{"id":65049,"date":"2019-06-15T05:01:23","date_gmt":"2019-06-15T09:01:23","guid":{"rendered":"https:\/\/admin.patheos.com\/blogs\/religionprof\/?p=65049"},"modified":"2019-06-14T09:31:15","modified_gmt":"2019-06-14T13:31:15","slug":"cfp-special-issue-of-transformative-works-and-cultures-fan-studies-pedagogies-deadline-1-1-20","status":"publish","type":"post","link":"https:\/\/www.patheos.com\/blogs\/religionprof\/2019\/06\/cfp-special-issue-of-transformative-works-and-cultures-fan-studies-pedagogies-deadline-1-1-20.html","title":{"rendered":"#CFP Special issue of Transformative Works and Cultures: Fan Studies Pedagogies (deadline 1\/1\/20)"},"content":{"rendered":"\n<\/head>

The call for papers<\/a> below is likely to be of interest \u2013 and the journal <\/a>Transformative Works and Cultures\u00a0<\/em>is one that most people who share my interests in popular culture and fandom ought to follow, shall we say, religiously\u2026<\/p>\n

Special issue of Transformative Works and Cultures: Fan Studies Pedagogies (deadline 1\/1\/20)<\/strong><\/p>\n

The expansion of fan studies as an academic field, and the growing visibility of fandom and fan activities in popular culture, have led to more instructors using fannish activities and engagement in the classroom, and teaching fan studies as a disciplinary focus. Teaching fandom and fan studies means drawing from a multidisciplinary spectrum of methodologies and foci. Yet, as fan studies itself is often a \u201cmoving target\u201d \u2014 refusing, in many instances, of becoming \u201cdisciplined\u201d enough to match traditional academic units \u2014 it becomes imperative to discuss the various contributions, methodologies, ethics, and lacunae of the field in a classroom setting. The specific pedagogical needs of the fan studies classroom require sustained interrogation because of the changing field of fan studies itself.<\/p>\n

This special issue seeks submissions that specifically address the pedagogical methods, styles, contributions, and concerns of the fan studies course, classroom, and online space(s). We are particularly interested in pedagogical methods drawn from fan studies, fan studies\u2019 application to the academic environment, engagement with students\u2019 fannish affect for pedagogical purposes, and explorations of how fan studies itself is taught. We also seek papers that directly address the epistemological and ethical stakes of operationalizing fans\u2019 approaches to their media texts for use in academic contexts, and best practices for securing permissions for student contact with fan texts themselves. In addition, we seek pieces that explore how teaching fandom\/fan studies engages (or doesn\u2019t) the demands \u00a0of the university institution itself.<\/p>\n

We also welcome shorter pieces focused on particular projects\/pedagogies that have worked in the classroom, hybrid, or online setting, or particular assignments with specific ties to fan studies methodologies. We seek to develop the Symposium section as a useable set of lesson plans, assessment techniques, and methodological interventions with immediate pedagogical application. Hybrid approaches, detailing the stakes and theory behind a particular lesson, or describing the implementation of a fannish technique, would also be welcome here.<\/p>\n

Potential topics include but are not limited to:<\/p>\n