The Journal of Interactive Technology and Pedagogy

Themed Issue 23: 

The Liberatory Legacy of bell hooks: Pedagogies and Praxes that Heal and Disrupt

Issue Editors:

Nikki Fragala Barnes, University of Central Florida

Summer L. Hamilton, Pennsylvania State University

Asma Neblett, The Graduate Center, CUNY

Kush Patel, Manipal Academy of Higher Education

Danica Savonick, SUNY Cortland

The Journal of Interactive Technology and Pedagogy (JITP) seeks scholarly (especially creative and experimental) work that contributes to or is informed by the liberatory pedagogical legacy of bell hooks. Paying special attention to texts like Teaching to Transgress: Education as the Practice of Freedom (1994) and Teaching Community: A Pedagogy of Hope (2003), this special themed issue explores how collaborative, community-centered, and/or multimodal engagements with technology—as informed by hooks’s work—can transform frameworks and outcomes for instruction, as well open up new shared spaces for learning.

Drawing on hooks’s radical, inclusive, disruptive, and recuperative legacy—and the scholars informed by it—this issue will highlight the use of digital technology in teaching, educational organizing, and anti-oppressive praxes within, alongside, and beyond academia. We ask: What kinds of embodied and communal interactions are enabled by teaching with technology? How can we reconcile the inherent contradictions in a learning community where technology functions at once as a tool for social justice and for surveillance capitalism?

We are especially interested in the intersection of technologies and

• anti-colonial, anti-classist, anti-capitalist, anti-patriarchal frameworks
• Black liberatory, Black feminist, and socially just forms of teaching, learning, and community organizing.

Besides scholarly papers, the submissions can consist of audio or visual presentations; interviews, dialogues, or conversations; and creative, artistic, experimental, and multimodal engagements with hooks’s work.

A consideration of digital tools and technology in the context of hooks’s pedagogical scholarship might address:

• engagements with open technology
• radical collaboration and/or creativity in the classroom and beyond
• systemic critiques of digital tools in teaching and learning
• the labor and care considerations of academic technology projects
• critical and community-centered teaching and learning frameworks
• the ethics and politics of publishing student and/or community-centered work
• social justice pedagogies involving radical reimaginations of pedagogical structures and communities
• academic mentorship, advisement, and committee work
• theorizing praxis through lived experience
• technological infrastructures and the promise of radical co-liberation

Brief Guidelines for Submissions

Research-based submissions should include discussions of approach, method, and analysis. When possible, research data should be made publicly available and accessible via the Web and/or other digital mechanisms, a process that JITP can and will support as necessary. Successes and interesting failures are equally welcome. Submissions that focus on pedagogy should balance theoretical frameworks with practical considerations of how new technologies play out in both formal and informal educational settings. Discipline-specific submissions should be written for non-specialists.

For further information on style and formatting, accessibility requirements, and multimedia submissions, consult JITP’s accessibility guidelines, style guide, and multimedia submission guidelines.

Submission and Review Process

All work appearing in the Issues section of JITP is reviewed by the issue editors and independently by two scholars in the field, who provide formative feedback to the author(s) during the review process. We practice signed, as opposed to anonymous or so-called “blind,” peer review. We intend that the journal itself—both in our process and in our digital product—serves as an opportunity to reveal, reflect on, and revise academic publication and classroom practices.

As a courtesy to our reviewers, we will not consider simultaneous submissions, but we will do our best to reply to you within three months of the submission deadline. The expected length for finished manuscripts is under 5,000 words or an equivalent length or scope for timed or other forms of media (e.g. roughly 20–25 minutes of dialogue, 45 minutes of a spoken presentation, etc.). Both text-based and multimedia should be prepared to undergo review for their relationship to scholarly and related conversations, as well as be amenable to revision. All work should be original and previously unpublished. Essays or presentations posted on a personal blog may be accepted, provided they are substantially revised; please contact us with questions at admin@jitpedagogy.org.

Important Dates

Submission deadline for full manuscripts is 31 May 2023. Anticipated publication via Manifold Scholarship is December 2023.

Please view our submission guidelines on our commons site for information about submitting to the Journal.

The Journal of Interactive Technology and Pedagogy

Themed Issue 23: 

The Liberatory Legacy of bell hooks: Pedagogies and Praxes that Heal and Disrupt

Issue Editors:

Nikki Fragala Barnes, University of Central Florida

Summer L. Hamilton, Pennsylvania State University

Asma Neblett, The Graduate Center, CUNY

Kush Patel, Manipal Academy of Higher Education

Danica Savonick, SUNY Cortland

The Journal of Interactive Technology and Pedagogy (JITP) seeks scholarly (especially creative and experimental) work that contributes to or is informed by the liberatory pedagogical legacy of bell hooks. Paying special attention to texts like Teaching to Transgress: Education as the Practice of Freedom (1994) and Teaching Community: A Pedagogy of Hope (2003), this special themed issue explores how collaborative, community-centered, and/or multimodal engagements with technology—as informed by hooks’s work—can transform frameworks and outcomes for instruction, as well open up new shared spaces for learning.

Drawing on hooks’s radical, inclusive, disruptive, and recuperative legacy—and the scholars informed by it—this issue will highlight the use of digital technology in teaching, educational organizing, and anti-oppressive praxes within, alongside, and beyond academia. We ask: What kinds of embodied and communal interactions are enabled by teaching with technology? How can we reconcile the inherent contradictions in a learning community where technology functions at once as a tool for social justice and for surveillance capitalism?

We are especially interested in the intersection of technologies and

• anti-colonial, anti-classist, anti-capitalist, anti-patriarchal frameworks
• Black liberatory, Black feminist, and socially just forms of teaching, learning, and community organizing.

Besides scholarly papers, the submissions can consist of audio or visual presentations; interviews, dialogues, or conversations; and creative, artistic, experimental, and multimodal engagements with hooks’s work.

A consideration of digital tools and technology in the context of hooks’s pedagogical scholarship might address:

• engagements with open technology
• radical collaboration and/or creativity in the classroom and beyond
• systemic critiques of digital tools in teaching and learning
• the labor and care considerations of academic technology projects
• critical and community-centered teaching and learning frameworks
• the ethics and politics of publishing student and/or community-centered work
• social justice pedagogies involving radical reimaginations of pedagogical structures and communities
• academic mentorship, advisement, and committee work
• theorizing praxis through lived experience
• technological infrastructures and the promise of radical co-liberation

Brief Guidelines for Submissions

Research-based submissions should include discussions of approach, method, and analysis. When possible, research data should be made publicly available and accessible via the Web and/or other digital mechanisms, a process that JITP can and will support as necessary. Successes and interesting failures are equally welcome. Submissions that focus on pedagogy should balance theoretical frameworks with practical considerations of how new technologies play out in both formal and informal educational settings. Discipline-specific submissions should be written for non-specialists.

For further information on style and formatting, accessibility requirements, and multimedia submissions, consult JITP’s accessibility guidelines, style guide, and multimedia submission guidelines.

Submission and Review Process

All work appearing in the Issues section of JITP is reviewed by the issue editors and independently by two scholars in the field, who provide formative feedback to the author(s) during the review process. We practice signed, as opposed to anonymous or so-called “blind,” peer review. We intend that the journal itself—both in our process and in our digital product—serves as an opportunity to reveal, reflect on, and revise academic publication and classroom practices.

As a courtesy to our reviewers, we will not consider simultaneous submissions, but we will do our best to reply to you within three months of the submission deadline. The expected length for finished manuscripts is under 5,000 words or an equivalent length or scope for timed or other forms of media (e.g. roughly 20–25 minutes of dialogue, 45 minutes of a spoken presentation, etc.). Both text-based and multimedia should be prepared to undergo review for their relationship to scholarly and related conversations, as well as be amenable to revision. All work should be original and previously unpublished. Essays or presentations posted on a personal blog may be accepted, provided they are substantially revised; please contact us with questions at admin@jitpedagogy.org.

Important Dates

Submission deadline for full manuscripts is 31 May 2023. Anticipated publication via Manifold Scholarship is December 2023.

Please view our submission guidelines on our commons site for information about submitting to the Journal.