School-University-Community Collaboration for Civic Education and Engagement in the Democratic Project
A volume in the series: Current Perspectives on School/University/Community Research. Editor(s): R. Martin Reardon, East Carolina University. Jack Leonard, University of Massachusetts, Boston.
Call for ChaptersThe Campaign for the Civic Mission of Schools (2011) lamented the “lack of high-quality civic education in America’s schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government” (p. 4). Preus et al. (2016) cited literature to support their observation of “a decline in high-quality civic education and a low rate of civic engagement of young people” (p. 67). Shapiro and Brown (2018) asserted that “civic knowledge and public engagement is at an all-time low” (p. 1). Writing as a college senior, Flaherty (2020) urged educators to “bravely interpret ... national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings” (p. 6).
During 2020, the world has witnessed the travail of American civic life including extrajudicial killings, violent protests and associated deaths, social upheaval accompanying an acrimonious national election season with a bitterly contested outcome, and a pandemic of historic proportions that has public health officials pleading for individuals to comply with public health recommendations. The brave educators whom Flaherty invoked have no lack of material to motivate thoughtful engagement with the process of civic education.
We invite chapter proposals from brave educators who are engaged in school-university-community collaborative educational research focused on any aspect of civic education writ large (e.g., adult education, community empowerment through education, post-secondary education, K-12 education, or educational policy development). We welcome proposals that discuss research projects that have been completed or that are still in progress, but all proposals should clearly indicate the engagement of stakeholders from each of the school, university, and community contexts.
We welcome chapter proposals of no more than 500 words in Microsoft Word double-spaced, Times New Roman 12 pt. font, APA (7th ed.): March 1, 2021 deadline. Please cite at least 10 sources and include a reference page. The proposal cover page must contain the author’s full contact information (for coauthored proposals, please list all authors’ contact information and indicate the corresponding author). We will communicate decisions about acceptance by March 29, 2021 and provide a Manual for Authors at that time.
Following the submission of full chapter drafts on June 7, 2021, we will conduct a blind peer review process among the chapter corresponding authors and communicate feedback by June 28, 2021. Revised chapters will range from 5,000 to 7,500 words (including references) and are to be submitted to us (the volume editors) as an email attachment in Microsoft Word by August 30, 2021. Graphics and images may be included.
Please email chapter proposals as Microsoft Word attachments to both Martin Reardon (email@example.com) and Jack Leonard (firstname.lastname@example.org). Prior inquiries are welcome.
TENTATIVE SCHEDULE FOR PUBLICATION:
Proposal Submissions: March 1, 2021
Notification of invitation to submit chapter: March 29, 2021
Submission of draft book chapter for blind peer review: June 7, 2021
Reviews of book chapter manuscripts returned to author(s): June 28, 2021
Receipt by editors of final draft of book chapters: August 30, 2021
Final book submitted to publisher: October 18, 2021
Anticipated publication: Spring 2022
- This title is in development and is not yet available to order online. Please call the IAP office for more information: 704.752.9125
- A Place Called Home School-University-Community Collaboration and the Immigrant Educational Experience
- Alleviating the Educational Impact of Adverse Childhood Experiences School-University-Community Collaboration
- Exploring the Community Impact of Research-Practice Partnerships in Education
- Innovation and Implementation in Rural Places School-University-Community Collaboration in Education
- Integrating Digital Technology in Education School-University-Community Collaboration
- Learning to Read the World and the Word School-University-Community Collaboration to Enrich Immigrant Literacy and Teacher Education
- Making a Positive Impact in Rural Places Change Agency in the Context of School-University-Community Collaboration in Education