Abstract (or Title) submissions deadline: July 17 EXTENDED TO September 20

Full paper submissions deadline: October 1 

Electronic submissions should be sent on Word.doc, Word.docx files to the main Editor 

English & Spanish submissions: kmharrison@wisc.edu 

French submissions: ftochon@education.wisc.edu 

Deep University Press invites abstracts for a refereed book inspired by the March & May (2017) conferences in Madison, WI (U.S.) and Paris, France Language Education Policy and Identities Inclusion: Cultivating Distinctiveness. The conferences focused on language education policy and the crisis of refugee, displaced, or migrant children in school. It addressed teacher education, language, education, and school policy, in a context of media misrepresentation, the heightened security environment of Western nations and fear factors like Islamophobia. Misrepresented cultures and ways of life are pretexts to reject languages and repositories of knowledge. Displaced children and youth must negotiate the difficult process of integration, affecting their identities and society as a whole. Roundtables allowed participants to share their experiences and discover methodological and conceptual ways out of the conundrum of diverse multilingual societies with many newcomers, but monolingual standardized school content. The issue now is how to cultivate distinctiveness. The theme of the book is creating Language Education Policy for a new nomenclature for displaced students, ie newcomers, neighbors & guests, edited by Kristine Harrison & Francois Tochon, and one other (name forthcoming). The book is much more than conference proceedings. The goal is to bring together narratives of experience and approaches that provide a deep rationale for Language Education Policy (LEP) that addresses the realities. We hope to transform the dominant paradigm of what are really linguistically and culturally diverse classrooms. The presence of displaced students, whether first generation or beyond, and in both western and non-western (or north-south) countries; fosters the cultivation of the distinctiveness of their languages and cultures. How can teachers, schools, and policymakers deal with non-dominant languages and non-standardized knowledge? The call is for chapters that are either or both experiential and practical—narratives of experience and practical solutions for/in the classroom. We would like to offer an international reference volume that can be used by teachers, educators, instructors, graduate students and researchers who are looking for substantial reflections and practical solutions to ground their LEP work and teaching in deeper linguistic, philosophical, anthropological, semiotic, political and educational perspectives. It is hoped that submitted chapters will report work from across a broad set of perspectives and experiences; and research orientations and methodologies.

SEE COMPLETE CALL FOR CHAPTERS TO THE LEFT.