Leuven Studies in Mission and Modernity
Leuven Studies in Mission and Modernity is a peer-reviewed book series which aims to showcase groundbreaking works on the history of missionaries and missionary organisations during the nineteenth and twentieth centuries. The series will steer mission history towards new thematic frontiers by exploring the multiple ways in which missionary operations have affected local societies and cultures around the globe, and how their significance is negotiated in the present. Leuven Studies in Mission and Modernity provides a forum for original contributions to the study of religious missions and how they have been embedded in broader processes of colonisation/decolonisation, globalisation, secularisation, and humanitarianism from the nineteenth century onwards.
Leuven Studies in Mission and Modernity is an initiative by the Mission and Modernity Research Academy (MiMoRA). Created in 2018 by several partners within KU Leuven, MiMoRA aims to reinvigorate international research on missionaries by providing a forum for academic debate and by creating new research networks and publication possibilities for young and promising scholars across the globe. MiMoRA is coordinated by KADOC-KU Leuven, the interfaculty Documentation and Research Centre on Religion, Culture and Society associated with KU Leuven and supported by the Flemish Community.
For more information, please visit kadoc.kuleuven.be/mimora and kadoc.kuleuven.be.
All books are published in English for an international audience of scholars. All manuscripts are subject to peer review.
The series welcomes contributions by established scholars as well as by promising young researchers, and embraces diversity in terms of gender, nationality, and ethnicity.
Proposals and inquiries can be sent to firstname.lastname@example.org.
Kim Christiaens (KADOC-KU Leuven), Carine Dujardin (KADOC-KU Leuven), Idesbald Goddeeris (KU Leuven, Faculty of Arts), Jonas Van Mulder (KADOC-KU Leuven), Dries Vanysacker (KU Leuven, Theology and Religious Studies) and Pieter Verstraete (KU Leuven, Psychology and Educational Sciences)