Call for Papers: Teaching and Migration/Immigration

Call for Papers: Teaching and Migration/Immigration

“… give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore.”

Wars and civil wars, famine, racism, genocide, conquest, territorial drug wars, land grabs and land deals, economic shifts, climate change, expulsions and forced exile, and now Trump & Co. mismanaging COVID19 too. Our world is heaving with mass displacements, overwhelmingly man-made though none of them alike. They include refugees from violence and economic migrants, asylum seekers, and immigrants, each group marked by its own history, struggle, and hopes as well as personal stories.

Trump’s talk of a 30-50 feet “wall” built along 1,000 miles of Mexico’s northern border may seem like a bad joke were it not for barbed wire, concrete walls, prisons, and holding pens that incarcerate men, women, and children. Elsewhere globally, untold numbers are also cut off from family and friends, children from parents. Many are abused, some are trafficked or sold into slavery, all desperate to reach a shore where they may survive. The UNHCR reports nearly 70.8 million refugees displaced by the end of 2018. The WHO estimates 1 billion of internal and international migrants, many of them forcibly displaced, living or dead, who elude the count. With the COVID-19 pandemic that number is rapidly increasing.

The US has seen its own migrations and displacements--way beyond the trickle of religious “pilgrims”: European colonizers, and then waves of impoverished Europeans for many of whom the new land was also a chance at a better life. But our migrations also included thousands of bonded Asians lured as “coolie” laborers, millions of African people kidnapped and forced into slavery, and the indigenous “Indian” First People, displaced from their lands, decimated by war, and forced onto “reservations.”  

Mass displacement globally has grown exponentially, with many of our students heirs to this history or themselves recently arrived or temporarily here on vulnerable visas, some of them undocumented, escaping violence, and facing deportation. How are we, radical teachers and activists, addressing these massive local and global displacements in our classes? We solicit articles that focus on progressive approaches to teaching within and about crises of global displacements that are not going to disappear any time soon.

Feel free to explore ideas with us, cluster editors. Inquiries and proposals should be addressed to Linda Dittmar  ( and Susan O’Malley (

Complete manuscripts are due January 15, 2021.

To submit Teaching Notes, Book and Film Reviews, or Poetry about Migration/Immigration please contact the editors of these sections as listed on our website.

Possible topics may include:

-- Addressing xenophobia and immigration/migration in the classroom

-- Teaching/learning/training in refugee camps

-- Changes in your syllabus on immigration/migration over the past 7 years

-- Displacement and immigration as an effect of the climate crisis

-- The role of corporate capitalism within migrations

-- Teaching immigrant/migrant students, undocumented students, and Dreamers

-- Gender, age, ethnicity, religion, and social class within displacement

-- Art, literature, and the migrant/immigrant experience in culture

-- The special case of women--displaced, raped, and trafficked

-- Using immigrant stories/experience in composition classes

-- Teaching liberal arts clusters on immigration/migration

-- Internal displacements by law, under war, and in times of famine or epidemics

-- Student activism responding to and impacted by displacement

-- Teaching with and about the Universal Declaration of Human Rights

     (1948), the NY Declaration for Refugees and Migrants (2016), the

     UN Global Compact for Refugees (2018) and the UN Global Compact

     for Migration (2018)

To submit a manuscript, register on the journal’s publication site:

Complete submission guidelines can be found here: