Call for Papers for an Edited Book on Transformative Pedagogy

By: Teresa Cappiali,
Co-editors: Teresa Cappiali and Johanne Jean-Pierre
New deadline: Monday October 31st 2021

Transformative pedagogy: A practical toolkit for higher education teachers working in diverse settings

This call for papers is addressed to university instructors and professors who have explored and tested different innovative tools in their teaching practices to decentralize traditional education, to engage students, and develop new pedagogical inclusive practices. We welcome pedagogies that include Indigenous, anti-racist, decolonial, feminist, and intersectional perspectives in their design in the social sciences and the humanities. We are also particularly eager to include experiences of university instructors and professors who use creativity (novel, dance, music etc.).

While a significant proportion of the literature in critical and transformative pedagogy contributes to advancing theoretical and analytical reflections on how to make classes more inclusive, our book will contribute to current debates by developing a compendium of pedagogical activities/lesson plans used by instructors in their courses. We are particularly interested in tangible pedagogical activities that have been implemented and that can be adapted for in-person and online teaching contexts. We expect that each chapter will focus on the implementation of one specific pedagogy/tool/lesson plan, its innovative aspects and their potential for promoting inclusion of students in the learning process. The structure of the chapters can vary, but it should include a description of the key elements essential for the implementation of the pedagogy, such as the setting required to implement the pedagogy (including material that should be used), preparatory work, the different steps to conduct the lesson plan, the duration of the activity, and the adaptations that can be made for small or large classes, beginner or advanced levels, online or in-class etc. In addition, learning outcomes associated with the pedagogy including knowledge, competency, and attitude should be included in the reflection.

The book will target academic and non-academic audiences and we expect it to be widely used by teachers and practitioners around the world. The book will target instructors and teachers already familiar with transformative and critical pedagogy and those who are not. Each final chapter should be around 3,500 words long and should focus mostly on practical aspects concerning how to implement the pedagogical activity/lesson plan. The chapters should focus on concrete practices developed and tested by the authors themselves. If interested, we encourage you to prepare a document with an abstract of around 250-words summarizing the pedagogical activity/tool/lesson plan that you want to present.

The document should include the following:

1) (a) the name(s) of the author(s), (b) the email of each author, (c) the status of each

author (students, professor, postdoctoral fellow, etc.), (d) the institutional affiliation

of each author, (e) the title of the proposed chapter.

2) Provide the name of the featured pedagogical activity (eg. novel-based pedagogy,

lightning talk, Socratic debate).

3) Mention the resources needed to conduct the activity (eg. novel, space, white board,


4) The estimated duration of the activity (eg. 30 mins, 45 mins).

5) If the activity can be adapted for small and large groups and for online and in-class


6) At least 3-4 learning outcomes that reflect one or several aspects of knowledge,

competences, or attitudes associated with the pedagogy discussed.

Please, send your prepared abstract to by Monday October 31st 2021. Full papers will be expected by Monday March 1st 2022. We will conduct the review and editing process promptly in order to have the book in press in the Fall of 2022.

Teresa Cappiali is Senior Researcher at the Raoul Wallenberg Institute for Human Rights (RWI) and lecturer at Lund University, Sweden. Her work focuses on migration and postcolonial studies, gender, intersectionality, discrimination and human rights.

Johanne Jean-Pierre is Assistant Professor in the School of Child and Youth Care at Ryerson University, Canada. She works in the fields of sociology of education, sociology of race and ethnicity, and higher education.

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