NOVEMBER 15, 2012
The Journal of Social Theory in Art Education (JSTAE) is the official journal of The Caucus on Social Theory and Art Education (CSTAE).* JSTAE serves as an alternative voice for the field of art education through the promotion of scholarly research that addresses social theory, social issues, action, and transformation as well as creative methods of research and writing.
*The Caucus on Social Theory and Art Education (CSTAE). http://cstae.org is an affiliate of the National Art Education Association (NAEA). http://arteducators.org
Kryssi Staikidis, Editor firstname.lastname@example.org
Sharif Bey, Associate Editor email@example.com
Bob Sweeny, Senior Editor firstname.lastname@example.org
Occupy - Forms of “direct democracy” have been practiced for millennia in many indigenous communities and small-scale societies that have accomplished community-based participatory decision-making. Naming this practice of consensus-based decision-making “General Assemblies” can be traced (in the western worlds) to the Athenian democracy (around the sixth century BC in Ancient Greece). In the General Assembly of the Occupy movement, the practice of the “human microphone” also known as the “people's microphone,” is a means for communicating speech to a large group of people, without amplification equipment. Each listener in close proximity of the speaker simultaneously repeats the speaker’s words. Listeners in the distance repeat the words again, until all people gathered hear the words. In this way, all participants amplify the voices of others, completely embodying their words, repeating those utterances whether or not they agree or disagree with their words. Every person who speaks to the group is honored. Each idea is made audible by taking the idea in and reflecting it back. Full democratic participation takes place whether or not one agrees with the ideas that are set forth. It is the value of ideas being set forth that is honored. Can art education be a form of direct democracy?
PreOccupy - Preoccupation can compel us to withdraw at a time when our presence and voices are most needed to raise consciousness or amplify issues. With maximum presence can we evoke the kinds of changes we hope to see in our futures as artists/researchers/teachers?
Maximum Occupancy – Maximum Occupancy is a cautionary sign that one might read on an elevator when numbers of occupiers reach a limit. The elevator will fail to ascend if it exceeds its occupancy and can also become a dangerous force if it comes crashing down. The role of assembly can be a powerful force, but without maintaining sight of the vision, direction, and purpose it can prove to be counter productive. Do we truly empathize with the respective challenges and hopes of others? Can we be united by a common vision? Do we share a dream? Can divergent visions and conflicting aspirations occupy shared space?
Occupation – Is art education more than an occupation? A way of life, a calling a means to full participation in democracy? Art education can expand or constrict participation. Preoccupation with standards, expectations, bureaucracy, assessment can impede maximum occupancy of teaching and learning. Who is occupying art education?
Preoccupy -…engross the mind to the exclusion of other thoughts.
Maximum Occupancy -
Preoccupied -…with mundane tasks and discouraged from re-envisioning.
In order for change to happen, is great risk inevitable? Are we willing to take great risks in making education/art education change? What kinds of risks? Our jobs? Is it more than an occupation? Our participation? Our reputations? Our lives? Our children’s futures? (Taylor, personal communication, 2012)
We welcome multiple interpretations of the theme for The Journal of Social Theory in Art Education Volume 33: Preoccupy/ Maximum Occupancy.
We hope that this collaboratively developed call for JSTAE Volume 33 will encourage submissions from any possible author, poet, artist, writer, researcher, teacher, whether in higher education, K-12, administration, policy, or general education. We hope that contributors will address this call from a broad range of perspectives. For this reason the editors of JSTAE and membership of the CSTAE hope to inspire individual or collaborative responses related to the theme: Preoccupy/ Maximum Occupancy.
The JSTAE submission deadline is November 15, 2012 for Volume 33. To be considered for publication, original manuscripts should be prepared in accordance with the 6th edition of the Publication Manual of the American Psychological Association. Manuscripts should range between 2500-5000 words in length with an abstract of 100-150words. Images are encouraged with manuscripts and should be sent in digital format (jpg, gif, or png) with accompanying copyright permission. Double space all manuscripts, including abstract, quotations, tables, references, and notes. Include a brief biographical statement along with a cover letter designating that the manuscript is original, has not been previously published, and is not under consideration elsewhere. To facilitate the anonymous review process, please place your name only in the accompanying cover letter and not in the manuscript, following guidelines for ensuring a blind review at the JSTAE website. Manuscripts should be submitted electronically, preferably in Rich Text Format or Microsoft Word with .doc extension to http://jstae.org