Call for papers – special edition

Call for Papers: Digital Culture and Education

Special edition:

Truth or Dare: Truth, knowledge and power in the digital age

The ‘truth’ has been much contested lately. While much has been made of ‘fake news’ and its impacts and implications, little has to date been made of the theoretical, ontological, and epistemological implications that arise. Digital platforms are creating communities that are using online affordances to challenge claims to truth, knowledge, and power by various establishments. This has manifested itself not only in the rise and re-emergence of rather extreme fringe communities such as the alt-right (Daniels, 2018) and ‘Flat Earthers’ (Dyer, 2018), but also in also in the use of social media by traditionally maligned communities such as LGBTQ youth (Gray, 2009, Jackson et al., 2017), asexual communities (Carrigan, 2011), or PoC communities (Florini, 2014). This complicated landscape prompts a number of broad question about the ontological and epistemological potential of the internet in a ‘post-truth’ era, such as who gets to have truth? Whose truths are reflected online and offline? What truths are preferred? To which truths should education align itself and why?

It is increasingly clear that there is a need for research that addresses and unpacks the potential of the internet to provide a space in which to challenge established norms in an engaged way. As Emejulu & McGregor (2016, 12) points out in their call for radical digital literacies in education that there is a need for educational practices and research which explore “the process by which individuals and groups work together to build and maintain alternative communication infrastructure to enable marginalised groups to convey their own messages, bypassing the filters of commercial and state gatekeepers”. With this in mind, this special edition wishes to explore fractures in the relationships between truth, power, and knowledge as they play out in relation to digital cultures and education.  Papers may approach the topic from theoretical, conceptual, and/or empirical positions. Topics of interest include (but are not limited to) how digital spaces are challenging the ‘truths’ that underpin education:

  • Truths around the body and development
  • Truths around youth
  • Truths around knowledges
  • Truths around sexualities
  • Truths around gender
  • Truths around time
  • Truths around culture
  • Truths around discrimination
  • Truths around disability
  • Truths around agency
  • Truths around the individual
  • Truths around the value of education

This list is merely suggestive of the range of topics of interest to the editors and is not in any way restrictive of possible interpretations of the theme.  We encourage contributors to be imaginative in formulating ideas and paper proposals.

SUBMISSION DETAILS:

Abstracts of no more than 300 words – or inquiries – should be submitted via email to one of the editors by 05 November 2018. Editor contacts:

Harry.T.Dyer@uea.ac.uk

E.Priya@uea.ac.uk

alexander.schmoelz@univie.ac.at

V.Carrington@uea.ac.uk

Full Papers will be due by 30 June 2019. The word limit for articles is 6,000 words (maximum) including Reference List. Papers that are not included in this special edition may nonetheless be considered for publication in future editions of Digital Culture and Education. Please visit http://www.digitalcultureandeducation.com/submissions/ for the Style Guide for Authors.

References

Carrigan, M., (2011). There’s more to life than sex? Difference and commonality within the asexual community. Sexualities, 14(4), pp.462-478.

Daniels, J., (2018). The Algorithmic Rise of the “Alt-Right”. Contexts, 17(1), pp.60-65.

Doherty, C., Kiley, J. and Johnson, B., (2016). In presidential contest, voters say “basic facts,” not just policies, are in dispute. Pew Research Center, October, 2016

Dyer, H., (2018) I watched an entire Flat Earth Convention for my research – here’s what I learnt. The Conversation. https://theconversation.com/i-watched-an-entire-flat-earth-convention-for-my-research-heres-what-i-learnt-95887

Emejulu, A. and McGregor, C., 2016. Towards a radical digital citizenship in digital education. Critical Studies in Education, pp.1-17.

Florini, S., (2014). Tweets, Tweeps, and Signifyin’ Communication and Cultural Performance on “Black Twitter”. Television & New Media, 15(3), pp.223-237.

Gray, M.L., (2009). Negotiating identities/queering desires: Coming out online and the

remediation of the coming‐out story. Journal of Computer‐Mediated Communication, 14(4), pp.1162-1189.

Jackson, S.J., Bailey, M. and Foucault Welles, B., 2017. # GirlsLikeUs: Trans advocacy and community building online. New Media & Society


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Digital Culture & Education (DCE) is an international inter-disciplinary peer-reviewed journal dedicated to the exploration of digital technology’s impacts on identity, education, art, society, culture and narrative within social, political, economic, cultural and historical contexts.

We are interested in empirical and conceptual approaches to theorising globalisation, development, sustainability, wellbeing, subjectivities, networks, new media, gaming, multimodality, literacies and related issues and their implications for how we educate and why. We encourage submissions in a variety of modes and invite guest editors to propose special editions.

DCE is an online, open access journal. It does not charge for article submission or for publication. All manuscripts submitted to DCE are double blind reviewed. Articles are published through a Creative Commons (CC) License and made available for viewing and download on a bespoke page at www.digitalcultureandeducation.com

 

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The scale and speed at which digital culture has entered all aspects of our lives is unprecedented. We publish articles and digital works including eBooks (published under Creative Commons Licenses) that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. Scholarly reviews of books, conferences, exhibits, games, software and hardware are also encouraged.

All manuscripts submitted to Digital Culture & Education (DCE) are double-blind reviewed where the identity of the reviewers and the authors are not disclosed to either party.

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Manuscripts should include:
1. Cover sheet with author(s) contact details and brief biographical statement(s).

Instructions for Authors

Manuscripts submitted should be original, not under review by any other publication and not published elsewhere.
The expected word count for submissions to the journal is approximately 7500 words, excluding references. Each paper should be accompanied by an abstract of up to 200 words.  Authors planning to submit manuscripts significantly longer than 7500 words should first contact the Editor at editor@digitalcultureandeducation.com

All pages should be numbered. Footnotes to the text should be avoided and endnotes should be used instead. Sponsorship of research reported (e.g. by research councils, government departments and agencies, etc.) should be declared.

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Digital Culture & Education (DCE) invites submissions on any aspect of digital culture and education.  We welcome submissions of articles and digital works that address the use of digital (and other) technologies and how they are taken up across diverse institutional and non-institutional contexts. For further inquiries and submission of work, send an email to editor@ digitalcultureandeducation.com