CALL FOR PAPERS

Race/Ethnicity: Multidisciplinary Global Contexts

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Volume 2, Number 2 (Spring 2008)
"Race and Secondary Education: Content, Contexts, Impacts"

Papers must be received by September 30, 2008 to be considered for publication in this issue.

Please send manuscript submissions to mobley.2@osu.edu. See Style Guidelines to prepare your document in accordance with the style guidelines of Race/Ethnicity.

Submission of artwork for the cover that relates to the theme of the issue is welcome. See website at http://www.raceethnicity.org/coverart.html for submission guidelines.

The editorial staff of Race/Ethnicity: Multidisciplinary Global Contexts invites submissions for the second issue of its second volume that will focus on “Race and Secondary Education: Content, Contexts, Impacts.” Race/Ethnicity uses a classic piece as a point of departure for treatments of critical issues within the field of race and ethnic studies.

While the classic piece establishes the thematic parameters of each issue, authors are under no obligation to actively engage the arguments posed by that work.

The second issue of Volume 2 explores the implication of race and ethnicity in systems of secondary education across the globe. The issue opens with an excerpt from Pedagogy of the Oppressed by Paulo Freire that underlines the distinction between oppressive and transformative forms of education. According to Freire, whereas oppressive forms of education discount the experiences and cultures of those being educated, transformative forms engage all participants in dialogue.  The outcome of the struggle of developing countries and marginalized populations to participate in the transformation of their society depends on whether the educational environment is oppressive or transformative.

We focus this issue on secondary education, which provides many children with their final, formal education, and on the character and content of that education. In doing so, we recognize that formal learning environments must be considered within larger cultural, societal, national, and even global contexts to account for the content and impact of the educational experience. We welcome the insights of educators and other practitioners, as well as those of researchers, on the dynamics of teaching and learning both within and beyond the United States and the West.

Topics of inquiry may include, but are not limited to, the following:

Access: Who’s being left behind in the educational process; how and why?
Equity: What are the biggest barriers to, and best practices for, achieving equal opportunity in education?
Value: What are children learning about their place in society and the world, and how do those formal and informal lessons differ by race, ethnicity, gender, and class?
Reform: What needs to happen?