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Author Guidelines

DSJ seeks to publish manuscripts focused on issues of equity, diversity and social justice in adult education. Scholarly work that pushes the boundaries of theory and practice, and engages alternative voices in adult education is encouraged. Manuscripts that highlight social in/action, equity issues, and creative strategies for promoting social justice through adult education are also welcomed.

All manuscript submissions must be in Microsoft Word format, Times New Roman 12-pt font, double-spaced with one-inch margins and numbered pages. Each submission must conform to the most recent edition (6th) of the Publication Manual of the American Psychological Association.

A title page, which includes all authors’ names, affiliations, 2 line bio, and contact information for the lead author, must be submitted as a separate supplementary file.

A photo of each author must also be submitted as a jpeg file (size: 130x500pixels; approximately 1mb). To ensure a blind peer review, the photo file must also be uploaded separately as supplementary file. Photos larger than specified cannot be loaded into the system. Alternatively, you may also embed your photo within a word document for submission.

To facilitate the double-blind review process for full-length manuscripts, the author’s name must be removed from the main text, the in-text citations, the reference list, and any running heads. Please replace the author’s name with Author. If there are multiple authors, please use Author1, Author2, etc. If the author’s name(s) is not removed, the manuscript will be returned without review.

DSJ accepts multiple types of submissions. Text based manuscripts should have well-formulated arguments, have solid conceptual and/or empirical bases, and be well-organized. Manuscripts are expeced to contribute in a significant way to the advancement of social justice in adult education.

1. 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 (included in the word count)
  • 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 and image file separately as supplementary files.

2. 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, including relevant literature as appropriate.
  • Reflections should be between 1200-1500 words.
  • Reflections are peer reviewed.
  • Dialogue through prose is encouraged. Readers are welcome to develop reflection essays in response to the previously published full-length articles, reflections, or arts-based work.

Note: Reflection essays generally will be by invitation of the editors, but unsolicited reflection essays and responses which are reflections on previously published articles, essays, or arts-based work 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 as a basis for reflection (photography, artwork, images, etc).


3. 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 or related to 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, curriculum resources ie syllabi 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 or if a fuller description is required, it will be spotlighted with a longer description that will be requested by the editorial team. 2) full citation information in APA 6 format (when applicable).

4. 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 (50-250 words). A brief description  - two to three sentences describing the relevance to social justice may also be requested. Non-text material may be submitted as a pdf.




Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.

  1. The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).


  2. The submission file is in Microsoft Word format. For non-text based submission, please consult with the appropriate section for submission specifications.


  3. Included a separate title page with contact information for each author and a 2-3 sentence biographical statement for each author.


  4. Included as a separate file, a photograph to be presented with the biographical statement. (size: 130x130px to 500x500px, approximately 1mb).

    Alternatively, images (jpg) may be embedded in a MS Word file.

  5. The text is double-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.


  6. Tables & Figures: All manuscripts should conform to the APA guidelines for the inclusion of Tables and Figures. Tables and Figures should be numbered sequentially (e.g., Table 1, Table 2, and Figure 1, Figure 2) and include descriptive titles.


  7. The text adheres to the stylistic and bibliographic requirements of Publication Manual of the American Psychological Association, 6th edition both in-text citations and reference list

    References: All manuscripts should conform to the APA guidelines for citations and references. The following examples are provided for clarity, however, authors should consult the APA guidelines for specific formats.


    Articles:Habron, G., & Dann, S. (2002). Breathing life into the case study approach: Active learning in an introductory natural resource management class. Journal on Excellence in College Teaching, 13(2/3), 41-58.

    Books:Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.

    Chapters:Butcher-Powell, L. M. (2004). Teaching, learning, and multimedia. In S. Mishra & R. C. Sharma (Eds.), Interactive multimedia in education and training(pp. 60-72). Hershey, PA: Idea Group.

    Web Pages:

    Anderson, J. R., Reder, L. M., & Simon, H. A. (1995). Applications and misapplications of cognitive psychology to mathematics education. Retrieved June 29, 2002, from


  8. Where available, URLs for the references have been provided.


  9. If submitting to a blind peer-reviewed section of the journal, the instructions for ensuring anonymity have been followed. This includes separating the title page from the body of the document. Submit the title page as a supplementary file.


  10. All necessary permissions have been secured for use of any copyrighted material including images.

Copyright Notice

Authors who publish with this journal agree to the following terms:

a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).


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