F-ILIA Journal is a publication of the Latin American Institute for Research in the Arts (ILIA). It aims to serve as a platform and interdisciplinary space for the production of high-quality theoretical and empirical studies related to research in/for/on/through the arts at both national and regional levels.

One of F-ILIA’s main objectives is to contribute, from the perspective of arts research, to ongoing discussions on a wide range of topics across the arts and sciences, including methodologies, artistic processes, research outcomes, significant works and artistic practices, evaluation in arts research, cultural policies, arts management, public space, cultural rights, among many others.

Everything must be brought out into the open, like spring—no one wants something inside to die. In light of these verses by Piero, F-ILIA Journal invites us to reconsider our roles as teachers, researchers, and creators within academia, and to take action driven by our response to the current university landscape, shaped by logics of constant evaluation and production that foster academic isolation and constrain the time available for critical reflection. In other words, we respond to a sphere that should be conducive to our work—one that ought to recognize and validate the specificities of research and teaching in the arts, and to enable the continuous and disinterested flow of ideas and perceptions that may guide us toward a shared process: that of a healthy humanity.

On this occasion, F-ILIA proposes an exceptional double call format, which will result in two issues of the journal: Issue 13, focused on research in the arts, and Issue 14, dedicated to teaching in the arts. These issues correspond to the first and second semesters of 2026, respectively.

This means that submissions addressing research in the arts and its dynamics within the university context will be published in Issue 13, while those focused on teaching will appear in Issue 14.

To this end, we take as a point of departure the following questions:

• In what ways do academic logics affect and shape research and teaching in the arts?
• What actions are needed to decentralize the operational dynamics of university research and teaching?
• How can dialogical platforms for exchange be activated among those who constitute the academic community internally?
• How can horizontal spaces be conceived and implemented that break with the academic–society divide, allowing individuals from diverse social and cultural contexts to converge?
• How can research and teaching in the university arts activate processes that question and transform prevailing logics of evaluation, competition, and production, while fostering more sustainable and humane forms of relationship, dialogue, and existence?
• How can research and teaching in the arts be mobilized to reflect upon and promote more just, relational, and sustainable ways of living, both in human and environmental terms?
• How do institutional dynamics affect the development of research and teaching in the arts?

We propose the existence of a latent form of social censorship directed toward academia and its research and teaching. Universities—potential spaces for (self-)critical reflection on the surrounding reality—are, however, and in a subtle manner, conditioned by systems of organization, evaluation criteria, and competitiveness, within a dynamic of individual isolation that prevents academics and researchers from generating relevant collective actions and ideas. The lack of sufficient time to reflect upon and deepen situated processes, as well as the constant pressure to publish or produce, are clear examples of this.

Thus, the excessive creation/production of knowledge results in a paradox: the accumulation of knowledge without dialogue or spaces for critical reflection prevents us from perceiving and situating ourselves within reality in a holistic way. This raises the question: how can we generate academic synergies from the arts that foster dialogue and transparency, generosity and exchange? Or perhaps, more precisely, what prevents us from doing so? It may be the fierce competition characteristic of the market-driven society in which we live, and the dynamics of mere survival to which we are subjected, both within and beyond academia. Even from the perspective of decolonialism—once highly pertinent within a specific context—it is worth asking: is it possible to shape new approaches to reality grounded in our present conditions and contexts, without replicating or relying on past models?

• Art, academia, and community
• Higher education
• Arts pedagogies
• Performing arts
• Visual arts
• Film
• Aesthetics
• Art history
• Music and music production
• Literature

• Artistic practices as transformative action
• Critiques of academic productivism and evaluation systems
• Ecologies of knowledge in the field of the arts
• Sustainability of artistic research
• Horizontal and collaborative pedagogical practices
• Situated and community-based learning
• Institutional dynamics of higher education in the arts

Academia and artistic practices, academic productivism, critical pedagogies in the arts, decentralization of knowledge, art and social transformation, situated artistic practices

Submissions to the journal may take the following forms:

Articles: Original research papers in the arts and related fields will be published, in accordance with the themes proposed in the calls. Articles must be no fewer than 4,000 words and no more than 8,000 words, including references.

Peer-reviewed (double-blind): Yes.

Textures: A variety of materials will be published, including sound, audiovisual, and written works configured in hybrid formats that involve the integration of an artistic logbook with its accompanying explanatory text (maximum 2,000 words), field diaries, scripts for performative talks, writing practices interwoven with multimedia resources, texts situated between the artist’s book and the speculative intersection of fiction and theory, drawings/illustrations, among others. The publication of these materials will be approved by the F-ILIA Editorial Board.

Peer-reviewed (double-blind): No.

For both articles and textures, submissions must include:

1. Author’s name, institutional affiliation, and ORCID iD (if available)
2. Title
3. Abstract in the original language and in English (maximum 150 words)
4. Four to six keywords in Spanish and English

For further information on editorial policies, please visit the following link: Editorial Policies and Double-Blind Peer Review – F-ILIA Journal – Research, Art and Memory.

All submissions will undergo the journal’s editorial processes and/or peer review and must be sent to the following email address: revista.filia@uartes.edu.ec

IMPORTANT: Submissions must clearly indicate in both the subject line and the body of the email the specific issue to which they are applying: “F-ILIA XIII Research” or “F-ILIA XIV Teaching”.

The call will be open from March 24, 2026, to May 25, 2026.

F-ILIA invites everyone to come together through reflection and to collaborate in building a horizontal platform for dialogue that opens pathways toward a healthy, caring, and forward-looking academic environment—for itself and its broader context.