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Welcome to the Journal of Educational Controversy — an interdisciplinary electronic journal of ideas. The purpose of this peer reviewed journal is to provide a national and international forum for examining the dilemmas and controversies that arise in the education of citizens in a pluralistic, democratic society.

JEC has been published since 2006 and we have recently transferred previously published issues to Western CEDAR. Our first issue published directly in Western CEDAR was in 2015. Download usage figures during the first ten years are not included.

NEW CALL FOR PAPERS

Volume 16

Theme: Facilitating Discussions of Controversial Issues in Difficult Times

You will see a description of the controversy to be addressed in the Call for Papers Link

Deadline for manuscripts: October 15, 2023

Current Issue: Volume 15, Number 1 (2022) Teaching for Social Justice in a Highly Politicized Historical Moment

Editorial

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Teaching for Social Justice in a Highly Politicized Historical Moment
Lorraine Kasprisin
Vol. 15, Iss. 1


Theme: Teaching for Social Justice in a Highly Politicized Historical Moment

Articles in Response to Controversy

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The Sociohistorically Situated and Structurally Central Nature of Race: Toward an Analytic of Research regarding Race and Racism
Rolf Straubhaar
Vol. 15, Iss. 1


Theme: Teaching for Social Justice in a Highly Politicized Historical Moment

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A critically conscious analysis of institutionalized racism in teacher education: Imagining anti-racist teacher preparation spaces
Tatiana Joseph, Jennifer Brownson, Kristine Lize, Elizabeth Drame, and Laura Owens
Vol. 15, Iss. 1


Theme: Teaching for Social Justice in a Highly Politicized Historical Moment

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“Teaching in a War Zone”: A Collective Reflection on Learning from a Diversity Course in Contentious Times
Elena Aydarova, Jacob Kelley, and Kristen Daugherty
Vol. 15, Iss. 1


Theme: Teaching for Social Justice in a Highly Politicized Historical Moment

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Dissonance as an Educational Tool for Coping with Students’ Racist Attitudes
Adar Cohen
Vol. 15, Iss. 1


Theme: Teaching for Social Justice in a Highly Politicized Historical Moment

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Stories Read and Told in an Antiracist Teaching Book Club
Jennifer Ervin and Madison Gannon
Vol. 15, Iss. 1


Theme: Teaching for Social Justice in a Highly Politicized Historical Moment

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Troubling the Null Curriculum through a Multiple-Perspectives Pedagogy: A Critical Dialogue Between Two Equity-Minded Teacher Educators
Rachel Endo and Deb Sheffer
Vol. 15, Iss. 1


Theme: Teaching for Social Justice in a Highly Politicized Historical Moment

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On the continuity of learning, teaching, schooling: Mead’s educational proposal, from the perspective of decolonization and Land/place-based education
Cary Campbell
Vol. 15, Iss. 1


Theme: Teaching for Social Justice in a Highly Politicized Historical Moment

About the Authors

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About the Authors

Vol. 15, Iss. 1


Theme: Teaching for Social Justice in a Highly Politicized Historical Moment

CONTROVERSY ADDRESSED IN THIS ISSUE:

As the nation begins to reckon with its racial past, it is now experiencing a backlash by some states that are implementing laws and policies that will target how civics education, controversial topics, and divisive issues will be discussed from kindergarten through higher education.  From restrictions on the teaching of academic theories that analyze systemic racism to limiting other race-related discussions in the classroom, actions by these states pose not only a challenge and a danger to traditional academic freedom but also to the very definition of the role of education in a democratic society.

 This issue of the Journal of Educational Controversy asks authors to contribute their thoughts on issues such as:

 1.            How should racism be appropriately addressed at different age levels and the college classroom?  What social, historical, political, and cultural understandings should be brought to bear on the conversation?  How do we defend the educational significance for the choices we make?  How do we act in proactive ways to engage in such work so that we are not forced to be reactive?

2.            How are we to understand the political nature of the attacks against theories like Critical Race Theory and other current political actions by states to restrict and censor discussions on race in order for us to counter them more effectively?  What political dynamics and historical precedents are at play?  Can incidents from the past illuminate a response today?

3.            How should university professors prepare the next generation of teachers in confronting these issues? 

4.           What would it look like if a college of education took on the work of dismantling structural racism?