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<div align="center"><b><span style="FONT-FAMILY: 'Times New Roman'"><font class="Apple-style-span" size="4">Call for chapters</font></span></b></div>
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<p class="MsoNormalCxSpMiddle" style="TEXT-ALIGN: center" align="center"><b><span style="FONT-FAMILY: 'Times New Roman'"><font class="Apple-style-span" size="4">Abstracts by <u>15<sup>th</sup> Dec. 2014</u></font></span></b></p>
<p class="MsoNormalCxSpMiddle" style="TEXT-ALIGN: center" align="center"><b><span style="FONT-FAMILY: 'Times New Roman'"><font class="Apple-style-span" size="4"></font></span></b> </p>
<p class="MsoNormalCxSpMiddle" style="TEXT-ALIGN: center" align="center"><b><span style="FONT-FAMILY: 'Times New Roman'"><font class="Apple-style-span" size="4">Demystifying Critical Thinking in Multilingual and Intercultural Education</font></span></b></p>
<p class="MsoNormalCxSpMiddle" style="TEXT-ALIGN: center" align="center"><span style="FONT-FAMILY: 'Times New Roman'"><font class="Apple-style-span" size="4">Edited by Fred Dervin (University of Helsinki, Finland) &</font></span></p>
<p class="MsoNormalCxSpMiddle" style="TEXT-ALIGN: center" align="center"><span style="FONT-FAMILY: 'Times New Roman'"><font class="Apple-style-span" size="4">Julie Byrd Clark (Western University, Canada)</font></span></p>
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<span style="FONT-FAMILY: 'Times New Roman'"><font class="Apple-style-span" size="4">To be published by <span>Info Age Publishing in 2016</span></font></span></p>
<p class="MsoNormalCxSpMiddle" style="MARGIN-BOTTOM: 16pt; TEXT-ALIGN: center" align="center">
<font class="Apple-style-span" size="4"><span style="FONT-FAMILY: 'Times New Roman'">BOOK SERIES Contemporary Language Education
</span><a href="http://www.infoagepub.com/index.php?id=11&s=s0017" target="_blank"><span style="FONT-FAMILY: 'Times New Roman'; COLOR: rgb(7,78,230)">http://www.infoagepub.com/index.php?id=11&s=s0017</span></a><span style="FONT-FAMILY: 'Times New Roman'"></span></font></p>
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<font class="Apple-style-span" size="4"><span style="FONT-FAMILY: 'Times New Roman'"><img border="0" src="file:///Users/freddervin/Library/Caches/TemporaryItems/msoclip/0/clip_image002.png" width="259" height="135"></span><span style="FONT-FAMILY: 'Times New Roman'"></span></font></p>
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<p class="MsoNormalCxSpMiddle" style="MARGIN-BOTTOM: 16pt; TEXT-ALIGN: justify"><span style="FONT-FAMILY: 'Times New Roman'"><font class="Apple-style-span" size="4">Following a very successful volume on reflexivity in multilingual and intercultural language
education (Routledge, 2014), the editors of this new volume wish to tackle the burning issue of Critical Thinking (CT). CT is often said to be a key skill of 21<sup>st</sup> century education and is very much used as a mantra by educational institutions without
always defining it. The literature contains hundreds of definitions of CT but there is no consensus on a single definition. Thus ‘my CT’ does not always correspond to ‘your CT’.</font></span></p>
<p class="MsoNormalCxSpMiddle" style="MARGIN-BOTTOM: 16pt; TEXT-ALIGN: justify"><font class="Apple-style-span" size="4"><span style="FONT-FAMILY: 'Times New Roman'">One of the most basic definitions of CT could be: “The ability to interpret, analyse and evaluate
ideas and arguments” (Fisher, 2011). In a study on views held by academics about CT, T. Moore (2013) found six definitional strands: CT</span><span style="FONT-FAMILY: 'Times New Roman'"> (i) as judgment; (ii) as skepticism; (iii) as a simple originality;
(iv) as sensitive readings; (v) as rationality; (vi) as an activist engagement with knowledge; and (vii) as self-reflexivity. <span>One thing is for sure: CT involves developing certain dispositions (probing), skills (cognitive and meta-cognitive) and habits
of mind (Costa & Kallick, 2009). Some scholars are interested in the reasoning process behind CT, others the outcomes. Yet again there is no agreement in global scholarship and practice about its components or simply its definition.</span></span></font></p>
<p class="MsoNormalCxSpMiddle" style="MARGIN-BOTTOM: 16pt; TEXT-ALIGN: justify"><font class="Apple-style-span" size="4"><span style="FONT-FAMILY: 'Times New Roman'">Recently the idea of CT has been criticized for at least two reasons. <i>First</i> CT can feel
too negative for some, leading to equating CT with mere adversely criticizing others. According to Fisher (2011) some scholars have thus proposed to call it ‘critico-creative thinking’ to insist on its positive, imaginative aspects. <i>Second</i> CT has often
been criticized for being too Western, to contain too many Western norms. In their 2011 article entitled <i><span style="COLOR: rgb(55,55,55)">Critical thinking and Chinese university students: a review of the evidence</span></i>, </span><span style="FONT-FAMILY: 'Times New Roman'">Jing
Tian and Graham David Low discuss the apparent lack of Chinese students’ CT skills. They question the usual argument that Chinese culture does not allow ‘criticality’ and show that the students’ previous learning experiences have an influence on their level
of CT. CT is often used as a way of comparing educational ‘cultures’ – some have more of it than others – thus leading to unfair ethnocentric and homogenizing judgments (Holliday, 2010).</span></font><span class="Apple-style-span" style="FONT-SIZE: large"> </span></p>
<p class="MsoNormal" style="TEXT-ALIGN: justify"><span style="FONT-FAMILY: 'Times New Roman'"><font class="Apple-style-span" size="4">How do we then define this contested disposition, skill and habit of mind in order to make it useful? Is it possible? Can we
work from definitions of CT that avoid creating hierarchies between learners and their ‘cultures’? Whose conceptions of critical thinking could we use to do so? Can we <i>once and for all</i> avoid falling into the trap of giving the privilege of CT to the
‘Western world’? In other words can CT be demystified?</font></span></p>
<p class="MsoNormal" style="TEXT-ALIGN: justify"><span style="FONT-FAMILY: 'Times New Roman'"><font class="Apple-style-span" size="4">This volume concentrates on the context of multilingual and intercultural education. Potential authors are welcome to consider
the following questions:</font></span></p>
<p class="MsoListParagraphCxSpFirst" style="TEXT-ALIGN: justify; TEXT-INDENT: -18pt">
<font class="Apple-style-span" size="4"><span style="FONT-FAMILY: 'Times New Roman'"><span>-<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><span style="FONT-FAMILY: 'Times New Roman'">What constitutes a critical thinker in multilingual
and intercultural education in the 2010s? What dispositions, skills and habits of mind are needed? (Students, teachers, teacher educators and researchers)</span></font></p>
<p class="MsoListParagraphCxSpMiddle" style="TEXT-ALIGN: justify; TEXT-INDENT: -18pt">
<font class="Apple-style-span" size="4"><span style="FONT-FAMILY: 'Times New Roman'"><span>-<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><span style="FONT-FAMILY: 'Times New Roman'">How can CT contribute to renewing multilingual and
intercultural education? What alternative models of CT can be used to enrich multilingual and intercultural education?</span></font></p>
<p class="MsoListParagraphCxSpMiddle" style="TEXT-ALIGN: justify; TEXT-INDENT: -18pt">
<font class="Apple-style-span" size="4"><span style="FONT-FAMILY: 'Times New Roman'"><span>-<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><span style="FONT-FAMILY: 'Times New Roman'">Can CT be taught and learnt? If so, how and in what
ways and under what kinds of conditions?</span></font></p>
<p class="MsoListParagraphCxSpMiddle" style="TEXT-ALIGN: justify; TEXT-INDENT: -18pt">
<font class="Apple-style-span" size="4"><span style="FONT-FAMILY: 'Times New Roman'"><span>-<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><span style="FONT-FAMILY: 'Times New Roman'">If CT exists then what is <i>uncritical thinking</i> in
multilingual and intercultural education?</span></font></p>
<p class="MsoListParagraphCxSpMiddle" style="TEXT-ALIGN: justify; TEXT-INDENT: -18pt">
<font class="Apple-style-span" size="4"><span style="FONT-FAMILY: 'Times New Roman'"><span>-<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><span style="FONT-FAMILY: 'Times New Roman'">Can digital technologies help to promote CT in multilingual
and intercultural education?</span></font></p>
<p class="MsoListParagraphCxSpLast" style="TEXT-ALIGN: justify; TEXT-INDENT: -18pt">
<font class="Apple-style-span" size="4"><span style="FONT-FAMILY: 'Times New Roman'"><span>-<span style="FONT: 7pt 'Times New Roman'"> </span></span></span><span style="FONT-FAMILY: 'Times New Roman'">The issue of assessing CT is problematic. Yet can
CT be assessed summatively or formatively in multilingual and intercultural education?</span></font></p>
<p class="MsoNormal"><font class="Apple-style-span" size="4" face="'Times New Roman'"><br>
</font></p>
<p class="MsoNormal" style="TEXT-ALIGN: justify"><font class="Apple-style-span" size="4"><span style="FONT-FAMILY: 'Times New Roman'">Interested authors please send a 300-word abstract to the editors by <b>15<sup>th</sup> Dec. 2014.</b> (</span><a href="mailto:fred.dervin@helsinki.fi"><span style="FONT-FAMILY: 'Times New Roman'">fred.dervin@helsinki.fi</span></a><span style="FONT-FAMILY: 'Times New Roman'"> & </span><a href="mailto:jbyrdcla@uwo.ca"><span style="FONT-FAMILY: 'Times New Roman'">jbyrdcla@uwo.ca</span></a></font><span style="FONT-FAMILY: 'Times New Roman'"><font class="Apple-style-span" size="4">).
Full chapters should be ready by <b>1<sup>st</sup> Sept. 2015</b>.</font></span></p>
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