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Call for Submissions: JEE Special Issue on Social Justice in Experiential Education

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: Also please contact Dr. Warren if you wish to be considered as a potential reviewer for this issue.

What We’re Reading: New Partnerships Journal Issue

Partnerships: A Journal of Service-Learning and Civic Engagement

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)

Book Reviews:

  • 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)
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