Link: Call for Chapters: Teaching Humanities With Cultural Responsiveness at HBCUs and HSIs | IGI Global (igi-global.com)
How have humanities faculty contributed to the growth and achievement of Black and brown students, demographics of college learners who have typically been labeled as being “at risk” or “falling” in the achievement gap or “just not college ready”? Humanities has within it the very keys for student proficiency and mastery of the written and spoken language, as well as critical analysis of literature, art, history, film, and other required subjects in college programs. During the pandemic, college faculty at both HBCUs and HSIs had to adapt and master new ways of teaching in the humanities to engage students online and find ways of connecting academic material to student's lived realities in the face of the "twin pandemics" of COVID-19 and racial injustice. Historically Black Colleges and Universities (HBCU) have throughout time served as educational institutions responsible for educating the hearts and minds of Black American students, when other educational opportunities were not afforded to them. Similarly Hispanic Serving Institutions, have historically met the academic needs of students of Hispanic heritage, in the most diverse cities in the U.S. Both institutional types have faced various challenges in its commitment to remain stable educational safe spaces for the most underserved populations of students in this country. Exploring the ways in which faculty have developed new courses, taught using technology, utilized the arts and digital media, and facilitated student research and writing related to capstone projects in the humanities, can further provide insight into the success of HBCUs and HSIs and how the faculty are meeting the needs of diverse students - pre and post - pandemic to increase student achievement and provide cultural safe spaces for students.
This edited volume, titled Teaching Humanities with Cultural Responsiveness at HBCUs and HSIs will bring together contributions from faculty across various regions, who will present their research and experiences in teaching and observing the learning process and academic growth of students who currently attend HBCUs and HSIs. Because these institutions have long served the educational aspirations of Black and brown college students in their pursuit of undergraduate and two-year degrees, or certifications, it is valuable to understand how faculty at these institutions’ "remix" their pedagogies and revise curriculum to provide culturally responsive materials, learning activities, and thematic focus for students.
• Culturally responsive pedagogies in the teaching of Composition and Rhetoric at HBCUs and/or HSIs.
• Culturally responsive teaching of creative writing at HBCUs and/or HSIs.
• Culturally responsive facilitation of the creation and management of student-led publications (newspapers, magazines, humanities newsletters, and literary journals) at HBCUs and HSIs.
• Culturally responsive teaching for ESL (English as a Second Language) and EFL (English as a Foreign Language) in the humanities at HBCUs and/or HSIs.
• Teaching global/Black/African diaspora and/or Latinx/a/o and/or Caribbean literature at HBCUs and/or HSIs.
• Culturally responsive curriculum leadership in the humanities at HBCUs and/or HSIs.
• Student responses and achievements as reaction to culturally responsive teaching at HBCUs and/or HSIs.
• Teaching with accommodations, adaptive learning tools, and inclusive technology in humanities for students with specific disabilities at HBCUs and/or HSIs.
• Culturally responsive facilitation of honors and accelerated academic programs at HBCUs and/or HSIs.
• Culturally responsive facilitation of journalism and new media capstone projects at HBCUs and/or HSIs.
• Culturally responsive mentoring and facilitation of student participation in study abroad programs connected to humanities at HBCUs and/or HSIs.
• Culturally responsive curricula in the teaching of history and humanities at HBCU’s and HSIs.
• Teaching with hip hop pedagogies in the classroom at HBCUs and/or HSIs.
• Teaching social justice themed curriculum in the humanities at HBCUs and/or HSIs.
• Digital humanities incorporating culturally responsive visual, performance, audio, video, and cultural arts in the humanities at HBCUs and/or HSIs.
• Teaching with a culturally responsive focus on pop culture media and social media in the humanities at HBCUs and/or HSIs.
• Teaching with culturally responsive interdisciplinary approaches in the humanities at HBCUs and/or HSIs.
• Teaching with culturally responsive strategies in publishing, eBook creation, blogging, and bookmaking in the humanities at HBCUs and/or HSIs.
• Teaching theater and performance with culturally responsive strategies in the humanities at HBCUs and/or HSIs.
• Culturally responsive curricula in BFA and other arts programs at HBCUs and/or HSIs.
• Culturally responsive curricula in the teaching of graphic arts, animation, comics, and mural art in the humanities at HBCUs and / or HSIs.
• Culturally responsive revision of rubrics and language and/or writing assessments in the humanities at HBCUs and/or HSIs.
• Creation and maintenance of an inclusive college learning environment where collaborative learning, peer feedback and assessment, and cultural competencies are shown in the humanities at HBCUs and/or HSIs.
Researchers and practitioners are invited to submit on or before April 26, 2023, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by May 10, 2023 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by July 9, 2023, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Teaching Humanities With Cultural Responsiveness at HBCUs and HSIs. All manuscripts are accepted based on a double-blind peer review editorial process.
All proposals should be submitted through the eEditorial Discovery® online submission manager.
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2024.
DuEwa Frazier, Editor