EVENT Dec 31
Abstract days left 23
Viewed 341 times

Call for Chapters | Decolonizing Universal Design for Learning –Innovations, Promising Practices, and Calls for Change from the Global South and Indigenous Communities

Organization: Educational Innovations Series
Categories: Postcolonial, Hispanic & Latino, Pedagogy, World Literatures, African & African Diasporas, Asian & Asian Diasporas, Australian Literature, Canadian Literature, Caribbean & Caribbean Diasporas, Indian Subcontinent, Eastern European, Mediterranean, Middle East, Native American, Scandinavian, Pacific Literature
Event Date: 2023-12-31 Abstract Due: 2023-12-31

Call for Chapters | Decolonizing Universal Design for Learning –Innovations, Promising Practices, and Calls for Change from the Global South and Indigenous Communities

The book is part of the Educational Innovations Series and seeks to include quality works putting light on the contemporary advances in the fields of theory and practice of educational pedagogies.


Dr. Frederic Fovet, Assistant Professor, School of Education, Faculty of Education and Social Work, Thompson Rivers University, Canada

Quality unpublished works as chapters are invited to the book. The chapters should strictly be according to the coverage scope of the book.


Universal Design for Learning (UDL) has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. UDL breaks away from deficit model approaches to the inclusion of learners with exceptionalities and encourages educators to see learner diversity as the norm. If diversity is to be expected in the classroom, it becomes the responsibility of the teacher or instructor to design inclusively from the get-go and to create multiple pathways that allow students to work from a strength-based perspective. UDL shifts educators away from the medical model and places the onus on educators to adopt an inclusive design mindset in order to remove barriers to learning proactively within a ‘whole class’ approach.

The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction. This volume seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities.

Topics include innovative practices, case studies, research studies, calls for action, and theoretical pieces which showcase the relevance of UDL in the wider momentum for the decolonization of the curriculum. The book also specifically seeks out scholarship that challenges the current whiteness of the UDL discourse and documents the need to develop a UDL literature that is specific to non Euro-Caucasian contexts. The publishers and editor are specifically inviting voices from the Global South and from Indigenous Peoples.


Chapter abstract submission: December 1st, 2023
Full chapter submission: March 31st, 2024
Book publication: July 2024


  • The chapters (abstracts/full-texts) should be submitted to the volume editor, Dr. Frederic Fovet at implementudl@gmail.com. The book’s name should be mentioned in the subject line while submitting chapter abstracts/full-texts.
  • The abstracts/full texts will be shared with the volume editor, and the authors will directly be contacted by the volume editor with an acceptance/rejection/amendment decision.
  • There is no chapter submission/processing or publishing charge.
  • A chapter should be APA 7th Edition styled and submitted in MS Docx format and must include authors’ affiliation details, failing which the chapters will not be considered for review. A chapter should ideally be of 8–32 pages [7,000 to 10,000 words including references] with Times New Roman Font Size 12 with single line spacing & page margins of 1″ (Top, Bottom, Left, Right).
  • Unoriginal or previously published works will not be processed for review.
  • All chapters need to have complete affiliation details.
  • All chapters will be reviewed by chapter reviewers (peer-reviewers) before acceptance by the book editor. The chapters will be reviewed using a double-blind peer review system.
  • The editorial (editor’s) decision of accepting or rejecting a chapter shall be final. The book editor has all the editorial freedoms pertaining to the content quality of the book, and the publisher doesn’t interfere in any editorial decision taken by the editor pertaining to the acceptance/rejection of any work for the book.
  • The authors submitting chapters need to adhere to our policies on plagiarism, scholarly misconduct, and publication ethics.
  • The copyright respecting the accepted chapters will remain with the authors, with the publications’ rights being with the CSMFL Publications.
    The authors of the accepted & published chapters retain their right to use their work for scholarly and teaching purposes.

For more details, visit volume's URL.