Editorial Policies

Focus and Scope

Overview:

Dialogues in Social Justice: An Adult Education Journal (DSJ) 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 and works related to all aspects of social justice in the field of adult, continuing, and 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.

 

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DSJ publishes three issues per year (February, May, September) and uses a learner-centered mentoring model to support and encourage scholars in both their activism and scholarship. In support of this mission,  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.

Submission Types:

Issues include full-length articles (5000-7000 words), book reviews (500-700 words), reflection essays (1200-1500 word), 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.

Editorial Team:

DSJ's editorial team is comprised of two editors-in-chief, 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. Recommendations from the review board members will inform the Editors’ manuscript selections.

 

 

Section Policies

From the Editors

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Research Articles

Full-length manuscripts can be theoretical, research-based, or practice-based. Each must address how the work informs social justice in adult education. The application can be in any adult education context: workplace, higher education, community, formal, informal, nonformal, etc.

Note: DSJ accepts original research-based articles that use historical, qualitative, quantitative, or mixed methodologies. Clear exposition of the research purpose, hypothesis, research questions, methods, results/findings, and implications is expected.

Theoretical articles should clearly identify the issue, provide a rigorous analysis of the literature, and well-formulated arguments.

Practice-based manuscripts are expected to outline the social context, and application of theory or research to practice. These can take the form of case studies or case stories.

All full-length manuscripts should conform to the following general structure:

  • Title Page
  • Abstract (not to exceed 150 words)
  • Keywords (no more than 5)
  • Denotation of manuscript category (theoretical, research-based, practice)
  • Body of Manuscript (5000-7000; includes references, tables, figures, acknowledgments,  appendices)
  • Acknowledgements (if any)
  • References
  • Appendices (if any)
  • Manuscripts are double blind peer-reviewed. Please remove all identifying author information from the text and references. Please submit the title page separately.

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Reflections

Reflection essays on contemporary or historical issues related to equity and social justice in adult education should include the following:

  • Identification of equity and social justice issue.
  • Clear exposition of relation of issue to adult education.
  • Reflections should be between 1200-1500 words.
  • Reflections are peer reviewed.

Note: Reflection essays generally will be by invitation of the editors, but unsolicited reflection essays and responses which are reflections on previously published articles in the journal are also encouraged. Essays that examine the field of adult education from historical, sociological, and critical perspectives are encouraged as well as reflective commentaries on contemporary issues related to equity and social justice that clearly articulate the relationship to adult education. Essays that focus on highlighting the role adult education practice and theory might play in the future of social justice, both internationally and within the United States, are also sought. Reflection essays may include interviews of prominent adult educators in the field. Reflection essays may take the form of personal narrative, auto-ethnography, or expository essay. Arts-based submissions are also welcomed (photography, artwork, images, etc).

Editors
  • Rodney Maiden
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Book Review & Resources

Book reviews and resources related to equity and social justice in adult education should include the following:

  • Full citation information for the book/resource.
  • A summary that provides a clear connection to adult education.
  • Reviews should be between 500-700 words.
  • Reviews are peer-reviewed.

Note: Submissions for the book reviews and resources segment will be primarily by solicitation of the Book Review and Resources editor; however, unsolicited submissions that meet the book and resource review submission guidelines will be considered.

The book review segment: Book review submission guidelines are as follows: 1) book must be a recent publication (3 years or less) that highlights issues related to equity, diversity, or social justice in adult education; 2) review offers an analytical critique of the book's content; 3) review is no more than 500-700 words; 4) review includes full citation information in APA 6 format. Books from other fields will be considered as long as the relevance to adult education is emphasized. If two reviews of the same book offer different perspectives that enhance the prospective reader’s knowledge of the book, they will both be considered for publication though not within the same journal issue.

The resources segment takes into consideration the various media in which social justice is taught, learned, and practiced. Consequently, we seek to include manuals, CDs, YouTube videos, visual arts imagery, blogs, links to websites, and other resources that promote discussion as well as strategies for and opportunities to engage with social justice activism. In line with our international perspective, non-English language books and resources from other countries will be considered. Resources submission guidelines are as follows: 1) A brief description  - two to three sentences describing the entry and its relevance to social justice. If an entry is considered of great relevance or attention, it will be spotlighted with a longer description. 2) full citation information in APA 6 format (when applicable).

Books currently available for review

Editors
  • Brendaly Drayton
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The Practice of Freedom

Practice of Freedom showcases the arts-based work (visual art, poetry, photography, artwork, images, poetry, Spoken Word, etc.) of locally, nationally, and internationally recognized artists, scholars and practitioners whose work reflects the scope and mission of the journal.  The contributions are intended to both inspire and provoke reflection on how social justice operates in and shapes the field of adult education.  An artist statement shoulld accompany the arts-based work. A brief description  - two to three sentences describing relevance to social justice may also be requested. Non-text material may be submitted as a pdf.

Editors
  • DSJ Editors
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Complete Issue

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Table of Contents

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Peer Review Process

All reviewers have an earned doctorate and publication experience. Additionally, advanced graduate students, junior scholars, and practioners will be provided an opportunity to serve as guest reviewers under the guidance of a senior scholar. Appropriate arts-based artists will review non-text based submissions.

Full-length articles are double blind peer-reviewed by two review board members. 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 will be reviewed by artists familar with that genre.

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 Editors-in-Chief directly.

 

 

Publication Frequency

Three issues are published per year (February, May, September):

Issue I - Production Deadline: January 15, Release Date: February 28

Issue II - Production Deadline: April 15, Release Date: May 31

Issue III - Production Deadline: August 15, Release Date: September 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.

 

Archiving

This journal utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration. More...