Reimagining Canada

Canada, in all its messy manifestations, is in transition, but where is it going? With foundational myths eroded, identities fragmented, allegiances contested, the idea of Canada in the hearts and minds of those who live there is under intense scrutiny and careful criticism. Canada’s place in the wider world is just as uncertain. Against a backdrop of COVID, Indigenization, decolonization, inflation, immigration, and shifting global politics, what might Canada mean in five, ten or fifty years’ time? Reimagining Canada seeks to understand the forces at work, and to ask what comes next. Taking a broad and inclusive approach to the study of Canadian culture, history and society, the series interrogates Canada’s past and present in order to suggest possibilities for the future. Relevant issues might include, but are not limited to: arts and culture; Indigenization; decolonization; digital spaces and media; the future of the Canadian constitution; globalization; healthcare and social services; immigration and multiculturalism; memory and memorialisation; and sovereignty. The series is open to scholars and public intellectuals working in all areas of the humanities and social sciences, and aims to be interdisciplinary or even post-disciplinary in its approach. The editors are committed to equity, diversity and inclusion and welcome contributions from scholars of marginalized groups and communities that tend to be disproportionately underrepresented within public discourses in Canada. As such, they strongly encourage scholars from these groups and communities to contribute to the series. Contributors are free to self-identify as desired. Books in the series are aimed at a more general audience than the traditional academic monograph. Readers might include undergraduate students, academics working in other fields, practitioners, policymakers, and the public. The series provides a platform for authors to reach a larger audience than usual, or to speak to new audiences; to deliver bold new arguments; to write unencumbered by the usual obligations for referencing; and to be exciting, provocative and even polemical. Canada, in all its messy manifestations, is in transition, but where is it going? With foundational myths eroded, identities fragmented, allegiances contested, the idea of Canada in the hearts and minds of those who live there is under intense scrutiny and careful criticism. Canada’s place in the wider world is just as uncertain. Against a backdrop of COVID, Indigenization, decolonization, inflation, immigration, and shifting global politics, what might Canada mean in five, ten or fifty years’ time? Reimagining Canada seeks to understand the forces at work, and to ask what comes next. Taking a broad and inclusive approach to the study of Canadian culture, history and society, the series interrogates Canada’s past and present in order to suggest possibilities for the future. Relevant issues might include, but are not limited to: arts and culture; Indigenization; decolonization; digital spaces and media; the future of the Canadian constitution; globalization; healthcare and social services; immigration and multiculturalism; memory and memorialisation; and sovereignty. The series is open to scholars and public intellectuals working in all areas of the humanities and social sciences, and aims to be interdisciplinary or even post-disciplinary in its approach. The editors　are committed to equity, diversity and inclusion and welcome contributions from scholars of marginalized groups and communities that tend to be disproportionately underrepresented within public discourses in Canada. As such, they strongly encourage scholars from these groups and communities to contribute to the series. Contributors are free to self-identify as desired. Books in the series are aimed at a more general audience than the traditional academic monograph. Readers might include undergraduate students, academics working in other fields, practitioners, policymakers, and the public. The series provides a platform for authors to reach a larger audience than usual, or to speak to new audiences; to deliver bold new arguments; to write unencumbered by the usual obligations for referencing; and to be exciting, provocative and even polemical.

2 publications

Reimagining Scotland

0 publications

Reimagining Ireland

ISSN: 1662-9094

The concepts of Ireland and ‘Irishness’ are in constant flux in the wake of an ever-increasing reappraisal of the notion of cultural and national specificity in a world assailed from all angles by the forces of globalisation and uniformity. Reimagining Ireland interrogates Ireland’'s past and present and suggests possibilities for the future by looking at Ireland'’s literature, culture and history and subjecting them to the most up-to-date critical appraisals associated with sociology, literary theory, historiography, political science and theology. Some of the pertinent issues include, but are not confined to, Irish writing in English and Irish, Nationalism, Unionism, the Northern ‘Troubles’, the Peace Process, economic development in Ireland, the impact and decline of the Celtic Tiger, Irish spirituality, the rise and fall of organised religion, the visual arts, popular cultures, sport, Irish music and dance, emigration and the Irish diaspora, immigration and multiculturalism, marginalisation, globalisation, modernity/postmodernity and postcolonialism. The series publishes monographs, comparative studies, interdisciplinary projects, conference proceedings and edited books. “A major intervention in Irish Studies. Irish Studies have come back to Ireland itself. The ‘Reimagining Ireland’ series is at the cutting edge of what it means to be Ireland.” (Prof. Luke Gibbons)

194 publications

Imagining Black Europe

ISSN: 2633-108X

This series seeks to publish critical and nuanced scholarship in the field of Black European Studies. Moving beyond and building on the Black Atlantic approach, books in this series will underscore the existence, diversity and evolution of Black Europe. They will provide historical, intersectional and interdisciplinary perspectives on how Black diasporic peoples have reconfigured the boundaries of Black identity making, claim making and politics; created counterdiscourses and counterpublics on race, colonialism, postcolonialism and racism; and forged transnational connections and solidarities across Europe and the globe. The series will also illustrate the ways that Black European diasporic peoples have employed intellectual, socio-political, artistic/cultural, affective, digital and pedagogical work to aid their communities and causes, challenge their exclusion and cultivate ties with their allies, thus gaining recognition in their societies and beyond. Representing the field’s dynamic growth methodologically, geographically and culturally, the series will also collectively interrogate notions of Blackness, Black diasporic culture and Europeanness while also challenging the boundaries of Europe. Books in the series will critically examine how race and ethnicity intersect with the themes of gender, nationality, class, religion, politics, kinship, sexuality, affect and the transnational, offering comparative and international perspectives. One of the main goals of the series is to introduce and produce rigorous academic research that connects not only with individuals in academia but also with a broader public. Areas of interest: Social movements Racial discourses and politics Empire, slavery and colonialism Decolonialization and postcolonialism Gender, sexuality and intersectionality Black activism (in all its forms) Racial and political violence and surveillance Racial constructions Diasporic practices Race and racialization in the ancient, medieval, modern and contemporary eras Identity, representation and cultural productions (music, art, literature, etc.) Memory Migration and immigration Citizenship State building and diplomacy Nations and nationalisms All proposals and manuscripts will be rigorously peer reviewed. The language of publication is English. We welcome new proposals for monographs and edited collections. Advisory Board: Hakim Adi (SOAS, London), Robbie Aitken (Sheffield Hallam), Catherine Baker (Hull), Eddie Bruce-Jones (SOAS, London), Alessandra Di Maio (Palermo), Akwugo Emejulu (Warwick), Philomena Essed (Antioch), Crystal Fleming (Smith College), David Theo Goldberg (UC Irvine), Silke Hackenesch (Cologne), Elahe Haschemi Yekani (Humboldt), Nicholas R. Jones (Yale), Silyane Larcher (Northwestern), Olivette Otele (SOAS, London), Sue Peabody (Washington State), Kennetta Hammond Perry (Northwestern), Cassander L. Smith (Alabama), S. A. Smythe (Toronto)

12 publications

New Directions in German-American Studies

It is the purpose of this series to subject the large topic of German-America to new critical scrutiny. It does so as an international collaborative effort among scholars in disciplines ranging from modern languages to political history, from American Studies to anthropology, who present independently conceived publications as part of the larger project. Reimagined as part of multilingual America, the new examinations of the German-American tradition in this series offer not only new approaches to German-American studies, but they also force new thinking about what constitutes “German literature” and what have been the defining, though too little recognized, multilingual features of “American literature." It is the purpose of this series to subject the large topic of German-America to new critical scrutiny. It does so as an international collaborative effort among scholars in disciplines ranging from modern languages to political history, from American Studies to anthropology, who present independently conceived publications as part of the larger project. Reimagined as part of multilingual America, the new examinations of the German-American tradition in this series offer not only new approaches to German-American studies, but they also force new thinking about what constitutes “German literature” and what have been the defining, though too little recognized, multilingual features of “American literature." It is the purpose of this series to subject the large topic of German-America to new critical scrutiny. It does so as an international collaborative effort among scholars in disciplines ranging from modern languages to political history, from American Studies to anthropology, who present independently conceived publications as part of the larger project. Reimagined as part of multilingual America, the new examinations of the German-American tradition in this series offer not only new approaches to German-American studies, but they also force new thinking about what constitutes “German literature” and what have been the defining, though too little recognized, multilingual features of “American literature."

8 publications

AEJMC - Peter Lang Scholarsourcing Series

ISSN: 2373-6984

Based on the concept of crowdsourcing, Scholarsourcing is a joint publishing initiative between the Association for Education in Journalism and Mass Communication (AEJMC) and Peter Lang Publishing. The series reimagines the way that scholarly books are proposed, peer-reviewed, and approved for contract during this time of relentless change in both the journalism and publishing industries. Beginning with a call from AEJMC each fall, members are invited to submit short book proposals that are relevant to journalism and communication and speak to the mission of AEJMC. Proposals are uploaded to an online public platform that allows as many AEJMC members as possible to browse, review, and then vote on and pledge support. This platform encourages public dialogue among multiple parties to improve the potential of each book project. Whether awarded a book contract or not, authors benefit by receiving a valuable set of review comments, far more than they might receive via conventional reviewing processes, and from a more diverse range of reviewers (members). Using these votes and review comments, the AEJMC Scholarsourcing editorial committee, appointed by the president of AEJMC, selects the top proposals. The authors of the top proposals are invited to submit complete book proposals. Once those reviews have been evaluated by the editorial committee and the publisher, a decision on which proposals receive contracts is made.

21 publications

Higher Education and Civic Democratic Engagement

How might we interrogate and reimagine the impact of civic, democratic engagement across higher education? This series invites narratives and new studies that critically and creatively explore the possibilities and limitations of civic, democratic engagement within higher education. The editors seek to gather inclusive, imaginary, transdisciplinary scholarship exploring the impact of next generation civic, democratic engagement from a diverse range of voices. Among others, we hope these voices will include international and indigenous perspectives, members from a diverse array of communities, researchers from across disciplines, teacher-scholars, practitioners and activists, undergraduate and graduate students, politicians, businesses, and different forms of administration. The editors invite proposals that critically examine historical, cultural, and structural dimensions of impact while exploring innovative strategies for disrupting and recreating more inclusive, liberatory, and plural forms of civic democratic engagement. The editors welcome and encourage a wide-range of formats including, but not limited to, narrative studies, ethnographies, mixed method studies, case studies, socio-cultural and/or historical analyses, theoretical treatises from multiple theoretical lens as well as reports and toolkits that support efforts to examine the impact of civic democratic engagement. For inquiries on submitting a proposal should contact the Series Editors Barry Kanpol (Kanpolb@gvsu.edu) & Danielle Lake (lakeda@gvsu.edu) with a brief overview of their project, and explanation of how it fits the series, and a current CV.

6 publications

Educational Equity in Community Colleges

ISSN: 2690-4438

This series centers theory and practice in enacting educational equity, and, ultimately, educational justice at the administrative, institutional/programmatic, governance, and pedagogical levels of community colleges and other institutions of higher learning (Woods & Harris, 2016; Nevarez & Wood, 2010). There is a corpus of literature on the pernicious effects of oppressive pedagogy at the K-12 level, especially for traditionally marginalized, minoritized students (Nasir, 2011; Delpit, 2012; Leonardo, 2010). However, this is not the case at the community college level even though these same traditionally marginalized, minoritized students overwhelming start their college careers in two-year community colleges. Frankly, though there are many valuable contributions to community college education, overall there is a dearth of literature on critical, justice-centered pedagogy, theory and practice (i.e., praxis) within community college administration, governance, programming, and pedagogy. Community college practitioners are interested in enacting educational equity. However, there is little community college-specific literature for them to use to reimagine and, ultimately, reconstruct their administrative, programmatic, and pedagogical practices so that these institutionalized practices become commensurate with educational equity and justice (Tuck & Yang, 2018). Therefore, the goal of this series is to blend the work of university researchers and community college practitioners to illuminate best practices in achieving educational equity and justice via a critical-reality pedagogical framework (Giroux, 2004; Emdin, 2017; Sims, 2018). This series aims to highlight work that illuminates both the successes and struggles in developing institutionalized practices that positively impact poor ethno-racially minoritized students of color. Therefore, we will be looking at pedagogies, policies, and practices that are intentionally developed, curated and sustained by committed educators, administrators, and staff at their respective college campuses that work to ensure just learning conditions for all students.

4 publications