Special Theme Issue Editors:
Tiffany A. Flowers, Danielle Walker, Joy Valentine
Theme: The BIPOC Experience in Education
Announcement of Special Theme Issue: December 1, 2021
Deadline for Submissions: January 1, 2023
CFP: The purpose of this special theme issue is to publish work related to the experience of Black, Indigenous, and other people of color inside and outside of educational institutions. As co-editors, we believe this encompasses the spectrum of P-Adult educational experiences. This can include K-12, community, and Higher Education experiences. In this special theme issue, we are seeking research on important facets of education which have been omitted within the research literature. This can include but is not limited to research on BIPOC students and faculty at independent schools, homeschooling for political and education rationales, literacy, educational experiences on reservations, Saturday schools, afterschool programs, community-based programs, summer enrichment programs, tutoring programs, community education programs, university-school partnerships, communities in schools programs, university reading clinics, adult education programs, rites of passage programs, Upward Bound programs, prison programs, entrepreneurship programs, museum education, faith-based programs, S.T.E.M programs, Even Start, Head Start, library programs, charter schools, community art programs, math labs, science labs, early college programs, and experiences of students at Minority Serving Institutions. Authors who want to submit manuscripts for this project may include both traditional and nontraditional methodologies such as historical and archival research, commentaries, essays, case studies, ethnography, action research, digital research, phenomenological, grounded theory, narrative, survey research, cross-cultural, critical ethnography, longitudinal, mixed methods, descriptive, critical race research, activist and liberatory research frameworks. Scholars who draw on traditional or contemporary research traditions which use existing research models or those creating new research models and paradigms are a welcome addition to this issue.
Biographies
Dr. Tiffany A. Flowers is an associate professor of education at Georgia State University Perimeter College in the department of cultural and behavioral sciences. She has authored publications focused on her research interests in African American literacy development, family literacy, urban education, children’s and young adult literature, field experience, and the scholarship of teaching and learning.
Danielle Walker is an Activist (#FergusonForever), Scholar, Educator, and Ph.D. candidate at the University of Colorado -Denver. Her research interests include critical issues in urban education, critical race theory in education, and whiteness in education.
Joy Valentine is currently the Director of the UIC Health Early Outreach/Precollege program. Joy earned her Master of Arts in language, literacy, and learning from the University of Illinois Chicago, a Master of Arts in educational leadership from Concordia University, and a Bachelor of Art in French from Shaw University. She is currently a doctoral student in the department of language, literacy, and learning at University of Illinois Chicago. Her research interests include translanguaging, anti-racist ELA curriculum, eliciting narratives of adolescents’ racialized experiences, racial literacies, and adolescent literature.
