[ecrea] Call for Proposals: Teaching Media Quarterly on Work and Media

"Work and Media" in Teaching Media Quarterly 3(1): Fall 2014

Call for Proposals:

The subject of work is often overlooked in the teaching of media 
literacy. However, representations of work are abundant and significant 
for how we understand the middle classes, the working class, and the 
working poor. Work also shapes how we rationalize and explain political 
and economic ideas and lived experiences. Television shows such as The 
Office, Parks and Recreation, The Fall, The Killing, reality TV such as 
Undercover Boss and Border Wars, and films such as Elysium, Alien, The 
Wrestler, and The Hunger Games deal with the opportunities for work, the 
jobs people do, how they do them, and how that work is monitored and 
mediated. They also construct social meaning about the people who do 
particular jobs. Documentary films on the evolution of women’s labor, 
migrant labor, and even public relations all point to work as an 
important area to be interrogated and brought into the teaching of media 
literacy. Importantly, work always intersects with gender, class, race, 
and sexuality, and has larger political and economic implications.

Teaching Media Quarterly seeks materials to be used in the classroom 
that critically investigate the intersection of work and media. Work is 
defined broadly here. It includes the actual variety of jobs people do 
and their workplaces. It relates to questions of labor unions, and also 
to questions of waged and unwaged labor. Work intersects with class, 
race, gender, sexuality, and place. Work is engendered in the production 
of media, and we engage in emotional labor when we interact with media. 
Particularly, we are interested in lessons that address the following:

    *

      How do questions of race, class, gender, sexuality, place, and 
national identity emerge in media narratives about work?
    *

      What is the relationship between work and economic and social 
inequality?
    *

      How do representations of work in media operate as a struggle 
over competing cultural values, as well as political, economic, and 
media imperatives?
    *

      What are the sites of immaterial labor and hidden labor? How do 
they impact our understanding of the economy?
    *

      What is the relationship between labor unions, workers’ struggles 
for better working conditions, and media conglomerates?
    *

      How does work become a mediated site at which “good citizenship” 
is constructed and cultivated?
    *

      What kinds of political economy and environmentalist questions 
are important to ask when approaching work and media?


Teaching Media Quarterly Submission Guidelines & Review Policy

Teaching Media Quarterly seeks innovative assignments and lessons that 
can be used to critically engage with the topic of work for use in 
undergraduate classrooms. All submissions must include: 1) a title, 2) 
an overview and comprehensive rationale (using accessible language 
explain the purpose of the assignment(s) and define key terms) (250-500 
words), 3) a general timeline, 4) a detailed lesson plan and assignment 
instructions, 5) teaching materials (handouts, rubrics, discussion 
prompts, viewing guides, etc.), 6) a full bibliography of readings, 
links, and/or media examples, and 7) a short biography (100-150 words).

Please email all submissions in ONE Microsoft Word document to

(teachingmedia.contact /at/ gmail.com).

SUBMISSION DEADLINE: November 10, 2014

Submissions will be reviewed by each member of the editorial board. 
Editors will make acceptance decisions based on their vision for the 
issue and an assessment of contributions. It is the goal of Teaching 
Media Quarterly to notify submitters of the editors' decisions within 
two weeks of submission receipt.

Teaching Media Quarterly is dedicated to circulating practical and 
timely approaches to media concepts and topics from a variety of 
disciplinary and methodological perspectives. Our goal is to promote 
collaborative exchange of undergraduate teaching resources between media 
educators at higher education institutions. As we hope for continuing 
discussions and exchange as well as contributions to Teaching Media 
Quarterly we encourage you to visit our website at 
http://www.teachingmedia.org/

Best,

Teaching Media Quarterly editorial board

L. Elias

J. Hamilton

E. Hristova

H. Zimmerman

University of Minnesota

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