Call for Abstracts for Edited Collection: Writing and Teaching in Oceania
Editors:
Georganne Nordstrom, University of Hawai’i at Mānoa
Norman Thompson, Brigham Young University–Hawai’i
Isaac Wang, University of Hawai’i at Mānoa
Aloha e Kākou!
Those of us whose teaching commitments support students throughout Oceania and in diaspora have long recognized the dissonance between traditional Euro-American approaches to teaching and our students’ ways of knowing and being in the world. Too often we have witnessed how teaching can become a gate-keeping mechanism that restricts access to the very students we want to see more equitably served by our institutions. In response to the pressing need to support Pacific Island/Oceania communities, many of us have begun to articulate pedagogies and practices built on cultural, land-based, and traditional approaches that better resonate with our students.
In recent years, writing studies and pedagogy more broadly have benefited greatly from the works coming out of Indigenous communities on the North American continent that increase visibility and understanding of Indigenous approaches to research and teaching (e.g., Grande, 2004; King, Gubele, & Anderson, 2015; Estes & Dhillon, 2019). While Pacific scholars have contributed significantly to the conversation on Indigenous research practices (Tuhiwai Smith, 2021; Oliveira & Wright, 2015) and are increasingly articulating pedagogies grounded in cultural traditions and approaches (e.g., hoʻomanawanui, 2008; Goodyear-Kaʻōpua, 2013; Thaman, 2019), work that specifically addresses pedagogy in and for Pacific/Oceania communities is still underrepresented in published scholarship. Moreover, there has not yet been a book-length project that brings together voices from across the Pacific.
The goal of this project is to highlight the ways in which teachers across disciplines and contexts are bringing the traditions and approaches from and for Oceania into teaching broadly conceived and teaching writing specifically.
Join us!
We welcome 500-word proposals (excluding references) and are particularly interested in hearing from scholars, teachers, and practitioners from a variety of institutions and contexts at any level of education (k-12, college). While we welcome submissions from experienced scholars, we also strongly encourage junior scholars, adjunct lecturers, and graduate students to submit. We envision chapters that address the following themes broadly:
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Pacific/Oceania, Indigenous, and decolonial pedagogies
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Teaching in the diaspora
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Land-based and place-based pedagogies in the classroom
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Culturally responsive approaches to teaching writing
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Assignments or activities built with meta commentary
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Writing center and tutoring center practices and training
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Writing center and tutoring center space design and/or administration
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Writing and teaching in the humanities broadly
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Writing and teaching in STEM
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Ethical practices for non-indigenous scholars working with Indigenous students and pedagogies
Tentative Timeline:
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Abstracts due: March 30, 2025 (500 words, excluding references)
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Respond to Proposers, request drafts: late May 2025
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Full drafts of chapters due: August 31, 2025
500-word abstract proposals and questions can be sent to writingandteachinginoceania.
References
Estes, N., Dhillon, J. (2019). Standing with Standing Rock: Voices from the #NoDAPL movement. University of Minnesota Press.
Goodyear-Ka’opua, N. (2013). The Seeds We Planted: Portraits of a Native Hawaiian Charter School. Minnesota Univ. Press.
Grande, S. (2004). Red pedagogy: Native American Social and Political Thought. Rowman & Littlefield.
ho‘omanawanui, k. (2008). ‘Ike ‘āina: Native Hawaiian culturally based indigenous literacy. Hūlili: Multidisciplinary Research on Hawaiian Well-being 5, 203-244.
King, L., Gubele, R., & Anderson, J. R. (2015). Survivance, sovereignty, and story. University Press of Colorado.
Oliveira, K.-A. R. K. N., & Wright, E. K. (Eds.). (2016). Kanaka ’Ōiwi methodologies : mo’olelo and metaphor. University of Hawaii Press.
Thaman, K. H. (2019). Learning to think in the language of strangers: Indigenous education in a colonized and globalized Pacific. Indigenous Women in Research: Global Conversations on Indigeneity, Rights, and Education 3(1), 1-18.
Tuhiwai Smith, L. (2021). Decolonizing Methodologies: Research and Indigenous Peoples (Third edition.). Zed Books, Bloomsbury Publishing Plc.