Social Issues in Education Series

The Social Issues in Education book series supports teaching and learning through a rich exploration of social issues in public school classrooms and beyond. Given the important and diverse perspectives of teaching social issues, this series is committed to empowering educators to engage students in the study of social issues. To this end, the series will continue to explore theoretical positions on the role social issues in education can play within a social democracy for transformative, socially-just democratic teaching and learning. In an effort to realize this goal, the series supports the work of scholars and teachers committed to addressing social issues in teacher education, K-12 education, content specific courses, and inclusive classrooms, as well as the ways teachers and students learn in their local communities. By opening up dialogue, pushing boundaries and creating space for purposeful and powerful teaching and learning, the work published in the Social Issues in Education book series is intended to lead in developing a more empowered, socially democratic educational experience where teachers, students and community members collaborate to address the social issues that constrain the capacity of all people to thrive and flourish in a just society.

Advisory Board: Chris Busey, University of Florida; Prentice Chandler, Austin Peay State University; Jillian Carter Ford, Kennesaw State University; Andrew Hostetler, Vanderbilt University ; Dave Powell, Gettysburg College; Adam Jordan, University of North Georgia; Nafees Khan, Clemson University; Sarah Mathews, Florida International University; Quentin Wheeler-Bell, Indiana University; Ashley Woodson, University of Missouri; Samuel Totten, University of Arkansas


The series editor of the Social Issues in Education book series is interested in book proposals that focus on supporting and expanding the work of K-12 teachers, pre-services teachers, and/or university faculty as they engage in the work of exploring social issues within classrooms, schools and communities.

The proposal should include the following sections:
• A statement of aims, including the purpose, scope and market for your book project
• A brief abstract (150 to 200 words)
• A table of contents with chapter summaries
• A review of competing titles
• Format of the book
• Timeline for completion
• Indicate which chapters, if any, have been previously published
• A curriculum vitae for each author/editor
• Notes on the contributors and their affiliations (if this is an edited volume)
• Writing sample or sample chapter

Please do not submit a full-length manuscript until invited to do so.

Proposals should be submitted as an email attachment to Dr. Todd S. Hawley:

Send Inquiries to: