Griffith Review is designed to foster and inform public debate and to provide a bridge between the expertise of specialists and the curiosity of readers. We wish to give writers the space to explore issues at greater length, with more time for reflection than is possible under the relentless pressure of daily events. Our aim is to provide the opportunity for established and emerging writers, thinkers and artists to tease out complexity and contradiction and propose new ways of thinking and seeing. Check out our writers' guidelines for further information.
Four times a year, Griffith Review provides a new perspective on some of the most fascinating issues of the day, featuring different voices every time. We seek submissions of essays and creative non-fiction, reportage, fiction, poetry, memoir and picture stories that address this year of change.
Griffith Review 74: Escape Routes **poetry only**
Sometimes, we all need to get away...
Griffith Review 74: Escape Routes plots the course of our daydreams, our transformations and our jailbreaks. It takes us across borders and through open minds to places once out of reach. As restrictions lift and confines ease, it lights out for the territory, heading over the horizon to access new worlds.
Where are we now, and where do we want to be tomorrow? And who do we want to be when we get there? As another testing year comes to an end, this edition celebrates what might come next – and we're looking for poetry that responds loosely to the theme.
You can submit up to four individual poems, each no longer than two pages.
Please note that we won't be doing a general call-out for this edition, only a poetry call-out, as Escape Routes will feature the winners of the 2021 Emerging Voices competition.
Submissions now closed.
Publication date: November 2021.
Griffith Review 75: Learning Curves
Education never ends, as Sherlock Holmes once told Watson – but where does it begin? And how many different paths can we take on the journey to knowledge?
This edition of Griffith Review explores the breadth of our educational experiences – from preschool to postgrad, from private to public, and from sandstone to the school of life. Australia is one of the most educated countries in the world, but not every Australian has access to a world-class education. What does a good education look like in a country with an increasingly segregated school system, public funding for private institutions, and a tertiary sector that’s facing an uncertain financial and philosophical future? How does education change in a country where political regard for its most basic principle – that education matters – seems to have so profoundly changed?
We’ve reached a critical crossroads. What are the transformations that we need now, and how do we get there from here?
What led to the rise of the meritocracy myth – and why does Australia believe it? What is the role of knowledge institutions in a global informational age? What drives changes of fashion in education systems, and what can the mainstream adopt and adapt from new and alternative forms of teaching and learning? How do we bring joy back to classrooms? And how can we better acknowledge and embrace repositories of Indigenous knowledge that long predate Australia’s colonisation – across all Australian subjects and disciplines?
Griffith Review 75 explores what can we learn about learning. We’re looking for new work that responds to the theme in the form of essays, reportage, creative non-fiction, fiction, memoir and visual essays.
**Please note that we'll be doing a separate call-out for poetry submissions, opening 1 October**
Submissions now closed.
Publication date: February 2022