With an ever increasingly globalized world that depends heavily on technological tools such as the Internet and other accompanying innovations and changes, there are multiple non-traditional literacies required for success.

The purpose of this book is to describe the dramatic changing landscape of contemporary life and to illustrate how educators can support adult learners in navigating its complexities through the development  of  multiple  non-traditional critical literacies that are required for promoting equity and social justice for global citizenship in contemporary society. Therefore, the book will provide implications of multiple literacies and re-center the purpose of education as a means of engaging students to think critically and to promote equity and social justice for global citizenship.

The core tenet of this empirically-grounded book is promoting equity and social justice and developing global citizens through the development of multiple non- traditional literacies. Each chapter is framed through a critical lens and is grounded in a historical perspective, thus including relevant definitions, descriptions, literature related to the particular literacy. More specifically, each chapter should illustrate the significance of the particular literacy framed within a broad sociological critique by considering critical and historical perspectives connected to colonialism, cosmopolitanism, globalization, and other relevant ideologies while being mindful of socio-economic-political realities. The chapters should all include a section dedicated to the overall development of literacy in adult learners with the aim of promoting literacy as a part of their toolkit in becoming a global citizen. All chapters will need to contain a component that has implications for research and theory, and guidelines for practice, considering that the target audience for the book is practitioners, educators, students, and parents.

Tentative Table of Contents:

We invite authors to submit chapter proposals for this edited volume that focus on promoting equity and social justice and advancing critical literacies for the development of global citizenship.

Section I: Foundational and Global Literacies

• Global Literacy
• Foundational Literacy
• Mother Tongue Literacy
• Multilingual Literacy
• Racial Literacy
• Inter-Cultural Literacy

Section II: Technology and Information

• Digital Literacy
• Game Literacy
• Coding and Computational Literacy
• Data/Informational Literacy
• News Literacy
• Media Literacy
• Visual Literacy
• Scientific Literacy

Section III: Health, Environment, and Society

• Health Literacy
• Emotional Literacy
• Food Literacy
• Financial/ Economical Literacy
• Civic and Ethical/Moral Literacy
• Environmental Literacy
• Human Rights Literacy
• Gender Literacy

Each chapter should be written using APA guidelines (6th edition) and be no more than 5,000 words, inclusive of references, figures, tables, and illustrations. There should be no more than three figures, tables, or illustrations per chapter. Only original chapters will be considered for review. No revised chapters (chapters that have already been submitted/published somewhere else) will be accepted. Authors are encouraged to submit case studies/stories and empirical research, but theoretical and conceptual analyses are also welcomed. Co-authored submissions will be accepted.

Call for Chapters

Global Citizenship for Adult Education: Advancing Critical Literacies for Equity and Social Justice

Edited by:  Dr. Petra A. Robinson, Louisiana State University and Dr. Kamala V. Williams, Prairie View A&M University Maja Stojanovic, Louisiana State University

Publisher: Routledge

Submissions: Please email 1-page (including references) chapter proposals as attachments in Microsoft Word format to Dr. Petra A. Robinson at [email protected]. Enquiries are welcome.