CALL FOR PAPERS
In previous issues of the Journal of Educational Controversy, we have defined a contemporary controversy and asked our authors to examine the issue. For our 10th year anniversary issue, we have decided to have an open issue where authors can define their own controversy. We ask authors to consider the following points:
1. Define an educational controversy – formal or informal education, K-12, college or university, adult education, secular or religious education, or larger philosophical issues in the educational ethos of a society or a culture. The issue can be a contemporary one or a perennial one that is revisited.
2. Explain the significance of the problem.
3. Provide an historical and philosophical framework for the controversy.
4. Lay out the different arguments surrounding the controversy.
5. Examine the underlying assumptions and resulting implications of the different positions.
6. Provide suggestions to resolve the issues raised and provide supporting arguments.We remind authors that we publish controversies that are deeply embedded in our conceptual frameworks. The journal tries to distinguish between surface controversies and latent or depth controversies.
For example, schools engage students in controversies all the time and are embedded themselves in controversies. Most of these controversies engage us in disagreements on a surface level. That is not to say that these discussions are unimportant – only that they take place with assumptions that remain unstated and beliefs that remain largely hidden or submerged. And so we talk about learning outcomes, required competencies, and the kind of rubrics we should be using to assess student outcomes. The journal tries to go deeper by examining the very frameworks in which all these surface controversies arose – to get at our underlying assumptions and beliefs.
Here is our statement from the journal's introductory page:
The purpose of this peer reviewed journal is to provide a national and international forum for examining the dilemmas and controversies that arise in teaching and learning in a pluralistic, democratic society. Because many of the tensions in public school and university policies and practices are deeply rooted in the tensions inherent in the philosophy of a liberal democratic state, many of the value conflicts in public schools and universities can only be understood within the context of this larger public philosophy. In effect, the conflicting assumptions underlying our public philosophy frame our questions, define our problems and construct the solutions that shape our practices, policies, and research agendas. This journal will try to help clarify that public debate and deepen an understanding of its moral significance.
PUBLICATION DATE: FALL 2015
DEADLINE FOR MANUSCRIPTS: JANUARY 1, 2015
NOW ONLINE: Vol. 8 No. 1 "Who Defines the Public in Public Education" The issue includes an article by Curtis Acosta, the teacher whose Mexican American Curriculum was banned in Arizona. Along with his article are videos from his visit to Western Washington University. We also have an interview with the director of the documentary, “Precious Knowledge.”