NEW CALL FOR PAPERS
Volume 14, 2019
Theme: The Ethics of Memory: What Does it Mean to Apologize for Historical Wrongs
To apologize for a wrong committed can imply any number of things: that one has committed a wrong against another, that the wrong was done intentionally, that one committed the wrong with malice, that one is consciously aware of doing the wrong, that one has remorse, that one is seeking to right the wrong, that one feels a sense of guilt over committing the wrong, and/or that one is seeking redemption and reconciliation. But what does it mean for a state to apologize for an historical wrong that was committed long before its present members were born, but who may still continue to derive benefits from that wrong? Recently, a university chancellor apologized for his university's role in past racial injustices and acknowledged the “profound injustices of slavery” as he sought to reconcile the past with the present and the future. College protests around confederate statues stir conflicts between arguments over historical injustices and historical heritage. Historical figures who laid the foundation for the enlightenment principles embedded in the founding documents are found wanting in the ethics of historical memory and identity. And the Supreme Court’s current reconsideration of affirmative action brings the issues back into the legal domain, as courts grapple with how to redress the effects of slavery and Jim Crow on educational opportunity. Alternatively, authors may find that the conceptual framework that embeds our question carries certain assumptions that ignores a framework that would center experiences like the Japanese-American internment camps or the Native American Boarding Schools rather than foregrounding them. Would placing the experiences of those who have been wronged central to our inquiry change the very way we pose the problem. How does the very notion of apology even look from the perspective of those who have suffered these wrongs? Words and their meanings have histories and continue through lived experiences that are named and experienced differently. For instance, racialized and other marginalized communities often refer to ‘wronged’ as historically and generationally traumatic—perhaps a different metaphor that communicates suffering is needed? In the midst of what is often highly contentious confrontations, this issue of the journal is seeking articles that can bring moral clarification and rigorous discernment to the topic.
Deadline for Manuscripts: June 30, 2019
Volume 13 (This is an 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
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? How can we bring families and communities into meaningful partnership with schools and universities to address the learning needs of children?