Tag Archives: Journals

Call for manuscript reviewers – Critical Education

Posted on September 11, 2024 by | Comments Off on Call for manuscript reviewers – Critical Education

Critical Education — sibling journal to Workplace: A Journal for Academic Labor — is a looking to expand its pool of manuscript reviewers.

If you are interested in contributing to the broad, multi-disciplinary field of critical education by participating in the peer review process, we encourage you to register with Critical Education as a reviewer.

We define critical education broadly as a field or approach that works theoretically and practically toward social change and addresses social injustices that result from various forms of oppression in globalized capitalist societies and under neoliberal governance.

We are looking for reviewers with expertise from across the broad range of education scholarship including but not limited to various: forms of research (e.g., empirical, theoretical, philosophical), contexts (e.g., early childhood, primary and secondary education, higher education, informal and popular education), conceptual orientations (e.g., critical pedagogy, anarchism, Marxism, critical postmodernism) and subfields (e.g., anti-racism, alternative education, critical and media literacy, disability studies, gender and sexuality, de/colonial and Indigenous education, leadership and policy studies, climate, outdoor, and place-based education, teacher education, solidarity and social movements, disciplinary subjects, etc.).

Critical Education uses a double-blind review process and follows the guidelines and practices of the Committee on Publication Ethics.

How do I sign up as a reviewer for Critical Education?

If you are already a registered user of the journal, sign in and from the drop-down menu below your username (top-right corner) choose View Profile > Role > check Reviewer box and list the key words that describe your areas of expertise. Before closing the profile window be sure to click the Save button on the bottom left of the page.

If you are not yet registered with Critical Education, use the Register link at the top of the journal home page and create an account. When creating your profile be sure to check the Reviewer role box and list the key words that describe your areas of expertise. Don’t forget to click the Save button.

Founded in 2010, Critical Education is an international, diamond open-access (no fees to read or publish), peer-reviewed journal, which publishes articles that critically examine contemporary education contexts and practices. Critical Education is published by the Institute for Critical Education Studies and hosted by The University of British Columbia Library. Critical Education is indexed in a number of scholarly databases including Scopus, EBSCO, DOAJ, and ERIC and is a member of the Free Journal Network. For more about Critical Education see: https://ices.library.ubc.ca/index.php/criticaled/about

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Call for Submissions: Teachers’ Work in Contentious Political Times — Workplace: A Journal for Academic Labor

Posted on April 23, 2024 by | Comments Off on Call for Submissions: Teachers’ Work in Contentious Political Times — Workplace: A Journal for Academic Labor

Call for Submissions: Teachers’ Work in Contentious Political Times — Workplace: A Journal for Academic Labor

Deadline for Full-length Submissions: September 30, 2024

Submission Types: Empirical and theoretical papers; interviews; practitioner field reports, or experiential narratives

Review Process: All submissions will be double-blind peer reviewed.

Guest Editors: Denisha Jones (Defending the Early Years), Brianne Kramer (Southern Utah University), Dana Morrison (West Chester University), Erin Dyke (Oklahoma State University), and Lauren Ware Stark (Université de Sherbrooke)

Philosophical Overview/Perspective 

While educators have found themselves in a politically contentious profession since the advent of compulsory schooling (Goldstein, 2015), since 2020, they have been caught in a constant onslaught of anti-teacher and anti-education rhetoric, policy, and governance. Guided by the blueprint developed from of decades neoliberal reforms which sought to erode the public good via privatization, standardization, and austerity, Covid-era policy responses imagined new ways to silence, demonize, and discredit educators, attempting to keep them out of critical decision-making as they attended to students’ changing needs during shifting realities (Grooms & Childs, 2021; Hodges et al., 2020). During this time, educators were made to answer for the “crime” of wanting to adhere to scientifically backed safety protocols that would protect the most vulnerable by stemming the spread of the deadly virus. This oftentimes meant keeping school buildings closed until districts could meaningfully uphold CDC protocols (Hoffman et al, 2021; Zhang et al., 2022). 

In many locations throughout the U.S., forced reopenings, expiring financial supports, and politicization of Covid-safety measures were the backdrop for conservative-backed parents’ groups taking over school board meetings, picketing outside schools, and harassing school employees at all levels, demanding a return to in-person learning or the ceasing of safety protocols such as mask-wearing, vaccine mandates, and social distancing (Borter et al., 2022; Cunningham, 2023; Nossel, 2022; Williams, 2022). Recognizing the success of these campaigns in several states and against the backdrop of a nation-wide resurgence in teachers’ labor militancy just prior to the pandemic, rightist political networks and organizations like Moms For Liberty (M4L) and Parents Defending Education (PDE) furthered their Koch- and Walton Family-funded agenda to undermine public education. They manufactured a false narrative that teachers were teaching critical race theory (CRT), making spurious claims about socio-emotional learning, and working to ban books that primarily focused on BIPOC and LGBTQ+ characters and issues (Anderson-Nathe, 2020; Asbury & Kim, 2020; Hartney & Finger, 2020; Morgan, 2022). Since 2020, there has been legislation of this kind put forth in nearly every state in the U.S., with many passing laws rooted in these inaccurate and careless claims that censor and punish educators for their work (Collie, 2021; Sachs, 2022). In many places, legislators have also targeted diversity, equity, and inclusion policies, programs, and offices in higher education institutions for dissolution (Cuevas, 2022). Students, staff, and faculty in K12 and higher education have experienced repression for speaking out against censorship and genocide (Hernandez et al., 2024). Yes, the teaching profession was in jeopardy prior to 2020, but now many scholars fear the teaching shortage will continue to worsen. 

In the face of reactionary movements and ongoing structural inequalities in education, educators have contributed to a range of struggles to defend public education and counter systems of oppression in schools. These include movements for safety in the Covid-19 pandemic (Maton, 2022; Stark et al., 2024), movements defending the freedom to learn and teach (Giroux, 2024), movements affirming BIPOC (Au, 2021; Curchin et al., 2024; Jones & Hagopian, 2020; Morrison & Porter-Webb, 2019; Ramos & Jani, 2024) and LGBTQIA+ (Shelton et al., 2019) students, and movements for social justice and solidarity unionisms (Charney, Hagopian, & Peterson, 2021; Dyke & Muckian Bates, 2023; Kramer, 2024; Stark, 2023). These movements are both as important and as contested as ever, as educators and the broader public face the threats of rising fascism and, with it, attacks on marginalized communities and those who teach or organize for justice. 

Leadership of the American Educational Research Association’s (AERA) Teachers’ Work/Teacher Unions SIG is seeking submissions for a special issue of Workplace: A Journal for Academic Labor. The special issue theme “Teachers’ Work in Contentious Political Times” seeks manuscripts focusing on teachers’ work in P-16 education, teacher unions, or community organizing. In this special issue, we seek empirical and theoretical papers, interviews (with current or retired practitioners, teachers who have left the profession, those in teachers unions, and those in grassroots organizations dedicated to equitable public education) that take a critical approach to the current issues educators are facing. 

Critical research seeks to disrupt and expose the status quo and elevate the voices of marginalized and oppressed people through the research process. We are interested in manuscripts that analyze and conceptualize teachers’ work in these current heightened political times. Below are a few suggested topics to include in this volume, but it is by no means exhaustive. 

  • Educator (birth to 25) response to anti-CRT and LGBTQ+ legislation
  • Educator organizing through unions and caucuses to resist attacks 
  • Grassroots community organizing with educators, parents, students, and activists 
  • Critical policy and discourse analysis 
  • Anti-racist, anti-oppressive, and decolonial approaches to teaching and learning enacted as resistance 
  • Activist research projects
  • Topics that historicize and contextualize contemporary policy movements and/or organized resistance
  • Educator narratives of political and curricular censorship and/or resistance to censorship
  • Critical policy network analyses that makes relations of power shaping educational reform efforts visible and tangible
  • Youth participatory action research and/or narratives of student-led organizing
  • Empirical studies or narratives that help us to understand how responses to attacks on public education are impacted by tensions or enactments of solidarity among traditionally certified teachers, alternative or emergency certified teachers, education support professionals (i.e., classroom aides, bus drivers), parents/caregivers, justice-oriented community-based groups, and/or students   

 

Tentative Publication Schedule:

Manuscripts due: September 30, 2024

First-Round Editor Decisions: October 5, 2024

Blinded manuscripts sent to reviewers: October 6, 2024

Manuscript Reviews due: December 5, 2024

Editor decisions sent to authors: January 5, 2025

Manuscript revisions due to editors: February 20, 2025

Final Revisions due to editors: March 10, 2025

Special Issue Targeted Release: April 2025

For details on manuscript submission, please see Workplace Information About Submissions

Additional questions can be directed to Brianne Kramer (briannekramer@suu.edu).

 

References

Anderson-Nathe, B. (2020). Prop It Up or Let It Fall? K-12 Schooling in and after COVID-19. Child & Youth Services, 41(3), 214–218.

Asbury, K. & Kim, L.E.D. (2020). “‘Lazy, lazy teachers”: Teachers’ perceptions of how their profession is valued by society, policymakers, and the media during COVID-19’, PsyArXiv, 20 July, available at: https://doi.org/10.31234/osf.io/65k8q.

Borter, G., Ax, J., & J. Tanfani (2022, February 15). School boards get death threats over race, gender, mask policies. Reuters. https://www.reuters.com/investigates/special-report/usa-education-threats/

Charney, M., Hagopian, J., & Peterson, B. (Eds.). (2021). Teacher unions and social justice: Organizing for the schools and communities our students deserve. Rethinking Schools.

Collie, R.J. (2021). ‘COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace buoyancy’, AERA Open, 7(1), 1–15.

Cuevas, J. (2022). The Authoritarian Threat to Public Education: Attacks on Diversity, Equity, nd Inclusion Undermine Teaching and Learning. Journal of Language and Literacy Education, 18(2), pp. 1-6. DOI: 

Cunningham, M.T. (February 2023). Merchants of deception: Parent props and their funders. Network for Public Education. https://networkforpubliceducation.org/wp-content/uploads/2023/01/Merchants-of-Deception.pdf?fbclid=IwAR2wWJKZSEk1T8to3qoNXxYJe4Ug00Q_nnowZjLc8HKzr4i-LMrPOPp3DzI

Curchin, E., Dahill-Brown, S., & Lavery, L. (2024). Reckoning With the “Other” Pandemic: How Teachers’ Unions Responded to Calls for Racial Justice Amidst COVID-19. Educational Researcher, 0013189X241235634.

Dyke, E., & Muckian-Bates, B. (2023). Rank-and-File Rebels: Theories of Power and Change in the 2018 Education Strikes. WAC Clearinghouse.

Giroux, H. A. (2024). Educators as public intellectuals and the challenge of fascism. Policy Futures in Education, 14782103241226844.

Grooms, A. A., & Childs, J. (2021). “We Need to Do Better by Kids”: Changing Routines in U.S. Schools in Response to COVID-19 School Closures. Journal of Education for Students Placed at Risk, 26(2), 135–156. 

Hartney, M.T. & Finger, L.K. (2020). “Politics, Markets, and Pandemics: Public Education’s Response to COVID-19”, working paper. Annenberg Institute, Brown University, Providence.

Hernandez, A. O., Petrow-Cohen, C., & Kaleem, J. (2024 April 18). USC students protest the ‘silencing’ of valedictorian with cancellation of speech. The Los Angeles Times, https://www.latimes.com/california/story/2024-04-18/usc-protest-valedictorian-cancelation

Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, A. (2020, March 27). ‘The difference between emergency remote teaching and online learning.’ EDUCAUSE Review [online]. Available at: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (Accessed 11 July 2021)

Kramer, B. (2024). Activists, Advocates, and Agitators: 21st Century Justice-Oriented Organizing. Myers Education Press. 

Jones, D. & Hagopian, J. (2020). Black lives matter at school: An uprising for educational justice. Haymarket Books.

Maton, R. (2022). The Chicago Teachers Union as Counterhegemony: Organized Resistance During COVID-19. In Progressive Neoliberalism in Education (pp. 169-183). Routledge.

Morgan, H. (2022). Resisting the movement to ban critical race theory from schools. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95(1), 35–41.

Morrison, D., & Porter-Webb, E. (2019). Building power through racial justice: Organizing the# BlackLivesMatterAtSchool Week of Action in K-12 and beyond. Berkeley Review of Education, 9(1).

Nossel, S. (2022, September 20). Parents should have a voice in their kids’ education but we have gone too far. Time. https://time.com/6215119/parents-rights-education-gone-too-far/

Sachs, J. (2024, Jan 24). Steep rise in gag orders, many sloppily drafted. Pen America Freedom to Write https://pen.org/steep-rise-gag-orders-many-sloppily-drafted/ 

Shelton, S. A., Barnes, M. E., & Flint, M. A. (2019). “You stick up for all kids”: (De) Politicizing the enactment of LGBTQ+ teacher ally work. Teaching and Teacher Education, 82, 14-23.

Stark, L. W. (2023). Learning and knowledge-making in contemporary educator movements. Globalisation, Societies and Education, 21(5), 754-769.

Stark, L. W., Tarlau, R., & Maton, R. M. (2024). ‘For Once We’re Asking for MORE Testing’: organisational infrastructure in the safe schools movement during COVID-19. Globalisation, Societies and Education, 1-16.

Williams, P. (2022, October 31). The right-wing mothers fueling the school board wars. The New Yorker. 

Zhang, Y., Mayorga, M.E., Ivy, J., Lich, K.H., & Swann, J.L. (2022). Modeling the impact of nonpharmaceutical interventions on COVID-19 transmission in K-12 schools. MDM Policy & Practice, 7(2), 1–15. DOI: 10.1177/23814683221140866

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Critical Education issue: Embracing Change: Reflection on Practice in Immigrant Communities

Posted on August 13, 2012 by | Comments Off on Critical Education issue: Embracing Change: Reflection on Practice in Immigrant Communities

Critical Education has just published its latest issue at http://ojs.library.ubc.ca/index.php/criticaled. We invite you to review the Table of Contents here and then visit our web site to read articles and items of interest.

Thanks for the continuing interest in our work,

Sandra Mathison
Stephen Petrina
E. Wayne Ross
Co-Editors, Critical Education
Institute for Critical Education Studies
University of British Columbia

Critical Education
Vol 3, No 7 (2012)
Table of Contents
http://ojs.library.ubc.ca/index.php/criticaled/issue/view/182260

Articles
——–
Embracing Change: Reflection on Practice in Immigrant Communities
Gresilda Anne Tilley-Lubbs, Jennifer McCloud

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Workplace journal has new home

Posted on February 28, 2012 by | Comments Off on Workplace journal has new home

Dear Workplace Authors, Readers, and Support,

We have moved to a new site. Please bookmark and circulate http://ojs.library.ubc.ca/index.php/workplace for content, submissions, and correspondence.

Thank you for your extremely important, continued scholar-activism and support.

Institute for Critical Education Studies

Faculty of Education
University of British Columbia
2125 Main Mall
Vancouver, BC V6T 1Z4
Canada
604-822-2830

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Special issue of Cultural Logic: “Culture and Crisis”

Posted on January 1, 2012 by | Comments Off on Special issue of Cultural Logic: “Culture and Crisis”

Cultural Logic

2010
SPECIAL ISSUE:
CULTURE AND CRISIS

EDITED BY JOSEPH G. RAMSEY

 Introduction

Joseph G. Ramsey
“Culture and Crisis”

The Current Conjucture:
Capitalist Crises and the Crisis of the Left

Michael Joseph Roberto, Gregory Meyerson, Jamey Essex, and Jeff Noonan
“Moment of Transition:
Structural Crisis and the Case for a Democratic Socialist Party”

Jeffrey Perry
“The Developing Conjuncture and Some Insights from
Hubert Harrison and Theodore W. Allen
on the Centrality of the Fight against White Supremacy”

Julie P. Torrant
“Class and the New Family in the Wake of the Housing Collapse”

Dan DiMaggio
“Road Maps, Dead Ends, and the Search for Fresh Ground:
How Can We Build the Socialist Movement in the 21st Century?”

Crisis, Imagination, and the Return to Marx’s Capital

Max Haiven
“The Financial Crisis as a Crisis of the Imagination”

Vesa Oittinen and Andre Maidansky
“A Marx for the Left Today:
Interview with Marcello Musto”

Amedeo Policante
“Vampires of Capital:
Gothic Reflections between Horror and Hope”

Robert T. Tally Jr.
“Meta-Capital:
Culture and Financial Derivatives”

Rethinking Crises in
Twntieth-Century Socialism and Communism

Joseph Ball
“The Need for Planning:
The Restoration of Capitalism in the Soviet Union
in the 1950s and the Decline of the Soviet Economy”

Grover Furr
“Stephen Cohen’s Biography of Bukharin:
A Study in the Falsehood of Khrushchev-Era ‘Revelations'”

Remembering the Depression Era:
Recovering Left Culture in a Time of Crisis

Benjamin Balthaser
“Re-Staging the Great Depression:
Genre as Social Memory in Darren Aronofsky’s The Wrestler“

Barbara Foley
Forward to Wrestling with the Left:
The Making of Ralph Ellison’s Invisible Man

Joseph G. Ramsey
“Invisible Tragedies, Invisible Possibilities:
Or, Re-Reading What’s Left of a Great American
(Anti-Communist) Novel”
(Review of Barbara Foley’s Wrestling with the Left)

Tristan Sipley
“Proletarian Pastoral Reconsidered:
Reading Mike Gold in an Age of Ecological Crisis”

Chris Vials
“Fight Against War and Fascism and
the Origins of Antifascism in US Culture”


Theoretical Practice in a Time of Crisis:
Adorno, Benjamin, and Brecht

Rich Daniels
“Non-Pious Discourse:
Adorno, Ethics, and the Politics of Suffering”

Kevin Floyd
“The Importance of Being Childish:
Queer Utopians and Historical Contradiction”

Carl Grey Martin
Review of
Walter Benjamin and Bertold Brecht —
The Story of a Friendship


Reading Crisis as Ruling-Class Strategy

Kanishka Chowdhury
“Deflecting Crisis:
Critiquing Capitalism’s Emancipation Narrative”

Kim Emery
“‘Crisis Management’ in Higher Education:
RCM and the Politics of Crisis at the University of Florida”

Heather Steffen
“Student Internships and the Privilege to Work”

Poetry

Mary Kennan Herbert
“Been There, Done That” and
“Nothing to Say”

George Snedeker
“Progress” and Other Poems

Joseph G. Ramsey
“Fault Lines: Haiti, Two Years On”

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New issue of Critical Education

Posted on July 20, 2011 by | Comments Off on New issue of Critical Education

Critical Education has just published its latest issue. We invite you to review the Table of Contents below and then visit our web site to read articles and other items of interest.

Critical Education
Vol 2, No 7 (2011)
Table of Contents
http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/issue/view/28

Article
——–
Understanding Animals-Becoming-Meat: Embracing a Disturbing Education
Bradley D Rowe, The Ohio State University

Abstract

In dominant consumerist societies, eating animals has become one the most hegemonic and atrocious forms of human-nonhuman interaction. In this article, I show how meat eating is a forceful educational issue that warrants critical analysis. I argue that understanding, and especially watching, animals-becoming-meat—that is, the processes through which animals are subjugated, confined, and killed in order to become edible food—is necessary to become aware of the nonhuman suffering implicated in the exploitive practices of industrial animal agriculture and slaughtering. I locate the educative significance of animals-becoming-meat within a pedagogy of visual disturbance. Given the great extent that corporate agriculture goes to conceal the brutality behind its walls, I believe we must be unsettled with disturbing visuals of animals-becoming meat in order to begin to think critically. We ought to see, for ourselves, how whole animal bodies become edible “pieces of meat.”

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New issue of Critical Education

Posted on February 22, 2011 by | Comments Off on New issue of Critical Education

Check out the latest issue of Critical Education, which includes Kelly Norris’ article “Meaningful Social Contact” as part of CE’s series “A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation”.

Critical Education
Vol 2, No 2 (2011)
Table of Contents

A Return to Educational Apartheid? Comments from the Series Co-Editor
Doug Selwyn
Abstract
Selwyn, co-editor of the “A Return to Educational Apartheid?” series, pays tribute to Critical Education Associate Editor Adam Renner and introduces the latest in a special series of articles focusing on the articulation of race, schools, and segregation. Each of the articles in this series analyzes the extent to which schooling may or may not be returning to a state of educational apartheid.

Meaningful Social Contact
Kelly Norris
Abstract
The resegregation of our schools presents a loss for many suburban students who now lack the ‘meaningful social contact’ that is necessary for successfully integrating into a multicultural society. What happens when white students are denied the opportunity to regularly connect with people of other races and backgrounds? What kind of thinking do we construct when we racially isolate our suburban students and how do we deconstruct that thinking so that they can become more tolerant, self-aware, liberated human beings? In this narrative essay, a teacher asks her suburban, mostly white students to examine their notions, experiences and identities regarding race through journaling and class discussion. A dynamic dialogue ensues and is shared, along with the author’s own journal responses to prompts about race, white identity and interracial relationships. What is revealed is the other side of the implications of resegregation.

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New issue of Critical Education: “Why the Standards Movement Failed: An Educational and Political Diagnosis of Its Failure and the Implications for School Reform”

Posted on January 20, 2011 by | Comments Off on New issue of Critical Education: “Why the Standards Movement Failed: An Educational and Political Diagnosis of Its Failure and the Implications for School Reform”

Part 2 of Larry Stedman’s analysis of the failure of the standards movement, just published by Critical Education.

Why the Standards Movement Failed: An Educational and Political Diagnosis of Its Failure and the Implications for School Reform
Lawrence C. Stedman

Abstract

In the first paper, “How Well Does the Standards Movement Measure Up?,” I documented the movement’s failure in diverse areas—academic achievement, equality of opportunity, quality of learning, and graduation rates—and described its harmful effects on students and school culture.

In this paper, I diagnose the reasons for the failure and propose an alternative agenda for school reform. I link the failure of the standards movement to its faulty premises, historical myopia, and embrace of test-driven accountability. As part of the audit culture and the conservative restoration, the movement ended up pushing a data-driven, authoritarian form of schooling. Its advocates blamed educational problems on a retreat from standards, for which there was little evidence, while ignoring the long-standing, deep structure of schooling that had caused persistent achievement problems throughout the 20th century. Drawing on reproduction theories and analyses of the neoliberal reform project, I make the case for repealing NCLB and Race to the Top and outline a progressive framework for reconstructing schools.

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A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation.

Posted on September 20, 2010 by | Comments Off on A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation.

Critical Education has just published its latest issue at http://m1.cust.educ.ubc.ca/journal/index.php/criticaled. We invite you to review the Table of Contents here and then visit our web site to review articles and items of interest.

This issue launches the Critical Education article series A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation, edited by Adam Renner and Doug Selwyn.

Thanks for the continuing interest in our work,

Sandra Mathison, Co-Editor
E. Wayne Ross, Co-Editor
Critical Education
University of British Columbia
wayne.ross@ubc.ca

Critical Education
Vol 1, No 7 (2010)
Table of Contents
http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/issue/view/18

Articles
——–
A Return to Educational Apartheid?
Adam Renner, Doug Selwyn

A Separate Education: The Segregation of American Students and Teachers
Erica Frankenberg, Genevieve Siegel-Hawley

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Call for Manuscripts: Berkeley Review of Education

Posted on August 17, 2010 by | Comments Off on Call for Manuscripts: Berkeley Review of Education

Call for Papers 2010-2011

The Berkeley Review of Education (BRE) is a peer-reviewed interdisciplinary journal that engages issues of educational diversity and equity from various cognitive, developmental, sociohistorical, linguistic, and cultural perspectives. Published online and edited by students from the Graduate School of Education at the University of California, Berkeley, the BRE encourages submissions on research and theory from senior and emerging scholars, practitioners, and policy-makers. For more information about the BRE, please visit the journal’s website at http://escholarship.org/uc/ucbgse_bre.

The State of Public Education (Special Issue)

The Berkeley Review of Education (BRE) invites submissions to a special issue on the theme “The State of Public Education.” The special issue will discuss crucial matters of the economic, political, and social dimensions of public education in relation to the state during the current fiscal crisis and beyond. The BRE particularly welcomes empirical research that addresses concerns in elementary, secondary, and higher education.

Special Issue Submission Deadline: September 15, 2010

Critical Focus

Understanding issues of diversity and equity to be central, yet highly contested, themes in educational research, the BRE seeks to foster critical awareness and analysis of these issues in educational processes and practices in and out of school settings. The BRE therefore invites original submissions that highlight the role of language and literacy in the sociocultural and political contexts of education; examine the interplay among cognitive, social, and developmental processes in human knowledge and experience; and limn the role of policy within schools and the broader sociopolitical context.

Interdisciplinary Scope

The BRE seeks to capitalize on the theoretical and empirical contributions of scholars from diverse fields and disciplines. To that end, the BRE encourages submissions that foster critical communication spanning a broad
range of disciplines including, but not limited to, anthropology, cultural studies, disability studies, ethnic studies, family studies, gender and sexuality studies, information studies, linguistics, psychology, sociology,
and women’s studies. The journal invites submissions that re-imagine what a critical approach to education might look like from within and among the traditional and alternative theoretical paradigms entailed in multiple fields of inquiry.

Submission Guidelines

Manuscripts should be submitted online through the “submit article” link on the BRE website, http://repositories.cdlib.org/ucbgse/bre. Authors should consult the BRE Submission Requirements on the website before submitting manuscripts. Queries may be addressed to the editors at bre_editor@berkeley.edu.

All papers are subject to a double-blind peer review process, and authors will be notified about their submissions in a timely manner. Authors retain the copyright to the articles they publish in the journal. However, the BRE does not publish material that has been previously published and does not accept papers that have been simultaneously submitted elsewhere for publication (see BRE Policies).

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Anthropocentrism’s Antidote: Reclaiming Our Indigenous Orientation to Non-human Teachers

Posted on March 16, 2010 by | Comments Off on Anthropocentrism’s Antidote: Reclaiming Our Indigenous Orientation to Non-human Teachers

New issue of Critical Education just published:

“Anthropocentrism’s Antidote: Reclaiming Our Indigenous Orientation to Non-human Teachers” by Don “Four Arrows” Jacobs, Jessica London Jacobs, and Sage Ryan.

This is the second article in the Critical Education series “The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research”.

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New Journals, Free Online, Let Scholars Speak Out

Posted on February 17, 2010 by | Comments Off on New Journals, Free Online, Let Scholars Speak Out

The Chronicle: New Journals, Free Online, Let Scholars Speak Out

He seems genial, but John Willinsky is a dangerous man.

As a leader in the development and spread of “open access” scholarly journals, which are published online and offered free, the Stanford University education professor is not just helping to transform academic publishing. He is also equipping scholars around the world with a tool to foment revolution.

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Alberta’s 2002 Teacher Strike: The Political Economy of Labor Relations in Education

Posted on February 13, 2010 by | Comments Off on Alberta’s 2002 Teacher Strike: The Political Economy of Labor Relations in Education

Education Policy Analysis Archives has just published its latest issue at
http://epaa.asu.edu/ojs/article/view/697

Estimados/as lectores/as
Archivos Analíticos de Políticas Educativas acaba de publicar su último
artículo en http://epaa.asu.edu/ojs/article/view/697

Prezados/as leitores/as
Arquivos Analíticos de Políticas Educativas acaba de publicar o último
artigo en http://epaa.asu.edu/ojs/article/view/697

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Alberta’s 2002 Teacher Strike: The Political Economy of Labor Relations
in Education

Bob Barnetson
Athabasca University Canada

Citation: Barnetson, B. (2010). Alberta’s 2002 teacher strike: The
political economy of labor relations in education. Education Policy Analysis
Archives, 18(3). Retrieved [date] from http://epaa.asu.edu/epaa/v18n3/.

Abstract
In 2002, approximately two thirds of school teachers in the Canadian
province of Alberta went on strike. Drawing on media, government and union
documents, this case study reveals some contours of the political economy of
labor relations in education that are normally hidden from view. Among these
features are that the state can react to worker resistance by legally
pressuring trade unions and justifying this action as in the public
interest. This justification seeks to divide the working class and pit
segments of it against each other. The state may also seek to limit
discussion and settlements to monetary matters to avoid constraining its
ability to manage the workplace or the educational system. This analysis
provides a basis for developing a broader theory of the political economy of
labor relations in education. It also provides trade unionists in education
with information useful in formulating a strike strategy. Keywords: teachers
unions; labor relations; Canada; regional government; politics of education.

Education Policy Analysis Archives is a refereed open-access journal
published by the Mary Lou Fulton Institute and Graduate School of Education
at Arizona State University

More information about becoming a reviewer or submitting manuscripts is
available at http://epaa.asu.edu/

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Critical Education inaugural issue

Posted on January 19, 2010 by | Comments Off on Critical Education inaugural issue

Critical Education logo

The Editorial Team of Critical Education is pleased to launch the inaugural issue of the journal.

Click on the current issue link at the top of the home page (or the abstract and article links at the bottom of the page) to read “The Idiocy of Policy: The Anti-Democratic Curriculum of High-stakes Testing” by Wayne Au. Au is assistant professor of education at Cal State University, Fullerton and author of Unequal By Design: High-Stakes Testing and the Standardization of Inequality (Routledge, 2009).

To recieve notification of new content in Critical Education, sign up as a journal user (reader, reviewer, or author).

Look for the initial installments of the special section edited by Abraham DeLeon titled “The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research” in the coming weeks.

criticaleducation.org

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Call for manuscripts: The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research

Posted on November 17, 2009 by | Comments Off on Call for manuscripts: The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research

Call for Manuscripts: Special Section of Critical Education

The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research

Special Section Guest Editor:
Abraham P. DeLeon
University of Texas at San Antonio

Critical Education is seeking manuscripts that address the question of the nonhuman animal in educational research, theory and praxis. Examining the representations of nonhuman animals provides opportunities to explore ideology, discourse, and the ways in which the construction of nonhumans mirrors the representation of the human Other in contemporary and historical contexts. Schools are filled with social practices concerning nonhuman animals, whether that is the food served in the cafeteria, dissection in Science classrooms, or representations in textbooks. Linked to an agenda of social justice that has emerged in the educational literature over the past decade, the treatment of nonhuman animals needs to be addressed by critical theorists in education that seek to change structures of oppression for all of life on this planet. Traditional representations of the animal persist (unfettered desire, wild, barbaric, brutish, and savage), despite the fact that we know little outside of Western empirical science. To be animal then is to be wild and something apart from supposedly human traits of rationality, language, and logic. In turn, this allows highly exploitive and torturous industries to emerge and flourish that exploit nonhumans. However, ruptures existed that threw into question what it meant to be human, such as the case of wild people and feral children. As the category of human is often reified in educational scholarship unquestioningly, this provides a unique opportunity to deconstruct these categories and their exclusionary functions.

The recent literature surrounding eco-pedagogy and critical animal studies (Andrzejewski, et. al., 2009; Best, 2009; Bowers, 2001; Kahn, 2008; Martusewicz & Edmundson, 2005; Riley-Taylor, 2002) and the cultural politics of nature (Shukin, 2009) begs us to examine how the question of the animal is tied to the larger project of educational theory and practice. Published over a series of issues, this section will allow scholars to explore what this means for education. Some possible topics can include:

  1. Have schools largely ignored nonhuman animals in historical and contemporary contexts? If so, why and in what specific ways?
  2. How is the cafeteria implicated in relationships of domination over the nonhuman body?
  3. What do intersecting oppressions (racism, speciesism, classism, sexism) mean for educational theory and practice?
  4. Do anthropocentric ideologies emerge in educational, theory, practice, or policy? How does anthropomorphism emerge in traditional forms of curriculum or textbooks?
  5. What have been the roles of nonhuman animals in schools historically?
  6. How can critical educational theory respond to the paradox of the “animal”?

The guest editor seeks theoretical, conceptual, and qualitative papers addressing the central theme and any work submitted will be peer-reviewed.

Nonhuman animals need to be accounted for within the broader educational literature and this special section allows scholars to explore this important and timely topic.

Any questions can be directed to Dr. Abraham DeLeon, University of Texas at San Antonio, abraham.deleon@utsa.edu.

_________________________________

Critical Education is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices.

Please see, http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/index for more information and submission information.

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Call for manuscripts: Critical Education

Posted on September 11, 2009 by | Comments Off on Call for manuscripts: Critical Education

Critical Education is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. Critical Education is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education.

Critical Education is an open access journal, launching in early 2010. The journal home is criticaleducation.org

Critical Education is hosted by the Department of Curriculum and Pedagogy at the University of British Columbia and edited by Sandra Mathison (UBC), E. Wayne Ross (UBC) and Adam Renner (Bellarmine University) along with collective of 30 scholars in education that includes:

Faith Ann Agostinone, Aurora University
Wayne Au, California State University, Fullerton
Marc Bousquet, Santa Clara University
Joe Cronin, Antioch University
Antonia Darder, University of Illinois, Urbana-Champaign
George Dei, OISE/University of Toronto
Stephen C. Fleury, Le Moyne College
Kent den Heyer, University of Alberta
Nirmala Erevelles, University of Alabama
Michelle Fine, City University of New York
Gustavo Fischman, Arizona State University
Melissa Freeman, University of Georgia
David Gabbard, East Carolina University
Rich Gibson, San Diego State University
Dave Hill, University of Northampton
Nathalia E. Jaramillo, Purdue University
Saville Kushner, University of West England
Zeus Leonardo, University of California, Berkeley
Pauline Lipman, University of Illinois, Chicago
Lisa Loutzenheiser, University of British Columbia
Marvin Lynn, University of Illinois, Chicago
Sheila Macrine, Montclair State University
Perry M. Marker, Sonoma State University
Rebecca Martusewicz, Eastern Michigan University
Peter McLaren, University of California, Los Angeles
Stephen Petrina, University of British Columbia
Stuart R. Poyntz, Simon Fraser University
Patrick Shannon, Penn State University
Kevin D. Vinson, University of the West Indies
John F. Welsh, Louisville, KY

Online submission and author guidelines can be found here.

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Switch to online journals under attack

Posted on March 22, 2009 by | Comments Off on Switch to online journals under attack

World University News: Switch to online journals under attack

A trend to make printed scientific journals available online worldwide, is under fire. Although President Obama has signed a measure to make the National Institutes of Health Public Access Policy permanent, some US lawmakers have launched legislation to roll back the effort. While advocates assert moving science journals online is tech-savvy, economical and the only proper use of taxpayer-generated research, problems with costs, archiving, copyright, and support of small professional organisations (centred on their journal identity and research collaboration) are causing second thoughts.

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Editor of Turkish Scientific Journal Reportedly Is Sacked for Darwin Cover Story

Posted on March 12, 2009 by | Comments Off on Editor of Turkish Scientific Journal Reportedly Is Sacked for Darwin Cover Story

Hurriyet: 200 years after Darwin, 83 years after Scopes

ANKARA – A last-minute decision to pull Charles Darwin, the father of evolution, off the cover of a top Turkish scientific journal and the chief editor off the job has fueled criticism that Turkey’s national research council is too politicized.

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