Calls for Papers: Society for the History of Navy Medicine

The Society for the History of Navy Medicine invites proposals for papers to be presented at the 2021 McMullen Naval History Symposium on any topics related to maritime medicine. Proposals should include a one page vita and an abstract of no more than 250 words which summarizes the research and its contribution to historical knowledge, collated in a single Microsoft Word file. A Paper Selection Board will select three or four papers for presentation at the Society’s panel at the McMullen, which may be a virtual event. Proposal deadline: 01 February 2021. Email proposals to historyofnavymedicine@gmail.com by midnight. In the event of a physical symposium in Annapolis, the Society will provide travel grants of up to $850 for graduate students whose papers are accepted for presentation. The USNA History Department will announce the conference format by May 2021 and will promulgate a draft program by mid-June.

Calls for Papers: Ohio Under COVID

Call for Abstracts

Edited Volume

Ohio Under COVID

Editors: University of Cincinnati professors Lora Arduser (English), Danielle Bessett (Sociology), Vanessa Carbonell (Philosophy), Michelle McGowan (Pediatrics & Women’s, Gender, and Sexuality Studies), Katherine Sorrels (History), Edward Wallace (Africana Studies)

On March 9, Governor Mike DeWine reported Ohio’s first three cases of COVID-19 in Cuyahoga County: a couple who had returned from a Nile River cruise and a man who had returned from conference in Washington, DC (Cincinnati Enquirer, 2020).

Ohio was similar to many other areas of the country in the spring of 2020. The virus was moving fast, forcing state leaders to make difficult decisions about how to respond. Acting on advice from Amy Acton, the Director of Ohio’s Department of Health, Governor Mike DeWine declared a state of emergency on March 9 and Dr. Acton issued a stay-at-home order effective March 23, an order that stayed in effect until May 19.

The order ushered in debates that continue to dominate expert and popular discourse on COVID. This volume uses a health humanities lens to address the political, social, cultural, ethical, and health aspects of COVID in one state as a case study for a larger examination of principles and practices during COVID.

Health humanities is an interdisciplinary field situated at the intersection of health sciences and humanistic disciplines, fine arts, and social science. Scholars in the field address questions of human health and well-being (Jones, Wear, & Friedman, 2014).

Possible topics for the volume include, but are not limited to:

• Mental health and COVID

• Disability and COVID

• Health disparities and COVID

• Surveillance practices during the pandemic

• Protest during COVID

• Public health and medical institutions’ policies related to COVID

• Clinical perspectives on care provision

• The role of misinformation: Science, trust, and expertise

• Digital humanities and the pandemic

• Visual rhetoric of COVID

• The language of a pandemic

• Bioethics and the pandemic

• The history of medicine and COVID

• Geography, space and the pandemic

• Violence and COVID

• K12 and higher education during COVID

• Religious practice and freedom of religion during COVID

• State, local and municipal governance during COVID

• Caretaking and caregiving practices during COVID

• Economic hardships and relief programs during COVID

• COVID in literature and the arts

• Women’s reproductive health and COVID

The editors are interested in making the work accessible to both scholarly and general audiences.

We are seeking 250-word abstracts for scholarly articles and personal narratives. This volume would accommodate a variety of narrative forms, from more scholarly contributions to first-person narratives. Chapters that are research-based should be 6,000 to 8,000 words. Personal narrative submissions should be 3,000- 4,000 words.

Contributors need not be Ohio based, but their chapters should directly address Ohio as a case study, comparison case, point of departure, etc.

Submissions should be sent to ohioundercovid@gmail.com as a .doc or .docx.

Timeline for Submissions:

250 word abstracts due: January 31, 2021

Authors notified: February 21, 2021

Full chapters due: June 30, 2021

References

Cincinnati Enquirer. (9 March 2020). 3 cases of coronavirus confirmed in Cuyahoga County; DeWine declares state of emergency. The Cincinnati Enquirer. Retrieved from: 3 cases of coronavirus confirmed in Cuyahoga County; DeWine declares state of emergency.

Jones, T. Wear, D., & Friedman, L. D. (Eds.). (2014). Health humanities reader. New Brunswick, NJ: Rutgers University Press.

Calls for Papers: Curriculum of the body and the school as clinic: Histories of public health and schooling, 1900-2020

We have provisional approval from a commercial press for an international edited book provisionally titled, Curriculum of the body and the school as clinic: Histories of public health and schooling, 1900-2020.

The book’s focus is outlined below as well as our proposed timeline for author submissions. We welcome proposals for chapters that will be 6,000-8,000 words in length.

We particularly welcome submissions from:

[1] Early and early-mid-career scholars, whether as sole, lead or co-author; and,

[2] Scholars who have not previously published extensively in English.

Book Overview

Title: Curriculum of the body and the school as clinic: Histories of public health and schooling, 1900-2020

This international edited collection employs the concept of the ‘curriculum of the body’ (Burns, Proctor & Weaver, 2020) to distinguish a set of educational technologies, schooling practices and school-based public health programmes that have been enacted on or through the body of children and young people—not in isolation but rather “in permanent interdependence with other beings and objects” (Veiga, 2018, p. 22). The collection focuses on the twentieth century, with some chapters likely to extend into the first decades of the twenty-first. Our intention is to delineate a period during which the belief that every child should spend several years in school gained near universal global agreement, no matter the variations in local provision and practice. Additionally, this was a period in which the imperatives of public health became increasingly systematized and bureaucratized and schools were identified as key sites nationally and internationally for health and welfare interventions (Proctor & Burns, 2017). The rationale for the time period and institutional focus is to pay attention to the development of a set of institutional forms, repertoires of expertise, and bodily practices that became normalized and naturalized as elemental to schooling—and thereby to childhood and adolescence.

The book is informed by an expanded view of curriculum that recognizes that the school curriculum encompasses not just the content or transmission of formal syllabuses, but rather a whole range of teaching and learning that goes on, both in accordance with and despite of the stated or unstated objectives of schoolteachers and other authorities.

The collection will describe a set of consequential encounters between modern schooling, (public) health discourse and the bodies of children by mapping key dimensions of the ‘curriculum of the body’. It is a curriculum in that there is a level of coherence and direction to its practices, which are instructional in nature, even if not always at the level of transparent or even consciously articulated planning by school authorities. This coherence and direction occur despite the lack of a monolithic center of power, despite this curriculum being untidily put together from various different parts of the operation and forms of schooling, and despite both instances and patterns of inconsistency and contradiction.

The situating of this bodily curriculum in modern schooling draws attention to the historical significance of the institutionalization of education, across the twentieth and into the twenty-first centuries. Schooling is theorized as one of the great organizing institutions of modernity, which, in the case of the curriculum of the body, coexisted and intersected with contemporarily emerging fields of authority, knowledge and organization in medicine, public health and developmental psychology. Schools became so closely identified with first childhood and then adolescence that the artificiality of this connection is now scarcely visible. Modern categorizations of childhood and adolescence grew interactively with the expansion of modern, classroom-based schooling, and occasioned new beliefs and practices of corporeal management, protection and discipline.

The collection is organized into four subsections that outline a range of dimensions and practices that collectively constitute the curriculum of the body in modern schooling. We are seeking chapters that critically reflect on the ways in which, since about 1900, the bodies of children and young people have been discursively constructed and materially implicated in and through the formal and informal technologies and practices of curriculum in different places. Each thematic subsection demonstrates how the curriculum of the body was shaped by the broader values and norms governing particular places at particular points in time. They also highlight the key authorities and dominant bodies of knowledge instrumental in establishing childhood during the schooling years as a period of physical vulnerability in need of management. While recognizing that the practices and effects of any kind of curriculum, or set of curricular practices, will always to some extent be messy, contested or inconsistent, the collection sections establish themes and continuities.

The book subsections four key elements of the curriculum of the body, which organize the collection of chapters into subsections: (1) Formal programmes; (2) Clinical practices; (3)Architecture, spatialities, and materialities; (4) Classroom pedagogies and disciplinary practices. Each subsection will contain three-four chapters. Under these headings we additionally invite contributors to address the collection’s unifying theme – the historical making of childhood and youth in relation to the historical making of systematized and institutionalized expert knowledge.

We have written two papers together offering an expanded idea of our purpose in theorising schools as clinics, and in focussing on the corporeal in the school curriculum and would be happy to send PDF versions to anyone who would like further information about the kind of work we are envisaging, or who is generally interested:

Burns, K., Proctor, H., Weaver, H. (2020). Modern schooling and the curriculum of the body. In Tanya Fitzgerald (Eds.), Handbook of Historical Studies in Education: Debates, Tensions, and Directions, (pp. 1-21). Singapore: Springer.

Proctor, H., Burns, K. (2017). The connected histories of mass schooling and public health. History of Education Review, 46(2), 118-124

Interested contributors are invited to submit a chapter proposal (about 1000 words including bios) to Dr Kellie Burns (kellie.burns@sydney.edu.au) and A/Prof Helen Proctor (helen.proctor@sydney.edu.au) including the following information:

1. Proposed chapter title

2. Conceptual/ theoretical focus

3. Empirical research base / details of the research

4. Proposed thematic link to the collection under one of the four subsections listed above.

5. Brief author bios and/or links to an institutional web page, Google Scholar profile or equivalent (as mentioned above, we are keen to encourage work from new and emerging scholars as well as from scholars who have not previously been read extensively in English).

Proposed timeline:

Abstracts due: 31 March 2021 (or sooner)

Contributors notified: 15 April 2021

Full (6,000-8,000 word) chapter due: 30 November 2021

Reviews and editing, editors’ introductory essay completed November 2021-May 2022 as needed.

Book manuscript submitted: June 2022

Contact Info:  Dr Kellie Burns, University of Sydney, kellie.burns@sydney.edu.au

Associate Professor Helen Proctor, University of Sydney, helen.proctor@sydney.edu.au