Special Issue Theme:
Imagination and Literacy: Theory and practice

Submission Deadline: 14 September 2015

This special edition of this peer-reviewed and DHET-accredited journal focuses on the relationship between imagination and literacy. Standard national curricula tend to have a strong focus on cognitive development, and draw on orthodoxies about sequencing of learning from simple to complex, and concrete to abstract, from perception-dominated thinking to conceptual freedom and so on. The aim of this issue is to interrogate and ‘reimagine’ the role of the imagination in relation to literacy learning. We invite contributions which examine the relationship between the imagination and the intellect, how imagination is produced and expressed in and through literacy, and the relationship between imagination, affect and emotion in learning, amongst others. The issue will also engage with collaborative and dialogical work (for example, between academics and students) and multivocal and multimodal forms of representation.

Double-blind peer-reviewed, approved articles are published on the journal’s website as soon as ready for publication, and the journal is accredited by the South African Department of Higher Education and Training.

Read more on the Reading & Writing website here: www.rw.org.za