Abstract Deadline: November 15, 2020, (accepted on a rolling basis after deadline)
Essays Due December 1, 2020
Submit your 250-word abstract here http://bit.ly/CTCR2V
In May 2020, we conceived the Cleveland Teaching Collaborative as a network of educators across disciplines and teaching grade levels. Our first cohort of authors joined us as we reflected on emergency remote learning that took place March-May 2020 and planned for an uncertain coming year. Their essays provided the foundation for critical conversations about pedagogy, accessibility, technology, social/emotional needs and the challenges of meeting students where they are.
Considering the national election this fall, it is an important moment to reflect on how educators teach citizenship and suffrage, including the anniversaries of the ratifications of the Fifteenth Amendment (1870) and the Nineteenth Amendment (1920) to the US Constitution. Public humanities advocates from educators to archivists have rallied to create a wealth of born-digital resources, exhibits, and tools to commemorate these two critical amendments and encourage students to cultivate their own political agency. Robert Shelton joins the Cleveland Teaching Collaborative to mentor this cohort of authors as they continue collaborative conversations about trying new platforms, teaching strategies, and materials in their classes with a focus on suffrage and citizenship.
Call for Participants
The Cleveland Teaching Collaborative in partnership with the yearlong consideration of the Right to Vote at Cleveland State University (supported by Ohio Humanities) seeks 15-20 essays (1000-1500 words) from educators in Northeast Ohio and beyond. Participants will receive an honorarium for their work.
Applicants may pitch case studies of remote, hybrid, face-to-face learning from any grade level or context. Each essay should be a case study of an assignment, project, or entire course that focuses on suffrage and/or citizenship. Topics include, but are not limited to, the 14th, 15th, 19th or 26th amendments; other suffrage provisions in state and federal law; the political and social significance of the right to vote (e.g., what did the right to vote mean to those who won it or failed to win it; voter suppression now and in the past. These case studies will contribute to campus and community-wide discussions about best practices for teaching suffrage in both an anniversary and election year.
The Right to Vote Series and the Cleveland Teaching Collaborative will edit and publish each essay on their respective platforms (https://pressbooks.ulib.csuohio.edu/right-to-vote/ and https://cleteaching.org/ ). Educators will also have an opportunity to submit their own materials for inclusion in the Right to Vote Ebook and the CTC Resource Referatory.
Submit a 250-word abstract of your proposed case study when you are ready. Please contact Dr. Robert Shelton (email@example.com), Dr. Shelley Rose (firstname.lastname@example.org) & Dr. Molly Buckley- Marudas (email@example.com) with any questions about your submission.