New Special Issue. 

( 06 de fev.2026). 

#JournalVisualLiteracy

hashtag

#IVLA

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#TaylorandFrancis

Visual Creativity: Digital, Non‑Digital & Symbiotic Perspectives in Education Futures

Visual creativity is a vital competency across education, media, and design disciplines. This special issue explores how visual creativity (both analog and digital, 2D and 3D, hybrid and generative) is being integrated into education and creative practice. From LEGO models and watercolours to AI‑generated imagery, the issue further examines how visual expression fosters equity, critical thinking, and inclusion in higher education. Visual creativity, defined as the ability to communicate and imagine using pictorial forms, whether still or moving, analogue or digital, blends tactile and digital methods, such as collage, bricolage, visual poetry, Play-Doh, or generative AI. In education, its value lies not in artistic mastery but in the ideas it conveys and the questions it raises. The special issue connects foundational thinkers (Arnheim, Munari, Cross) with co‑creation and critical thinking frameworks to explore how creativity and technology shape visual literacy across cultures.

Guest Editors: Chrissi Nerantzi, Marina Emmanouil, John Hammersley, & Kalliopi Stavroulia, PhD

Call for Papers — The EUROCALL Review (Thematic Issue)

Theme: Openness in Language Education: Global practices, pedagogical innovation, and critical perspectives

We invite contributions on the role of Open Educational Resources (OER) in language teaching and learning, including topics such as:

- OER adoption across diverse contexts

- Policy, governance, and sustainability

- Pedagogical innovation and AI in OER

- Teacher training and professional development

- Assessing OER effectiveness

- Linguistic and cultural diversity

- Theoretical models of OER integration

📝 Deadline: April 19, 2026

📘 Publication: Winter 2026

Researchers, educators, and practitioners are warmly encouraged to contribute. 😉

The EuroCALL Review

#CfP! Special Visual Essays Issue on More-than-Human Perspectives in Visual Communication, guest edited by Juhri Selamet. Extended abstracts due 20 January 2026. More information about the call in the document below!

Hive mind!!! Educators of Business, Management, Entrepreneurship, Leadership!

Attention! 📢

Are you an educator of business and management who sees education as a potential for societal transformation?

But do you struggle with your students ...

▶️ not thinking critically?

▶️ lacking engagement?

▶️ struggling to structure arguments and connect concepts?

▶️ unable to read between the lines?

▶️ leaning out rather than leaning in?

They might well be missing awareness of the power of communication, the realisation that we create our social worlds (think businesses, institutions, laws etc) through language and communication. Sometimes, we unknowingly participate in the creation or perpetuation or certain ways of doing things which may privilege or exclude certain voices.

Would you want to know about how this all works and how you can use this knowledge to help empower your students?

As part of a new “Higher education for the future” NRO project, Critical Language And Multimodal Awareness (CLAMAC), we are starting a learning community of business educators. The aim of CLAMAC is to bring critical language awareness into the business classroom. This awareness helps students to develop sensitivity to the immense power of communication, especially how it is used to manipulate, persuade, motivate, or vision different - hopefully better - futures.

With this new learning community, we provide a space for educators to learn together with us about the mindset and skillset that critical language awareness can foster in students and how best to communicate these ideas with them.

Have we piqued your interest? Do not hesitate, connect with us here: https://lnkd.in/evCzATkw

Read more about CLAMAC (https://lnkd.in/e-tQJkRV) - or if you are in the neighbourhood, join us at our CLA 'show and tell' event (https://lnkd.in/ezXj5CCf) on 10 February 2026.

Call for contributions – CLADES conference 2026

Join us at the ‘Critical Language Awareness for Sustainability, Solidarity and Inclusion’ conference, a two-day event organised as part of the CLADES Erasmus+ project.

This conference brings together scholars, educators, practitioners, policymakers, activists, and students around two thematic streams:

🌿Language, Discourse & Social (In)Justice

🌿Language, Discourse & Ecological (In)Justice

We’re thrilled to welcome Stef Craps 🕊️, Joke Daems and Veronika Koller as keynote speakers. 💡

We invite contributions in a variety of formats: individual presentations, workshops, symposia, dialogue sessions or other creative formats.

🔗 Full call & guidelines: https://lnkd.in/eMh2PH-r

https://clades.prd.ugent.be/en/call-contributions - 15-11-25

Para o MMSYM 2026, acolhemos contribuições que abordem a comunicação multimodal a partir de diferentes perspectivas metodológicas e disciplinares. O tema principal desta edição do simpósio é “Comunicação incorporada na (inter)ação” . Encorajamos particularmente submissões que abordem o tema principal a partir de uma das seguintes perspectivas: (1) pragmática multimodal e análise da interação, (2) modelagem (generativa) do comportamento multimodal, (3) criação e compartilhamento de dados multimodais sustentáveis ​​e (4) exploração da interface entre gestos e linguagem gestual. Para o MMSYM 2026, encorajamos especialmente contribuições relacionadas a esses temas da conferência, mas estamos abertos a todas as submissões relacionadas à comunicação multimodal.

15-11-25

https://mmsym.org/

REGISTRATION: "Sound Affects" workshop

INTERNATIONAL WORKSHOP

"SOUND AFFECTS: Voice, language and emotion"

27 April 2026

University of Geneva, Switzerland

Organizers:

Prof. Didier Grandjean (University of Geneva) & Prof. Tim Wharton (University of Brighton)

in collaboration with the Swiss Centre for Affective Sciences (CISA), University of Geneva.

PAPER SUBMISSION DEADLINE : Wednesday 31st December 2025

https://formulaire.unige.ch/cisa/survey/index.php/173995?lang=en

Caros,

O grupo de pesquisa Multimodalidade e Corporalidade no Desenvolvimento da Linguagem (MELD) da ACLC retomará suas atividades em novembro. Gostaríamos de convidá-lo(a) para nossa reunião informal de abertura, na quarta-feira, 26 de novembro, às 16h, online. Nesta reunião, discutiremos nossos planos e objetivos para o novo ano acadêmico.

O MELD se reunirá mensalmente online, na última quarta-feira de cada mês (exceto em dezembro; fique atento à programação de dezembro), e contará com palestrantes convidados abordando diversos tópicos sobre desenvolvimento da linguagem, multimodalidade e aprendizagem, língua de sinais, gestos, etc.

Além disso, em janeiro, planejamos introduzir um novo Clube de Leitura, focado nos interesses literários dos alunos de mestrado – os alunos poderão sugerir artigos (recentes/clássicos) que desejam discutir com o grupo.

Finalmente, na primavera de 2026, também queremos dar início a mais uma rodada de sessões de treinamento ELAN lideradas por Beyza Sümer.

Se você gostaria de apresentar seu trabalho no MELD, propor um artigo para o Clube de Leitura ou tiver outras dúvidas ou propostas, pode sempre entrar em contato comigo pelo endereço icgrama@uva.nl  .

Atenciosamente,

Beyza Sumer e Ileana Grama

SITE

Call for Papers

Rethinking "Criticality" in TESOL and Applied Linguistics

Deadline for proposal submissions: 31 January 2026
Deadline for full manuscript submissions: 1 August 2026

https://onlinelibrary.wiley.com/page/journal/15457249/homepage/call-for-papers/si-2025-001550

Over two decades after TESOL Quarterly's seminal special issue "Critical Approaches to TESOL" (Pennycook, 1999), the meaning of being "critical" in TESOL and Applied Linguistics has become both vital and unsettled. While critical pedagogies once sought to challenge inequality and promote social transformation, today's world presents new urgencies, ranging from digital surveillance to forced migration and social movements (e.g., #MeToo, Black Lives Matter, and Indigenous land rights) that challenge ELT educators and researchers to reconsider how "being critical" translates into everyday pedagogical decisions. In light of these intersecting crises, this special issue reconceptualizes "criticality" not as a fixed doctrine, but as an ongoing, situated, and plural project — one accountable to learners, communities, and material outcomes. We particularly welcome contributions that move beyond abstract critique to provide concrete evidence of how rethinking criticality reshapes English language teaching. All submissions should explicitly address the question: "What does it mean to be 'critical' in TESOL today?" We invite contributions that theorize new understandings of criticality through decolonial and socially just perspectives and demonstrate how these ideas can be enacted in everyday TESOL practice. Submissions that bridge theory and praxis, by exploring how criticality informs curriculum design, pedagogical strategies, materials development, language assessment, and teacher education, are especially encouraged. Authors should provide concrete examples of how rethinking criticality can enable teachers and learners, challenge linguistic hierarchies, and promote more inclusive classroom environments. We aim to move beyond conventional academic genres and create space for voices and epistemologies that are often marginalized in scholarly publishing. Submissions may address (but are not limited to) the following areas, provided they connect theory and practice.

Topics of interest for this special issue include but are not restricted to:

• Posthumanist and Indigenous perspectives;

• LGBTQ+ rights as a critical shift in TESOL;

• Disability rights as a critical shift in TESOL;

• Intersectionality and Relationality;

• Critical Digital and AI Literacies;

• Emotion, Care, and Critical Pedagogy;

• Migration, Refuge, and Linguistic Citizenship;

• Post-critical approaches that envision new forms of ethical responsibility and impact.

Guest Editors:

Dr. Pramod Sah
The Open University
United Kingdom

Prof. Sender Dovchin
Curtin University
Australia