Proposals are currently being sought for a critical volume titled African traditional oral literature as pedagogical tools in Content Area Classrooms: K – 12. We are seeking chapter contributions to complete the edited collection, which is already secured for publication.
DESCRIPTION:
This edited volume seeks to explore how educators, literacy educators, learners, activists, policy makers, and curriculum developers can utilize the powerful yet untapped gem of African oral literature as pedagogical tools in the content area classrooms to help expand their repertoire of understanding beyond the ‘conventional wisdom’ of their pedagogic creed. This serves as a part of the quest for multiple views about our ‘global village’, and emphasizing the importance of linking the idea of diverse knowledge with realities of global trends and development.
Consequently, the goal and the basic thrust of this anthology is to negotiate for space for non-mainstream epistemology to share the pedagogical floor with the mainstream template, to foster alternative vision of reality for other knowledge production in the academic domain. Hopefully, such negotiation might convince stake holders and policy makers about the Whys and Hows to include non-mainstream epistemology in the pedagogies of content area literacy education and culturally relevant literature for better perception, appreciation and comprehension of global issues.
The uniqueness of this collection is the idea of bringing the content and the pedagogy of most of the genres of African oral arts under one umbrella and thereby offering a practical acquaintance and appreciation with different African cultures. This introduces the inward world of African mind and thoughts to the readers. In summary, this anthology presents an academic area which is now slowly gaining its long overdue recognition in the academia. Specifically, we are seeking chapters (sole or co-authored) for the following chapter themes.
SUGGESTED CHAPTER THEMES:
* African traditional literature, thoughts and practices [Including, but not limited to a discussion of problems within the traditional oral communication and functions of oral communication and importance for classroom instruction.]
* African traditional literature through Elders [Including, but not limited to how society learns from elders through communication along with how images and themes from related material can enhance classroom instruction.]
*African traditional literature through Specific Names [Including, but not limited to how society learns from different types of names and how classroom teachers can honor names through various literature and activities.]
*African traditional literature through Storytelling [Including, but not limited to how stories are used as cultural tools to communicate ideas along with how to use storytelling to foster cultural awareness in the classroom.]
*African oral literature through Poetry [Including, but not limited to how poetry can foster global awareness along with classroom strategies.]
*African traditional literature through Libation [The role of libation as traditional means of communication is explained. How can teachers use literature and cultural tools to guide learners to better understand their world?]
*African literature through Drama [Included, but not limited to how drama can be used to promote cultural awareness as well as its importance in the classroom.]
*African literature through Music and Dance [Included, but not limited to how music and dance can be used as a vehicle to promote communication and foster cultural appreciation and how literature selections of music and dance can be used within the classroom.]
*African literature through Games [Included, but not limited to how traditional games and even digital games contribute to communication and how they can be used to enhance classroom instruction.]
*African traditional literature through Riddles (explains…) [Included, but not limited to how riddles could be used to communicate and how they can be used to foster cultural awareness in the classroom.]
*African literature through Drums [Drums have long been a mode of communication and cultural significance. How can teachers use drums, images of drums, stories of drums, etc. in the classroom to promote awareness?
Email submissions preferred. Please send a 400-600 word abstract as MS Word Attachments to Dr. Lewis Boahene by September 30, 2012 at lab45@psu.edu
THE FOLLOWING IS A TENTATIVE OUTLINE OF SUBMISSION DEADLINES:
- Abstracts due by: September 30, 2012
- Email acceptance on or before: October 15, 2012
- Chapter draft of 4,000-5,000 words due by: February 10, 2013
- Final drafts will be due by May 10, 2013
CONTACT INFORMATION:
For queries/ submissions: lab45@psu.edu
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