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Youth Empowerment
Feminist Echoes: Uniting Young Women for Political Emancipation
On 25 March 2026, the African Institute for Young People (AIYP) successfully hosted Feminist Echoes: Uniting Young Women for Political Emancipation at the Global Platform Youth Hub. The training brought together 35 young women from diverse backgrounds—including students, young mothers, and school dropouts—and equipped them with leadership, advocacy, and political engagement skills through a participatory feminist circle approach. The initiative was implemented under the Sandra Sefhako School of Feminism, a flagship program of AIYP dedicated to mentoring and empowering young African women to lead in sexual and reproductive health and rights (SRHR), human rights, climate justice, and political and economic participation. The program seeks to dismantle patriarchal barriers, strengthenwomen’s participation in decision-making, and build solidarity across communities and nations.
Named in honor of Sandra Sefhako, a distinguished youth activist and Mandela Washington Fellowship alumna from Botswana, the school celebrates her legacy of advancing women’s rights and gender equality in Africa. It provides mentorship, capacity-building, advocacy training, and leadership development to equip participants with the skills, knowledge, and confidence to lead transformative change in their communities. The training utilized culturally grounded methodologies inspired by the Shona nhanga tradition, alongside intergenerational dialogue, group discussions, and roundtable engagements. Esteemed leaders, including Senator Itayi Mwanza, Councillor Leah Chidamba, and former Epworth Mayor Annah Sande, shared their lived experiences in politics, offering mentorship and practical insights into navigating governance spaces.
Participants deepened their understanding of feminism, Ubuntu, and solidarity, while building confidence, networks, and actionable commitments to engage in leadership and political processes. The training underscored the importance of early mentorship, inclusivity, and the creation of safe spaces for emerging women leaders.
Overall, Feminist Echoes strengthened the capacity of young women to influence governance, foster collective empowerment, and advance inclusive political participation, in alignment with the enduring legacy of Sandra Sefhako.
Introduction
The African Institute for Young People (AIYP) convened Feminist Echoes:Uniting Young
Women for Political Emancipation at the Global Platform Youth Hub as part of the Youth in Elections Project. The initiative was designed as a participatory feminist circle contributing to the broader vision of the Sandra Sefhako School of Feminism, a flagship program committed to mentoring and equipping young African women with the skills, knowledge, and confidence to lead in political, social, and economic spaces.Grounded in the traditional Shona concept of nhanga as a safe space for guidance, mentorship,
and socialization, Feminist Echoes created an inclusive platform for young women to engage in dialogue, storytelling, and intergenerational exchange with experienced women leaders. The initiative directly responds to the persistent underrepresentation of young women in governance by fostering leadership, strengthening networks, and building practical skills in advocacy, negotiation, and coalition-building.
Through this feminist circle, participants were empowered to engage more actively and
confidently in political processes, share lived experiences, and develop actionable strategies for influencing decision-making. By nurturing solidarity, promoting feminist values, and transforming individual aspirations into collective action, Feminist Echoes contributes to advancing inclusive governance and cultivating a new generation of transformative women leaders in line with the legacy of the Sandra Sefhako School of Feminism.
Objectives
To establish a safe and inclusive feminist platform that enables at least 35 young women to share experiences, build solidarity, and engage in structured dialogue on political participation during the training.
To enhance the leadership, advocacy, and political engagement capacities of at least 35 young women through mentorship, peer learning, and skills-building sessions, with participants demonstrating improved knowledge and confidence by the end of the training.
To support at least 35 young women to develop practical, actionable strategies and commitments for engaging in political processes and decision-making, with clear follow-up actions identified for implementation beyond the training.
Methodologies Used
The activity utilized a participatory, learner-centered, and culturally grounded methodology informed by the Shona concept of nhanga, which emphasizes safe spaces for mentorship, guidance, and socialization. This approach ensured inclusivity and created an enabling environment for experiential learning, open dialogue, and knowledge exchange among participants and facilitators. An intergenerational dialogue model was employed to facilitate direct engagement between young women participants and experienced women leaders, including Senator Itayi Mwanza, Councillor Leah Chidamba, and former Epworth Mayor Annah Sande. Through storytelling and experience-sharing, participants gained practical insights into leadership pathways, barriers to participation, and strategies for navigating political and civic spaces. The session was facilitated using inclusive moderation techniques by Tsitsi Patience Mashiri to ensure equitable participation and safe engagement.
The methodology further incorporated peer-to-peer learning through structured group
discussions and roundtable dialogues. These sessions enabled participants to critically reflect on key thematic areas, including feminism, ubuntu, and solidarity, while co-creating context-specific strategies for enhancing women’s political participation. This approach strengthened critical thinking, collaboration, and collective problem-solving.Networking and relationship-building were integrated as a core component of the methodology, fostering cross-sectoral linkages among participants from diverse political, social, and economic backgrounds. This contributed to the development of sustained support systems and collaborative engagement beyond the training.
Overall, the methodology combined experiential learning, intergenerational mentorship, peer learning, and culturally relevant frameworks to promote leadership development, collective empowerment, and inclusive participation. It aligns with the values underpinning the Sandra Sefhako School of Feminism, particularly feminism, ubuntu, and solidarity, while reinforcing shared responsibility and agency among young women.
Summary of Proceedings
The training was successfully held on 25 March 2026 at the Global Platform Youth Hub,
bringing together 35 young women from diverse backgrounds, including students, young
mothers, and school dropouts, reinforcing the principle of inclusivity. The diversity of
participants enriched discussions, ensuring a wide range of perspectives on women’s
participation in leadership and governance. The sessions were structured into thematic segments to maximize learning and engagement. The first segment focused on mentorship, where facilitators shared guidance on leadership and governance, drawing on their personal experiences and professional journeys. This provided participants with practical insights into the realities of leadership and pathways to active political participation. The second segment emphasized feminism, ubuntu, and solidarity as strategic frameworks for political engagement. This participatory session encouraged equal contributions from all participants, fostering dialogue and reflection on how these values can be applied to advance women’s leadership and influence in governance processes. The training concluded with participants developing actionable commitments, pledging to pursue leadership and governance opportunities within their communities. Overall, the sessions enabled participants to gain knowledge, confidence, and practical skills, equipping them to engage meaningfully in political and civic spaces.
Outcomes (Results)
By the conclusion of the training, participants demonstrated a significant improvement in their understanding of feminist principles, Ubuntu, and solidarity, gaining clarity on how these concepts can be applied to advance gender equality and women’s political participation. Young women acquired practical strategies for leadership, advocacy, and coalition-building, strengthening their capacity to engage meaningfully in governance and decision-making processes. The training fostered an inclusive political culture through open dialogue, peer learning, and collective reflection. Participants left with increased confidence, a stronger sense of agency, and a reinforced commitment to pursue leadership opportunities. Overall, the training empowered young women to translate knowledge and mentorship into tangible actions that advance their political emancipation and civic engagement.
Lessons Learnt
A key lesson from the training was the critical role of seasoned leaders in opening doors for young women, highlighting that today’s participants are tomorrow’s leaders. The sessions demonstrated that young women possess the passion, potential, and capacity to drive positive change in their communities and political spaces when given the right guidance and opportunities. The training also underscored the mentorship gap for emerging women leaders, as many participants reported limited access to guidance, networks, and practical insights needed to navigate political and civic spaces effectively. This highlighted the importance of structured mentorship programs and safe, inclusive spaces—like the nhanga circles—where young women can learn from experienced leaders, exchange ideas, and gain practical strategies for leadership. Additionally, the value of intergenerational dialogue became evident, with interactions between seasoned leaders and young women providing inspiration, encouragement, and actionable insights. Participants learned not only about leadership successes but also about overcoming challenges and systemic barriers, reinforcing the need for continuous engagement, capacity building, and platforms that foster solidarity, Ubuntu, and feminist principles to strengthen the next generation of women leaders.
Recommendations
Based on the training experience, it is recommended that future trainings intentionally include very young leaders, starting from high school, to introduce them early to concepts of leadership, feminism, Ubuntu, and solidarity. Early engagement will nurture political awareness, confidence, and civic responsibility, enabling young women to build a strong foundation for future leadership roles. It is also important to ensure that the training environment remains inclusive and accessible to all participants, including providing facilities and accommodations for people with disabilities. Creating such an enabling environment will foster equitable learning, ensure diverse voices are heard, and strengthen the overall impact of the program in developing capable, confident, and
inclusive young women leaders.
Conclusion
The training successfully created a proactive, mentorship-driven space that equipped young women with the knowledge, skills, and confidence to navigate political and governance spaces effectively. Through presentations, intergenerational dialogue, group discussions, and networking, participants translated ideas into actionable strategies for political engagement and leadership. The training reinforced the values of feminism, Ubuntu, and solidarity, encouraging participants to work collectively and support one another in their leadership journeys. Overall, Feminist Echoes: Uniting Young Women for Political Emancipation contributed significantly to building a generation of confident, politically engaged young women prepared to influence decision-making processes and shape inclusive, equitable governance in their communities and beyond.
By:
Baboki Gaolaolwe-Major
Monday, Mar 30, 2026
YOUTH EMPOWERMENT
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I am creating awareness for this transformative Michigan Fellows Africa Initiatives project set to support small holder farmers majority women and youth in Kenya and Zimbabwe. For as small a contribution as $25 or more, you can be part of this powerful cause!
I trust that my friends on LinkedIn can help raise $5000 by March 31. The unique opportunity is that our total fundraise will be matched 100% by New Africa Fund
Please donate here www.mfaiafrica.org
By:
Raymond Musiima
Saturday, Mar 28, 2026
AGRI-FOOD SYSTEMS
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2027 Fulbright Research Awards for African Scholars
U.S. Embassy Uganda is accepting applications for the 2027 Fulbright African Research Scholar Program. This award funds African university faculty, administrators, and research institute professionals to conduct postdoctoral research or curriculum development and research at a U.S. academic or research institution during the 2027-2028 academic year.
Please review the award types and eligibility requirements carefully below. Awards are open without regard to academic discipline, faculty rank, sex, or age. All applications are due by April 10, 2026. All applications should be submitted at https://apply.iie.org/fvsp2027.
Note: Proposals involving dissertation research or general professional travel are not eligible for this program. Curriculum development grants contribute to the development of new courses, curricula, or programs upon the participant’s return to their home institution.
Applications are currently being accepted for:
Research Grants (awards of three to nine months in duration)
Applicants should have a productive scholarly record, and a specific detailed project statement directly related to their ongoing teaching and/or research responsibilities. Funding is normally for one term/semester of about four months. Longer grants may be possible if the research proposal clearly demonstrates that the project requires more time. Applicants must have a Ph.D.
Program and Curriculum Development Grants (awards of three to five months in duration)
Applicants will conduct reading and research of benefit to both the scholar and their home institution. Proposals should be linked to the applicant’s professional duties (classroom instruction, student advising, and university outreach) and should provide specific details that demonstrate how the scholar would use the knowledge gained to update / develop new courses, curricula, or other academic programs at their home institution. A doctorate degree is not required for this grant, but applicants must hold a minimum of a master’s or equivalent graduate degree at the time of application.
In addition, applicants can choose to apply directly for a Notre Dame Visiting Scholar Award.
Notre Dame Visiting Scholar Award
The University of Notre Dame will host two Fulbright Scholars from Uganda in the 2027-2028 academic year. Prospective applicants interested in the following fields will be hosted at the University of Notre Dame.
Sustainability, resilience, mitigation and adaptation
Peacebuilding, including peace processes, religion and peacebuilding, and the role of new technologies
Global Health including WASH (water, sanitation, and hygiene), nutrition and maternal health
A letter of support from a faculty member at Notre Dame is recommended but not required for consideration. Please contact kampalaexchanges@state.gov for added questions related to the Notre Dame opportunity.
Fulbright Research Awards for African Scholars: Eligibility and Selection
Applicants must be Ugandan citizens.
Awards are open without regard to academic discipline, faculty rank, sex, or age.
Proposals for clinical medical research involving patient contact cannot be approved under the Fulbright Program.
Preference will be given to those proposals that best promote the spirit and goals of the Fulbright Program: to increase and enhance mutual understanding between the United States and other countries through interpersonal contact and the sharing of professional/academic experience and expertise among the widest possible audience. Applicants must provide a detailed project statement to help facilitate the U.S. host placement process and address why their research needs to take place in the United States.
Applicants must include a bibliography of one to three pages of references relevant to the proposed activities/research within their project statement.
Preference will be given to applications that include a letter of support from a potential U.S. host institution willing to support your project proposal.
Applicants open or interested to have host placement at University of Notre Dame should indicate this as their preferred U.S. host within their applications.
For research applicants, preference is given to individuals who have at least three years of university teaching experience and a productive scholarly record.
Plagiarism in any part of an application will result in disqualification from participation in the program.
Applications for doctoral dissertation research, postdoctoral research immediately following the completion of a doctorate degree, or general professional travel, are ineligible.
Preference is given to individuals who have not visited the United States within the past five years.
Applicants must have a strong command of the English language.
Applications are reviewed by a local selection panel. Final nominations are reviewed in the United States and selections are made by the J. William Fulbright Foreign Scholarship Board. Whenever possible, scholars should plan to travel beginning August 2027 or January 2028 to coincide with U.S. university schedules. Only short-listed candidates will be contacted after review of submitted applications.
By:
Aaron Dorner
Wednesday, Mar 25, 2026
AGRI-FOOD SYSTEMS
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Apply for a Fellowship at STIAS
Website/Application LinkSTIAS provides and maintains an independent ‘creative space for the mind’ to advance scientific inquiry and engaged scholarship across all disciplines. The Institute is global in its reach and local in its African roots, and values original thinking and innovation in this context. The Fellowship programme comprises projects which are entirely self-generated and proposed by applicants, as well as projects or programmes initiated and led by STIAS typically with select partner organisations. A prospective STIAS Fellow may apply either individually, or as part of a team, or as an Iso Lomso early career scholar, or as an artist-in-residence.
The STIAS terms run from mid-January to mid-June (first semester), and from mid-July to mid-December (second semester). The Fellowship programme is guided by the Institute’s commitment to being a creative space for the mind, an inter/cross generation space as well as a cross-disciplinary space that encourages cross-pollination of ideas and hence gives preference to projects that will tap into, and benefit from, a multi-disciplinary discourse while also contributing unique perspectives to individual, collective and engaged discourses, an opportunity for a Fellow beyond self. STIAS Fellows are, except in prior agreed-to circumstances, expected to be resident at STIAS for the duration of a Fellowship in pursuit of their proposed research project.
By:
Aaron Dorner
Wednesday, Mar 25, 2026
AGRI-FOOD SYSTEMS
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Beyond the Playing Field: Advancing Global Mental Health for International Student-Athletes
Reflecting on who I am and what makes me who I am, it becomes evident that my research interests parallel my lived experiences. As a Japanese American woman raised in the United States and a former student-athlete, I grew up in spaces where perseverance was praised (and often expected), and vulnerability was often considered a weakness. Mental health was rarely discussed openly, and strength was frequently associated with self-reliance. Within athletics, performance and success often came before personal health and well-being. Over time, the intersection of these cultures contributed to my first experiences with mental health challenges and significantly molded the lens through which I view and understand health, struggle, and support in sport.
My current work focuses specifically on international student-athletes (ISAs) competing in the National Collegiate Athletic Association (NCAA). Although they represent roughly 5% of NCAA athletes, ISAs account for over 25,000 individuals who navigate the complexities of higher education, elite sport, and cultural transition. These athletes often face challenges that may include but are not limited to language barriers, pressure to perform, social isolation, and culture shock – all of which can impact mental health and overall well-being.
Given this context, my research journey has been shaped through meaningful collaboration across institutions. My first published study qualitatively explored mental health and help-seeking behaviors among NCAA Division I ISAs throughout their transition, in collaboration with my master’s advisor, Matt Hoffmann, at California State University, Fullerton. The findings underscored the prevalence of mental health stigma as a barrier to help-seeking and the importance of peer support in navigating cultural transitions. Building on this work, I recently co-authored a scoping review of ISA mental health and help-seeking with my current doctoral advisor, Dr. Leapetswe Malete, at Michigan State University, which is now in press. Currently, Dr. Malete and I are further expanding on this research by examining how support from fellow international student-athletes evolves across the phases of cultural transition and which types of support are most meaningful or missing.
Collaboration has strengthened and continues to strengthen this work in important ways as each member of our research team(s) brings their own lived experiences shaped by time spent studying, working, or living in different countries. These diverse perspectives encourage us to question assumptions and remain considerate of cultural nuance and context. In this research that focuses on international populations, cultural responsiveness must be actively addressed. Ongoing conversation allows for the design of studies that are inclusive and sensitive to the intricacies of identity and culture across various contexts. As I have been presently learning, this collaborative approach is imperative for remaining both reflective and reflexive of world perspectives, instead of a single institutional lens.
Across these projects, my colleagues and I purposefully used qualitative methods to amplify the voices of those who are often overlooked or unheard. Through in-depth, semi-structured interviews with NCAA ISAs, I aim to create a safe space for participants to share their unique stories to produce actionable research grounded in lived experiences. Many participants are highly visible on their sport’s playing field, but are frequently unheard at an institutional level. That said, this approach seeks to help bridge that gap and inform tangible changes within universities.
With the continued increase in international student migration around the world, institutions are becoming increasingly diverse and interconnected. As universities expand global partnerships, including collaborations between African institutions and U.S. universities through networks such as the Alliance for African Partnership, it becomes increasingly important to recognize how well-being is affected by cultural transition. Therefore, my research aims to advance understanding of global mental health by highlighting how migration, stigma, and culture intersect within an understudied population (i.e., ISAs). By applying a theoretical framework, this research illustrates that mental health and well-being evolve over time within transitional contexts. Interpreting these shifts allows institutions to anticipate challenges within these communities, rather than react when distress becomes visible.
While our current research has examined ISAs migrating to the U.S., its findings have practical implications for university policies and student support systems across the globe. Institutions that enroll international students may benefit from intentionally creating opportunities for connection early in the transition process. Our findings suggest that ISAs often value relationships with others who share comparable experiences. Furthermore, peer support from other international students is consistently reported as the most meaningful and helpful form of connection. By proactively facilitating these connections, institutions can shift from reactive toward preventative approaches that foster inclusive environments where not just ISAs, but all students are able to experience more consistent states of overall positive well-being.
Conducting research with ISAs, has been both rewarding and humbling. Mental health remains stigmatized in many contexts, resulting in difficulty recruiting participants and in quickly cultivating a space that feels psychologically safe enough for them to open up about personal struggles. Learning and engaging in qualitative research has constantly reminded me that my own background shapes how I interpret and interact with the participants and the data. These projects have reinforced the importance of mindfulness and reflexivity in research, and in recognizing that I inevitably play a role in how others’ lived experiences are conveyed.
While our research thus far focuses on ISAs in the U.S., cultural transition and student well-being are worldwide experiences. Looking ahead, I hope to continue expanding this work through engagement with researchers and institutions across nations, to better understand the nuances of various cultural contexts, the challenges they may bring, and their effects on wellness. Moreover, it is my hope that this research contributes to global conversations on mental health and encourages more translational research into preventive and inclusive approaches to supporting students across diverse institutional settings.
By:
Baboki Gaolaolwe-Major
Thursday, Mar 5, 2026
HEALTH AND NUTRITION
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CALL FOR PAPERS, JOURNAL OF WEST AFRICAN HISTORY
Founding Editor-in-Chief: Nwando Achebe Editors: Saheed Aderinto, Trevor R. Getz, Toby Green, Vincent Hiribarren, Harry Nii Koney Odamtten. Book Review Editors: Mark Deets, Nana Kesse, Madina Thiam. Open call - no set deadlineThe Journal of West African History (JWAH) is a peer-reviewed, interdisciplinary research journal dedicated to publishing high-quality scholarship on West African history. Positioned at the forefront of new research, JWAH addresses representation gaps by fostering critical scholarship on topics such as women and gender, sexuality, slavery, oral history, popular and public culture, and religion. The editorial board invites submissions that engage diverse topical, theoretical, and methodological approaches. Committed to rigorous analysis and international in scope, JWAH offers a critical intervention in knowledge production. Each issue includes scholarly book reviews, and articles are published in English, French, and Portuguese, with African-language abstracts. JWAH is published by Michigan State University Press. The editorial board invites scholars to submit original article-length manuscripts (not exceeding 10,000 words including endnotes) accompanied by an abstract that summarizes the argument and significance of the work. Review essays should engage the interpretation, meaning, or importance of an author’s argument for a wider scholarly audience. See what we have available for review on our Book Reviews page. Please contact our Book Review Editors at mark.deets@aucegypt.edu, madina.thiam@nyu.edu, or nkesse@clarku.edu for more information. Manuscripts submitted to the Journal of West African History should be submitted online at https://lnkd.in/eDBDg6fX. In order to submit an article, you will have to create an account. The site will guide you through this process.
By:
Aaron Dorner
Monday, Mar 2, 2026
CULTURE AND SOCIETY
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Universities and Society at the End of Empire and Beyond (UniSoc)
Location
United Kingdom
Subject Fields
Colonial and Post-Colonial History / Studies, Contemporary History, European History / Studies, Immigration & Migration History / Studies, World History / Studies
Call for Papers
Universities and Society at the End of Empire and Beyond (UniSoc)
A workshop at the University of Birmingham | 23-24 June 2026
Based upon an academic partnership between the Universities of Birmingham in the UK and Leiden in the Netherlands, Universities and Society at the End of Empire and Beyond (UniSoc) uses these two global seats of learning as a starting point to examine the role of universities in the transition from colonial to postcolonial and multicultural societies over the past century. Both institutions have started to reflect critically on this legacy. Building on these initiatives, and on the emerging scholarship on universities in (post) colonial contexts, UniSoc asks how the remit and modus operandi of European universities evolved in the aftermath of empire, opening a neglected entry-point into the wider question of the interplay between the colonial past and the post-colonial present.
The field of decolonisation studies has been remarkably dynamic in the twenty-first century, structured in particular by the ‘Decolonization Seminar’ held at the Library of Congress in Washington over ten years (2005-2015), and enriched by the multiple opportunities for cross-fertilization between empirical history and the theoretical perspectives underpinning postcolonial studies. Yet, one aspect which deserves further elaboration relates to the very places where these conversations have taken place: the universities, notably in the Western world. UniSoc seeks to uncover how institutions of higher education navigated the decolonisation process, both in the former metropoles and the former colonies.
Scholarship has shown how, in the late colonial period, universities both trained students that would become colonial civil servants, as well as more and more students from the colonies – with the inequalities undergirding colonialism as a result increasingly discussed and challenged.
Understanding decolonization as a process, Unisoc aims to take the work on the role of universities in the period after formal decolonization further and examine how universities also played a role in the transition towards the post-colonial order, sending their researchers to newly-independent states, embracing the development paradigm and sometimes accompanying the development of burgeoning academic life in countries that were still in the making. Whilst it was crucial at the time, this role in helping set up an academic framework – sometimes from scratch – can also be seen as a form of acculturation.
Back in the metropoles, universities were at the heart of intellectual efforts to conceptualize the new world that was emerging out of decolonisation, from global power relations to migratory patterns, and what this meant for local societies. At the same time, the student body also changed significantly, further questioning the unspoken assumptions of these institutions. Universities continue to play a key role in conversations about the future of nations that have to re-invent their place in the world, whilst facing significant change in sociological and ethnic dynamics as a direct legacy of their imperial trajectories.
The first event of this new research programme will take the shape of a workshop in Birmingham on 23 and 24 June 2026, for which paper proposals are invited. Potential contributions could include, but are not limited to, the following areas:
- Universities and the training of new colonial elites
- The production of knowledge in the decolonisation period
- The role of higher education in thinking post-colonial societies
- Universities and public discourses on race and migration
- Evolutions in curricula
- The trajectories of universities in (former) European colonies
- Technical training and the transition from colonial to postcolonial
- Student experiences
- Universities and their societal context: cities, regions, networks
- Universities, decolonisation and humanitarian action
- Practice transmission (e.g. in Law Departments)
- University collections and decolonisation
- Decolonial approaches to learning and science
- Ethical considerations around knowledge and universality
The workshop is committed to bringing together perspectives from the Global North and South. The initiative will also lead to a special issue in a leading journal – provisional title: Shaping the Post-Empire? Universities and Decolonisation.
Please send your paper proposals, accompanied by a short 1 page CV, to the organisers Berny Sèbe in Birmingham (b.c.sebe [at] bham.ac.uk) and Anne-Isabelle Richard in Leiden (a.i.richard [at] hum.leidenuniv.nl) before 27 March 2026. A small number of bursaries contributing towards accommodation and travel expenses will be made available to contributors unable to secure institutional funding. Please state this in your proposal if you wish to apply for one of these bursaries.
Contact Email
a.i.richard@hum.leidenuniv.nl
By:
Aaron Dorner
Monday, Mar 2, 2026
CULTURE AND SOCIETY
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CFP: Seeking Chapters on African Ecofeminist Drama
Subject Fields
African American History / Studies, African History / Studies, Arabic History / Studies
Ecofeminist Drama: Theatre, Performance, and Ecological Futures
Seeking chapters on African theatre and plays for the edited volume Ecofeminist Drama: Theatre, Performance, and Ecological Futures, currently under review with the University of Illinois Press. Proposals are due 30 March 2026.
In 1974, Françoise d’Eaubonne introduced the term ecofeminism in Le féminisme ou la mort, articulating the interwoven domination of women and nature and calling for their collective liberation from systems of patriarchal and ecological exploitation. Since its emergence, ecofeminism has evolved into a dynamic and heterogeneous field encompassing philosophical inquiry, activist praxis, and interdisciplinary scholarship. Contemporary ecofeminist thought engages pressing questions of embodiment, care, environmental justice, material interdependence, and multispecies relationality in the context of accelerating ecological crisis.
Ecofeminist Drama: Theatre, Performance, and Ecological Futures seeks to extend this intellectual trajectory by examining how theatre and performance not only represent ecofeminist concerns but actively reshape and reconfigure ecofeminist theory through dramatic form, performative practice, and aesthetic experimentation. Rather than reiterating established binaries—such as nature/culture, woman/nature, or human/nonhuman—this volume foregrounds theatre’s capacity to generate new epistemologies of ecological vulnerability, ethical responsibility, and relational survival. To ensure global representation, we especially welcome chapters focused on African drama and theatre.
We invite original scholarly contributions that investigate drama and performance as sites where ecofeminist thought is materially embodied, dramaturgically enacted, and politically reimagined. Particular attention will be given to chapters engaging contemporary theatre and performance and articulating how ecofeminism is transformed through theatrical aesthetics, performance politics, and formal innovation.
Confirmed Contributions
A sampling of the confirmed chapters includes:
Shakespearean Ecofeminism – Hadley Kamminga-Peck (Western Illinois University, USA)
Ecofeminist Adaptation: Carol Ann Duffy’s Everyman (2015) – Özlem Karadağ (Istanbul University, Turkey)
The Ecofeminist Agenda of Modern Russian Drama – Katherine Anna New (Oriel College, Oxford University, UK)
Cuts to the Bone: An Ecofeminist Analysis of Catherine Banks’ Bone Cage – Emily A. Rollie (Central Washington University, USA)
Ecofeminist Dramaturgy and the Theatre of Extinction in Caryl Churchill’s Escaped Alone – Işıl Şahin Gülter (Fırat University, Turkey)
Proposals should therefore avoid duplicating these topics.
Indicative Themes (Not Exhaustive)
We welcome contributions including, but not limited to, the following areas:
Contemporary ecological and climate change theatre
Posthuman and more-than-human performance practices
Ecofeminism, disability, illness, and staged vulnerability
Environmental justice and feminist dramaturgies
Material ecocriticism and theatrical matter (bodies, objects, landscapes)
Indigenous, decolonial, and Global South ecofeminist performance
Queer ecofeminism and affective ecologies in theatre
Care ethics, interdependence, and survival in dramatic narratives
Ecofeminist adaptations and reworkings of canonical texts
Performance activism and ecofeminist praxis
Multispecies theatre and animal studies
Ecofeminist scenography, sound design, and spatial ecologies
We are particularly interested in chapters that demonstrate how theatre and performance:
extend and transform ecofeminist theory;
challenge anthropocentric, patriarchal, and ableist environmental imaginaries;
articulate innovative models of ecological ethics, relationality, and responsibility.
Submission Requirements
Interested scholars should submit:
A 300-word abstract clearly outlining the chapter’s central argument, primary dramatic texts or performance practices, and its contribution to ecofeminist theatre studies
A 200-word biographical note
A list of 5–7 keywords
Five key references
Abstracts should articulate a focused and original thesis and demonstrate how the proposed chapter advances ecofeminist thought through theatre and performance.
Only previously unpublished work will be considered. Contributors must hold a completed PhD. The editors seek a diverse and internationally representative group of scholars from theatre and performance studies, literary studies, environmental humanities, gender studies, and related disciplines.
Important Dates
Abstract deadline: 30 March 2026Notification of acceptance: 15 April 2026Full chapter submission: 30 July 2026
AI Policy
Contributors must adhere to the AI usage guidelines outlined in the Bloomsbury AI Policy for Authors and Illustrators (December 2025):
https://www.bloomsbury.com/media/0zxgch3t/ai-policy-for-authors-and-illustrators-dec-2025.pdf
For the purposes of this volume, “AI systems” include publicly accessible generative platforms (e.g., ChatGPT, Gemini, and similar tools) as well as AI-enabled grammar and editing systems.
In accordance with these guidelines:
Publicly accessible AI systems (free or paid) may not be used to generate, draft, rewrite, or substantially edit submitted chapters.
Institutionally licensed or privately managed AI systems may be used solely for limited brainstorming or organizational assistance, not for composing substantive scholarly content.
Authors remain fully responsible for the originality, intellectual integrity, and scholarly accuracy of their submissions.
All accepted contributors will be required to formally attest to compliance with these policies.
Submission Address
Please send all materials as a single document to:
📧 Işıl ŞAHİN GÜLTERigulter@firat.edu.tr
Contact Information
Işıl Şahin Gülter
Contact Email
igulter@firat.edu.tr
By:
Aaron Dorner
Monday, Mar 2, 2026
CULTURE AND SOCIETY
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Herskovits Library of African Studies Research Grant
Location
Illinois, United States
Subject Fields
African History / Studies
This travel grant was established in 2021 to facilitate and support research projects that significantly benefit from substantial onsite use of the unique, special and archival collections of the Herskovits Library. The grant is available to researchers whose projects explore new lines of inquiry, interdisciplinary and multi-layered research and contribute to the deeper understanding of the diverse peoples and countries of the African continent. Projects should emphasize the need for extensive onsite use of the library's collections.
Funding
Each year we will award one or more grants, up to a total of $3,000, open to all fields of study supported by the collections of the Herskovits Library of African Studies. We reserve the right to award only a portion of the requested amount.
Grants will be awarded to reimburse expenses for transportation, accommodations, and meals for one or more on-site visits to Northwestern University Libraries.
For more information about the application process go to https://www.library.northwestern.edu/libraries-collections/distinctive-special-collections/herskovits-library/research-grant.html
Contact Email
librarygrants@northwestern.edu
URL
https://www.library.northwestern.edu/libraries-collections/distinctive-special-…
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Aaron Dorner
Monday, Mar 2, 2026
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EE 30 Under 30 - Nominations Open
EE 30 Under 30
EE 30 Under 30 Class of 2026 — Nominations Now Open
EE 30 Under 30 celebrates young people across the globe who are building a sustainable future through education. The EE 30 Under 30 Class of 2026 will receive global recognition, join a growing community of inspiring EE leaders, and have access to ongoing opportunities for professional development and networking. Nominate yourself or a young leader you know by March 31.
Nominate a young leader >
Applicant Webinar
Register here for our 2026 Applicant Webinar on March 10 at 10:00 AM U.S. Eastern Time (find your time zone) to learn more about the program and some tips for writing a strong nomination. A recording of the webinar will be shared with all registrants.
Environmental education (EE) and leadership show up in many different forms! We aim to recognize leaders with a wide range of backgrounds who are bringing new constituencies and insights to EE. We highly encourage nominees from across sectors and disciplines to apply. We welcome nominees who are:
Working at any scale: local, national, regional, or global, in rural or urban contexts, just to name a few!
In any position or role: community organizer, director, consultant, artist, teacher, and much more.
Using education in any context: in schools, businesses, communities, church groups, networks, government, the media—you name it!
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Eligibility requirements
Nominees must be 30 years old or younger (as of March 31, 2026). If you are over 30, you can still nominate someone else!
Nominees can come from anywhere in the world.
Nominations must be in English, but your nomination will not be judged based on your English language ability.
Nominees must be using EE to address sustainability issues, build a more resilient environmental movement, and/or create healthier and more civically engaged communities. Read more about the key elements of EE here.
Nominees must demonstrate some leadership in EE, but you do not need to be in a leadership position to demonstrate leadership! This can include (but is not limited to!) inspiring others to take action towards a shared vision, listening to and taking action for the needs of your community, innovating in the face of challenges, and welcoming everyone to participate and engage. For more about leadership, check out our blog "What Is a Leader?"
Video requirement: All nominees need to submit a short introduction video (90 seconds max) and provide a letter of support. Please take a close look at the application, whether you are nominating yourself or someone else, to understand these requirements.
We highly encourage you to use your own words and not rely on AI-generated content, including written responses from Chat GPT or other AI platforms. We will not consider videos that are AI-generated.
Preview the nomination form
Downloadable versions of the application can be accessed below for your personal use (Note: you must submit your application through Submittable to be considered for this award):
Nominating someone else: DOCX | PDF
Nominating myself: DOCX | PDF
Spread the word about the EE 30 Under 30 Call for Nominations
Check out our EE 30 Under 30 Promotion Toolkit for sample messaging and graphics.
About EE 30 Under 30
Since 2016, NAAEE's EE 30 Under 30 program has recognized 301 individuals from 57 countries who are making a difference through environmental education. To address today’s complex challenges, we need a wide range of perspectives, skills, and experiences. EE 30 Under 30 celebrates the unique and passionate leadership of talented young leaders around the world and gives them a professional boost to increase their impact. Each year our awardees join a growing alumni network of inspiring environmental education leaders and receive ongoing opportunities to network, grow professionally, and promote their work.
Since 2020, a number of EE 30 Under 30 alumni have been supported by the Changemaker Grants program, which provides financial and professional development support to bring new transformative ideas to life and sustain their ongoing work. The EE 30 Under 30 and Changemaker Grants programs are made possible by the Global Environmental Education Partnership (GEEP) and the Sam and Mary Lawrence Foundation. Additional support was provided by the Environmental Stewardship Fund, a fund of Tides Foundation.
FAQ
Meet EE 30 Under 30 Alumni
Changemaker Grantees
Questions? Reach out to ee30u30@naaee.org
Congratulations to Our 2025 EE 30 Under 30 Awardees!
The North American Association for Environmental Education introduces its newest class of 30 visionary leaders under 30—rising changemakers from 21 countries who are transforming the future of environmental education. Get inspired by the stories and insights of the rising leaders making a difference in environmental education.
Read the press release
The North American Association for Environmental Education (NAAEE) is thrilled to unveil its tenth class of trailblazers under age 30 who are using environmental education to create lasting impact in communities worldwide. The EE 30 Under 30 Class of 2025 range in age from 16 to 30, hail from 21 countries, and work with a wide range of audiences to tackle complex environmental and social issues in their communities. They encompass a variety of topics and approaches to EE, from teacher training and outdoor education to new technologies that address fast fashion to community-centered programs for ocean conservation and ecosystem restoration. Their collective work is reaching more than 300,000 people each year.
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Aaron Dorner
Monday, Feb 23, 2026
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TWAS-DFG Cooperation Visits Programme - SSA
The TWAS-DFG Cooperation Visits Programme provides postdoctoral researchers living and working in sub-Saharan Africa with the opportunity to make a three-month ‘Cooperation Visit’ to a research institute in Germany. Such visits must be undertaken within 12 months of the award.
The aim of the visit is to initiate research collaboration between African and German scientists with the ultimate goal of developing longer-term links, perhaps through other Deutsche Forschungsgemeinschaft (DFG, or German Research Foundation) programmes. DFG will cover travel expenses and provide subsistence costs for the stay in Germany. The administration and financial operation of TWAS is undertaken by UNESCO in accordance with an agreement signed by the two organizations.
Deadline: 15 April 2026
Eligibility
Applicants need to hold a PhD obtained not earlier than 2021; however, for female applicants the year limit for the PhD can be extended by two years per child, i.e. for a woman with one child the PhD year would be 2019 or later. This exception for female applicants has a limit of three children which equals a maximum of six years. Therefore, the PhD of a female applicant with three or more children should not have been obtained before 2015.
At the time of submission of the proposal applicants hold a research position at an institution located in a sub-Saharan African country.
Applicants need to have been engaged in a science system (including graduate and postgraduate training, research, teaching) for at least five years prior to a respective call in a sub-Saharan African country or MENA country.
Applicants already on site in Germany are not eligible.
Applicants with an established collaboration with the intended host are not eligible. Examples of established collaboration include one common publication with the host Professor; the host Professor was previously the applicant's MSc or PhD supervisor; or other types of extensive collaboration. Preparatory interactions (such as virtual meetings, including other forms of communication) prior to the planned guest visit are encouraged.
Previous recipients of a TWAS-DFG Cooperation Visit cannot reapply. For a second visit, the German host can apply for funding under the DFG Initiation of International Collaboration Programme.
Women scientists are especially encouraged to apply.
All academic fields will be considered.
Finding a German host
Please click here for useful information on how to identify the best German host in your field.TWAS and DFG cannot provide any assistance in identifying a German host.
Information sheet for the host institution in Germany:https://www.dfg.de/twas_information_sheet_host_institution_germany/
Informationsblatt für die gastgebende Einrichtung in Deutschland:https://www.dfg.de/twas_infoblatt_gastgebende_einrichtung_deutschland/
Submitting your application
Applicants must complete the online application form by clicking on the 'Apply now' button at the bottom of this page. While filling in the online application, applicants also need to upload the following documentation:
scanned copy of your passport, even if expired (page with your name and surname);
a recent invitation letter from a German host:
- maximum two pages on the host institution’s letterhead paper,
- it should contain the proposed time of the visit (up to 3 months) and should refer to the proposed cooperation. The results of the selection will be available in January/February 2027. Therefore, the visit can take place between February 2027 and February 2028.
- It should be made evident that the applicant and the proposed host have mutually agreed on the research proposal that will be submitted;
- confirmation that the necessary research facilities are available;
two reference letters from senior scientists familiar with your work. The letters need to be on headed paper and signed;
copy of the PhD certificate;
evidence of proficiency in either English or German;
supporting statement from the Head/Director of the applicant's home institute: it must confirm that the Head/Director is favourable to the application and that the applicant will be granted leave to take up the cooperation visit in Germany if awarded.
Other information
TWAS-DFG Cooperation Visits do not include provisions for accompanying family members.
Applications for part-time visits will be considered ineligible.
Successful applicants must not take up other assignments during the period of their Cooperation Visits.
DFG shall be entitled to a repayment of all or part of any funds paid to an applicant hereunder, in the event that the applicant intentionally or negligently fails to fulfil any or all of the above conditions. The applicant agrees to pay any reasonable legal and/or collection costs incurred by DFG to obtain the repayment.
Please be advised that applicants may apply for only one programme per calendar year in the TWAS and OWSD portfolio. Applicants will not be eligible to visit another institution in that year under the TWAS Visiting Professor programmes. One exception: the head of an institution who invites an external scholar to share his/her expertise under the TWAS Visiting Professor programmes may still apply for another programme.
Please note that a detailed research proposal should be mutually agreed between the German host and the applicant before submitting it.
Contact email:
exchanges@twas.orgAPPLY NOW
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Aaron Dorner
Monday, Feb 23, 2026
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Alliance for African Partnership (AAP) welcomes the largest cohort yet of African Futures Research L
Fourteen scholars from across the AAP consortium are embarking on a year-long program focused on artificial intelligence and sustainable futures
East Lansing, Michigan — Alliance for African Partnership (AAP), a consortium of ten leading African universities, Michigan State University (MSU), and a network of African research institutes, is pleased to announce the sixth cohort of the African Futures Research Leadership Program, a competitive visiting scholar initiative supporting early career researchers from AAP member institutions. This year’s cohort — the largest in the program’s history — will explore the theme Artificial Intelligence in Africa: Transdisciplinary Innovations for Sustainable Futures.
Each scholar is paired with mentors from their home institutions and MSU for one year of impactful research, professional development, including curriculum innovation, scholarly and policy writing, grant proposal development, as well as conference attendance. Scholars will engage both virtually and in person with mentors and colleagues across disciplines to co-create research that advances sustainable futures across the continent.
“This sixth cohort marks a significant turning point for the African Futures Research Leadership Program,” said Jose Jackson-Malete, co-director of the Alliance for African Partnership. “Welcoming our largest and most interdisciplinary group of scholars to date highlights both the rising demand for collaborative research leadership opportunities and the strength of our partnerships across African institutions. The focus on artificial intelligence and sustainable futures also signals how the program continues to evolve to address emerging global and continental priorities while empowering scholars to lead transformative research in their fields.”
This year’s scholars are:
Patrick Wafula Wamalwa– Agricultural Engineering, Egerton University
Evalyn Wanjiru Mwihia– Veterinary Pathology, Microbiology and Parasitology, Egerton University
Florence Ndibuuza– Higher Education, Makerere University
Evah Maina– Pharmacy and Health Sciences, United States International University – Africa
Keiphe Nani Setlhatlhanyo– Industrial Design and Technology, University of Botswana
Bakadzi Moeti– Educational Foundations, Faculty of Education, University of Botswana
Thabang Madigoe– Business Management, University of Pretoria
Sean Kruger– Economic and Management Sciences, University of Pretoria
Sphiwe Skhosana– Natural and Agricultural Sciences, University of Pretoria
Daurice Nyirongo– Open, Distance and eLearning (ODeL), Lilongwe University of Agriculture and Natural Resources
Elhadji Bassirou Toure– Mathematics and Computer Science, Université Cheikh Anta Diop
Nedson Theonest Kashaija– Water Resources Engineering, University of Dar es Salaam
Fochi Amabilis Nwodo– Property Law, University of Nigeria, Nsukka
Salimatou Traoré– English, Université Yambo Ouologuem of Bamako
The program will begin in February 2026 with virtual collaboration, followed by an in-person residency for nine of the scholars at MSU from August through December 2026, and continued virtual engagement into early 2027. Due to new visa restrictions, five scholars will participate virtually during the entire program. Scholars will receive a small grant for research, teaching, and professional development, including conference participation and publication support, as well as a stipend during their MSU residency along with visa and travel support.
AAP aims for this cohort to generate innovative research aligned with AI’s potential to contribute to sustainable development in Africa — from health and education to environment, culture, governance, and entrepreneurship — and to lay the groundwork for long-term academic partnerships and future funding opportunities.
For more information, visit the Alliance for African Partnership website.
This project is made possible with the philanthropic support of Carnegie Corporation of New York
By:
Justin Rabineau
Wednesday, Feb 18, 2026
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