2022 Call for Contributions
The editorial team of Scholarly Editing invites contributions to Volume 40 of the journal, which will be published in 2022.
Several recent publications influence our call for Volume 40. The essays published in Indigenous Textual Cultures: Reading and Writing in the Age of Global Empire (2020) and in The Digital Black Atlantic (2021) emphasize the impacts of decolonial scholarship worldwide, and we are grateful to editors Tony Ballantyne, Lachy Paterson, Angela Wanhalla, Roopika Risam, and Kelly Baker Josephs for these contexts. Similarly, “Libraries and Archives in the Anthropocene” (2020), a recent issue of the Journal of Critical Library and Information Studies edited by Eira Tansey and Robert D. Montoya, interrogates the meanings of archival and library practices in our current cultural moment. Our K-12 Teaching and Learning Sources and Narratives section is likewise influenced by conversations on race and ethnicity in the classical world by Solange Ashby, Debora Heard, and Stuart Tyson Smith and on teaching LGBTQ+ history by Eric Marcus, Deb Fowler, and the team at History Unerased. We are particularly interested in contributions that are in dialogue with these teachers and scholars.
We particularly seek the contributions of researchers from Black, Latinx, and Indigenous peoples; Asian Americans and Pacific Islanders, women, LGBTQ+ individuals, and people and cultures of the Global South as well as those who have expertise in the histories and literatures of those groups and peoples, including documentary editors, textual scholars, historians, educators, genealogists, family historians, students, librarians, archivists, and community members.
Contributions for Volume 40 are due April 1, 2022.
For further information about technical specifications, content, and house style, see the “Contributing” page on our website.
Direct all questions about submission and peer review to Managing Editor Robert Riter at firstname.lastname@example.org.
Black, Latinx, and Indigenous peoples; Asian Americans and Pacific Islanders, women, LGBTQ+ individuals, and people and cultures of the Global South are underrepresented in the field of scholarly editing. That paucity of representation is a telling indicator of systemic and institutional racism, sexism, homophobia, and other forms of discrimination. For Volume 40, we seek contributions that focus on the following:
- texts by Black, Latinx, and Indigenous peoples, Asian Americans and Pacific Islanders, women, LGBTQ+ individuals, communities in the Global South, and other marginalized groups;
- the recovery efforts of small-scale projects and micro editions;
- rare or marginal texts;
- texts that dislodge the single-author model;
- oral histories and tales;
- creative works of “re-memory”;
- explorations of ways in which scholarly editions, archives, metadata, and pedagogical recovery projects can promote inclusion, rather than reproducing colonization/marginalization;
- discussions of the manner in which editors can offer nuance and context to historically famous and canonical figures so that attention is given to their accomplishments as well as the ways in which they violated human rights or ethical norms, or in other ways failed to live up to the representations of them in popular culture;
- the decolonizing of artistic works, archives, records, and editions for the discoverability of racialized and underrepresented stories and cultural artifacts as well as cautionary advice from communities who prefer to preserve their cultural heritages in their own ways;
- and the role that new technologies, social media environments, editorial institutes, and other educational initiatives play in advancing all of the endeavors set forth above.
We acknowledge the complex issues related to cultural sovereignty and the ownership and control of texts, stories, and documents of Indigenous peoples, and we recognize that our adoption of a Creative Commons license and open access publication raises questions of colonization and appropriation with regard to micro editions. We welcome short meditations, provocations, and full-length essays that address these concerns.
We particularly encourage transcripts of conversations and interviews between recovery practitioners; essays on the theory, practice, and pedagogy of recovery; reviews of print and digital editions, digital humanities projects, and the digital tools that enhance recovery; and small-scale editions of the understudied authors, texts, and documents that reflect our diverse and multifaceted cultural heritage.
We are interested in contributions in all disciplines and from individuals at any stage of their career, as well as from those who engage in public history and the advancement of knowledge beyond the academy. We encourage the submission of contributions from all those who are custodians of knowledge.
Scholarly Editing publishes essays on decolonial practices and on the theory and practice of recovery, including the digital tools and contexts that enhance this work.
We welcome reviews of digital and print recovery work that reflects diverse communities’ work as well as reviews of the digital tools that enhance recovery.
We invite essays in which contributors reflect on their training of the next generation of scholarly editors as well as outline the ways in which college and university educators use recovered source materials and scholarly editing in a variety of educational contexts and with a focus on our diverse cultural heritage.
Scholarly Editing is a home to sustainable small-scale editions of interesting and understudied texts. Such editions may range from a single document to 130 short documents or to two variants of a single text. We encourage those who wish to propose a micro edition to consult the executive editorial team in advance of forwarding their proposals.
K-12 Teaching and Learning Sources and Narratives
The purpose of the K-12 Teaching and Learning Sources and Narratives section is to support and promote high-quality curricula in which primary sources help students analyze and engage with the historical past. These pieces may focus on any period from ancient civilization up to contemporary times, with a focus on bringing to light marginalized, overlooked, and understudied perspectives and those who have been subject to colonization, both in history and historiography.
In working with primary sources, students develop critical thinking skills, understand historical events from the perspectives of those who lived them, and learn not just what we know about the past but how we know it. Students at all levels, from kindergarten through high school, can benefit from exposure to a wide variety of primary sources that reflect a diversity of voices and perspectives.
With these goals in mind, the K-12 Teaching and Learning section highlights primary sources that help educators teach history in new and innovative ways. We welcome contributions that complement existing curriculum materials but offer contrast in perspective or voice. Special consideration will be given to pieces that contrast two sources from the same historical context.
Voices and Perspectives Interviews and Conversations
We publish transcripts of conversations and interviews with recovery practitioners. We invite those who wish to propose conversations and interviews to consult the executive editorial team in advance of forwarding their proposals.