Call for Research Papers: Gradient Voices in Education

2025-03-03

 

Special Issue Title:

Gradient Voices in Education: Narratives, Life Stories, and Autoethnographies on Race, Language, and Identity

NEW ABSTRACT DEADLINE: March 8, 2025 (11:59PM MST)

Guest Editors: 

Tipsuda Chaomuangkhong, Arizona State University, tchaomua@asu.edu

Dr. Jaclyn Naster, Basehor-Linwood Middle School, jnaster@usd458.org 

Special Issue Information:

In a time where Critical Race Theory and Social-Emotional Learning bans have been enacted or proposed across over 18 states (Sawchuk, 2021), it is more important than ever to highlight the rich diversity of voices that contribute to educational spaces. This issue will amplify stories that emphasize the ongoing need for equity, inclusion, and support for marginalized communities in education (Yosso, 2005). The Current Issues in Education journal invites submissions for a Special Issue focused on life stories and narratives of individuals with layered identities in education. This issue aims to highlight the voices of marginalized groups—including, but not limited to, people of color, bilingual individuals, immigrants, first-generation students, Queer individuals, women, and mothers—to explore how their unique experiences shape learning, teaching, and educational practices. Qualitative inquiry is a powerful tool for understanding how race, language, and identity intersect within the personal and professional experiences of educators, students, parents, and community members (Adams et al., 2015; Ellis et al., 2011). This Special Issue will create a platform for these lived experiences, offering insights into resilience, identity formation, and the challenges of navigating educational spaces shaped by systemic inequities (Crenshaw, 1991). This publication welcomes a variety of writings beyond the traditional qualitative methods in order to provide access to the varied voices that exist beyond academia. 

Scope and Topics

This special issue seeks diverse contributions that delve into the complexities of education as influenced by race, language, and identity. We welcome papers that address, but are not limited to, the following topics:

  • Narratives and Life Stories: Exploration of personal and collective stories that reveal the impact of race, language, and identity on educational experiences.
  • Autoethnographies: Self-reflective writings (e.g., personal essays, life stories) that illuminate individual experiences within cultural, social, and institutional contexts.
  • Racial and Linguistic Diversity: Studies on how racial and linguistic diversity shape educational environments and learner outcomes.
  • Identity Formation: Investigations into how educational settings contribute to the development of personal, cultural, and linguistic identities.
  • Challenges and Opportunities: Analyses of challenges faced by marginalized groups and potential strategies to create more equitable educational practices.

Submission Guidelines:

  • Abstract Submission (200-250 words) New Deadline: March 8, 2025 (extended)
  • Full Manuscript (5,000-8,000 words) Submission Deadline: July 15, 2025
  • Publication Date: September 30, 2025

We encourage submissions that draw from personal stories, narratives, and reflective inquiries to explore how layered identities impact education. All submissions should be made through the submission portal at https://cie.asu.edu/ojs/index.php/cieatasu/index. Please refer to the Guide for Authors, updated as of September 30, 2024. (Note: Please disregard the prompt requesting a full manuscript submission. At this stage, only submit an abstract for consideration in the special issue).

For inquiries, contact: Tipsuda Chaomuangkhong (tchaomua@asu.edu)

References:

Adams, T., Jones, H., & Ellis, C. (2015). Adams, T., Holman Jones, S, and Ellis, C. 2015. Autoethnography: Chapter 1, Oxford University press.

Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241. https://doi.org/10.2307/1229039

Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An Overview. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1), Article 1. https://doi.org/10.17169/fqs-12.1.1589

Schwartz, S. (2021, June 11). Map: Where Critical Race Theory Is Under Attack. Education Week. https://www.edweek.org/policy-politics/map-where-critical-race-theory-is-under-attack/2021/06

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006