Call for Submissions
Equity and Excellence in Education Special Theme Issue
Global and Local Perspectives on Social Justice Pedagogy:
History, Policy, and Praxis
Guest Editors: Thandeka K. Chapman and Nikola Hobbel
The term “global” applies to our desire to have international representation in this special issue. All contexts are indeed “local” to those who research and participate in them, but “global” to those a continent removed. Therefore, our use of “global” and “local” in the title recognizes the diversity of geographical spaces in which social justice education take place. Additionally, we ask that articles submitted for the special issue explore the macro and micro contexts in which social justice pedagogy take place. Authors should locate their work within the greater social and political contexts that shape their research or conceptualizations of social justice education. We ask that the authors explain the tensions (support systems and/ or barriers) between the macro contexts of their district, region, state, and/or country and the micro contexts of the history, policy, or praxis of social justice pedagogy in their specific educational contexts.
The term “social justice education” has gained significant attention in the past decade of education research. The roots and wings of critical pedagogy, such as multicultural education, anti-oppressive education, intergroup education, and women’s and ethnic studies represent some key educational paradigms that have informed social justice education. Historically, educators and activists have used these and related paradigms in education to shape more equal and just educational communities, to challenge discourses of power and privilege, and to foster critical consciousness and social engagement within and beyond their communities. It is indeed this goal, to change the worlds in which we live, that will fuel this special theme issue of Equity & Excellence in Education.
We welcome manuscripts that offer research findings, theoretical perspectives, methodological discussions, and pedagogical reflections concerning (but not limited to) the following areas:
• Empirical studies documenting social justice pedagogy in national and international contexts
• Reviews of research about social justice pedagogy from the United States and other countries, including Australia, China, Africa, Indonesia, South America, the European Union, and First Nations
• Conceptual papers synthesizing, explicating, and challenging concepts of social justice in national and international policy contexts
• Historicizations of social justice pedagogy, including historical figures/elders of the field, seminal works, and early attempts toward equity and access in education
• Reflective accounts detailing enactments of social justice pedagogy
• Research focused on Historically Black Colleges and Universities and Native American Tribal Colleges
• Speculative work connecting social justice pedagogies to larger social justice aims
SUBMISSION GUIDELINES: Follow Instructions for Authors on our website (http://www.eee-journal.com). In addition, please include a cover letter indicating that this submission is for the Global Perspectives on Social Justice Pedagogy special issue. Mail submissions so that they will be received by November 15, 2011. Please address questions to the Guest Editors at pedagogyeee@gmail.com This special issue is due to be published in February 2013.