As adult education practitioners, we cannot help but acknowledge the presence of social media within society and its impact on our adult students. Social media has become a staple in the everyday lives of many people. According to Statista (2017), the average person consumes two or more hours per day of social media. In addition to the consuming nature and sometime addictive aspects of social media, social media has been revolutionary in promoting social justice issues such as: Black Lives Matters, the Me Too Movement, United Airlines’ boycotts addressing passenger treatment, autism awareness, American elections, as well as the Arab Spring Movement. Given this rise in the dissemination of information through the use of technology, social media has challenged the traditional methods of pedagogy within adult education spaces, and has pushed us to examine the ongoing role of social media in addressing social injustice.
Social media (podcasts, weblogs, social blogs, wikis, video, internet forums, apps, etc.) has informed adult education in building networks or community engagement, as well as engaging critical thinking and social justice issues germane to the education of adults. Careless (2015) emphasized the need to explore the "use of social media as a potential forum for social justice and liberatory pedagogy in adult education" (p. 24). Clearly the intersectionality of social media and classroom instruction and the impact it is having on educating or informing millions of people can no longer be avoided.
DSJ will publish a themed issue focusing on Social Media, Adult Education, and Resistance. This themed issue seeks to explore the role social media plays in: promoting or challenging social injustices within adult education; resistance to the use of social media within pedagogy, the use of social media as an instructional tool, and how and where social media has been used in the service of social justice effectively.
Topics for consideration include, but are not limited to:
● The teaching of Media Literacy
● Uses of social media within adult education
● Social media as a tool for resistance
● Informal learning/public pedagogy
● Administration strategies for the inclusion of social media
● Technology within the classroom
● Global use of social media for revolution and the aftermath (Tunisia, Egypt, etc.)
● Movements that engage social media and educating the public
● Ethics and "fake news" on social media
Book reviews and resources, reflections, arts-based work, and original research including empirical studies, in-depth reviews of literature, case studies demonstrating the application of innovative teaching methods and strategies in social media spaces that highlight critical or often overlooked issues, or that have unusual features that would be of general interest to adult educators, manuscripts addressing the unique challenges encountered by educators or professionals in applying their knowledge and skill to the problems of those they serve, theoretical/conceptual research with implications for practice, among others are all welcomed.
All submissions must have relevance to adult, continuing, and/or higher education and speak to the concept of social justice. We are specifically looking to include contributions from adult education practitioners as well as scholars.
Timeline: Date: March 18, 2019 Submission of abstract deadline
Date: March 30, 2019 Invitation to submit full manuscript sent to author
Date: July 30, 2019 Deadline for submission of full-length manuscripts, reflections, arts-based work, as well as book reviews and resources such as documentaries and film reviews related to social media, social justice, and adult education. Submissions can address issues from individual, group, organizational/systemic, or cultural perspectives.
Date: November 15, 2019 Deadline to submit revisions
Date: February 2020 Themed issue published
Submitted manuscripts must be written in the style outlined in the Publication Manual of the American Psychological Association (6th ed.), not previously published, and not under consideration for publication elsewhere. You may submit your abstract directly to our electronic Manuscript Submission Portal. Please submit under the journal section that most closely matches your proposed manuscript (full-length manuscript, reflections, book review & resources, or practice of freedom - https://journals.uncc.edu/dsj/about/editorialPolicies#sectionPolicies)
We hope you will consider submitting your manuscript for review for this themed issue of Dialogues in Social Justice: An Adult Education Journal. Please direct inquiries to firstname.lastname@example.org.
Lisa R. Merriweather, Joni Schwartz, Edith Gnanadass, Rodney Maiden Editors, Dialogues in Social Justice
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