Unheard Learners: Children and Youth Experiences in Neoliberal Schools
Call for Manuscripts
The Journal for Critical Education Policy Studies
Special Issue: December 2015
The Journal for Critical Education Policy Studies (JCEPS) and guest editors Debbie Sonu and Julie Gorlewski are seeking manuscripts for a special issue that is scheduled for publication in December 2015.
This special issue, entitled “Unheard Learners: Children and Youth Experiences in Neoliberal Schools,” aims to feature the work of established and emerging scholars from a variety of disciplines who explore school reform and schooling experiences from the standpoint of children and youth in public and private K-12 institutions from any socio-economic, cultural, or geographic location within the United States.
We invite research articles that draw from empirical work, as well as conceptual or theoretical papers that use in some form the direct perspectives of children and youth as learners in the current context of neoliberal school cultures, including but not limited to issues of testing, discipline, relationships, authority, states of being, curriculum, and pedagogy. Contributors may take up a wide range of theoretical frameworks, including feminist, Marxist, postcolonial, poststructural, psychoanalytic, critical, and historical lenses to present divergent perspectives that link children and youth with the urgent and immediate changes that are impacting schools today.
Full manuscripts of 6000-8000 words are expected for submission.
Submission Deadline: October 1, 2015
Notification by October 15
Reviews returned by October 15
Final Revisions due November 1
Publication date December 7
All submissions must strictly adhere to JCEPS style guidelines: www.jceps.com/submissions. Manuscripts must have a title, name of author(s), university/institutional affiliation including city, state (if USA), country, abstract (150 words), key words (5-7), main document, references, and at the end of the manuscript, author/writer details, and correspondence information.