Call For Contributions, Research Handbook on Gender, History, and Law, Edward Elgar

 Call For Contributions

Call for Contributions for Research Handbook on Gender, History, and Law (Edward Elgar)

As part of Edward Elgar's Research Handbooks in Gender and Law Series edited by Robin West and Alexander Maine, this volume on Gender, History, and Law aims to bring together critical and thought-provoking contributions on the most pressing topics, issues and approaches within legal and gender history. The collection aims to set the agenda in the field and serve as the most important and up-to-date point of reference for researchers as well as students, policy-makers, and lawmakers. 

We are aiming for about 30 essays of 8,000-10,000 words by scholars of legal and gender history on any topic that fits within the book's broad themes, including but not limited to gendered history within legal categories such as family, criminal law and international law, on particular historical periods, on specialist topics such as capitalism and labor, sexuality, race, identity, citizenship, the legal profession and courts, and on sources and methodology. 

The Research Handbook will be published in English, but we seek to provide a broad global perspective. To fulfill its aim of providing cross-cutting scholarship in law and history, each contribution should explore perspectives on what it means to do legal history in the chosen area in the context of the author's own approach.

Manuscripts must be original and not published elsewhere, and are due to the editors by July 1, 2025. Publication is anticipated to be in the summer of 2026.

Please submit abstracts by September 30, 2024. For questions and to submit abstracts, please feel free to reach out to any of us.

Rosemary Auchmuty (r.auchmuty@reading.ac.uk)

Caroline Derry (caroline.derry@open.ac.uk)

Danaya Wright (wrightdc@law.ufl.edu) 

Want To Review a New Law-Related Film, TV Series, Or Book? Hedgehogs and Foxes Wants To See Your Work!

The online site Hedgehogs and Foxes (https://hedgehogsandfoxes.org/) is seeking essays, book reviews, articles, teaching materials, and original works (including works of fiction, poetry, and other materials related to law and the humanities. Would you like to review a law related film or television series, such as For the People, Proven Innocent, Goliath, Bosch, Les Miserables, The Red Line, or Sneaky Pete? What about a law-related novel or non-fiction book? Let one of the Board of Editors know of your interest.

Call For Contributions for an Issue of Noesis: The Philosophy of Customary Law

Call for contributions: The Philosophy of Customary Law for an issue of the journal Noesis. More at the link here. 

CFP: Law and Justice Through Australian Lenses: Bushrangers, Battlers, and Bastards @GriffLawSchool

From Kieran Tranter, Law Futures Centre, Griffith University, comes this call for contributions for a very interesting collection on Australian law and film.

Law and Justice through Australian Lenses: Bushrangers, Battlers and Bastards

Kim Weinert

Law Futures Centre, Griffith University

Kieran Tranter

Law Futures Centre, Griffith University

Australian film and television occupies a special place in global televisual culture. Australian lenses have captured a nation and a culture seemingly fixated on issues of (out)law and (in)justice, producing films and television of striking landscapes peopled by bushrangers, battlers and bastards. From the several outlaw tales of Ned Kelly, to the fight for justice by the Kerrigans in the Castle, to the antics of the ‘ocker’, Australia has created a lasting legacy (for good or bad) of representations of law and justice ‘down-under’. Further, Australian lenses have had a significant impact on global film and television. Deeply compromised by the violence against the lives and laws of First Australians, Australian films and television has sharply illuminated what it means to live with a ‘rule of law’ that rules with a legacy, and a reality, of deep injustice. In this Australian film and television presents a critical lens through which to analysis Western law, legality and justice in its trans-cultural and global context.

This volume is the first to bring together scholars to reflect on, and critically engage with, the representations and global implications of law and justice captured by Australian film and television. It explores how Australian lenses have provided a cascade of distinctly Australian images and narratives that also provide global insights into the translations and transmogrifications of law and justice.

Contributors are invited to submit chapter proposal and a brief CV for consideration by the editors for inclusion in this edited volume.

Possible questions to respond to but not limited to the following:

·       What do Australian lenses tell us about law and justice?

·       How has law and justice been screened by specific Australian films?

·       Has Australian film transcended the legal narratives of ‘bushrangers, battlers and bastards’?

·       How has Australian film and television redressed or continued the violence of dispossession and colonialism towards First Australians?

·       What impact does technology advances and global forces have on producing and consuming Australian films and television? How has law been responsible for this change? How has representations of law and justice been changed?

·       How has Australian framing of law and justice become global?

·       Does Australian film and television bring a unique perspective to the police, lawyer or prison genres?

·       How Australian are Australian films and television?

Contributors should submit a proposal (300 words) and a brief CV (no longer than one page) to: k.tranter@griffith.edu.au by 31 May 2018.

The editors will advise contributors of inclusion and process by 15 June 2018.

The first draft of chapters (5000-7000 words) for peer review will be due 19 November 2018 with an expected publication date of late 2019.

Call For Papers: Shakespeare and the Pedagogies of Justice @ANZAMEMS

 Via @BauerStefan

Shakespeare and the Pedagogies of Justice – Call For Papers

Shakespeare and the Pedagogies of Justice

Shakespeare scholars regularly encounter social justice issues in the material that we study and teach. Most often in the classroom our engagement with such issues takes the form of thematic identification and critical parsing. Yet we struggle to form more direct, material connections between coursework and social justice work. This book is for professors of early modern literature who want to heighten the intellectual impact of their courses by thoughtfully using their classrooms as laboratories for social formation and action. Much as Paolo Freire sought to reformat the relationship between teachers and students through his “pedagogy of the oppressed,” we are seeking productive ways of reformatting the relationship between students and this challenging material–ways that move them and us toward social action. We invite chapters that describe and model the doing of social justice work with and through early modern texts, and that claim the academic (not merely social) benefits of integrating social justice work into courses. To rethink the syntax, we might say we are interested in how social action can grow out of the pedagogical tools we employ in the early modern classroom. Bad pedagogy can produce quietism, but we hope to trace some ways in which an alive classroom can spark social change. To that end, we are especially interested in essays that do not approach teaching a single text so much as introduce methodologies, curricula, and assignments that integrate early modern texts with doing social justice.

Topics may include:

• Social justice topics courses
• Service learning
• Community engagement
• Evidence and truth in a post-truth world
• Teaching in the anthropocene
• Inclusive pedagogies
• Students as knowledge producers
• Teaching at an HBC, women’s college, native college, community college
• The global Renaissance
• Teaching performance as social justice
• The scholarly implications of social justice pedagogy
• Multiple and competing “Renaissance world pictures”
• Implications of post-modern ontologies on pedagogy
• The classroom as a community, laboratory, incubator, and change agentFor consideration please send a chapter abstract (500-1000 words), bio (~250 words) and CV (<4 abstracts="" deadline="" for="" is="" nbsp="" pp="" strong="" style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;">27 January, 2017

 completed chapters expected by 15 December, 2017.  Please send full set of materials to both Hillary Eklund, Loyola University New Orleans hceklund@loyno.edu and Wendy Beth Hyman, Oberlin College whyman@oberlin.edu.

This entry was posted in cfp on 5 January 2017.