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CFP: Teacher Subjectivities in Latin America

2022-02-09

 

EPAA/AAPE Call for Papers

Teacher Subjectivities in Latin America

 

Guest Editors: Ezequiel Gomez Caride, Universidad de San Andrés  (egomezcaride@udesa.edu.ar), José Weinstein Cayuela, Universidad Diego Portales (jose.weinstein@mail.udp.cl), Paula Louzano, Universidad Diego Portales (paula.louzano@udp.cl)

This special issue aims to contribute to the production of knowledge on the teachers’ subjectivities in Latin America. At a time when the language of educational reform is based on speeches about inclusion, school autonomy, and tests understood as an accountability mechanism, it is necessary to rethink the teaching position in the face of this new Latin American educational scenario.

Several studies have focused on the educational system as a structure and have approached the teaching universe as a group, which result in the stabilization of the subjectivities and practices of teachers. When considering teacher subjectivities, it is not restricted to a limited universe or an “intimist” dimension, but it rather focuses on the assembly that encompasses the subjectivities and teaching practices coordinated in specific contexts. We understand this space of inquiry and its universe as a continuum that goes from the deepest teaching beliefs to the daily work of teachers who walk the school corridors.

We seek full articles that account for these aspects with an empirical basis and their theoretical and political implications, highlighting the perspectives of teachers as well as a comparative Latin American perspective.

Manuscripts are expected to be oriented, but not limited, to the following questions.

  • How do teachers interpret the different dimensions of their professional work? How have they formed the notions of teacher professionalism in Latin America throughout history? How do international organizations and programs affect the reshaping of teacher professionalism? How have international large-scale assessments (ILSAs) impacted teachers’ subjectivities in the last two decades?
  • How do teachers interpret the new educational reform trends? How are teachers’ corporealities and emotions put into action in the current context? To what extent do they accept, resist, or try to change them? What alternative aspirations do they project for their future?
  • What dilemmas emerge in teachers’ subjectivities between policies of tests—accountability—and inclusion? How are they put into play at school and in the classroom in the context of a pandemic?
  • What are individual and collective teacher beliefs and how do these relate to socioeconomic, gender, and ethnic diversities? How do teachers build their expectations and positioning in the face of inequality? How do they feel about their teaching work (teaching well-being and discomfort) throughout their careers?
  • How do teachers position themselves before the rhetoric and representations of teaching circulating within Latin American societies?

These, among others, are the questions that the researchers who contribute to this volume will answer. The different intellectual traditions and their research methodologies are welcome as long as they manage to enlighten these dilemmas and draw attention to the possible teachers’ subjectivities in Latin America. We especially encourage approaches that question and explore and enlighten the so-called “teacher’s subjectivity” in an original way, creating perspectives that account for the ways in which teachers’ subjectivities are put into action in interactions, commitments, cutbacks to education, educational decisions, and pedagogical practices.

Submission Information: Potential authors should electronically submit their manuscripts in English, Portuguese or Spanish by June 1, 2022, to the journal section Teacher Subjectivities in Latin America at https://epaa.asu.edu/ojs/index.php/epaa/submission/ and follow the Journal’s submission guidelines.

Timeline:

Deadline to receive full manuscripts: June 1, 2022

Deadline for communicating decisions about manuscripts: August 30, 2022

Deadline for author revisions: December 31, 2022

Estimated publication date: March 2023

The guest editors will accept 5-6 manuscripts for this special issue. Please direct any questions about this special issue to the guest editor: Ezequiel Gomez Caride, Email: egomezcaride@udesa.edu.ar