The Editor and Editorial Board of the Journal of Experiential Education (JEE) invite article submissions for a special issue on Social Justice in Experiential Education, tentatively scheduled for publication in March, 2019. Associate Editor Dr. Karen Warren (Hampshire College) will be acting Editor for this special issue. Submissions from established and emerging scholars are welcome. View the Call for Submissions.
Changing demographics, economics, and social climates have situated social justice as a key concern within the experiential education community. Issues of equity, accessibility, and liberation challenge theorists and practitioners to seek new directions in transforming experiential education programs. Prior scholarship has established diversity, equity, and representation as ethical and practical imperatives in experiential education. This special issue will contribute to the ongoing dialogue about these or other social justice concerns in adventure/wilderness, service learning, therapeutic, classroom, and community-based settings. In addition to empirical methodologies, rigorous conceptual submissions that expand theory and practice of social justice in experiential education are encouraged.
Topics to guide submissions include but are not limited to:
- Intersectionality of race, class, gender, and other identities including ecological identity
- Decolonization scholarship, practice, and activism in experiential education
- Critiques using queer theory, post-structural feminism, and critical theory
- Reconceptualizing meanings of outdoor spaces and concepts of adventure and risk
- Cultural competency training, education and leadership development
- White privilege and white fragility
- Critically reflexive experiential education research
- Understanding the role of socioeconomics and class oppression in experiential education programs
- Universal design and accessibility for people with disabilities
- Experiential education methodologies that can enhance social justice education
- Service-learning programs’ support for or dismantling of narratives of privilege
- Experiential education in the context of rising nationalist and populist movements
See the attached flyer for more information. Questions can be directed to Dr. Karen Warren: kwCC@hampshire.edu. Also please contact Dr. Warren if you wish to be considered as a potential reviewer for this issue.
Read the latest edition of Partnerships: A Journal of Service-Learning and Civic Engagement, North Carolina Campus Compact’s peer-reviewed, online journal, hosted by the University of North Carolina at Greensboro.
This spring 2017 issue of Partnerships offers new perspectives and research on enduring matters for service-learning scholars and practitioners. Three articles tackle distinct areas of concern: co-curricular service to complement academic service-learning; international service-learning, and, curriculum development using a cross-sector team that does not adhere to traditional hierarchies. In addition, three book reviews confront the “why” of our engaged work even as we regularly strive to disseminate the best possible practices within engaged scholarship.
The journal is available online here.
- Creating Intentional Paths to Citizenship: An Analysis of Participation in Student Organizations (Julianne Gassman, Jennifer M. Beck, Jonathan Klein)
- Developing Compassionate and Socially Responsible Global Citizens through Interdisciplinary, International Service-Learning (Sara Fry, Aileen Hale, Kelli Soll, Christopher Bower, Adiya Jaffari)
- Bringing innovation theory to practice in a program model for collaborative knowledge building: The Curriculum Fellows Program (Laura Barbas-Rhoden, Beate Brunow, Sydnie Mick)
- The political classroom: Evidence and ethics in democratic education (Vincent Russell)
- Public participation for 21st century democracy (Jeanette Musselwhite)
- Engaged research and practice: Higher education and the pursuit of the public good (Kathleen E. Edwards)
Metropolitan Universities journal issue 28.1: Urban Food Networks, released in February, tackled the often complicated relationships between urban and metropolitan communities and the food systems they rely on. Authors in this issue explored how their academic institutions are taking steps to study and bring positive initiatives to change the conversations about food systems at their campus and the surrounding communities.
Three urban community farms community gardens in Cleveland, OH, Washington, D.C., and Richmond, VA, have been increasing community access to fresh food and are the feature of a recent article and photo gallery.
Click here to take a closer look at their efforts.
If you haven’t had a chance to read this issue, dive right in with articles such as:
Click here to view full issue
Also, keep an eye out: Metropolitan Universities issue 28.2: Charting the Future of Metropolitan Universities—DC Conference Issue will be published in May.
ADP, TDC and NASPA’s Lead Initiative are thrilled to announce that we are partnering with the eJournal of Public Affairs on a special issue focused on the scholarship presented at our upcoming 2017 Civic Learning and Democratic Engagement (CLDE) meeting!
The eJournal of Public Affairs will publish a special issue relating to the 2017 Civic Learning and Democratic Engagement (CLDE) meeting. The issue will include selected articles based on scholarship presented at the conference. Papers given at the conference or manuscripts developed later based on program presentations may be submitted for consideration.
View the call for submissions for this special issue here.
The eJournal of Public Affairs is a peer-reviewed, multidisciplinary, open-access journal published by Missouri State University and affiliated with the American Democracy Project. ADP, TDC and NASPA are delighted to partner with the eJournal on this special CLDE issue.
For more information, visit http://eJournal.missouristate.edu or email us at eJournalPA@MissouriState.edu
For the best rates, register now for the June 7-10, 2017 Civic Learning and Democratic Engagement (CLDE) meeting in Baltimore, Md. Register here!
Beginning with this issue, Volume 23 Number 1 (fall 2016), each issue of the Michigan Journal of Community Service Learning (MJCSL) will be published using an open access digital format. MJCSL will no longer have a one-year embargo period. Each issue will be accessible upon its release.
MJCSL – it’s what we’re reading!
Research and Theory
Emily Morrison and Wendy Wagner
Margaret A. Brown, Jared D. Wymer, and Cierra S. Cooper
Kari M. Grain and Darren E. Lund
Dan Richard, Cheryl Keen, Julie A. Hatcher, and Heather A. Pease
Special Section: The SLCE Future Directions Project
Guest Co-Editors: Patti H. Clayton, Sarah E. Stanlick, Edward Zlotkowski, and Lori E. Kniffin
Sarah Stanlick and Edward Zlotkowski
Sarah Stanlick and Marla Sell
Brandon Whitney, Stacey Muse, Barbara Harrison, Kathleen E. Edwards, and Patti Clayton
Lori E. Kniffin, Timothy J. Shaffer, and Mary H. Tolar
Joe Bandy, Anna Bartel, Patti H. Clayton, Sylvia Gale, Heather Mack, Julia Metzker, Georgia Nigro, Mary Price, and Sarah Stanlick
Lori E. Kniffin and Jeffrey Howard
Book Review Essays
Reviewed by Dick Cone and Susan C. Harris
Reviewed by Lane Graves Perry, III