Critical Education Special Series: Call for Papers
(Re)Considering STEM Education: A Special Series in Critical Education
Mark Wolfmeyer, Ph.D., Kutztown University of PA
John Lupinacci, Ph.D., Washington State University
Critical Education provides a space for inquiry into the philosophies and contexts of educational priorities set by today’s global elite and the role of STEM Education in the political and economic restructuring of education and educational research. The time is now for an ongoing, dedicated space that deconstructs and reconstructs the interdisciplinary, ubiquitous, powerful and perhaps dangerous STEM (Science, Technology, Engineering and Mathematics). The series title reflects our concerns and suggests a space for dedicated inquiries taking up oppositions to—and substantive and timely reframings of—STEM. It is the desire of the editors of this series to cultivate a series of articles from a diverse array of educational research occurring both within and from outside the critical-foundations community. The special series continues a long tradition of such critique, at least those occurring in STEM related journals like For the Learning of Mathematics, Journal of Urban Mathematics Education and Cultural Studies of Science Education, and will be the first location dedicated specifically to critical explication of STEM on the whole.
We invite manuscripts that contribute to understanding and defining STEM education in a variety of ways, from critical curricular and pedagogic explorations of STEM contents on their own and in total, to broader conception of STEM such as the infiltration of STEM culture throughout higher education and research programs. In considering STEM, we especially seek explorations (re)considering how STEM perpetuates systems of domination and hierarchy while potentially offering unexpected moments for reformations that foster alternatives. In other words, how is mainstream STEM a part of the problem? In (re)considering STEM, we hope contributions will provide the opportunities for scholarly projects that range from policy to grant research, curriculum to media, experiences in STEM education from diverse students, and from teacher innovation to student resistance.
The issue aims to critique STEM but also present it as a space for critical examinations that move beyond the traditional perspectives reproducing the dominance of STEM. Such endeavors might include but are not limited to manuscript submissions that draw from a variety of frameworks appropriate to critical-foundations work, including critical theories like, ecojustice education, critical race theory and critical disability studies and with goals that counter neoliberal projects and embrace community, democracy, anarchism and anti-capitalism. In general, this series seeks to foster an ongoing scholarly conversation through manuscripts that broadly engage the question: How are critical scholars engaging and working within STEM educational spaces and/or habits of mind?
All manuscripts, including references and notes, should be 4000-6000 words. Authors are encouraged to submit complete manuscripts that match this call for papers as soon as possible. For now, this is an open call lasting at least through December, 30 2016.
All manuscripts are subject to the journal’s blind peer review process and are to be submitted online at http://ices.library.ubc.ca/index.php/criticaled/about/submissions#onlineSubmissions).
Pending review and the editors’ approval, articles will be published in this special series of Critical Education. Articles should follow the journal style guidelines of APA 6th Edition
(For info: http://ices.library.ubc.ca/index.php/criticaled/about/submissions#authorGuidelines)
We also encourage essay reviews of books on these subjects. For more information about submitting a book review contact the editors. Reviews should be approximately 2500 words.
If you have any further questions, please don’t hesitate to contact us.
Mark Woflmeyer (firstname.lastname@example.org) and John Lupinacci (email@example.com)
The Fear Created by Precarious Existence in The Neoliberal World Discourages Critical Thinking / La peur créée par l’existence précaire dans le monde néolibéral décourage la pensée critique
E. Wayne Ross, co-editor of Critical Education, was recently interviewed about the impact of neoliberal capitalism on schools, universities, and education in general by Mohsen Abdelmoumen, an Algerian-based journalist.
Over the course of the interview he discussed a wide-range of issues, including: the fundamental conflict between neoliberalism and participatory democracy; the Global Education Reform Movement (GERM) and the possibilities of transforming schools and universities into forces for progressive change and, in particular, academic freedom and free speech on campus, schools as illusion factories, curriculum as propaganda; what it means to be a dangerous citizen; and the role of intellectuals/teachers as activists.
The interview has been published in English and French, links below.
The Fear Created by Precarious Existence in The Neoliberal World Discourages Critical Thinking – American Herald Tribune
La peur créée par l’existence précaire dans le monde néolibéral décourage la pensée critique – Algérie Résistance II
La peur créée par l’existence précaire dans le monde néolibéral décourage la pensée critique – Palestine Solidarité
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Tagged Academic freedom, Activism, citizenship education, Commentary, Corporate University, Critical Education, dangerous citizenship, Free speech, Government, higher education, interviews, neoliberalism, publishing, Research, Student Movement