CFP: SANE Journal (April 27)

Call for Papers

SANE Journal

April 27, 2015

SANE journal: Sequential Art Narrative in Education

Researchers, scholars, teachers, administrators, specialists, and advanced graduate students are invited to submit works of research, reviews, and rationales. The mission of SANE Journal is to promote research regarding the integration of comic books, graphic novels, or “other” sequential art narratives in educational settings; including the teaching of comics or the ways in which the comics medium can instruct or cause a change in behavior. Manuscripts should be submitted by April 27 2015, with an anticipated publication date of July 2015.

SANE Journal is a peer-reviewed, open access interdisciplinary journal covering all things comics-and-education-related, from pre-k to doctorate. For more information, email Richard Graham (rgraham7@unl.edu). Articles can be submitted for review and possible inclusion by visiting: http://www.sanejournal.net/.

SANE Journal 1.1 On-Line

SANE (Sequential Art Narrative in Education) Journal vol. 1 issue 1 is now available on-line. Titled "Comics in the Contact Zone," it includes articles and features on X-Men, Thor, Citizen 13660, Pride of Baghdad, Magneto: Testament, Teaching Graphic Novels, and more. Congrats to all involved!

CFP: SANE journal (July and October)

This looks like it could become a very important new journal...

CFP: First and Second issues of
SANE journal:
sequential art narrative in education
(ISSN 2153-2613)

SANE journal is now seeking submissions for works of research, practitioner-based articles, reviews, and rationales regarding its first two themed issues. Information about this new peer-reviewed, open access interdisciplinary journal covering all things comics-and-education-related, from pre-k to doctorate, can be obtained by visiting http://www.sanejournal.net. For more information, e-mail James Bucky Carter: jbcarter2 at utep dot edu.

V1.1 (late 2010 release or per article as considered ready by review board): “Comics in the Contact Zone.”

Mary Louis Pratt defines the contact zone as “social spaces where cultures meet, clash and grapple with each other, often in the contexts of highly asymmetrical relations of power, such as colonialism, slavery, or their aftermaths as they are lived out in many parts of the world today” and where those involved in the educational experience may “reconsider the models of community that many of us rely on in teaching and theorizing and that are under challenge today.” Texts are social spaces, of course, and the comic book may be the best indicator of this fact. How do you see comics as meeting, clashing, and grappling with social issues in your classrooms when you teach them? How do comics illustrate contact zone precepts such as speech acts, transculturation, unsolicited oppositional discourse, autoethnography, and safe houses? How does the integration of comics themselves set up contact zones in the classroom? Which texts do you teach to get at notions associated with contact zone pedagogy? How does teaching a comics course set up a contact zone with professional colleagues, departments, university officials, etc? Articles should make explicit mention to contact zone theory and its component concepts. Deadline July 2010.

V1.2 (planned 2011 released or per article as considered ready by the review board): “Teaching the Works of Alan Moore.”

Alan Moore may be the most influential and controversial comics writer of the 20th and 21st centuries. How do you teach his complex, multilayered works in your high school classrooms, your college courses, etc? What are the challenges associated with teaching his texts or specific texts and how do you and your students address them? Can they be addressed? How does his output “fit” with notions of literature, literary, canon, etc. as you teach them in your courses? Articles may cover several of Moore’s texts or focus specifically on one. Deadline October 2010.