Call for Proposals on Teaching Horror, Dystopia, & Apololypse for Special Issue of Teaching Sociology

Image: Cover of journal with blue background and white letters reading Teaching Sociology: An Official Journal of the American Sociological Association

Are you an academic who teaches about how messed up the world is? Then consider writing something for the premier teaching journal in the field of sociology — Teaching Sociology. Check out the call for papers below!


Call for Papers:
Teaching Sociology invites submissions for a special issue focused on Teaching Horror,
Dystopia, and the Post/Apocalypse. This is a time when the salience of such narratives is
(domestically and globally) acute. This special issue seeks papers from instructors who use
horror of all genres, and post/apocalyptic stories of all genres (including but not limited to
horror, science fiction, and fantasy) in their courses. We take a broad view and welcome a range
of topics and methods. Specifically, we seek articles, teaching notes, conversations, applications,
film reviews, book reviews, and discussions about teaching these genres to students. (Further
details on types of submissions can be found at We especially encourage
submissions that center the experiences of people of color and of trans, nonbinary, agender,
disabled, and/or LGBQPIA people, and takes seriously the intersections of gender, race, class,
ability, citizenship, nation, and appearance. We also invite submissions from scholars at all
ranks, career stages, and institution types.
In this special issue, we will explore the many and varied productive presentations of horror,
dystopian, and post/apocalyptic narratives for contemporary social life. We are interested in
presentations that are expressed through cinema (movies and television) and literature (novels,
short stories, and poetry) that professors use to support concepts in their classes. Subgenres and
themes of horror include but are not limited to monsters, creatures, slasher flicks, and all manner
of supernatural movies. Subgenres and subthemes of post/apocalypse include but are not limited
to pandemics, nuclear winter and other martial fallout, natural disasters, climate change,
supernatural and religious themes of annihilation, science fiction, and extraterrestrials.
We seek abstracts, and eventually, manuscripts, that feature activities, assignments, approaches,
and techniques of instructors who use such movies and literatures in their teaching. By doing this
special issue, we offer other instructors a chance to consider ways to enhance the sociological
imagination in their classrooms, and to address the actual horror, dystopia, and apocalypse that
we live in.
Abstracts/proposals must be at least 500 words and include details about the proposed paper.
Abstracts for consideration are due Feb 1, 2021 and should be sent to the appropriate guest editor
(That is Graham Cassano, email Both qualitative and quantitative
proposals are welcome. All work must be submitted as a Word document. The editors will accept
or reject abstracts/proposals at their own will. They favor unique and well-written
abstracts/proposals. Potential contributors will be informed of the editors’ interest in a full
manuscript by March 15th, 2021. Completed manuscripts for the special issue will undergo peer
Peer Review Process:

  1. The guest editors will review all completed submissions and select the ones for the issue.
  2. The selected submissions will be reviewed by at least 1 guest editor and at least 1 other
    teaching scholar in the field.
  3. Revisions will follow the same path, for as many rounds as necessary, until satisfactory
    completion of the manuscripts.
  4. Invited manuscripts (based on accepted abstract) are due by July 1, 2021. After peer
    review, finalized manuscripts are due to editors on October 31, 2021.
  5. Publication of the special issue will be in the first half of 2022.

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