Emancipatory Methodology for Social Justice in Education: Unpacking Inequality and Opportunity in Global Contexts
The CLEARvoz Journal seeks submissions of manuscripts for a special issue on social justice and education to be published early 2020. The CLEARvoz Journal focuses on providing a multidisciplinary forum to provide a broad range of education professors and other professionals an avenue to share scholarly knowledge in K-20 education. The journal publishes peer-reviewed empirical studies and concept papers in the area of social justice leadership, educational equity, and underrepresented group advocacy. The CLEARvoz Journal is a component of the research strand of The Center for Leadership, Equity and Research (CLEAR), a non-profit organization focused on leadership, equity, and research in educational and community settings.
The special issue is a collection of theoretical, empirical, and practice/policy-based social justice studies in education and community-based settings in global contexts. This internationally focused special issue offers insight through social justice conscious inquiry and methods that highlight the structures of inequality and/or enhance those that increase opportunity in distinct contexts-such as, but not limited to, testimonio, ethnography, YPAR, decolonizing and indigenous, critical quantitative, case study, and community-based designs. Authors in this volume will define and expand socially-justice approaches to educational research in order to give voice to minoritized communities and to hold researchers “answerable” to the communities we serve. To this end, we welcome contributions that articulate how research processes and findings generate policy-relevant implications to advance equity and transform minoritized communities, and sustain a more humane and just world through unpacking the ethics and politics of research.
Guest Editors
Gilberto Q. Conchas, University of California at Irvine.
Sophia Rodriguez, University of North Carolina at Greensboro.
Email Full Submissions by December 01, 2019: journal@clearvoz.com
Suggested Length: 8000 words including references. APA citation style is preferred.
For Inquiries and Questions
Mahmoud Suleiman, Ph.D., Journal Managing Editor
msuleiman@csub.edu
Kenneth R. Magdaleno, Ed.D., Journal Executive Director
kmagdaleno@clearvoz.com
CLEARVoz Journal is a peer reviewed open access online journal that publishes high-quality original papers. The scope of the journal is broad and encompassing, covering a range of research areas.
Examining the Role of Poverty in Teacher Grading Decisions Joshua P Kunnath, Mahmoud Suleiman
California Restorative Justice in Education: Stakeholders Finding Common Ground in Concepts and Practices Mary Kreger, Katherine Sargent Cairoli, Stella Connell Levy, Lisa Bertaccini, Richard Jaffee Cohen, David K. Nylund, Carmen Perkins
Perceptions of Latina K-12 Leaders’ Experiences with Mentorship and Career Advancement Helen Rodriquez, Rebeca Mireles-Rios, Sharon Conley
Understanding Leadership within Comprehensive Early Childhood English Learner Reform Anya Hurwitz
Whole Child Framework: Supporting Educators in Their Plight toward MTSS and Equity Felipe Mercado
CLEARvoz Journal
CALL FOR PAPERS – Special Edition
Full Submission Deadline of December 01, 2019
Emancipatory Methodology for Social Justice in Education: Unpacking Inequality and Opportunity in Global Contexts
The CLEARvoz Journal seeks submissions of manuscripts for a special issue on social justice and education to be published early 2020. The CLEARvoz Journal focuses on providing a multidisciplinary forum to provide a broad range of education professors and other professionals an avenue to share scholarly knowledge in K-20 education. The journal publishes peer-reviewed empirical studies and concept papers in the area of social justice leadership, educational equity, and underrepresented group advocacy. The CLEARvoz Journal is a component of the research strand of The Center for Leadership, Equity and Research (CLEAR), a non-profit organization focused on leadership, equity, and research in educational and community settings.
The special issue is a collection of theoretical, empirical, and practice/policy-based social justice studies in education and community-based settings in global contexts. This internationally focused special issue offers insight through social justice conscious inquiry and methods that highlight the structures of inequality and/or enhance those that increase opportunity in distinct contexts-such as, but not limited to, testimonio, ethnography, YPAR, decolonizing and indigenous, critical quantitative, case study, and community-based designs. Authors in this volume will define and expand socially-justice approaches to educational research in order to give voice to minoritized communities and to hold researchers “answerable” to the communities we serve. To this end, we welcome contributions that articulate how research processes and findings generate policy-relevant implications to advance equity and transform minoritized communities, and sustain a more humane and just world through unpacking the ethics and politics of research.
Guest Editors
Gilberto Q. Conchas, University of California at Irvine.
Sophia Rodriguez, University of North Carolina at Greensboro.
Email Full Submissions by December 01, 2019: journal@clearvoz.com
Suggested Length: 8000 words including references. APA citation style is preferred.
For Inquiries and Questions
Mahmoud Suleiman, Ph.D., Journal Managing Editor
msuleiman@csub.edu
Kenneth R. Magdaleno, Ed.D., Journal Executive Director
kmagdaleno@clearvoz.com
CLEARVoz Journal is a peer reviewed open access online journal that publishes high-quality original papers. The scope of the journal is broad and encompassing, covering a range of research areas.
We hope that you enjoy this edition.
VOL 4, NO 2 (2018)
CLEARvoz Journal
Table of Contents
Articles
Examining the Role of Poverty in Teacher Grading Decisions
Joshua P Kunnath, Mahmoud Suleiman
California Restorative Justice in Education: Stakeholders Finding Common Ground in Concepts and Practices
Mary Kreger, Katherine Sargent Cairoli, Stella Connell Levy, Lisa Bertaccini, Richard Jaffee Cohen, David K. Nylund, Carmen Perkins
Perceptions of Latina K-12 Leaders’ Experiences with Mentorship and Career Advancement
Helen Rodriquez, Rebeca Mireles-Rios, Sharon Conley
Understanding Leadership within Comprehensive Early Childhood English Learner Reform
Anya Hurwitz
Whole Child Framework: Supporting Educators in Their Plight toward MTSS and Equity
Felipe Mercado
Click here to read the CLEARVoz Journal.
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