CFP: Ada - Issue 8: Gender, Globalization and the Digital

Tuesday, September 30, 2014 (All day)

Ada: A Journal of Gender, New Media, and Technology

Issue 8: Gender, Globalization and the Digital

Edited by Adeline Koh and Roopika Risam

We invite contributions to a peer-reviewed special issue that investigates the conditions of women and gender studies within digital spaces and cultures around the world. According to the popular internet meme “On the Internet, no one knows you’re a dog,” digital spaces offer a playing field free from the restraints of race, class, gender and disability. Yet, as Lisa Nakamura, Alondra Nelson and Anna Everett have shown, digital interfaces, worlds, hardware and software still recycle and replicate racialized and gendered frameworks from the “real” world. Additionally, the idea that many scientific and technological fields suffer from a “gender gap” is a prevalent one, manifesting in underrepresentation of women in STEM fields, the lack of female editors that are active on Wikipedia, the masculine “brogramming” cultures in Silicon Valley, and the limited representation of women in video games.

In this issue we seek essays that explore gender and sexuality concerns in digital spaces and cultures, as well as academic fields such as the digital humanities and computational sciences. Possible topics include: what is the shape of the global “gender gap”? Where are digital products produced and consumed and how do these reveal economic, social and structural inequalities? How do global flows of capitalism construct uneven modernities around the world? How do race and ethnicity intersect with the structure of gendered, global digital communities and diasporas? How does the digital provide and police spaces for organizing around trans issues? What are the networks of affect, intimacy and sexuality that grow out of digital cultures?  How are operations of interface, output and input structured by ideas of gender, sexuality and language? How do access and ableism structure issues of gender and sexuality in digital spaces?

 

Essays might include topics such as

●      Gender and the “digital divide”

●      Gender and the digital humanities/humanities computing/computer science

●      Global Digital Feminisms

●      Race, gender and online communities

●      Possibilities and pitfalls of digital spaces for *trans concerns

●      Affect, sexuality and the digital world

●      Digital capitalism and gender

●      Computer/Human languages and gender

●      Gendered construction of software/hardware/platforms

●      Disability studies, gender and computing

 

Please send essays (max. 3000 words) to adelinekoh[at]gmail[dot]com and rrisam[at]gmail[dot]com by 30th September 2014 for consideration. Contributions in formats other than the traditional essay are encouraged; please contact the editors to discuss specifications and/or multimodal contributions. Please send questions and queries to adelinekoh[at]gmail[dot]com and rrisam[at]gmail[dot]com. For more information, please check Ada submission guidelines here.

 

Peer Review and Ada

 

Ada is an online, open access, open source peer reviewed journal. The journal’s first issue was published online in November 2012 and has so far received more than 75,000 page views. All work published in Ada will go through four rounds of review: Pre-Review, Expert Review, Community Review and Public Review. More on the Ada Review policy here.

 

Dates

●      Essays due: 30th September 2014

●      28th November 2014: First round of essays accepted, sent for Level 1 Review (expert peer review)

●      20th January 2015: Second round of essays sent for Level 2 Review (Fembot community review)

●      1 May 2015: Issue published to general public.

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3 comments

Fiona, 

First, thanks so much for getting this out there. This seems like a CFP that is really nicely geared to a lot of the work we as HASTAC scholars seem interested in (though perhaps I'm just speaking for mysefl). I wonder if you know more about how the journal views collaborative submissions? I can see from their website that the submission guidelines include a note on "name(s)" of "person(s) sumbitting)," which seems an invitation to me, but how receptive are they? Given that most of the journals I've encountered don't publish much collaborative work at all, to what extent is multi-authored work seriously considered/welcomed rather than just being "an option"? This is a question I have more generally, but I'm curious about Ada in particular and was wondering if you had any insights.

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Anonymous (not verified)

Would you be able to provide a short (4-5 items) bibliography/resource list for this call? I know about digital communities but not about gender, have wanted to explore the two for some time, but am not sure where to start.

thanks

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I am excited to read the essays in this collection! As an educator at a community college, I am very aware of the range of exposure my students have had and the range of access. Race, gender, ability, and economic opportunity all contribute to the digital divide, as we know, but age also does.  At a community college, for example, one may have 50, 60, or 70 year-old folks who have done little more than touch a computer to check email. Asking these students to engage with technology each class will likely be a daunting proposition for them. With the support of other students, I have seen only a few students give up, but I think it is still an important issue to consider as we design our courses.

Quinn Warnick, who teaches Digital Rhetoric at Virginia Tech, facilitated a fantastic session on digital storytelling last November at THAT Camp UVA. He shared some of his students' work with Tapestry and with several other engaging tools.  Quinn also described how his assignments were sequenced to lead to the final project.  The impressive work his students completed relied on consistent tech workshops. Jump in, Quinn, if I get this wrong--I believe the point you made was that the tech workshops, which were part of your course design, were absolutely necessary and helped to ensure each student began the writing and creative work on an even ground.

I recently had the opportunity to understand how a student who has never used or had access to a tool might feel when asked to jump in and use said tool. Last spring, I participated in a graduate history seminar that included a fairly complex GIS project.  With little experience but plenty of enthusiasm, I had registered for the class and had interpreted the syllabus notation "workshop" to mean substantive time spent learning the tools.  This was not the case.  Because there was so little time left in the seminar block after discussing the readings, our tech workshop was little more than following along once through. My expectations and the reality did not match up, and it took me until the project due date was only a month out on the horizon (simultaneous to the primary research assignment and weekly course work) to understand that I was going to have to teach myself--in my spare time--or find some workshops. I was lucky enough to find a peer who was extremely savvy with all things GIS, but the anxiety I felt impacted my performance, I am sure of it.  I felt a little out of my mind all the time, for weeks.  Normally, I am a person who is not afraid to jump in and try new things, but I am also a planner and am always on a tight schedule. I teach full-time; I have a family, a small house, three cats, and I have kinship ties to maintain. I began to wonder if my peer who "tinkered" with GIS in his spare time (a whiz) wore as many hats as some of the other female students in the class and I do. Oh, but then the issue of age comes up again, too.  When I was in my twenties and not working full-time, I had a bit more time to "tinker" than I do now.   

I survived the course, glad I stuck it out and darn grateful I found a GIS whiz willing to work with me.  I recognize that I have been newly humbled by understanding the sheer panic I am sure some of my students must feel when I tell them they need to make a presentation or use a screencasting tool.  I will remind myself--again and again--not to assume all of my students are digital natives or have the privilege of regular and unencumbered access to technology.

Cheers. KG

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