Call for Abstracts

CALL FOR ABSTRACTS: Journal of Lesbian Studies

Borderlanding Academic Researchers: Understanding How the Scholarly Work of Woman-Identified Queer K-12 Education Researchers is Impacted by Racism, Homophobia, Transphobia, and Ableism

Guest Edited by Drs. Jill M. Hermann-Wilmarth and Laura Jiménez
Jill.hermann-wilmarth@wmich.edu, jimenez1@bu.edu

The Journal of Lesbian Studies, a peer-reviewed academic journal published by Taylor and Francis, invites proposal submissions for a special issue on the subject of Understanding How the Scholarly Work of Woman-Identified Queer K-12 Education Researchers is Impacted by Racism, Homophobia, Transphobia, and Ableism. 500 word abstracts are due to the guest editors by October 1, 2018.

There are key stakeholders in academia who decide what topics get researched and published, and whose  ideas and  identities get taken up in scholarship.  As we consider our own places in the academy, we are curious about how our field has been shaped, and how it can be reshaped, by scholars who exist in academic borderlands (Anzaldua, 2012). All academics  have “Reviewer 2” horror stories, but for scholars who are from mis-and under-represented  communities  there are additional layers of devaluing our personhood. This gaze and this devaluing inform the kinds of identity-oriented research we are able to do.

In her seminal work Crenshaw (1991) addressed the additive nature of marginalized identities and the ways that effect worked against Black women within systems to erase their voices. We believe her understandings of the ways systems work to reify the White, straight, cisgender, able, and male superiority are also at work in academia in general and education research in particular. As queer lesbian scholars, one of whom is Latinx, our work is often centered in the identities we carry.  In our work we seek to dismantle long standing and continued racist, homo- and transphobic, ableist, sexist systems at work in K-12 education. We are not unique in the fact that we are working within the very systems we are attempting to dismantle, and this context informs the choices we and other scholars make or have made for them by those with power in our fields. We hope, with this issue, to name the process and rigor that lesbian and queer identified women, both IPOC (Indigenous and People of Color) and White to do the academic work of seeing the systems we are working within and finding ways to leverage and subvert those systems when researcher and or research participant/subject claim these identities. We are interested in understanding the research process and how woman-identified lesbians and queer people make choices and are framed and implicated by the systems we are working in.

We are particularly interested in how research, from inception to publication and at all points in between, has been shaped for queer and IPOC scholars who must work within these systems. This issue is interested in post-third wave activism, and we acknowledge the framing, resistance, and denial of our work – woman-identified queer scholars– whose identities are multiple and intersectional have long been actively omitted, softened, and redacted thus reaffirming the normative standards of White, straight, male, and able supremacy. Thus we are actively seeking a wide range of methodologies and writing styles, both traditional and non traditional genres of academic writing that can be put into conversation with each other to better illustrate these problems, as well as provide solutions for how the field can embrace differences in scholarship.

Possible topics papers could address include:

  • How have research methodologies of queer and IPOC scholars doing identity work been influenced by the ways Human Subject Institutional Review Boards, school districts, and K-12 schools respond to research that centers marginalized identities?
  • What does the landscape look like? How often are IPOC and queer scholars doing identity work published? In what kinds of journals, or by what kinds of academic presses? Using what sorts of methodologies?
  • How can scholars of color, indigenous scholars, scholars with disabilities, and queer scholars who do queer, critical race, and intersectional research in education learn from each other to navigate the academy?
  • What evidence do scholars have of how heteronormatiity, cisnormitivity, abelism, or racism or a combination inform how their work is read by those with power in academia (editors and established scholars)? How does this evidence inform the larger field?

Please email guest Editers Drs. Jill M. Hermann-Wilmarth and Laura Jiménez with questions, ideas, and abstracts

Jill.hermann-wilmarth@wmich.edu

jimenez1@bu.edu