*CALL for PAPERS*
(11-1) Special Topics Issue (2016)
Deadline for submission: Aug. 1, 2015. Please direct any questions to the Lead Editors : Astrida Neimanis (astrida.neimanis [at] gmail.com) & Christiane Bailey (christianebailey [at] gmail.com)
Ecofeminism has many versions and genealogies. In the context of new kinds of environmental crises, imaginaries, and discourses, how might we rethink and reinvigorate ecofeminisms—telling alternative genealogies of this movement (sometimes considered outdated and essentialist), highlighting current practices, and envisioning its bold futures? We are interested in ecofeminisms in both theory and practice. Papers related (but not limited) to the following are welcome: Ecofeminist intersections with current discourse and practice in queer, anti-colonial, anti-racist, critical disability, and critical animal studies; Genealogies of and differences within ecofeminisms; Critiques of ecofeminism / Ecofeminist critique; Contemporary revival of ecofeminist approaches; Links or tension between ecofeminism and posthumanism, new materialism, object-oriented ontologies, speculative realism, etc.; Ecofeminist reappraisal of relationships, affects, and communities (anarchist praxis, solidarity-based movements, grassroots initiatives, transformative justice, etc.); Ecofeminism in relation to creative practices including eco-art, bio-art, ecopoetics, cli-fi, etc.; Ecofeminist engagements with the Anthropocene, deep time, resilience, the geological turn, the oceanic turn, rewilding, green futures, or other salient contemporary concepts.
Numéro thématique : Devenirs écoféministes (2016)
Date limite pour les soumissions d'articles : 1er août 2015. Adresser toute question aux directrices du numéro : Astrida Neimanis (astrida.neimanis [at] gmail.com) et Christiane Bailey (christianebailey [at] gmail.com)
Il y a plusieurs versions et généalogies de l’écoféminisme. Dans le contexte des nouvelles formes de crises environnementales et du développement de nouveaux imaginaires et discours écologiques, est-il possible de repenser et de revitaliser les écoféminismes? Quelles sont les généalogies de ce mouvement (parfois considéré dépassé et essentialiste), ses nouvelles pratiques et ses futurs possibles? Nous nous intéresserons ici autant aux théories qu’aux pratiques écoféministes. Les articles dévoués (mais pas limités) aux thèmes suivants sont les bienvenus : Intersections entre l’écoféminisme et les théories et pratiques queer, anticolonialistes, antiracistes, anticapabilistes et les études animales critiques; Histoire(s) de l’écofémisme et différents types d’écoféminismes; Critiques écoféministes et critiques de l’écoféminisme; Renaissance contemporaine des approches écoféministes; Rapprochements et tensions entre l’écoféminisme et le posthumanisme, le nouveau matérialisme, les ontologies orientées vers les objets, le réalisme spécultaif, etc.; Revalorisation des relations, des affects et des communautés (praxis anarchiste, mouvements solidaires, justice transformative, etc.); Relations entre l’écoféminisme et les pratiques créatives comme l’éco-art, le bio-art, l’écopoésie, la cli-fi (« fiction climatique »), etc.; Perspectives écoféministes sur l’anthropocène, les temps profonds, la résilience, le tournant géologique, le tournant océanique, les futurs verts, etc.
(10) Annual Issue (2015), open section
Submission Deadline: Feb. 1, 2015. For more information contact the Chair.
Numéro annuel (2015), section varia
Date limite : 1er févr. 2015. Pour tout renseignement, contacter la rédactrice en chef.
(10) Section thématique : Philosopher en éducation (2015)
Sous la dir. de Marc Lamontagne et Éric Martin
Ce numéro sera consacré au faire philosophique en lui-même, dans la perspective générale de l’éducation. L’éducation n’est-elle pas précisément ce en quoi la philosophie se révèle comme pro-cessus de culture? La « critique » contemporaine a dévoilé le détournement des finalités éducatives vers des priorités utilitaires. Cette dénonciation, quoique nécessaire, semble tenir lieu d’horizon ultime du débat : celui-ci se perd alors le plus souvent dans la contradiction opiniâtre du pour ou du contre. C’est pourquoi nous lançons cette invitation à dépasser le cadre borné de la critique négative et à poser explicitement le problème — positif, celui-là — du statut et du rôle de la philosophie en éducation. Nous appelons à cet effet des contributions qui ne s’en tiendront pas au constat de la dérive des institutions d’enseignement et qui articuleront des arguments visant à préciser la place de la philosophie dans toutes les sphères du savoir, et particulièrement dans l’enseignement des sciences humaines. Les contributions à ce numéro pourront être guidées par des questions comme celles-ci : la philosophie s’assume-t-elle vraiment comme « formation générale », par exemple dans le milieu universitaire et dans l’institution collégiale? Comment peut-elle, comment doit-elle se com-prendre elle-même comme une discipline spécifique? Quel rapport entretiennent la philosophie et l’éducation avec la culture? Ne désignent-elles pas l’activité même d’instituer l’être humain en l’éle-vant au monde commun?Date limite : 1er févr. 2015. Pour tout renseignement, contacter les directeurs du numéro : Marc Lamontagne (email@example.com) ou Éric Martin (firstname.lastname@example.org).
Special Topics Section: Philosophy in Education (2015)
Lead Editors: Marc Lamontagne & Éric Martin
This issue will focus on the way philosophy operates within educational practice. A guiding question is: can we conceive of education as the very manifestation of philosophy insofar as both relate to culture? Recent criticisms of educational practice have underlined the hijacking of education by utilitarian priorities. These denunciations, albeit necessary, often create an impasse in the debate between those in favor of such transformations and those against. We thus invite authors to go beyond the limited framework of negative critique so that the question of the status and role of philosophy in education can be explicitly and positively addressed. This issue of PhænEx seeks contributions that go beyond simply noting how educational institutions are currently adrift: we encourage articles that could make a case for the rehabilitation of the place of philosophy in all branches of knowledge, and especially in the field of social sciences. Authors can tackle such issues as these: Can philosophy really see itself as part of the general curriculum while behaving as a specific discipline? What is the relation between philosophy, education, and culture? Are not philosophy, education, and culture synonyms for the way humans are constituted into a common world? What is a proper philosophical pedagogy?
Submission Deadline: Feb. 1st, 2015. For more information contact the Lead Editors: Marc Lamontagne (email@example.com) or Éric Martin (firstname.lastname@example.org).
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*French style guidelines are available here.
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[voir lien ci- dessous pour les règles de mise en forme des textes en français]
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The style requirements of PhaenEx are modeled on: Gibaldi, Joseph. MLA Style Manual and Guide to Scholarly Publishing. 2nd ed. New York: The Modern Language Association of America, 1998.
1) Use font Times New Roman size 12 throughout, including all entries in both Notes (to come at the end of the text, not at the bottom of the page) and Works Cited (to come after Notes).
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1) Use double quotation marks for first order quotations of less than three lines and integrate them in the text. Use single quotation marks for quotations within quotations.
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*Use of foreign language words and quotations:
1) Quotations should be, where possible, translated into the language of the article using an official translation (and thus appropriately cited). Where no official translation is available, the author’s translation should be followed by a parenthetical note: (author’s trans.). This should be accompanied by an endnote that presents the translated text in its original language.
2) Where, for good reason, the original language of the quotation or word is kept in the main body of the article, single words or phrases should be italicized. Sentences and quotes should use format and punctuation guidelines of the article’s main language, rather than those of the foreign language.
1) MLA style uses in-text, parenthetical citations together with a Works Cited list at the end. The goal of parenthetical citation is (a) to provide immediate citation upon reading each specific passage in need of citation, (b) to indicate precisely the relevant item in Works Cited, and (c) to be as brief as possible.
2) When only one of the works of a particular author needs to be cited, citation appears as (last name page number), with no comma between the name and the page number. If more than one of the works of a particular author needs to be cited, citation appears as (last name, shortened book title in italics page number) OR (last name, “shortened article title within quotation marks” page number), with a comma between name and shortened title only. However, if (a) the author’s name and/or specific work is mentioned explicitly in leading sentences such that it is clear which text is being referred to in Works Cited, or if (b) it is clearly understood that the citation is the same as the immediately preceding citation, then the citation should be reduced to (page number). This replaces the need for ibid., an abbreviation which should not be used.
3) Parenthetical citations may also be used for merely supporting material, e.g., (see Smith). Full references are to be provided in Works Cited.
1) Notes appear in the body of the text in superscript and as consecutive, Arabic numerals.
2) Numbers appear in the Notes section also in superscript.
3) In the body of the text, superscript notes appear:
(a) outside punctuation, when no quotation marks or parenthetical citations are used, e.g., … lovers seek solitude.
(b) outside closing quotation marks, when no parenthetical citation appears, e.g., “… lovers seek solitude.”
(c) outside punctuation that follows the parenthetical citation, e.g., “… lovers seek solitude” (Sartre 273).
4) Follow MLA, parenthetical citation style for all quotations and references in the notes themselves. Full citations should appear only in the Works Cited list. For example: For a further discussion of this point, see Detmer (21-22).
1) Book paradigm:
Sartre, Jean-Paul. Being and Nothingness: A Phenomenological Essay on Ontology. Trans. Hazel Barnes. New York: Washington Square Press, 1956.
2) Article paradigm:
Simons, Margaret. “Two Interviews with Simone de Beauvoir.” Hypatia 3, no. 3 (1989): 11-27.
3) Chapter/Article in Book paradigm:
Gyllenhammer, Paul. “The Question of (In)Tolerance in Heidegger’s Notion of World- Disclosure.” Issues in Interpretation Theory. Ed. Pol Vandevelde. Milwaukee: Marquette University Press, 2006. 167-198.
4) Film paradigm:
Macbeth. Dir. Roman Polanski. Perf. Jon Finch, Francesca Annis, and Nicholas Selby. 1971. Columbia, 2002. DVD.
Please note: (a) When more than one work is used by the same author, subsequent references in Works Cited should include three combined dashes (an “em-dash”), followed by a period, in place of the name. (b) Inclusive page numbers must follow journal and chapter entries in the Works Cited list.
*Citing Online Sources (adapted from www.dianahacker.com):
1) MLA does not require a Web address (URL) in citations for online sources.
2) In general, citations should end by indicating the medium (i.e. Web) and the date the material was accessed (date Month year)
3) MLA style calls for a publisher or sponsor for most online sources. If a source has no publisher, use the abbreviation "N.p." (no publisher). If there is no date of publication or update, use the abbreviation "N.d" (for no date), after the publisher/sponsor position. For an article in an online scholarly journal or an article from a database, give page numbers if they are available; if they are not, use the abbreviation "n. pag."
4) If an author or editor is unknown, begin the citation with the title.
Examples and Paradigms:
(a) Entire Website with author or editor:
Peterson, Susan Lynn. The Life of Martin Luther. Susan Lynn Peterson, 2005. Web. 24 Jan. 2009.
Halsall, Paul, ed. Internet Modern History Sourcebook. Fordham U, 22 Sept. 2001. Web. 19 Jan. 2009.
(b) Entire Website with corporate (group) author:
United States. Environmental Protection Agency. Drinking Water Standards. EPA, 8 July 2004. Web. 24 Jan. 2005.
(c) Entire Website with unknown author:
Margaret Sanger Papers Project. History Dept., New York U, 18 Oct. 2000. Web. 6 Jan. 2009.
(d) Entire Website with no title:
Yoon, Mina. Home page. Oak Ridge Natl. Laboratory, 28 Dec. 2006. Web. 12 Jan. 2009.
(e) Short works from websites including articles, poems, and other documents that are not book length or that appear as internal pages on a Website: Shiva, Vandana. “Bioethics: A Third World Issue.” NativeWeb. NativeWeb, n.d. Web. 15 Sept. 2004.
(f) Online Book:
Milton, John. Paradise Lost: Book I. Poetryfoundation.org. Poetry Foundation, 2008. Web. 14 Dec. 2008.
(g) Article in an on-line journal:
Belau, Linda. “Trauma and the Material Signifier.” Postmodern Culture 11.2 (2001): n. pag. Web. 20 Feb. 2009.
(h) Article in an Online magazine or newspaper:
Paulson, Steve. “Buddha on the Brain.” Salon.com. Salon Media Group, 27 Nov. 2006. Web. 18 Jan. 2009.
(i) E-mail. Begin with the writer's name and the subject line, followed by “Message to” and name of the recipient. End with the date of the message and the medium.
Wilde, Lisa. “Review Questions.” Message to the author. 15 Mar. 2009. E-mail. &am p;nb sp;
For all other examples see www.dianahacker.com.
*Standardized Spelling Guidelines:
Please standardize spelling to the Oxford Canadian English dictionary. Please note the following preferred spellings and guidelines:- post-structuralism, post-humanism, postmodernism, postcolonial- the Far East, the West (not west), Western[e.g. media, thought, intellectuals, culture, etc.], but western [Canada, parts of the city, etc.].- insofar>- naturally-ordered, largest-ever, etc.- avoid “&” in favour of “and”- towards rather than toward- farther denotes physical advancement in distance while further denotes advancement to greater degree, as in time<*On all other matters of style, please consult the MLA Style Manual and Guide to Scholarly Publishing (2nd edition).
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