ISSN: 17435234
Online ISSN: 2040090X
First published in 2005
3 issues per volume
Current Issue:
Volume 14 / Issue 1 Free Issue
Volume 6 | Issue 1    Submit article   
Call for Papers

Special Issue: A framework of reference for visual literacy (based on the project The Common European Framework of Reference for Visual Literacy – CEFR-VL)

Guest editors: Andrea Kárpáti, Diederik Schönau and Ernst Wagner

The purpose of this issue
• Sharing the visual literacy framework in the international professional community through comparative studies and expert comments
• Discussion of research based on the volume of studies on the framework
• Specific examples, elaborations, new research and visual essays
You are hereby invited to contribute to this part of the issue, to give your opinion and respond to this framework as published in 2016. Please read the CEFR-VL text for review and comment!
(URL as text:

Guiding questions:
Assessment of the framework
• What is your general evaluation of the framework? Is it a positive development in the profession? Is it unclear or debatable?
This relates to: the definition of the domain of Visual Literacy, competency as an educational concept, sixteen sub-competencies and their levels, the concept of metacognition in art education, educational situations
• Could the approach to the domain of Visual Literacy as it is presented in the CEFR-VL be a desirable universal approach in education?
Is it helpful to face upcoming challenges of art education in your country, and of education in general? (Why or why not?)
Relevance of the framework for the country/region of the contributors
• In what way does the approach used in the framework fit – or not fit – the educational situation and debate in your country/region?
• Which (type) of the goals and sub-competencies of CEFR-VL are addressed in art education practice in your region/country? Which ones are most important and which are less relevant? (Option: Ranking list, following the list of sub-competencies of the CEFR-VL)
• Could some aspects be adopted in your country/region? If yes, which are the greatest potentials in respect to your country/region? In what way is the model a potential instrument to start regional discussions and curriculum reforms in the domain of Visual Literacy?
• In what way could the CEFR-VL be improved through educational experiences, research results, innovative ideas and traditions in your country/region?
The special issue will also include a summary about the Implementation of the framework and follow-up.
Length of your contribution: 3000 – 4500 words

Deadline for submissions: 1 March 2018

All enquiries should be addressed to the editor at Only online submissions will be accepted, please follow author guidelines at Questions about the call should be addressed to Andrea Kárpáti,

This volume of studies presents the CEFR-VL: Schönau, D. & Wagner, E. Hrsg.: Gemeinsamer Europäischer Referenzrahmen für Visual Literacy - Prototyp. Münster-New York: Waxmann Verlag, 211-245. ISBN: 978-3-8309-3428-8 Abstract:



Special Issue: Disability, arts and education

Guest editor: Mira Kallio-Tavin


IJETA welcomes contributions for the special issue on Disability, arts and education. The call appreciates disability studies approaches, which advocates disability as a cultural identity, as an orientation to life, which brings variations, diversity and richness to the disabled and non-disabled, in different areas of culture and society, in classrooms, museums, visual art practices, communities and in different informal sites of learning, including public spaces. Disability studies scholars have aimed to show how disability is not primarily a biological condition, but at the intersection of society and its discourses, which create and maintain disability through values, conventions and significances. Artists, who identify with disability culture identity, promote first-person accounts of disability, to affirm disability as subjectivity and agency.

While disability is recognized as a cultural identity comparable with other cultural minority identities, it is clear that there is not just one disability culture. Disability culture refers to a diverse group of people with diverse physical or mental conditions, who often experience cultural discrimination, stigmatization, segregation and medicalization. These diverse groups and individuals also have different identities and different understandings of their own (dis)abilities. Acknowledging all bodies as sociopolitically constructed, and disability as other than a personal tragedy or distinguished from impairment, has helped to represent disability as a socially constructed phenomenon. The real cause of disability is often not the disability itself, or an impairment, but rather the discrimination and prejudice by the non-disabled.

More recently, the sociopolitical notions of disability have been developed towards a so-called affirmation approach. The affirmative approach directly challenges the presumption of personal tragedy and the determinations based on the values of nondisabled people. While the social model, also generated by disabled people, offers a viewpoint of those living within a disabling society, the affirmative approach to disability values disabled individuals’ own lifestyles as culture and cultural identity.

The call for the special issue on Disability, arts and education acknowledges the important coalition of three fields: critical disability studies, art and design, and education. The special issue seeks contributions that address disability in visual art practices, experiences, pedagogy, ethics, justice and politics.

The deadline for submissions is 30 September 2018.

If you have any further questions, please feel free to contact the Guest Editor, Dr Mira Kallio-Tavin at
Submissions should be submitted to



The International Journal of Education Through Art is seeking submissions. The journal is interdisciplinary in its reflection of teaching and learning contexts and also in its representation of artistic approaches and practices. It provides a platform for those who wish to question and evaluate the ways in which art education is practiced, disseminated and interpreted across a diverse range of educational contexts. Each issue consists of peer-reviewed articles and image-text features.

Particular emphasis is placed on articles that:
• Critically reflect on the relationship between education and art
• Propose original ways of rethinking the status of education and art education
• Address the role of teaching and learning in either formal or informal
educational contexts and along side issues of age, gender and social background
• Adopt an open and inventive interpretation of research-based analysis
• Promote and experiment with visual/textual forms of representing art education activities, issues and research

Potential topics include:
• Art, craft and design education
• Formal and informal education contexts
• Meaning making, image and identity in art education
• Public, community and environmental art
• Pedagogy and emerging technologies Policy and practice
• Trans-cultural issues
• Visual communication and culture

Articles should not normally exceed 6000 words in length, should include full references and bibliography, and should also include an abstract of no more than 150 words detailing the key areas of analysis. In addition to illustrated articles we are happy to receive proposals for creative image/text features that document, evaluate or reflect on learning activities, events and outcomes. In this instance individuals are required to submit visual materials together with a written proposal which should include a critical introduction of no more than 300 words outlining to the editorial team why the work submitted is relevant to the theme of art education. Please refer to the full guidelines before submitting an article or feature.

To submit an article or for submission guidelines please go to IJETA's online submission page

Guidelines for authors (articles and image-text features) can be found at:

Download the Notes for Contributors here

Journal contributors will receive a free PDF copy of their final work upon publication. Print copies of the journal may also be purchased by contributors at half price.



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