Teaching #BlackLivesMatter with Film and Video
#BlackLivesMatter. This affirmation has saturated our mediasphere, originating in Twitter and circulating through Facebook, Instagram, and other social media; it also has appeared widely on posters held by protesters, in news reports, as Internet memes, and in political campaigns. Mobilizing around an increased visibility of violence against black bodies, #BlackLivesMatter pushes us to confront histories of racism in the United States and how they intersect with legacies of colonialism and imperialism worldwide; contemporary institutionalizations of racism and how they intersect with identity categories such as gender, sexuality, age, citizenship, ability, and religion; and the ways we work toward a different future. Calls for papers for conferences and publications from also demand that we grapple with these issues through theoretical and methodological frameworks that span a range of fields and disciplines.
Films for the Feminist Classroom aims to participate in and extend this discussion, focusing specifically on the way educators use films and videos in their teaching about #BlackLivesMatter as a theoretical framework, an activist movement, a contemporary political moment, and a mode of working toward social justice.
We are interested in short essays (1500-2500 words), film reviews, and lesson plans that offer resources for educators who are interested in addressing #BlackLivesMatter in their teaching. To this end we invite proposals that address the intersections of film/video media and pedagogy. These proposals may focus on topics such as:
- specific media and their use in the classroom and other educational spaces
- how different educational settings affect the media and pedagogical strategies we use
- theoretical and/or practical analyses of teaching philosophies
- pairing film/video media and readings
- crafting a syllabus and/or a unit within a syllabus
- assignments and/or activities that educators could use
- exploring social justice in and through the classroom
- suggested films, videos, and/or readings
Educators at a variety of phases of their careers—graduate students to retired faculty—and at a variety of locations, including primary and secondary schools, colleges and universities, and community centers, as well as from different countries, are welcome to submit a proposal.
Proposals should be 150-200 words and cite the specific short media you will discuss in the essay. The deadline for submitting proposals is August 15. If accepted, completed contributions will be due October 15.
Please submit proposals and direct any questions to email@example.com or to Agatha Beins at firstname.lastname@example.org / 940-898-2117.
Call for Proposals
Films for the Feminist Classroom (FFC) welcomes the submission of film review proposals, special feature topics, lesson plans, and other items that address the intersections of film/video media and pedagogy. With any proposal, please keep in mind that FFC aims to provide a critical assessment of the value of primarily documentary films as pedagogical tools in the feminist classroom. Please also review back issues of the journal, all of which can be accessed here, to help you construct a stronger proposal. We are committed to providing a variety of tools to assist feminist educators, so if you do not see journal content similar to what you are proposing, we may still be interested in your idea. If you’re unsure whether or not your proposal fits with FFC’s scope, you can send a brief inquiry to email@example.com.
Because we prefer reviews that discuss a cluster of related films, if you wish to focus on a single film we suggest that you propose a lesson plan in which you can discuss the content of the film while also outlining how you have used this film in your own teaching.
We request that all proposals include the CV or resume for the author (or authors) and contact information including e-mail address and phone number.
For film review proposals please also provide
- film or films to be reviewed – include film title, distributor, director, and release year
- themes to be discussed in the review
- a few textual sources (e.g., articles, books, essays) that might be assigned with these films
- a brief timeline for completing the review
For proposals for special features and other items please also provide
- a brief summary of the special feature or item you’d like to work on
- how you see it aligning with the vision and mission of FFC and how it might benefit educators
- a brief timeline for completing the special feature
- assistance (if any) you’d like the editorial staff at FFC to offer
In addition to providing a critique of films’ scholarly relevance, underlying assumptions, modes of presentation, and rhetorical strategies, FFC highlights themes that instructors may usefully touch on in presenting films to students. We ask contributors to remember this in their essays, so, for example, in a review you might offer information on readings and/or other resources that teachers may use in conjunction with the films, as well as strategies for working with the films in class.
Editorial staff read each submission before it can be accepted for publication, and if we accept a piece for publication we reserve the right to edit it in consultation with the author(s) and based on our editorial guidelines.
Moreover, the submission of a proposal is taken as confirmation that the reviewer does not have a vested interest in any of the film(s) or a have a relationship with the filmmaker(s) that may create a conflict of interest.
FFC accepts proposals on a rolling basis. Please submit proposals as Word document attachments via e-mail to: firstname.lastname@example.org. For further information on reviews refer to these guidelines or email us with your queries.