for contributions Volume 29, Fall 2024

“Gender Equality Training through Serial Drama”

Guest Editors
Maria Elena D’Amelio, University of the Republic of San Marino
Sarah Arnold, Maynooth University, Ireland
Louise Brix Jacobsen, Aalborg University, Denmark
Raluca-Nicoleta Radu, University of Bucharest, Romania
Kim Toft Hansen, Aalborg University, Denmark

We invite submissions for a special issue about “Gender Equality 
Training through Serial Drama”. The issue aims to explore the academic 
intersection between gender equality as a sociological issue, popular 
serial drama as a media phenomenon, and young adult education and 
teaching. Aiming towards an interdisciplinary approach, we welcome 
contributions that especially tackle gender equality issues through 
teaching serial drama, including scholars with relations to sociology 
and history, television and media studies, education and pedagogy, and 
philosophy, and scholars working on critical media literacy.
The EU Gender Equality Strategy 2020-25 pays particular attention to the 
necessity of negotiating and dissolving gender stereotypes that may 
contribute to gender inequalities through unconscious biases, a process 
sometimes referred to as ‘gender mainstreaming’. Especially through 
gender mainstreaming in education, we wish to present perspectives that 
address European young adults and young adults in high schools, offering 
tools that negotiate and transform gender stereotypes and gender 
equality issues. Through popular culture and especially serial drama, we 
wish to motivate a common language for creating new modes of 
self-representation and depiction of worldviews and social 
relationships. Indeed, one key aspect of research in the field critical 
media literacy is its concern for the politics of representation, which 
focuses on how the marginalized and dominant relations, including 
gender, race, class and sexuality, are represented in the media. We 
welcome contributions that use popular serial drama as an ‘awareness 
tool’ for new pedagogical reflections about social relations between 
genders and on social justice issues regarding gender equality.

With this issue, we wish to represent scholarly perspectives that reply 
to these four basic questions and orientations:
• Representation: How do European serial drama represent gender, gender 
equality, and gender issues?
• Audience: How may we map European young adults’ understanding of 
gender issues through serial drama?
• Production: How do creatives reveal debates about gender issues in 
developing serial drama?
• Education: How may we use research into the above three perspectives 
in developing educational tools for teaching gender equality to European 
young adults?
Covering all four questions in one contribution is not a prerequisite 
but abstracts for publications that cover more than one will be 
favoured. All contributions should consider educational or pedagogical 
perspectives on teaching gender issues through serial drama.

This special issue is developed in collaboration with the EU research 
project GEMINI (Gender Equality through Media Investigation and New 
training Insights) (Agreement No. 101088073). GEMINI is a 
research-action project addressed to high school students and their 
teachers. To encourage behavioural changes, we welcome contributions for 
this issue that reply to the research questions presented above, but we 
would especially urge researchers to present their material in a form 
that may work both as research publications and as contributions that 
may be integrated in a teaching context. This may include material that 
can be used in teaching activities, or material that pedagogically 
reflects on or introduces how teachers may use serial drama cases in 
teaching gender issues to European high school students.

Academic Quarter is a multimodal research journal, including video 
essays as a publication mode. The editors’ ambition is to present an 
issue in which most contributions are video essays, but we will also 
include articles in text. However, as the topic is serial drama, and 
since material should be easily adapted by teachers, we invite 
contributors to enrich their contributions through visualisation, clear 
exemplification, or audiovisual means. For authors, this presents an 
opportunity to reflect on serial drama as visual educational tools for 
teaching gender issues to young adults in European schools. In your 
abstract, please indicate how you wish to audiovisually present your 
material.

According to the European Institute for Gender Equality, gender equality 
training deals with the provision of “relevant knowledge, skills and 
values” that allow individuals and societies with the right tools “to 
contribute to the effective implementation of the gender-mainstreaming 
strategy in their field” (EIGE 2016). In our case, this means students 
and teachers in European high schools as a core target group. The 
theoretical assumption is that it is possible to teach gender equality 
through popular serial drama to students, since it involves teaching 
activities guided towards relevant media consumption among young adults. 
In addition, this also involves a potential creation of young ‘gender 
ambassadors’ by employing the dramatic potency build into serial drama 
in gender equality training in schools.

• Submission and Review of Abstracts February 1, 2024
• Response to Authors of Abstracts: March 1, 2024
• Submission of Articles and Videos for Peer Review: June 15, 2024
• Peer Reviews sent to Authors: August 30, 2024
• Resubmission of Articles and Videos following Peer Review: October 1, 2024
• Layout Copyedit: December 1, 2024
• Publication: January 15, 2025


Practical Information
Abstract: c. 150 words.
Full Article: c. 3,000 – 3,500 words

Video essay: Max 7–12 minutes. While shorter pieces are welcome, it may 
be appropriate to batch more than one as part of a specific submission.

Abstracts and articles should be sent to: Annemette Helligsø 
(mailto:(anhe /at/ ikl.aau.dk)) No payment from the authors will be required.

Detailed author guidelines and further information can be found on the 
journal’s website: https://journals.aau.dk/index.php/ak.
Video essays
You are welcome to use the possibility of producing a video essay 
following these guidelines:
To ensure blind peer review of video essays, contributors should – to 
the greatest extent possible – ensure that their identity is 
unidentifiable. The video files for review should not include 
information on authors, directors, producers, and performers. You do not
need to mask the voices or images of people.

Video essays should be max. 7-12 minutes long and accompanied by an 
academic guiding text between 1,000-1,500 words that clearly reflects 
upon the publication’s scholarly/academic contribution. Video essays 
should be original works of publishable quality in a rigorous scholarly 
context, and may take argumentative, expository, explanatory, 
documentary, performative, essayistic, poetic, symbolic (metaphorical) 
or artistic forms, or a combination of these. The guiding text should 
clearly explain the argument in the video essay and/or the insight that 
the viewer may gain from watching and listening to it.

This guiding text should follow the directions in the article style 
sheet of Academic Quarter. Video essays should be final and handed in as 
a separate mp4-video-file. Video files and accompanying guiding text 
should be sent to Annemette Helligsø by a large-file transfer service. 
Academic Quarter hosts a video file server and archive at Aalborg 
University from which the finished and published video files will be
streamed. Academic Quarter supports only publication and not the 
technical development of video essays.

Video essays and the guiding text will be reviewed together.

Criteria for reviewing submissions are:
a. the lucidity (cogency) of the argument,
b. the technical and stylistic execution of the video material and
c. the clarity of the guiding text.

Official information about the research project
This project has received funding from the European Union (CERV 
Programme) under Grant Agreement No. 101088073. In line with the EU 
Gender Equality Strategy 2020-2025 and from an intersectional 
perspective, the research-action project GEMINI – Gender Equality 
through Media Investigation and New training Insights aims to tackle 
gender-based stereotypes that create gender inequalities and empower 
young adults to create products that convey positive messages of gender 
equality. The 10 partner institutions of GEMINI compose the Consortium 
responsible for the implementation of the project as defined in the 
contract with the European Commission. The Project Coordinator is Marica 
Spalletta, Associate Professor in Media Sociology at Link Campus University.




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