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 14, 2020
Theme: The Ethics of Memory: What Does it Mean to Apologize for Historical Wrongs
Link to “Call for Papers” to read complete description.
Deadline for Manuscripts: June 30, 2019
Current Issue: Volume 13, Number 1 (2018) The Complexity of Collaboration: Personal Stories from a School and College Partnership
This issue highlights a school, college and community partnership that was made possible with a grant from the Washington State Legislature. Below is a video of an interview with Representative Sharon Tomiko Santos, the chair of the legislative education committee, who talks about its purpose and vision.
An Interview with Washington State Representative Sharon Tomiko Santos
An Interview with Carl Bruner , Ed.D, Superintendent, Mount Vernon School District.
The 17th Annual Educational Law and Social Justice Forum features a panel from the school, community and college.
The Parent Action Team: Bringing Parents and the Community into the Life of the School
To read an earlier article published in the journal on this collaborative project, go to:
“Everyone Should Feel so Connected and Safe”: Using Parent Action Teams to Reach all Families”
Authors: John Korsmo, Miguel Camarena, Andrea Clancy, Ann Eco, Bill Nutting, Basilia Quiroz, Azucena Ramirez,
Veronica Villa-Mondragon, Stacy Youngquist, and Anne Jones
Vol. 9, Issue 1 -- https://cedar.wwu.edu/cgi/viewcontent.cgi?article=1213&context=jec
Moving from toolkits to relationships: Family engagement for systems change
Marilyn T. Chu and John Korsmo
Vol. 13, Iss. 1
CONTROVERSY ADDRESSED IN THIS ISSUE
School, university and community partnerships are widely promoted by accrediting bodies, professional organizations and state legislatures. Such partnerships are considered to be central to effective teacher preparation and to positive P-12 student learning. Yet, such collaborations are complex to enact. Schools, universities and communities have entrenched hierarchies and cultures that may clash.
How can university professors, school teachers/administrators, and parents and community work together to bridge these inherent chasms? How can they work together to create the right collaborative conditions for positive school and university culture change? How can we redesign both teacher and teacher-educator work to encourage mutual learning? How can we prepare new teachers to navigate the existing education system while incorporating innovative teaching practices and addressing social justice issues?
This invited issue highlights the personal stories of those involved in a special partnership – university faculty, school teachers, administrators, parents, community and representatives from the Washington State Legislature, whose grant made this possible. It tells the story from their perspectives.