Apr 132022

Special Issue: Anti-racist and Anti-colonial Theorizing

Call for Submissions (pdf)

Editors: Dr. Shahina Parvin (Postdoctoral Research Fellow, Brandon University), Eileen Sowunmi (Undergraduate student, University of Lethbridge)

Editorial support: Dr. Athena Elafros (Assistant Professor, University of Lethbridge), and Dr. Ariane Hanemaayer (Associate Professor, Brandon University)

Please send submissions and queries to: sociologycommitting@gmail.com

This CFP is for a special issue of Committing Sociology in The Canadian Review of Sociology / Revue Canadienne de Sociologie (CRS/RCS), with a projected publication in the February 2023 issue. Our aim is to contribute to critical work on social, political, and epistemic equity and to promote and showcase the significance of the work being done by underrepresented and historically excluded scholars in social theory. We are interested in contributions that provoke and critique the authority and dominance of western knowledge systems and the historical, political, and economic relations that are tied with its authority. Black, Indigenous, racialized, 2SLGBTQIA+, and other underrepresented and excluded groups in the academy (these categories are not mutually exclusive) are strongly encouraged to contribute to this issue. Selected papers will receive a research stipend to support their research and writing.

In this special issue, we are seeking short articles, research notes, or essays of no more than 2,000 words that use anti-racist, anti-colonial, critical, and/or assemblage approaches to expose the, in the words of Dorothy Smith, hidden “relations of ruling” within social theory. We envision including articles that engage with one or more of the following themes, although essays and research notes from other areas of interest are strongly encouraged:

  • Recovering lost, excluded, or stolen knowledges
  • Challenging whiteness, anti-Asian, anti-Black and/or anti-Indigenous racism within social theory. What counts as theory? Who counts as a theorist?
  • Challenging the “epistemic structures” of social theory in order to change the “epistemic exclusions” within it (Go, 2019)
  • Discussing how “marginalized” methodologies can be used to create new theories
  • Analysing the relations of ruling that produce, discipline, and devalue Black, Indigenous, racialized, queer, disabled, working class, and/or ‘othered’ forms of knowledge
  • Discussing the possibilities and perils of co-authorship between academics and “marginalized” communities
  • Exploring the limitations of sociological methodologies and theories
  • Interrogating the authority of western knowledge/gaze
  • Discussing critical approaches to teaching and learning social theory in the classroom
  • Theorizing equity, justice, exclusion, inclusion, and/or new ways of being
  • Developing critical approaches towards equity, diversity, and inclusion within the academy
  • Analysing colonization now and then

Eligibility, details, and timeline:

  • We strongly encourage submissions from Black, Indigenous, racialized, 2SLGBTQIA+, and other underrepresented groups in Canadian academia. Preference will be given to early career scholars, students, excluded scholars, and untenured and/or tenure-track scholars.
  • We are seeking short research notes and/or scholarly essays of around ~2000 words each that engage with the themes noted above.
  • An extended abstract is due May 15, 2022.
  • Authors will be informed of editorial decision by June 1, 2022.
  • Completed manuscripts are due August 1, 2022.
  • Review/feedback will be provided to authors September 1, 2022.
  • The deadline for authors to submit their revisions is October 1, 2022.
  • Accepted essays will be featured in the February 2023 issue of the Committing Sociology section of the Canadian Review of Sociology.
  • We anticipate selecting 4-5 authors for this issue. Accepted essays will receive a knowledge mobilization stipend to support their writing and research ($1,000 CAD) after final essay submission.

This special issue is funded by a Community of Research Excellence Development Opportunities (CREDO) grant from the University of Lethbridge as well as the School of Graduate Studies & the Faculty of Arts and Science at the University of Lethbridge, and the Department of Sociology and Faculty of Arts at Brandon University.