CFP Communication History

A Century of Communication Studies
The editors (Pat J. Gehrke, University of South Carolina and William M. Keith, University of Wisconsin-Milwaukee), in cooperation with the National Communication Association, invite chapter proposals for the National Communication Association’s 100-year anniversary volume, contracted for publication by Routledge in 2014.

We invite authors to propose chapters that promise to accomplish four things:

1. Take as its central focus a clustered theme that bridges the disciplinary sub-divisions. Recommended themes include:
*Speech  / Speaking / Voice / Orality
*Identity / Identification / Self
*Context / Situation / Event
*Interdisciplinarity / Disciplinarity
*Politics / Power / Efficacy / the Political
*Science / Method / Epistemologies
*Psychology / Mind / Thought
*Body / Embodiment / Performance
*Relating / Dialogue / Discussion / Relationships
*Organizing / Sociality / Movements / Collectives
*Purpose / Goal / Outcome / Effect
*Audience / Listener / Persona / Receiver
*Media / Medium / Mediation
*Meaning / Significance

2. Give consideration to the past 100 years of the discipline, including teaching and research as appropriate. This includes finding a lineage, genealogy, or history that can weave the clustered theme into a relationship with the discipline’s history and story since the early twentieth century. Chapters should adopt a critical and thoughtful relationship to the discipline and its history, rather than offering uncritical adulation or simplistic idealization. We encourage authors to consider opportunities not only to celebrate the accomplishments of the discipline, but to explore the challenges and controversies in communication scholarship. Such studies may likewise offer perspectives on possibilities and prospects for future research, scholarship, and teaching.

3.  Use a variety of sources, as appropriate, including journals, books, and archival resources.  These sources might include our current journals back to their beginnings, journals no longer published (such as the Public Speaking Review), books, collected papers of specific scholars, and the archives of associations, departments, or institutions.

4. Proposals should include a plan for having a complete draft of no more than 8,000 words to the editors by September of 2013. 

Each chapter should cut orthogonally across the current categories and subdivisions of communication studies, drawing together diverse materials to explore the richness of the communication literature by following concepts rather than professional affiliations. Chapters need not be completely discrete and we anticipate some overlap between them. Each recommended theme is specific enough to provide a core node for the organization of a history, and a touchstone for both the authors and readers.  However, each is also broad enough and dispersed enough across the specializations within the discipline that the authors will need to account for a variety of orientations and methods in analyzing the function of that theme for communication studies. Each theme has its challenges and its insights, and each has made a strong appearance in our scholarship of teaching and learning, as well as our research. Likewise, these themes can be traced not only across the range of our sub-fields but at least back to the earliest years of the national association. Chapter proposals organized around additional themes are welcome, but should likewise meet these same general criteria.

Proposals should be 500-1000 words, submitted along with a copy of the authors’ curricula vitae, by electronic mail to Pat Gehrke at by August 15, 2012. We prefer Adobe Acrobat (pdf) file format, if possible. Microsoft Word (doc/docx) or Open Document (odt) are also acceptable. We especially encourage proposals from pairs or small groups of authors who represent a diversity of backgrounds, methods, or academic ranks. All proposals will receive confirmation of receipt within three business days. The editors will finalize the list of contributors by early September 2012.

Please direct questions or inquiries to Pat Gehrke or Bill Keith

Diaspora, Indigenous, and Minority Education: An International Journal

Diaspora, Indigenous, and Minority Education: An International Journal (DIME)

Routledge: Taylor & Francis Group
Zvi Bekerman
Hebrew University

Seonaigh A. MacPherson
University of British Columbia

Aims & Scope:
Diaspora, Indigenous, and Minority Education: An International Journal (DIME) – a quarterly peer-reviewed journal focused on critical discourse and research in diaspora, indigenous, and minority education – is dedicated to researching cultural sustainability in a world increasingly consolidating under national, transnational, and global organizations. It aims to draw attention to, and learn from, the many initiatives being conducted around the globe in support of diaspora, indigenous, and minority education, which might otherwise go unnoticed.

DIME invites research from a variety of theoretical and methodological perspectives that emphasize the centrality of marginal voices and a peripheral gaze, and which draw attention to the complex interrelations between political, economic, historical, and social contexts, as well as the ways in which these various contexts shape educational policies, practices, curricula, and outcomes. The journal welcomes articles that ground theoretical reflections in specific empirical research and case studies of diverse locations and peoples as yet underrepresented within scholarly research and literature, as well as action or participatory research studies of exemplary or “best” practices.

Intended to bridge arbitrary disciplinary boundaries in which such research and theorizing are currently conducted, DIME encourages cutting-edge work from around the world to enhance understanding of the relationships between home and school cultures; educational development, curriculum, and cultural change; local, regional, national, and/or transnational forces or institutions; culture, ethnicity, and gender in identity construction; migration and educational change; and societal attitudes and cultural variation.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.

Publication office:
Taylor & Francis, Inc., 325 Chestnut Street, Suite 800, Philadelphia, PA 19106.

International researchers, teaching professionals and educators, students, community activists and advocates, and policy and program specialists involved in multicultural education, bilingual education, global/international education, migration, diaspora and immigration studies, and cross-cultural studies, as well as all others who share an interest in educational issues that impact diaspora, indigenous, and minority populations.

Only original work not previously published and not currently under review will be considered. Contributions should be in English and will be reviewed anonymously. Diaspora, Indigenous, and Minority Education receives all manuscript submissions electronically via their ScholarOne Manuscripts website located at: ScholarOne Manuscripts allows for rapid submission of original and revised manuscripts, as well as facilitating the review process and internal communication between authors, editors and reviewers via a web-based platform. For ScholarOne Manuscripts technical support, you may contact them by e-mail or phone support via If you have any other requests please contact the journal at