Call for Papers
GENERO: A Journal of Feminist Theory and Cultural Studies (23/2019)
Call for Papers for the Topic of the Issue:
The Education / Migration Nexus through a Feminist Lens
Guest Editor — C. Laura Lovin (University of Strathlcyde)
Mainstream studies of education build their scholarship around formal institutions of education, whereas mainstream migration scholarship is developed around emblematic and generic migratory categories, such as refugee and economic migrant. While there has been a growing body of work addressing concerns of migrant and refugee communities in relation to education, there is still a need to account for the ways gender, race, ethnicity, class, religion, citizenship, ability and age shape the structural conditions of inequality in education (Tefera, Powers and Fishchman 2018). The feminist methodological lens of intersectionality has opened ways to move past static, uni-dimensional, and additive inquiries by enabling the development of concepts and investigative models that shed light not only on the multiplicity of migrants and refugees circumstances and experiences but also on how structural forces and state policies produce racialized, gendered, classed and heteronormative effects of exclusion/inclusion, wellbeing/vulnerability, alienation/conviviality in contexts of formal and informal education.
Influenced by feminist, queer and critical globalisation critiques, we propose a multifaceted approach to the nexus migration/education that invites theoretical and empirical engagements with education for migrants and refugees as well as education by migrants and refugees, thus placing under critical examination deficit models, integration paradigms and locations of epistemological agency. In addition, while maintaining an interest in the more traditional spaces and agents of education, we intend to place teachers and schools side-by-side with educational initiatives on migration by migrant or refugee groups, parents’ groups, community organisations, inter-sectorial collaborations, coalitions and alliances, academic publishing, activist research, the news media, and social media. We seek to shed light on a plurality of migrant and refugee learners and teachers of all genders, young and child migrants and refugees, unaccompanied minors, first and second generation pupils, international students’ education, LGBTQI migrant youth and asylum seekers, migrant and refugee students with special needs.
Like migration, education too operates in concert with hierarchical social, cultural and economic structures of inclusion/exclusion that are mapped onto the terrains of old and new colonialisms (Milatovic, Spoto and Wånggren 2018) along with neoliberal trends of commodification and marginalisation. Such realities are met by creative responses that challenge the resultant inequalities and seek to address migrants and refugees’ vulnerabilities with view to facilitate progressive social transformation, peaceful conviviality, and fulfilment of human potential. We invite contributions that engage critically with paradigms that map migration exclusively onto South-North/ East-West directionalities, as well as contributions that introduce less recognised inter/transnational trajectories. We intend to compile an assortment of papers that would enable comparisons across groups, types of educational intervention, and geographical spaces.
Last but not least, we seek papers that engage explicitly with feminist theoretical and methodological frameworks, by highlighting their merits and promise as well as by providing an examination of the conceptual and methodological challenges that accompany a particular feminist approach.
The papers will be assessed for suitability by the guest-editor, then they will be double-blind-peer-reviewed by independent, anonymous expert referees.
GENERO is published in BHS and English languages. Submissions should conform to the Instructions for Authors of the journal GENERO.
Guest Editor Details
Dr. Laura Lovin is a senior researcher in the School of Education at the University of Strathlcyde. She currently works on a Leverhulme funded interdisciplinary project that focuses on the educational experiences of young immigrants from Eastern Europe and refugees from Syria as they arrive in Glasgow, at a geopolitical juncture defined by Brexit negotiations, refugee humanitarianism, and politics of securitisation. Her project employs a multi-method approach combining policy analysis, life history interviews with migrant youth, participant observation at youth clubs, and formal interviews with teachers initiating educational projects for migrant youth. It will show how immigrant youth re-imagine citizenship practises within transnational fields constituting their lives. Secondly, it will identify educational practises that enable reciprocal integration, social inclusion and resilient communities.