Submit a Manuscript to the Journal
Globalisation, Societies and Education
For a Special Issue on
Conviviality in Education and the Making of Difference
01 February 2021
01 November 2021
Special Issue Editor(s)
San Diego State University
Ligia (Licho) López López,
University of Melbourne
Brenda N. Sanya,
University of Illinois at Urbana-Champaign
Conviviality in Education and the Making of Difference
Belén Hernando-Lloréns, Assistant Professor, San Diego State University
Ligia (Licho) López López, Lecturer, University of Melbourne
Brenda N. Sanya, Assistant Professor, Colgate University
Cameron McCarthy, Professor, University of Illinois at Urbana-Champaign
Submit abstracts (500-600 words) for consideration by February 1, 2021 (more info below)
“Conviviality in education and the making of difference” aims to feature the work of established and emerging scholars worldwide from a variety of academic fields and disciplines that explore critical approaches to understand the colonial legacies of conviviality in education today using a wide range of methodological and theoretical frameworks. Conviviality tends to denote an ideal where individuals and groups from different political, racial, or cultural experiences come to live together in harmony, leaving conflict behind (Itçaina, 2006). This interdisciplinary special issue aims to theorize and critique the cultural thesis of conviviality and how it may attempt to order lives and societies and the resistances to such order. We are interested in the epistemes that produce conviviality within various cultural/historical spaces, and its role in the fabrication of “human genres” (Wynter, 2006), in the production of colonial modes of governance (Mbembe, 2001), in the construction of notions of humanness (Fanon, 1967; Wynter, 2003), and as a technology of modern governmentality (Hernando-Lloréns, 2019a; 2019b).
The paradoxical existence of both conviviality and the police executions of Breonna Taylor, Tony McDade, George Floyd, and other Black people raises many questions regarding the proximity of conviviality and violence, brutality, and control (Gilroy, 2004). The publicization of these recent killings–brutal legacies of chattel slavery upheld by settler colonialism’s modes of subordination–along with the protests they catalyzed, and the violent suppression of those protests lay bare the ideological work of conviviality begging the question: what is it to live together? How have notions of conviviality been thought, imagined, and practiced in colonial/colonized spaces? Moreover, the fixation on looting and the calls for peace when the world watched the unflinching torture and execution of Floyd for close to nine minutes, relies upon notions of conviviality that focused on the neutralization of the response as opposed to addressing the colonial legacies that make these brutal events possible.
This special issue aims to disentangle the multiplicity of meanings that conviviality takes up as a practice of modern governmentality and how it has been thought and practiced historically as it relates to race, ethnicity, gender or religion. Thus, we are interested in bringing together critical scholarship that expands, complicates, and interrogates the discourse of conviviality in education beyond harmonious coexistence or conflict resolution in diverse societies to probe the interrelationship of conviviality with the production of difference and (in)equality. We invite works from scholar worldwide that focus on the production of categories of difference, questions of the human, educative practice, historization of conviviality, law and legal definitions, or the performativity of conviviality. We welcome post/decolonial, post-foundational, womanist, feminist, new materialist, posthumanist, critical race theory, antiblackness, indigenous, afrofuturistic, and/or queer perspectives engaging with conviviality in and out of education and in relationship to difference. Rather than starting from pre-given categories of difference, this special issue seeks contributions that can extend Achille Mbembe’s (2001) call for inquiries of how “ordinary people” engage conviviality within post/decolonial modes of governance and inquiry: “the myriad ways ordinary people guide, deceive, and toy with power instead of confronting it directly” (p. 128).
We do not assume that schools are insulated from public discourse, political movements, and systems of governance. Instead, we seek articles investigating the dynamic relations between educative practices instituted through schools that produce individuals, and mainstream societal discourses that naturalize ideal notions of the person through conviviality, and thus pathologize “others”. Conviviality is profoundly co-articulated with race, class, gender, language, religion, sexuality, and disability. We are interested in how difference in education is constructed, experienced, and understood through these processes within the umbrella of conviviality. Above all, this special issue Call is extended to as wide a range of critical scholarship as is possible “the logics of conviviality inherent in the postcolonial form of authority” as Mbembe asserts, can be interrogated, complicated, and resisted (2001, p. 128) from peripheral localities of modernity.
In light of this, we invite papers pertaining to conviviality and education that theorize and analyze:
- Colonial legacies of Western liberalism in conviviality manifest in curriculum, policies, teacher education textbooks, and pedagogical techniques;
- The alchemy of the conviviality curriculum;
- The differentiation of human genres and (non)humanness through discourses of conviviality;
- How notions of the ideal citizen in discourses of conviviality are anchored in Western liberalism’s configuration of the human, non-human, and more-than- human;
- How conviviality is performed, unsettled, gained, regulated, surveilled, and embodied across school daily life, legal documentation, scientific research, and within media or multiculturality;
- How educational spaces are theorized, enacted, or resisted in ways that unsettle neoliberal, regulatory, or colonial discourses and practices of conviviality;
- How psychological technologies of governing are instituted through discourses and practices of conviviality in educational sites, and how these technologies inform the making and differentiation of human genres;
- How are the “problems” for which conviviality is an answer produced and how these problems have changed or remained the same over time;
- How the subject of pedagogical intervention and scientific scrutiny is produced and disquiet within the logics of conviviality across the multiple sites of knowledge production in education;
- Theorizations of educational spaces that reconfigure and disrupt normative and colonial categories of convivial-subjects, and invite alternative possibilities and futures;
- How discourses of salvation and redemption circulate within educational policy and reforms tied to conviviality in order to save the State through the saving of the child, the citizen, the immigrant, the Indian/Aboriginal, etc.;
- How policy, educational, curricular, media, popular culture, and pedagogical practices employ and secure technologies where historically minoritized children and youth across the globe are othered and erased through the production and juxtaposition of the normal and ideal in discourses of conviviality.
- How young people are revolting and resisting these discourses of conviviality
- The study of the production of categories of difference and their resistances through the analysis of conviviality in the physical and imagined spaces of policy documents, legal cases, media campaigns, school curricula, collective memories, civic education programs, archival aporia, speculative histories, classroom and public performances, and ethnographies.
- How performative discourses of exceptionalism and normalcy are produced, how they are entangled with gender, racial, land, or queer violence and postcolonial dynamics, or how decentering normative narratives might unsettle inscribed logics of conviviality.
We invite abstract submission (500-600 words) by February 1, 2021. Please, send abstracts to [email protected]. All manuscripts submitted are subjected to a preliminary internal review by the editorial team, and those deemed appropriate for publication in the journal will be sent anonymously to external reviewers.
The language of this special issue is English. However, writers of Indigenous languages or colonial languages (Spanish, Portuguese, French, German, or Dutch) are encouraged to submit their work and welcomed to write their work in their first language and have it translated into English prior to submission of abstracts and full articles.
The timeline for this special issue:
- February 1, 2021: Abstracts due (500-600 words). Abstract submission to [email protected]. Proposals will contain a title, author(s) name(s) and affiliations, an extended abstract, and bio blurb of no more than 150 words. Name your Word Document file Last Name, First Name_Special Issue_Abstract, for example Hernando, Belén_Special Issue_Abstract.
- March 1, 2021: Notification of acceptance of abstract
- July 1 2021: Full papers (6000-8000 words) must be submitted to the Globalisation, Societies and Education online submission platform. Indicate that you are submitting it for consideration in the special issue, “Conviviality in Education and the Making of Difference” on the dropdown menu. Please follow the journal’s standard submission guidelines.
- November 1, 2021: Any required revisions needed, based on peer review comments must be submitted to the Globalisation, Societies and Education online submission platform.
- March 2022: Publication of Special Issue in Globalisation, Societies, and Education.
For enquiries about the scope of the Special Issue and article suitability, please contact guest editor Belén Hernando-Lloréns ([email protected]) directly.
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