Call for Papers for Special Issue:
From Voice to Praxis: Feminist Methodologies and Practices in EAP
This special issue explores the social, cultural, geopolitical, and linguistic aspects of academic
writing in relation to feminism. Building on a large body of work on language and gender, the
special issue also pays tribute to the eminent feminist linguist, Prof. Deborah Cameron. Feminist discourse in EAP is gradually gaining prominence, as evidenced by a special issue on ‘Gender and EAP’ in JEAP (2018), Feminism: Affordances and Applications for EAP (Cerdá, 2022), and an online conference on Feminism and EAP (https://feminismxeap.wordpress.com/about/). In this special issue, we aim to advance this scholarship by capturing the praxis and methodology of feminism in EAP.
This issue draws on Cameron’s (2019) definition of feminism as an intellectual framework and
Butler’s (2025) conceptualisation of gender as a framework. It employs diverse methods to
highlight female subordination in various contexts, both individually and socially. This issue
adopts a critical and transformative approach to EAP, which intends to disrupt the normative
practices of writing and identity formation. While aspects such as care and emotion have found a distinct scholarship in EAP, this area identifies with female experiences through a feminist lens; hearing what is not heard (Ahmed, 2021). Submissions need not follow conventional empirical article structures. We welcome analytically rigorous contributions that experiment with form and voice, provided they are clearly situated within feminist scholarship and EAP contexts.
Suggested topics:
- Larger theoretical framework: Ac Lits, Critical EAP, or a combination
- A variety of legitimate forms in which gender-related experiences are recorded, for example, personal journals, student-teacher interactions, and social media posts, among others.
- Accounts of practice exploring how feminist commitments are enacted, negotiated, and sometimes constrained in the everyday realities of EAP work.
- Practice-focused contributions that treat teaching, curriculum design, assessment, and academic labour as sites of knowledge production, rather than as secondary to theory or method
- Work that makes visible the relational and ethical dimensions of EAP practice, and that engages reflexively with power, care, resistance, and the politics of Higher Education.
Possible formats include:
- Reflexive practitioner inquiries
- Narrative or vignette-based accounts
- Dialogic papers (e.g., practitioner–practitioner, teacher–student)
- Critical reflections on curriculum or assessment design
- Accounts of care, refusal, burnout, or ethical tension
- Practice-based research grounded in feminist epistemologies
Submission Guidelines:
Please submit a proposal of approximately 300-400 words to this Google form.
Indicative length of full paper: 4,000–6,000 words
Timeline:
Abstracts due: 5 June 2026
Outcome notification: 15 July 2026
Full papers due: 30 October 2026
Peer Review and Revisions: November 2026-May 2027
References:
Ahmed, S. (2021). Complaint!. Duke University Press.
Butler, J. (2025, August 11). Judith Butler on gender [Audio podcast episode]. In The British
Academy Podcast. https://www.thebritishacademy.ac.uk/podcasts/judith-butler-on-gender/
Cameron, D. (2019). fem.i.nism: A brief introduction to the ideas, debates, and politics of the
movement. The University of Chicago Press.
Cerdá, Y. (2022). Feminism: Affordances and applications for EAP. In A. Ding & M. Evans
(Eds.), Social theory for English for academic purposes (pp. 199–219). Bloomsbury
Academic. https://doi.org/10.5040/9781350229198.ch-9
Lillis, T., McMullan, J., & Tuck, J. (Eds.). (2018). Gender and academic writing. Journal of
English for Academic Purposes, 32. https://doi.org/10.1016/j.jeap.2018.03.003
Special Issue Editors
Dr Monalisha, Independent Researcher, PhD in Applied Linguistics, India.
monalisha13b@gmail.com
Dr Paula Villegas Verdu, Lecturer in TESOL and International Education, University of St.
Andrews, UK. pvv1@st-andrews.ac.uk
Dr Lucy Hall, Effective Learning Advisor, Heriot-Watt University, UK. lucy.hall@hw.ac.uk
Dr Lucy Watson, Lecturer in EAP and Global Citizenship, University of Reading Global
Academy, University of Reading, UK. l.a.watson@reading.ac.uk
Dr Philippa Mclaughlin, Lecturer in EAP, University of Hertfordshire, UK.
p.mclaughlin3@herts.ac.uk