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Re-Envisioning Education

Affirming Diversity and Advancing Social Justice

Edited by:
Rajni Shankar-Brown, Stetson University


Call for Chapters

With increasing diversity and widening disparities in the United States (National Center for Educational Statistics, 2019; U.S. Census Data, 2018) and globally (Unesco Institute for Statistics, 2019; World Inequality Report, 2018; Pickett, 2018) there are significant challenges and opportunities throughout the educational landscape. Today’s educational stakeholders, particulary public school school administrators and teachers, must re-envision education and collectively build equity-centered systems, structures, and practices. Confronting systemicinequality in education can be a daunting task, but it is nonetheless imperative. Connecting theory to practice, this book aims to promote inclusive educational excellence, and will offer valuable insights and inspiration to a wide range of educational stakeholders.

Affirming diversity and advancing social justice requires dismantling oppressive customs and structures inside and outside of the classroom, fostering an equitable school culture, building inclusive learning environments, and increasing collective efficacy though best practice. Creating healthier schools and communities requires authentically investing in and supporting historically and socially marginalized students and families. Rooted in social justice and weaving together diverse voices from the field of education, this edited volume will examine equity-focused preK- 12 pedagogical practices and showcase high-impact initiatives. Educators play a vital role in ensuring positive student outcomes and success, but often report feeling inadequately prepared for current challenges (Mitani, 2018; Coalition for Teacher Equality, 2016; Miller, 2013; Jordan, 2012; Papa, 2007). Unfortunately, growing challenges are contributing to turnover rates and shortages (Mordechay & Orfield, 2017; Jacob et al., 2015; Gates et al., 2006) as well as perpetuating social inequities among preK-12 students instead of dismantling them (Beckett, 2018; Rangel, 2018; Manna, 2015; Fuller, 2012). A research study by the National Association of Secondary School Principals (NASSP) and the Learning Policy Institute (LPI) reveals that public schools with higher percentages of low-income students and students of color are more likely to experience administrative and teacher turnover, which compounds equity issues affecting already vulnerable students (Levin and Bradley, 2019).

This edited volume will provide educational stakeholders (i.e. school administrators, teachers, service providers, parents/guardians, nonprofit leaders, community members), with a deeper understanding of pedagogical practices that affirm diversity and promote social justice, whileoffering a current view of educational inequalities juxtaposed with an urgent call to action. School districts across the United States must recognize inequalities and provide increasingly diverse students with needed support and resources, particularly as social dispairties continue to widen and adversely impact millions of students. Through a collection of diverse voices from thefield of education (university educators; PreK-12 district leaders, schools administrators and teachers; Nonprofit leaders serving children) this book will illuminate current social inequalities impacting preK-12 students, establish the need to affirm diversity and advance social justice, share practical examples of transformative initiatives including mindful school-family- community partnerships, feature evidence-based pedagogical practices, and provide an array of helpful resources for 21st century educational stakeholders.

By focusing on best practices focused on affirming diversity and advancing social justice, this book will showcase best practices to support diverse learners and facilitate social change. Thebook will make substantially significant contributions to the field of education in the United States and globally. This book is timely, relevant, and has the potential to have extensive impact. The book sets out to do exactly as reflected in the title – re-envision education, affirm diversity, and advance social justice!

I will invite chapter proposals for this edited volume. Here is a basic overview of the guidelines that will be included in the chapter proposal:

Chapter proposals of no more than 500 words are welcome. Please cite at least 10 sources and include a reference page. The proposal cover page must contain the author’s full contact information. For multiple authored proposals, please list all authors’ contact information and indicate the corresponding author. Decisions will be made and communicated by October 31st, 2019 and a Manual for Authors will be provided to accepted corresponding authors.

At all stages, manuscripts must conform to 6th edition APA conventions. Following the submission of full chapter drafts on February 29th, 2019, a blind review process among the corresponding authors will be conducted and feedback communicated by March 31st, 2020.

Full chapters will range from 7,000 to 8,000 words in Time New Roman 12, double spaced text, inclusive of title, abstract, manuscript, and references and are to be submitted to Rajni Shankar-Brown as a Microsoft Word email attachment by May 31st, 2020. Graphics and images may be included.

Please email chapter proposals as attachments in Microsoft Word format to Rajni Shankar-Brown (rshankar@stetson.edu). Enquiries are welcome.

Tentative Schedule for Publication:

Chapter Proposals:
August 15, 2019 through October 31, 2019

Notification of Invite to Submit Chapters:
November 18, 2019

Submission of Draft Chapters for Review:
February 29, 2020

Return of Reviewed Chapters to Authors:
March 31, 2020

Submission of Revised Chapters:
May 31, 2020

Submission of Final Chapters to Publisher:
August 31, 2020

Anticipated Publication:
Winter 2020

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