*CF`* CALL FOR ARTICLES, ISSUE 119, VIEWFINDER JOURNAL

ViewFinder Issue 119 is now open for submission from writers, academics, researchers, and video essayists.

We will be exploring the present and future of audiovisual education.

We’re looking for articles and essays with a focus on the future of education, the current use of audiovisual and the new dynamics of online teaching.

Teaching is still going through seismic changes since the Covid-19 pandemic began. How important a factor has using audiovisual tools been? What has been the impact of using Zoom and MS Tools in teaching? To what extent have education streaming services such as BoB and Kanopy, as well as YouTube, played a more important role in teaching and learning since Spring 2020 and how might their role change going forward?

What systems are being designed to optimise accessibility in education? What has been the impact on inclusivity in the last 18 months? What licensing and copyright issues have had to be addressed? ViewFinder is designed to be accessible across academic disciplines and for public readership as well as academia. It is a chance to synthesise and summarise your project work and to offer think pieces and provocations that enrich the public conversation.

*CFP* CALL FOR PARTICIPATION, THE 1ST GAMES AND SOCIAL IMPACT MEDIA RESEARCH LAB CONFERENCE

 The 1st Games and Social Impact Media Research Lab Conference (GLOW2021)

Lusófona University

October 22, 2021 (Online)

 

The potential of games for social impact and inclusion is vast and ever-evolving. The Games and Social Impact Media Research Lab (GLOW) was created at Lusófona University to research, discover, and foster links between games studies in academia and civil society through educational and knowledge exchanges. GLOW’s main research interests are the social impact of games and play and how this impact can be transformed and advanced. A number of social groups continue to be underrepresented in the games industry’s priorities, and design knowledge needs to expand in relation to these groups and their specificities. GLOW is meant to advance existing research in the relationship between games and social outcomes, strengthening the sharing and production of new data evidence, new methodologies, and approaches in the field.

*CFP* "MEDIA AND DIVERSITY", SPECIAL ISSUE, PROBLEMI DELL'INFORMAZIONE: ITALIAN JOURNAL OF MEDIA AND JOURNALISM STUDIES

We live in a deeply mediatized world, where public sphere and social and political dialogues are inconceivable, or better inexistent, without media. In democratic systems, the political decision-making processes are somehow tied to the collective perceptions of social issues, therefore the role played by media, in particular news media, has become strategic. Media directly participate not only to the agenda setting and current debates, but, in a deeper perspective, to the construction of social categories and the explanation of social facts. By steadily shaping, framing and giving public visibility to some social groups, media accustom citizens to perceive some distinctions as ordinary, usual, “natural”; thus, they create identities and borders. By emphasizing some distinctions in comparison with “us”, they create the Other. By lighting the fire underneath a kind of diversity and its point of view, they affect social stereotypes and promote the change of mentalities.

In recent years, some relevant studies have provided original and unexpected perspectives useful to understand the power of media in societies by investigating their role in building the categories of minorities, vulnerability and social empathy. In particular, Lynn Hunt has reconstructed the way in which popular media have contributed to the “invention” of the idea of human rights in the passage from the modern age to the contemporary one. According to this author, media stimulated the audience to assume the points of views of the different characters of drama, primarily of the weakest ones, and, consequently, to take in account the human pains of torture and social injustices and to imagine more equal opportunities for all human beings. Another milestone of the literature on this topic is the last work of Roger Silverstone, where is reflect on the role played by media in the formation of the social, civic and moral space. The knowledge of the Other and the relationship with the same increasingly happen inside the mediapolis, the space where people coming from differing places can make a reciprocal appearance.

*CFP* "MIGRATIONS, CITIZENSHIPS, INCLUSION. NARRATIVES OF PLURAL ITALY, BETWEEN IMAGINARY AND DIVERSITY POLITICS", XXVI INTERNATIONAL 2021 CONFERENCE OF FILM STUDIES

XXVI International Conference of Film Studies

Migrations, Citizenships, Inclusion.

Narratives of Plural Italy, between Imaginary and Diversity Politics

Rome, May 6-8, 2021

Department of Philosophy, Communication, and Performing Arts - University of Roma Tre, Italy

Confirmed Keynote Speakers
Áine O’Healy, Loyola Marymount University,

Igiaba Scego, writer and journalist,
Jennifer Smith, Head of Inclusion, BFI.

The global pandemic crisis triggered by COVID-19, on the threshold of 2020, also had a tremendous impact on creative industries, whose supply chains are kept on track, in Italy as elsewhere, thanks to mostly intermittent workers, with a weak social protection. While claiming an urgent recovery plan for the whole sector, we stand for a widening and broader diversity in the gamut of interested parties. In this way, it would be possible to respond to a global demand for participation, coming from groups that are scarcely present in senior positions and are associated with a strongly limited narrative. XXVI International Conference of Film Studies Migrations, Citizenships, Inclusion aims to meet this demand and return it in terms of analysis and operating proposals.

*CFP* "ESCUELAS PÚBLICAS PARA LA TRANSFORMACIÓN EN LA SOCIEDAD DEL CONOCIMIENTO", NÚMERO 66, MONOGRÁFICO 2021-1, COMUNICAR: REVISTA CIENTÍFICA DE COMUNICACIÓN Y EDUCACIÓN

Mientras que el aprendizaje es y ha sido central en la mayoría de las concepciones sobre lo que significa ser humano, la educación que reciben los individuos en el marco de la sociedad del conocimiento define más que nunca sus oportunidades para la vida. Ante esta realidad, cada vez hay más evidencias científicas que cuestionan cómo se ha proveído de educación a la población durante el último siglo.  Junto a esto, denotan cómo los sistemas educativos de la mayoría de los países del mundo enfrentan una serie de desafíos relacionados con la complejidad de los procesos de aprendizaje y la creciente diversidad entre la población estudiantil.  En la transición al siglo XXI, diferentes voces de distintos ámbitos del saber han enfatizado la necesidad de explorar procesos y modelos que permitan transformarla educación escolar, haciéndola más inclusiva y estimulante con el fin de abordar la desigualdad de condiciones entre el alumnado y los retos relativos al aprendizaje en la sociedad del conocimiento.

Una educación transformadora es esencial para comprender las posibilidades y las tensiones del con-texto social actual y favorecer nuevas trayectorias de participación e implicación del alumnado.  La mayoría de las iniciativas de cambio se han definido de lo institucional a lo local (top-Down) mediante reformas políticas, pero aquí centramos nuestra atención más bien en las iniciativas promovidas desde las escuelas (bottom-up), especialmente aquellas que generan prácticas innovadoras. Justamente nuestro interés radica en cómo estas iniciativas apuntan a resolver problemáticas más complejas, que van más allá de del rol tradicional de la escuela y de la educación. En este sentido, cada vez es más frecuente encontrar proyectos educativos emanados de escuelas públicas de distintos contextos territoriales que buscan tener un impacto importante en las vidas del alumnado, sus familias y comunidades. Esto podría significar que dotar de capacidad de autonomía, decisión y acción a las escuelas públicas, puede en efecto, tener un potencial transformador de la sociedad.