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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 13  (Invited issue)

Theme: The Complexity of Collaboration: How do the Differing and Often Conflicting Cultures of Universities, Public Schools and Community Collaborate in Promoting the Well Being of Children?


Current Issue: Volume 12, Number 1 (2017) Black Lives Matter and the Education Industrial Complex

ACKNOWLEDGMENT

We are pleased to introduce the co-editors for this special issue:

  • Teri McMurtry-Chubb
    Mercer University Walter F. George School of Law
  • William Lyne
    Western Washington University

Editorial

Articles in Response to Controversy

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A Critical Race Theory Analysis of Post-Ferguson Critical Incidents Across Ecological Levels of Academia
Aurora Chang, Sabina Neugebauer, and Daniel Birmingham
Vol. 12, Iss. 1

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The Revolution Will Be Live: Examining Educational (In)Justice through the Lens of Black Lives Matter
Amy Jo Samuels, Gregory L. Samuels, and Brandon Haas
Vol. 12, Iss. 1

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Practical Representation and the Multiracial Social Movement
Vernon D. Johnson and Kelsie Benslimane
Vol. 12, Iss. 1

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Going to College: Why Black Lives Matter Too
Raquel Farmer-Hinton
Vol. 12, Iss. 1

About the Authors

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About the Authors
Kathryn Merwin
Vol. 12, Iss. 1

CONTROVERSY ADDRESSED IN THIS ISSUE

Along with drawing attention to the police as occupying armies in Black American communities, the Black Lives Matter movement has highlighted the deep roots of institutionalized racism in the United States.  Starting with the fundamental question, Do Black Lives Matter in the U.S. Education Industrial Complex?, this issue of the Journal of Educational Controversy seeks to explore the various questions raised by Black Lives Matter in relation to U.S. educational institutions, policies, and practices as they impact men, women, and children of color intersectionally, with respect to gender, gender identity, and class.  These questions could include the status of schools as institutions of control and sites of reproduction of racist ideology; the possibility of schools as sites of liberationist  transformation; the institutional history of schools alongside the development of institutional racism; the institutional response of schools to incidents of racial violence; the history of black studies programs in relation to black liberation movements, and the appropriation and sanitizing of terms like diversity and multiculturalism.