Call for article submissions in JASEd - Bodily learning 2021
Call for articles/JASEd
Call for articles/JASEd
Special Issue: Bodily Learning Conference 2021
Special Issue Editors: Trine Ørbæk and Karen Bauer
We are happy to announce that there will be a special Bodily Learning conference issue in the peer-reviewed publication channels Journal for Research in Arts and Sports Education (JASEd).
Deadline for submissions: September 1, 2021
Article submissions responding to the conference topics are welcome
- Critical investigations of how bodily learning challenges learning theory as an educational practice and research field
- The contribution from bodily learning to formation of learning theories within different subject fields like arts, physical education, languages, vocational subjects, social sciences, natural sciences or other fields
- The contribution of bodily learning to de-colonialization of predominantly Western learning theories in formal educational contexts
- Critical studies on how bodily learning is presented or lacks presentation in different educational policy texts, practices or organisations
- The learning potential in the different relationships between human and non-human bodies
- The teacher profession as bodily learning
Submitted articles will go through an editorial pre-screening, and then a double blind peer-review process. Please follow Jased’s guidelines and submit via JASEd’s platform.
Article Processing Charge scholarships
JASEd is an open access publication channels with an article processing charge. The conference committee has allowed three scholarships that cover the APC at JASEd for authors presenting at the conference whose APC are not funded by their affiliations. Please send an application for an APC scholarship to firstname.lastname@example.org no later than 1 September 2021.
The application for a scholarship can be sent before the submission of the article.
The application should include:
- Manuscript title
- Names and titles of all authors
- Institutional affiliations of all authors
- Reason for waiver application
Publication depends on editorial approval after a blind peer-review process by JASEd. Reviewers have no access to author payment information. Inability to pay the APC will not influence any editorial decision.
In addition to these scholarships by the conference, also JASEd allows authors without an affiliation to a research institution or university to apply for a complete or partial fee waiver, please follow JASEds guidelines.
We are looking forwards to your article submission!
Special Issue Editors,
Trine Ørbæk, PhD, Associate Professor in Education
Department of Educational Science, University of South-Eastern Norway (USN)
Karen Bauer, PhD, Associate Professor of Foreign Language Didactics
Department of Teacher Education, Norwegian University of Science and Technology (NTNU)
About the editors
About the editors
Trine Ørbæk (PhD) is a researcher, choreographer and teacher educator. Ørbæk is part of the research groups “Embodied Making and Learning” (USN) and “Bodily Learning” (NTNU, Norway), and the research program ”You will become a teacher…” (USN), where she researches the value of embodiment in learning, teaching and research within teacher education. Ørbæk’s publications includes studies of student teachers embodied experiences in own teaching practice (Ørbæk, 2021), student teacher in physical education teacher education’s embodied experiences in teaching creative dance (Ørbæk, 2018; Ørbæk & Engelsrud, 2020), an outline for an embodied analytical approach to educational research (Bjerkholt, Ørbæk & Kindeberg, 2020), a review about creative dance in school as a research field (Ørbæk & Engelsrud, 2019) and a study of how embodied experiences influence the teacher educators practice in teacher education (Ørbæk & Engelsrud, 2019).
Karen Bauer (PhD) is a German and French teacher with work experience from France, Germany, Norway, The Netherlands and the United States. She has been training language teachers for German, French and Spanish at NTNU since 2015. She is particularly interested in the question of how bodily movement can be incorporated in language teaching. She is a member of the research group for bodily learning at NTNU. She holds a Ph.D. in comparative from FU-Berlin, and is interested in text analysis and writing processes. Furthermore, she is a member of the research group for students writing at NTNU, and involved in a research project on the quality of German textbooks in collaboration with the University of Oslo. Karen has a broad experience with the development of professional teaching materials and has worked as an author and co-editor for German publishers.