Call for Manuscripts
The 2020 Submission Period is now open!
Kaleidoscope: A Graduate Journal of Qualitative Communication Research is accepting manuscripts for volume 19 scheduled for print in Fall 2020.
We are accepting submissions from November 15, 2020 to March 15, 2021.
Submissions must not be under review elsewhere or have appeared in any other published form. Manuscripts should be no longer than 25 pages (double-spaced) or 7,000 words (including notes and references) and can be prepared following MLA, APA, or Chicago style. All submissions should include an abstract of no more than 150 words and have a detached title page listing the author/s’ name, institutional affiliation, and contact information. Authors should remove all identifying references from the manuscript. To be hosted on the Kaleidoscope website, media files should not exceed 220 MB in size. Larger files can be streamed within the Kaleidoscope website but must be hosted externally. Authors must hold rights to any content published in Kaleidoscope, and permission must be granted and documented from all participants in any performance or presentation.
Special Call: Activations and Alternatives within the Academy
In addition to the general call, the editor invites submissions dedicated to the subject of higher education. Submissions to this special call should consider how communication studies scholarship can activate the larger institution of higher education in the U.S. for wider goals of accessibility and responsible being. What challenges do graduate students, as contingent workers and students, meet within the shifting grounds of the academy? What possibilities and opportunities do graduate students see for transforming the academy in the present and future? These are only two questions that one might address for this call. The state of higher education is a persisting theme within communication studies scholarship already. Kyle Rudick and Deanna Dannels’s “Wicked Problems” forum within Communication Education has given voice to many perspectives on the challenges and obstacles to accessible pedagogy over the years. Rudick inveighs scholars to “articulate a plan for teaching and learning grounded in a morality that foregrounds the elimination of suffering, hunger, poverty, and discrimination” (547). Such an injunction puts forth a striking reminder of the stakes we confront in conducting our scholarship.
That crises and critiques of higher education have been a long-discussed topic for scholars does not diminish the importance of such considerations and actions in our present. Indeed, given the recent challenges brought forth within US academia in the past decade—pandemic pedagogy, bad-faith freedom of speech challenges, recent public calls for a “patriotic” education commission—we are reminded of the importance of the university as a site of cultural production and resistance. One consistent theme within the scholarship on academic crisis is the belief that those of us ensconced in the academy are able to make positive change to the institutions within which we learn and grow. Some authors have advocated for slow scholarship as a means of challenging the values of increased speed and “effectiveness” demanded by university research and employment schedules, instead favoring an ethics of care and concern for the other in conducting scholarship (Mountz, et al.). Others have noted the colonialist and imperialist histories of the academic institution itself, situating a resurgence of indigenous and Black liberationist forms of education and collective study as a means of confronting these legacies (Meyerhoff). What might these suggestions make available to us as nascent scholars familiar with the academy?
What transformations, resistances, or advocacies might be better realized through the attention to graduate student perspectives that this journal can provide? What specific communicative practices, norms, or interventions have come into usage as tactics for more equitable education at individual universities? What ethics and first principles do we aim to embody in our scholarship, and in our role as educators both inside and outside of the classroom? This special call invites authors to share and discuss instances of resistance, critique, or activism that have motivated or directly prompted change to institutions of higher learning. By doing so, authors may consider questions, including: What principles or aims does higher education seek to fulfill in its activities? What role do various constituencies (administration, tenure-track and non-tenure-track faculty, graduate and undergraduate students and workers, service staff, etc.) play in bringing accessible education to wider communities? For rhetoricians, what languages and discourses have been impactful in shaping challenges to, or reaffirmations of, problems in higher education? For performance studies scholars, how have performance interventions, practices, and texts held space for transformation as an option in academic settings? How might the insights of intersectional feminism, (the much-maligned) critical race theory, or intercultural communication provide insight and examples of epistemologies and labor conditions that contest neoliberal academic competitiveness?
In accordance with the transformational ethos at play in this call, the editor encourages submissions in alternative or new-media formats, in addition to refereed articles. A wide variety of methods are similarly encouraged, including critical cultural analysis, performance scripts, poetic inquiry, autoethnography, phenomenological accounts, l’ecriture feminine, and arts-based research, among others. Authors should clearly mark in their cover letter their submission is for this special call. Submissions should be no longer than 2,000 words (excluding references) and be prepared using the same citation conventions as regular submissions.
To submit a manuscript, please visit opensiuc.lib.siu.edu/kaleidoscope Inquiries may be addressed to Alex Lockwood at email@example.com
Meyerhoff, Eli and Elsa Noterman. “Revolutionary Scholarship by Any Speed Necessary: Slow or Fast but for the End of This World.” ACME: An International E-Journal for Critical Geographies, vol. 18, no. 1, 2019, pp. 217-35.
Mountz, Alison, et al. “For Slow Scholarship: A Feminist Politics of Resistance through Collective Action in the Neoliberal University.” ACME: An International E-Journal for Critical Geographies, vol. 14, no. 4, 2015, pp. 1235-59.
Rudick, C. Kyle. “Wicked Problems as Moral Crossroads: Choosing the Path for Human Flourishing.” Communication Education, vol. 69, no. 4, 2020. Pp. 545-48.
To submit a manuscript, please visit opensiuc.lib.siu.edu/kaleidoscope
Inquires should be emailed to firstname.lastname@example.org
Preparing Submission Materials
To submit your manuscript through OpenSIUC, click on “Submit manuscript” in the left sidebar. You will want to have the following materials ready:
- Contact information for you (and co-authors, if applicable)
- Article title
- Shortened article title (for running head)
- Key words
- Abstract (150-word maximum)
- Cover page footnote (could include a short description of your institutional affiliation, any acknowledgments to individuals who contributed to the article, and anywhere the article was presented prior to publication)
- Full text of submission (manuscript in Word Doc or RTF format which not does exceed 25 double-spaced pages or 7,000 words and does not include any identifying information about the author)
Authors are completely responsible for the factual accuracy of their contributions and neither the Editorial Board of Kaleidoscope: A Graduate Journal of Qualitative Communication Research nor the Department of Communication Studies, Southern Illinois University Carbondale accepts any responsibility for the assertions and opinions of contributors. Authors are responsible for obtaining permission to quote lengthy excerpts from previously published articles.Please e-mail email@example.com for inquiries.