Call for Submissions
Arts-based Performances, Perspectives and Approaches in Research and Pedagogy
A special issue is planned for the 26th publication of LEARNing Landscapes co-edited by Lynn Butler-Kisber (McGill University) and Abigail Shabtay (York University). We are welcoming manuscripts for the Spring 2022 publication about innovative research and/or teaching practices at any level that focus on the use of arts-based approaches, for example performances (dance, drama/theatre, music, digital performance) poetic work, visual forms (narratives, collage, photographic, film/video), or combinations thereof. We encourage submissions that show rather than just tell and include multiple forms of representation, showcasing diverse and marginalized voices. While this peer-reviewed special issue is open for public submissions, it also aligns with several themes at the 2021 Children, Youth and Performance Conference, and we warmly welcome submissions from those involved.
Generally, manuscripts should be 4000-6000 words in Microsoft Word (Times New Roman 12-point font) and formatted according to APA style guidelines. Visuals and other forms of representation are welcome and may be shorter. All submissions should include keywords, an abstract of not more than 100 words and a biography of about 100 words accompanied by a digital photograph and two manuscripts, one blinded for review (see link to checklist below). Any graphics should be in JPEG format (highest possible resolution; minimum 150 dpi), with articles sent as attachments to firstname.lastname@example.org.
LEARNing Landscapes is an open access online education journal supported by LEARN (Leading English Education and Resource Network). Published in the spring of each year, it attempts to make links between theory and practice and is built upon the principles of partnership, collaboration, inclusion, and attention to multiple perspectives and voices. The material in each publication shares and showcases leading educational ideas, research and practices in Quebec and beyond by including articles, interviews, visual representations, arts-informed and multi-media texts, etcetera, that we hope will inspire teachers, administrators, and other educators to reflect upon and develop innovative possibilities within their own practices.