SANE journal is now seeking submissions for works of research, practitioner-based articles, reviews, and rationales regarding its first three themed issues.
Information about this new peer-reviewed, open access interdisciplinary journal covering all things comics-and-education-related, from pre-k to doctorate, can be obtained by visiting http://www.sanejournal.net/.
For more information, e-mail James Bucky Carter: jbcarter2 at utep dot edu.
V1.1 (late 2010 release or per article as considered ready by review board): “Comics in the Contact Zone.”
Mary Louise Pratt defines the contact zone as “social spaces where cultures meet, clash and grapple with each other, often in the contexts of highly asymmetrical relations of power, such as colonialism, slavery, or their aftermaths as they are lived out in many parts of the world today”
and where those involved in the educational experience may “reconsider the models of community that many of us rely on in teaching and theorizing and that are under challenge today.” Texts are social spaces, of course, and the comic book may be the best indicator of this fact. How do you see comics as meeting, clashing, and grappling with social issues in your classrooms when you teach them? How do comics illustrate contact zone precepts such as speech acts, transculturation, unsolicited oppositional discourse, autoethnography, and safe houses? How does the integration of comics themselves set up contact zones in the classroom? Which texts do you teach to get at notions associated with contact zone pedagogy? How does teaching a comics course set up a contact zone with professional colleagues, departments, university officials, etc? Articles should make explicit mention to contact zone theory and its component concepts. Deadline July 2010.V1.2 (planned 2011 release or per article as considered ready by the review board): “Teaching the Works of Alan Moore.”
Alan Moore may be the most influential and controversial comics writer of the 20th and 21st centuries. How do you teach his complex, multilayered works in your high schools classrooms, your college courses, etc? What are the challenges associated with teaching his texts or specific texts and how do you and your students address them? Can they be addressed? How does his output “fit” with notions of literature, literary, canon, etc. as you teach them in your courses? Articles may cover several of Moore’s texts or focus specifically on one. Deadline October 2010.
V2.1 (planned late 2011 release or per article as considered by the review board):
"Why Teachers Should Care About Graphic Novels: Teaching IRA’s Emphasis on 'Visualizing' and 'Visually Representing'"
Featuring guest editing by Katie Monnin of Teaching Graphic Novels: Practical Strategies for the Secondary ELA Classroom (Maupin House, 2010), this issue's call can be found here. Deadline January 15, 2011. While Katie has addressed her call to a specific set of scholars in the first part of her call, it later reads such that anyone meeting the criteria she sets forth can and should feel free to submit using the stated methods.
GRAPHIC CLASSICS: EDGAR ALLAN POE returns to print in a greatly revised edition, with 40 new pages. New comics adaptations are "The Pit and the Pendulum" by David Hontiveros and Carlo Vergara, and "William Wilson" by Rafael Nieves and Dan Dougherty. Plus "The Raven" in a revised adaptation by J.B. Bonivert, with "Annabel Lee" by the same artist as a new companion piece. Returning from previous volumes are "The Black Cat", The Tell-Tale Heart", "The Fall of the House of Usher" and four more terrifying tales.
