Philosophy for Girls: An Invitation to the Life of Thought Co-edited by Melissa Shew, Ph.D. and Kim Garchar, Ph.D. DETAILS FOR CONTRIBUTORS Audience, Pitch, and Chapter Specifications The link to the Call for Chapter Abstracts can be found here: https://docs.google.com/document/d/1lod5LiwxUCQ 4dz2uI2Kxf9kR2RI9k8nD0lG98bjv3zc/edit?usp=sharing ABOUT THE AUDIENCE We expect that this book will have a wide readership that is roughly distributed in three categories: Individual girls: They may buy the book for themselves, have it recommended to them by friends and relatives, or have it suggested to them by educators at the high school or college level. Indeed, we expect that people who support the intellectual development of girls will recommend or gift this book to young women. Use in high schools: There are hundreds of all-girls high schools in the U.S., U.K., and beyond that could make use of this book in their humanities classes, philosophy courses, book clubs, philosophy clubs, and in other ways. The book need not be restricted to single-sex schools, of course, but we anticipate a large market at all-girls schools and coed schools with single-sex classrooms for this volume. We are also well aware of dual/concurrent enrollment courses that are taking off in U.S. high schools. These courses are taught in a high school for college credit when paired with a university. Especially given the rising number of faculty with PhDs or MAs in Philosophy who are teaching high school, we expect that this book would be a welcome addition to the reading lists in these courses at both the high school and corresponding university affiliate program. Use in colleges and universities: We expect that this book will gain traction in university classrooms as a hugely beneficial addition to a male-dominated set of anthologies and textbooks. This book differs from existing volumes of all-women philosophy anthologies because it offers a range of thinking on a wide variety of philosophical topics and questions and is pitched for a non-expert audience. Thus, women in philosophy share their expertise with a more general audience in a way that maintains rigor while also being accessible. At the university level, we believe that there is likely a large audience in coed classes, as well. We can envision that this text be used in any number of philosophy courses due to a desire by women and other faculty in the profession to provide a corrective to typical male-dominated choices for philosophy texts in their classes. Finally, we expect that this book will be used in philosophy clubs, humanities programs, and more, thus functioning as a practical dialogical tool on university campuses. PITCH We strongly encourage all contributors to write in their own voice, and we anticipate a great deal of variety from contributors accordingly. We think this variety will be one of the strengths of this volume and are not looking for uniformity in voice. That said, in light of the three different audiences outlined above, it may be helpful to imagine the our intended readers as a practical way to think about how to pitch your contribution. So, who is she? Here are some ways to conceptualize her: She is 17-years old and has been told that she “thinks too much.” She has been given this book by a well-meaning relative or friend. She is curious and interested in ideas but doesn’t quite know where to go with her thoughts. She is the daughter of your best friend who wants to know what you work on in philosophy and why/how to think about your topic. She has taken a course or two in philosophy and is sitting in your office, wanting recommendations from you about what to read next and where to go in her thinking. You hand her this book. She is sitting in an upper-division high school class or first-/second-year college course in philosophy. She will be asked to give a presentation on one of the chapters and has chosen yours. She feels misfit and is filled with questions. Your chapter can help guide her through the question-worthiness of your topic and how she can approach it. Or, simply consider yourself when you were about 18-years old: What kind of book, with what kind of chapters, do you wish had existed when you were discovering your own questions and growing intellectually? This is an opportunity to write that chapter. CHAPTER SUBMISSION SPECIFICATIONS Maximum chapter length of 5,000 words including notes and references (100,000-120,000 words total for the book) Style is lively and engaging with a tone appropriate to girls and others outside of the academy. We expect that necessary jargon and terminology will be used. After all, women sharing their expertise is essential to this book. Nonetheless, keeping it minimal and providing definitions and explanations when such terminology is used will be quite helpful as well. A glossary and index at the end of the book will be included. When/if secondary sources are used, scholarship by women in the field should dominate. Please provide proper and full citations for all secondary sources used. All examples in all chapters must involve or be about girls/women. Chapter titles should be one word (e.g., “Hope,” “Justice,” “Consciousness,” “Science,” etc.) Chapters must begin with a specific example (hypothetical, fictional, or actual, from literature/art/myth/science, etc.) that features girls/women in order to lead in to the chapter’s topic (e.g., Henrietta Lacks for science, Deer Woman for truth, Joan of Arc for faith, etc.). Chapters should not lean heavily on current events insofar as we want the book to have a long shelf-life. Contact information: Melissa Shew (Marquette) melissa.shew@marquette.edu Kim Garchar (Kent State) kgarchar@kent.edu