Violence on campus. Decline of the Humanities. Impoverished contingent labor. Student debt. Sexual harassment. Hate speech. Death of tenure. Conversations surrounding volatile subjects such as these are powerfully shaping the lives of those of us who work and learn in 21st-century academe.
When framed as a crisis or as a series of conflicts within higher education, such subjects are often studied for the benefit of an executive audience and thus involve a sense of expectation: What can be done? But research aimed at recommendations, strategies, and policies can overlook the heterogeneous effects of a problem and thus overstate the likelihood that it can be resolved through administrative action.
When framed as a crisis or as a series of conflicts within higher education, such subjects are often studied for the benefit of an executive audience and thus involve a sense of expectation: What can be done? But research aimed at recommendations, strategies, and policies can overlook the heterogeneous effects of a problem and thus overstate the likelihood that it can be resolved through administrative action.
We recognize a potential to enrich our understanding of academic conflicts and crises by focusing on their effects on individuals and within groups, communities, and societies. Specifically, careful tracing of effects can enrich our understanding of how multiple stakeholders experience and engage creatively with conflict and crisis in academe.
We call for proposals of book chapters that offer in-depth analyses of the effects of conflict and crisis within higher education.
Submissions from authors across the disciplines are very welcome. The collection will incorporate a transnational perspective, and submissions from authors outside of the USA are strongly encouraged.
Submissions from authors across the disciplines are very welcome. The collection will incorporate a transnational perspective, and submissions from authors outside of the USA are strongly encouraged.
Prospective authors should send to both editors of this collection
an abstract of the proposed chapter (250-word minimum) that does all the following:
- identifies a conflict or crisis in a higher educational context, whether school or national/regional/local educational system,
- states clearly how the chapter will illuminate the effects of the conflict or crisis upon one or more stakeholders,
- names the research methodology/methodologies and tool/s that will be used, and
- identifies aspects of the author/s positionality that are relevant to the study; a curriculum vitae.
Abstracts are due by May 31, 2020; editors’ decisions will be made and abstract authors notified by August 31, 2020; full chapters will be due by January 31, 2021. Chapters published will likely each be a minimum of 5,000 words.
Proposals should be sent to both Adrienne Lamberti, Associate Professor of English, University of Northern Iowa lamberti@uni.edu and to Anne R. Richards, Professor of English and Interdisciplinary Studies, Kennesaw State University.
Among their several books on conflict, communication, and cultural studies, the authors have most recently published the collection Conflict and Communication Studies: Disciplinary Connections, Research Directions (Palgrave 2019).
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