CFP: Children and Pop Culture

Children and Popular Culture

deadline for submissions:
December 1, 2017
full name / name of organization:
Global Studies of Childhood
contact email:
[email protected]
CFP: Global Studies of Childhood

Special Issue: Children and Popular Culture

Guest Editor: Patrick Cox, Rutgers University

Childhood and youth are always contested notions, but perhaps nowhere more than in popular culture. Popular culture offers representations of children and youth as, among other things, wise, dangerous, evil, innocent, sexual, doomed, and in various states of “in progress.” Popular culture is also the broad site of much child agency, where children and youth produce texts from novels to YouTube channels to websites, blogs, and zines, frequently outstripping their adult contemporaries in technological savvy and communicative capability. Popular culture for children is by turns condescending to the youngest audience, crass, pedantic, and appropriated by adults for their own pleasure. Elements of popular culture are designed to educate and socialize children; others are manipulated by children as political activism. These turns call into question and trouble conceptions not only of “the child” but of “popular culture” itself and propose a compelling nexus of questions befitting both Childhood Studies and Popular Culture Studies.

In this special issue, authors are invited to consider intersections of popular culture by, for, and about childhood, both broadly construed. We will explore both the impacts of popular culture on youth and childhood and the very real impacts of children and youth on popular culture. All disciplinary approaches are welcome, including but not limited to textual and visual analysis, ethnographic work, studies of children’s popular material culture, historical readings, comparative analysis of texts, and consumer and communication studies.

Additionally, contemplations of the interstices between Childhood Studies and Popular Culture Studies as academic endeavors are encouraged. The two fields have been in limited conversation with one another, perhaps separated by epistemological and methodological concerns, yet the available data seems like a rich vein for insight. While both fields are multi-disciplinary and continuously evolving, Childhood Studies maintains very clear traces of its roots in social sciences, while Popular Culture Studies is still found more often housed in the Humanities. The two fields each have at their center subjects that have at times made it difficult for them to be taken seriously as sites of academic inquiry. With different questions at their core, how can the two fields interact? Put another way, how do we study this multitude of texts?

Topics for this special issue might include:

Popular culture and education, whether intentional or inadvertent;
Children’s popular culture as grown-up nostalgia;
Youth vs. adult perspectives on popular culture;
Children and youth as producers of popular culture;
New media as empowering or oppressive;
Capabilities for communication and interconnectivity;
Adult consumption of children’s popular culture;
Children’s consumption of decades-old popular culture;
Definitions of youth in popular culture;
Nostalgia through revivals and reboots;
Social media;
Diminishing space between children’s and adult popular culture.

The guest editor welcomes submissions of articles via the journal submission system on its SAGE Publishing site. See “Submission Guidelines” here: https://us.sagepub.com/en-us/nam/journal/global-studies-childhood#description.

Deadline for submissions: December 1, 2017.

Please send any queries to guest editor Patrick Cox at [email protected]

from UPennCFPs

CFP: Trump, Rhetoric, and Twitter

President Donald Trump and his Political Discourse: Ramifications of Rhetoric via Twitter

deadline for submissions:
June 25, 2017
full name / name of organization:
Michele Lockhart
contact email:
[email protected]
Call for Proposals

President Donald Trump and his Political Discourse: Ramifications of Rhetoric via Twitter

Michele Lockhart seeks contributors for her fourth collection of essays, which analyzes a segment of language used by the 45th President of the United States, Donald John Trump.

Having published three co-edited collections, Political Women: Language and Leadership (September, 2013), Global Women Leaders: Studies in Feminist Political Rhetoric (September, 2014), and Hillary Rodham Clinton and the 2016 Election: Her Political and Social Discourse (November, 2015), she is shifting her focus from the language used by women in politics and leadership positions to examine how various audiences are instantaneously affected, for better or worse, by President Trump’s rhetoric via Twitter.

The book, tentatively entitled President Donald Trump and his Political Discourse: Ramifications of Rhetoric via Twitter, will demonstrate the ways in which the following areas have been the subject of President Trump’s tweets:

International & U.S. Relations; Government Affairs
Economies and Financial Markets
Industries
Media & “Fake News”
Marginalized Groups
Tangible effects and post-tweet evidence should be included and explicit. Qualitative-quantitative analyses of these chapters should focus exclusively on language via Twitter; analytics and visualization tools for both the text and Twitter trends are encouraged. While the collection will focus primarily on President Trump’s rhetoric as president, a broader lens may be used to capture pre-presidential language shifts and/or patterns of tweets.

Chapters should delve into the psychology of the speaker (or writer, in this case), which may consider personality traits, socialization, and/or cognitive performance. The interdisciplinary approach lends itself to: rhetoric; political rhetoric; political discourse; leadership studies; psychology; neurolinguistics; computational linguistics; media; international relations; sociology.

Proposals of approximately 300 words must be submitted no later than June 25, 2017, but acceptance into the collection will be based on completed essays of approximately 20-25 double-spaced pages submitted no later than September 24, 2017. Include contact information, previous publications, and academic affiliation, if any. Please title the e-mail subject line of the proposal “Trump Tweets” when e-mailing the proposal.

CFP Released: May 20, 2017

Deadline for Proposals: June 25, 2017

Notification will be no later than July 2, 2017

First Complete Draft due: September 24, 2017

Various Draft Revisions: October 15 through December 3, 2017

Final Draft due: January 14, 2018

Estimated publication date: June 2018

Prospective contributors may send proposals to:

[email protected]

Michele Lockhart, Ph.D.

from UPennCFPs

CFP on Rhetoric

Reading and Writing in the Twenty-First-Century Literary Studies Classroom: Theory and Practice

deadline for submissions:
February 3, 2017
full name / name of organization:
University of Queensland
contact email:
[email protected]
Reading and Writing in the Twenty-First-Century Literary Studies Classroom: Theory and Practice

The University of Queensland

Brisbane, Australia

6-8 July 2017

Deadline for submissions: 3 February 2017

Contact for general queries: Judith Seaboyer [email protected]

Confirmed speakers:

Dr David Aldridge, Oxford Brookes University

Dr Tully Barnett, Flinders University

Professor Helen Sword, University of Auckland

Please send 250-word proposals for papers, panels, or workshops by 3 February 2017 to [email protected] with the subject line Reading and Writing cfp.

This broad-ranging conference will assume good reading and its concomitant good writing to be essential both to the mastery of disciplinary content and to the transformative potential of an education in literary studies. To that end we seek papers that consider reading and writing from a range of perspectives, practical and theoretical. What are the challenges, difficulties, and pleasures for students and teachers? What strategies and techniques encourage timely compliance with course reading requirements and foster critically engaged, well-argued responses? What critical theories model critique in the twenty-first-century classroom, and what might be, as Rita Felski has recently asked, the limits of that critique? Reading that is active and thus potentially critical, ethical, creative, hospitable, transformative—and pleasurable—may be intrinsic to disciplinary knowledge, but how do we help students acquire the skills needed to de-code complex texts and respond to them?

And what effects are twenty-first-century technologies/modes of knowledge production and dissemination having on how as well as what students do and don’t read? What are the intersections and tensions between digital and traditional ways of reading and writing? Does constant hyperlinking, as Naomi Baron, Nicholas Carr and others have suggested, undermine the brain’s capacity to focus in order to process long-form text? How might we foster what neuroscientist and literacy researcher Maryanne Wolf has termed bi-literacy, the capacity to shift between, and indeed to distinguish between, two kinds of activities: the efficient reading-for-information that involves scanning, clicking, linking and the “slow and meditative possession of a book” literary scholar and essayist Sven Birkerts has termed “deep reading”? What platforms do your students use for reading and writing? In what ways is technology changing student drafting, reviewing, and response to feedback?

Finally, what texts and what kinds of texts and what theories of reading and writing are core in an increasingly marketised university in which non-vocational degrees are increasingly marginalised? And how might an education that fosters an imaginative, thoughtful, hospitable, adaptable citizenry, give students an edge in a job market in crisis?

Some starting points:

How do we empower our students to write “with passion, with skill, with courage, and with style”? (Helen Sword, Stylish Academic Writing)
How do we test the invisible activity that is reading?
What kinds of assessment best develop reading and/or writing skills? Tests or writing or a blend of both?
What texts and what genres do we choose to teach, and why?
Do we encourage our students to be surface or symptomatic readers? Is what Paul Ricoeur termed a “hermeneutics of suspicion” “a mandatory injunction [or] a possibility among other possibilities”? (Eve Kosofsky Sedgwick).
How much are we influenced by outside forces? How are programs shaped by shrinking budgets combined with the massification of tertiary education? And what influence do debates such as the one over trigger warnings have on how and what we teach, and on student learning?
Can literature, or literary criticism, effect change? What work can texts perform? For example, can literature, as Martha Nussbaum insists, “[cultivate] powers of imagination that are essential to citizenship”? Or is this a consolatory fiction, as Suzanne Keen suggests?
How do we evaluate reading? What assumptions about taste cultures, cultural competences, and the ethics of engagement with texts are embedded in the ways we model, teach, and assess student reading?
What are the affordances of technologies? How are they changing the way students read and write? How do we help students to makes sense of and benefit most from a range of platforms for both activities?
As workloads and the ratio of students to instructors increase, can technology encourage better student reading and writing?
How might we foster bi-literacy?
What might be the repercussions, pedagogical and financial, of online education, including MOOCs, for reading and writing in literary studies?
Do long-form reading and/or writing remain important skills?
What are the effects of shifts from solitary to online social reading?
What cognitive differences occur when reading and writing take place on digital rather than traditional platforms?
Is there a link between complex critical reading skills and better writing?
Full-time enrolment by part-time students: How might we inspire students to immerse themselves in reading and writing about their discipline in the face of day-to-day time constraints, genuine and perceived, and the awareness that it’s possible to scrape a passing grade while having read very little?
Can good reading and writing skills give our students an edge on the job market? And how do we, and our students, sell those critical skills?
https://communication-arts.uq.edu.au/article/2016/08/reading-and-writing-twenty-first-century-literary-studies-classroom-theory-and-practice

From UPenn

CFP: Rhetoric

From UPenn

CFP: The Profession

deadline for submissions:
July 6, 2019
full name / name of organization:
Intermezzo
contact email:
[email protected]

CFP: The Profession

Intermezzo, a digital longform publication – http://intermezzo.enculturation.net/ – seeks submissions that deal with rhetoric and rhetoric and composition as a profession.

Profession, the MLA’s dedicated publication to issues regarding professionalization in Modern Languages and Literatures, has long served the field regarding discussion of professional issues. While Profession has published work on rhetoric and rhetoric and composition, the focus of the journal is not dedicated to these areas. And while rhetoric and rhetoric and composition journals publish articles on professional matters, no publication is dedicated to the profession in a focused manner. Rhetoric and rhetoric and composition journals do not have the space to devote to only professional discussions. Intermezzo is interested in providing a dedicated space for such discussions. Submissions can be co-authored or co-edited but should include multiple voices. While there is no obligation to produce more than one collection, we hope this will become an annual series.

Intermezzo seeks 20-40,000 word volumes that explore professional issues relevant to rhetoric and rhetoric and composition: hiring, tenure, writing as a writing professional, bureaucracy, budgetary issues, general education pressures, marginalization, becoming a department or independent program, developing majors and minors, being department or program heads, policy debates, rhetoric and rhetoric and composition’s place in the Humanities curriculum, and other related topics. Submissions can include video, image visualizations, graphics, or other non-print forms of expression.

We are particularly interested in essays from a variety of professional backgrounds: professors, administrators, lecturers, and adjuncts. We are also interested in essays which take advantage of organizational strategies print publications might not publish.

All essays published with Intermezzo undergo peer review. Intermezzo is committed to providing an outlet for essays too long for journal publication, but too short for monograph publication. Essays are published as open source, are registered with the Library of Congress, and receive ISBN numbers. They may include multimedia as well.

Intermezzo is meant to be a venue where writers can produce scholarly work in unique ways, outside of institutional or disciplinary expectation, and it takes advantage of digital media as a platform for both content and distribution of timely topics.

Intermezzo accepts longform essays on a rolling submission basis, with no deadlines.

Please submit submissions, abstracts, or queries to

Jeff Rice
Series Editor
[email protected]

CFP: Lois McMaster Bujold’s Works

[UPDATE] CFP: Biology and Manners: The Worlds of Lois McMaster Bujold. Abstracts due 8 Jan 2016.
full name / name of organization:
Dr. Una McCormack and Dr. Regina Yung Lee
contact email:
[email protected]; [email protected]
Call for Papers:

Potential contributors are invited to submit an abstract for a chapter for inclusion in a forthcoming edited volume on the works of Lois McMaster Bujold.

This volume, arising from an inter-disciplinary conference held in Cambridge in August 2014, will explore the works of Hugo and Nebula Award winning writer Lois McMaster Bujold, encompassing both her science fiction and her fantasy novels.

Abstracts are particularly welcome that address issues related to any of the following theoretical perspectives or themes related to the works of Lois McMaster Bujold:

• Disability studies in the Vorkosigan or Chalion series
• Analyses addressing Gentleman Jole and the Red Queen, especially in comparison with Barrayar
• The Sharing Knife as an example of North American future studies
• American Literature or Critical Race Studies analyses of the Sharing Knife tetralogy
• Subjectivity and multiplicity through possession (e.g. The Hallowed Hunt, “Penric’s Demon,” etc.)
• Racial politics in the Sharing Knife tetralogy
• Masculinity and race in Chalion
• Reproductive politics in the Vorkosigan series
• Inter-series comparative papers
• Readings that draw connections to Dorothy L. Sayers, the Brontës, and Georgette Heyer

Please submit 500-word abstracts for essays of a projected length of 5000 words by 8 Jan 2016. Abstracts should be submitted to the editors, Dr Una McCormack and Dr Regina Yung Lee.

Emails should be entitled Biology and Manners: Abstract, and should contain the following information:
a) Author, affiliation, title of abstract, body of abstract
b) A cv of no more than 2 pages.

Contacts:
Dr Una McCormack
Department of English, Communication, Film and Media, Anglia Ruskin University, UK
[email protected]

Dr Regina Yung Lee
Department of Gender, Women and Sexuality Studies, University of Washington
[email protected]

CFP: Teaching Graphic Novels?

Teaching Graphic Novels in English and Literature Courses
full name / name of organization:
Dr. Alissa Burger
contact email:
burgerad[email protected]
In the last couple of decades, comics and graphic novels have made their way into a wide variety of classrooms, from science to the humanities. As Robert G. Weiner and Carrye Kay Syma argue in ‘Graphic Novels and Comics in the Classroom: Essays on the Educational Power of Sequential Art,’ “It is no longer a question of whether sequential art should be used in educational settings, but rather how to use it and for what purpose” (1).

This collection aims to highlight the diverse ways comics and graphic novels are used in English and literature classrooms, whether to develop critical thinking or writing skills, paired with a more traditional text, or as literature in their own right. From fictional stories to non-fiction works such as biography/memoir, history, or critical textbooks (such as Elizabeth Losh, Jonathan Alexander, Kevin Cannon, and Xander Cannon’s ‘Understanding Rhetoric: A Graphic Guide to Writing’), graphic narratives provide students a new way to look at the course material and the world around them. Graphic novels have been widely and successfully incorporated into composition and creative writing classes, introductory literature surveys, and upper-level literature seminars, and present unique opportunities for engaging students’ multiple literacies and critical thinking skills, as well as providing a way to connect to the terminology and theoretical framework of the larger disciplines of rhetoric, writing, and literature.

Possible topics include, but are not limited to, using graphic narratives:
• To develop students’ visual literacy and critical thinking skills
• As a starting point for critical or creative writing and reflection
• Paired with a more traditional text to present a familiar/classic story in a new format, such as Classical Comics’ Shakespeare series or Fiona Macdonald and Penko Gelev’s graphic novel adaptation of Homer’s ‘The Odyssey’
• As key standalone texts for the application of literary terminology and analysis
• To engage with varying perspectives of race, nationality, class, gender, or sexual orientation

Proposals are welcome addressing the incorporation of graphic novels in any level or type of English or literature class and should focus on a specific text or set of texts, the use of these works in the class, and the benefits to student learning.

Abstracts of proposed essays (500 words) and a brief CV should be submitted as Word attachments to Dr. Alissa Burger ([email protected]) by February 1, 2016.

I am particularly interested in this as I have taught using graphic novels and I am hoping to teach a graduate rhetoric course on the visual fall of 2017.

CFP: Comics and Pop Culture

Denver Comic Con’s Page 23 LitCon
full name / name of organization:
Denver Comic Con’s Page 23 LitCon
contact email:
[email protected]
Call for Papers, Panels, and Presentations

Page 23 LitCon
June 17-19, 2016

500-word abstracts for papers, panels, and roundtables offering a critical approach on comics and pop culture are being accepted for a scholarly conference at
DENVER COMIC CON

DENVER, CO June 17-19, 2016

Now in its fifth year, Denver Comic Con’s Page 23 LitCon seeks abstracts from all disciplinary and theoretical perspectives related to not only comics and graphic novels, but also gaming, television and film, anime, action figure studies—any pop culture topic is welcome!

We’re especially interested in:
• Presentations examining the 75th anniversary of Wonder Woman
• Presentations and panels on Superstar Comic Creators of the 70s, 80s, and 90s, including guests of Denver Comic Con 2016
• Panels centered on pop culture pedagogy, aimed at current teachers at all levels
• Presentations and panels considering comics and culture, including representations of race, treatment of disability, women who changed the comics and pop culture industries of TV and movies, etc.

As Denver Comic Con attracts a wide range of guests, we will do our best to connect comics creators with scholarly presentations about their work. Editorial, interdisciplinary, and creative proposals are also welcome, along with traditional academic papers. Multimedia equipment will be available to all presenters, and we encourage and prefer visually engaging presentations. Page 23 LitCon has no registration fee and acceptance includes a three-day pass to Denver Comic Con.

Please email abstracts and a brief personal statement to [email protected] by March 1st, 2016

From UPenn.

CFP: World Religions and Professional Communication

Special Issue: “World Religions and Professional Communication”
Journal of Rhetoric, Professional Communication, and Globalization
[email protected]

Scholarly conversations about the influence of religion on professional communication have largely been absent in our discipline’s published literature, yet religion often intersects with the work of teachers, researchers, and practitioners. It intersects with rhetorical patterns at many levels and contexts, including the organizations in which we work and volunteer, the sites where we conduct research and solve problems, and our teaching/training practices with students, clients, co-workers community partners, and the many other populations we regularly serve in our professional lives.

The Journal of Rhetoric, Professional Communication, and Globalization invites proposals on the topic of “World Religions and Professional Communication,” broadly envisioned, that address the focus of the special issue and are grounded in relevant theories of the discipline. Proposals authored by scholars and practitioners outside Euro-American contexts or whose work connects to sensitive areas of the world are especially welcome. The volume seeks to include work that represents the diversity of the world’s major religions (in terms of world population: Buddhism, Christianity, Hinduism, Islam, New Age) and others (e.g., Baha’i Faith, Jainism, Judaism, Sikhism, along with indigenous religious traditions, etc.).

Scholarly articles, teaching cases, short reports, interview transcripts, annotated bibliographies, and book reviews will be considered that may include the following topics and genres:

· Analysis of religious values that influence professional communication in the workplace, especially as connected to globalization and large-scale organizational initiatives

· Case studies involving charitable/religious initiatives by for-profit industries, academic institutions, and faith-based, humanitarian, activist, not-for-profit, or non-governmental organizations

· Analysis of religious foundations and influences in areas such as law, politics, education, and economic systems that directly impact global professional communication

· Rhetorical analysis of religious influences on public policy and advocacy, especially as connected to globalization issues such as immigration, economic development, human rights, and justice.

· Analysis of religious values that influence the teaching and development of literacy and how those values impact global professional communication

· Reviews of inter-organizational partnerships and collaborations that are influenced by ethical or moral considerations, which are often tied to religions

· Analyses of historical artifacts or events that document the influence of religious beliefs on the treatment of vulnerable populations

· Examinations of corporate social responsibility (a.k.a., corporate conscience) initiatives of organizations with religious aspects to their brand/identity, and the impact of such initiatives on target and other populations, public perception, and efforts in large-scale problem solving

· Administrative perspectives connected to religion, such as issues faced by teachers of professional communication at religious-based academic institutions in domestic and global settings

· Narratives exploring the influence of religion on the careers of academic faculty and researchers in fields closely related to professional, technical, and scientific communication, including agriculture, business, computer science, engineering, medicine, and rhetoric

Proposals (500 words) are due November 1, 2015

Full manuscripts (5000-7500 words/scholarly articles, APA style) are due March 15, 2016

Proposals should be sent as email attachments to [email protected]

The guest editors welcome dialogue regarding potential ideas well in advance of submission deadlines.

The Journal of Rhetoric, Professional Communication, and Globalization publishes articles on the theory, practice, and teaching of technical and professional communication in critical global and intercultural contexts such as business, manufacturing, environment, information technology, and others. As a global initiative, the Journal welcomes manuscripts with diverse approaches and contexts of research, but manuscripts are to be submitted in English and grounded in relevant theory and appropriate research methods. The Journal is peer reviewed with an editorial board consisting of experienced researchers and practitioners from over 20 countries. ISSN: 2153-9480, rpcg.org

CFP: Multimodal Rhetoric

The Journal of Multimodal Rhetorics, 2016 inaugural issue
full name / name of organization:
The Journal of Multimodal Rhetorics
contact email:
[email protected]
The Journal of Multimodal Rhetorics invites scholarly essays for our inaugural issue. Proposed articles can focus on the multisensory aspects of rhetoric and persuasion within:

– Art and visual culture
– Digital media
– Material culture
– Video and tabletop games
– Music and film
– Performance studies
– Multimodal composition practices
– Multimodal pedagogies within classroom spaces
– Crafts, hacks, and DIY endeavors

In addition, we are interested in essays which theorize the epistemic relationship(s) between rhetoric and sensory perception/experience.

The journal welcomes both traditional written essays and multimedia submissions, including hyperlinked webtexts, videos, podcasts, and narrated slideshows. Essays should be received by November 1, 2015 in order to be considered for inclusion in the inaugural issue.

SUBMISSION GUIDELINES:

Suggested length: 3,500-5,000 words (longer pieces considered on a case-by-case basis)

Preferred editorial style: MLA

Number of copies required: 1 (by email)

Number of peer readers prior to publication: 2-3 (double-blind process)

Special submission requirements: Email your essay or files to [email protected] as an attachment (traditional essays should be in Microsoft Word format). Articles should be free of identifying information, in order to facilitate anonymous review. In the body of your email, please list your name, institutional affiliation, and a brief (no more than 100-word) abstract of the project’s focus and primary claims. JOMR does not accept simultaneous submissions.

Unsure about whether your project fits? Our editorial team is happy to answer preliminary queries at [email protected] Questions about potential book reviews can be routed to [email protected]

For more information about the journal, visit www.multimodalrhetorics.com

CFP: Digital Games and Environmental Rhetoric

Ecoplay: Digital Games and Environmental Rhetoric
full name / name of organization:
TRACE Journal / Department of English / University of Florida
contact email:
[email protected]
The University of Florida’s TRACE journal publishes online peer-reviewed collections in ecology, posthumanism, and media studies. Providing an interdisciplinary forum for scholars, we focus on the ethical and material impact of technology. TRACE Innovation Initiative’s second call for papers, “Ecoplay: Digital Games and Environmental Rhetoric,” focuses on digital games and asks how play contributes to ecological thought.

Building on M. Jimmie Killingsworth and Jacqueline S. Palmer’s Ecospeak: Rhetoric and Environmental Politics in America as well as Sidney I. Dobrin and Sean Morey’s Ecosee: Image, Rhetoric, Nature, this issue proposes “Ecoplay” as a rhetorical framework for investigating the intersection of gameplay and ecocriticism. Both Ecospeak and Ecosee explore how rhetorical forms encourage support and sympathy for environmental movements. Specifically, Ecospeak identifies rhetorical patterns in writing about environmental politics and argues that discourse is a fundamental part of the environmental problem. Meanwhile, Ecosee claims that image-based media plays a powerful role in shaping arguments about ecology, environment, and nature. Examining play as a catalyst for environmental discourse, Ecoplay critically considers existing and potential rhetorics of digital ecologies and evaluates how games make arguments about nature.

Games often perpetuate problematic ideologies about human-nature-technology relationships by offering a platform for environmental consumption, resource management, colonization, cultivation, etc. At the same time, game designers and players can challenge entrenched ecological narratives or promote conservation efforts through digital worlds. TRACE’s “Ecoplay” issue seeks a comprehensive way of engaging the interplay between multiple forms of ecological rhetoric in digital games and ‘plays’ with how the multi-modality of games enables rhetorical forms to interact. Thus, contributions to this issue of TRACE should explore how digital games configure our understandings of ecologies and ecological issues through their design, play, and materiality.

Paper topics may include, but are not limited to, any of the following as they relate to digital games:

-Ethics and rhetorics of play, interface, or design
?-Representations of nature, ecology, or environment
?-Wildlife or resource management
?-Ecological conservation or preservation
?-“Green” games
?-E-waste and pollution
?-Built environments, construction, and destruction
?-Agriculture, gardening, and urbanization
-?Media ecologies
?-Posthumanism

Completed articles will be peer-reviewed and should be between 3000-6000 words in length. Multimedia submissions are accepted and encouraged. If you are interested in contributing to the TRACE Innovation Initiative’s second issue, please send a 500 word abstract to [email protected] by Oct. 1, 2015.

From UPenn