Focus and Scope
Dialogues in Social Justice: An Adult Education Journal (DSJ) (ISSN 2578-2029) is a scholarly, blind peer-reviewed, open-access journal which seeks to publish a unique blend of original high-quality research, policy, theory, and practice articles, reflection essays, book and resource reviews, and arts-based works related to all aspects of social justice in the field of adult, continuing, and adult higher education. DSJ desires to make connections between the study and practice of social justice education from its historical and global roots in adult education to contemporary social justice research, and practice. DSJ also provides a forum for the social activist scholar and artist to use writing and other forms of representation as a vehicle for social justice learning. Submissions undergo a peer-review process. There are no author fees.
DSJ publishes two issues per year (Spring, Fall) and uses a learner-centered mentoring model to support and encourage scholars in both their activism and scholarship. Scholarship from emerging scholars, practitioners and activists is encouraged. Scholars who present at the pre-conferences of the Adult Education Research Conference (i.e. African Diaspora, Asian Diaspora, and LBGTQ) as well as graduate students and emerging scholars affiliated with the Graduate Student and International special interest groups of the American Association of Adult and Continuing Education are strongly encouraged to submit work to DSJ for publication.
Issues include full-length articles (5000-7000 words), book reviews (500-700 words), reflection essays (1200-3000 words), arts-based work, and resources on contemporary or historical issues in the area of social justice in adult education. Refer to submission guidelines for more information.
DSJ's editorial team is comprised of two Senior Editors, a Book and Resources Review Editor, Reflections Editor, a Managing Editor and Copy Editor. Senior and junior scholars comprise the editorial review board and are responsible for blind peer-review of the full-length manuscripts. Additionally, advanced graduate students, junior scholars, and practitioners will be provided an opportunity to serve as guest reviewers under the guidance of a senior scholar. Recommendations from the review board members inform the Editors’ manuscript selections.
Peer Review Process
All reviewers have an earned doctorate and publication experience.
Full-length articles are double blind peer-reviewed by at least 1 reviewer. Reflection essays are peer-reviewed by the Reflections Editor. Book reviews and resources are peer-reviewed by the Book Review & Resources editor. Arts-based works may be reviewed by artists familiar with that genre in addition to being reviewed by the editors.
The review process typically takes between 8-12 weeks.
For general questions and comments about the peer-review process, the journal or its editorial policies that are not addressed here, we encourage potential authors to contact the Senior Editors directly at email@example.com.
Two issues are published per year (Spring, Fall):
Spring Issue - Production Deadline: April 15, Release Date: May 31
Fall Issue - Production Deadline: October 15, Release Date: Nov 30
Open Access Policy
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
College of Education, UNC Charlotte
Dialogues in Social Justice: An Adult Education Journal (DSJ) was established by Dr. Lisa R. Merriweather, Associate Professor of Adult Education and Dr. Dionne M. Rosser-Mims, Associate Professor of Adult Education in 2015 to address issues and concerns related to equity, diversity, and social justice in adult education. They served as the Editors in Chief. Subsequently, invitations were extended to Dr. Mervin Chisolm to join the team of editors, Dr. Joni Schwartz to serve as the Reflections Editor, and Dr. Brendaly Drayton to serve as the Book Review and Resources Editor. The inaugural issue was published in February 2016 and featured reflections of the past, present and future authored by respected scholars in the field. A themed issue format was subsequently adopted in 2017.