PLEASE NOTE THAT THE DEADLINE FOR SUBMISSION TO OUR SOCIAL MEDIA, ADULT EDUCATION, AND RESISTENCE ISSUE HAS BEEN EXTENDED TO jANUARY 15, 2020. WHEN SUBMITTING, PLEASE INDICATE THAT YOUR MANUSCRIPT IS FOR THE SOCIAL MEDIA ISSUE. THANK YOU!

  • Addendum to Dialogues in Social Justice Journal Announcement - Social Media, Adult Education, and Resistance Issue

    2019-11-04
    PLEASE NOTE THAT THE DEADLINE FOR SUBMISSION TO OUR SOCIAL MEDIA, ADULT EDUCATION, AND RESISTENCE ISSUE HAS BEEN EXTENDED TO JANUARY 15, 2020. WHEN SUBMITTING, PLEASE INDICATE THAT YOUR MANUSCRIPT IS FOR THE SOCIAL MEDIA ISSUE.  APOLOGIES FOR THIS ERROR. THANK YOU! Read more about Addendum to Dialogues in Social Justice Journal Announcement - Social Media, Adult Education, and Resistance Issue
  • Social Media, Adult Education, and Resistance

    2019-10-30
        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 dsjadulteducation@gmail.com. Lisa R. Merriweather, Joni Schwartz, Edith Gnanadass, Rodney Maiden Editors, Dialogues in Social Justice Read more about Social Media, Adult Education, and Resistance
  • White Supremacy and Privilege in Adult Education

    2019-10-30
    Adult education practitioners internationally come from many variant positionalities, cultures contexts, and racial groups. However, in the US context the majority of adult educators are white in both our community and college settings while with increasing frequency teaching students of color. This is not a new phenomenon but one that warrants continued reexamination on the part of the field. In what is arguably not a post-racial era, discourse around race appears more and more in the media and daily dialogue – some of this discourse seems productive, other highly disturbing. Adult educators have long been on the front lines of social justice and civil rights as they relate to race; in America, Highlander is a case in point and white adult educators have sometimes been allies with people of color as well. This DSJ issue seeks to explore white privilege and white supremacy both historically in the field as well contemporaneously.     In addition, from an international adult education perspective, research and reflections are sought from White Critical Studies on the role of white privilege and white supremacy in spaces outside of the United States as they intersect with issues of language, culture, post-colonial frameworks and histories in adult education settings. The role of whiteness as it relates to recent social justice movements around the world and how adult education is engaged is also welcomed.     DSJ will publish this themed issue focusing on white privilege and white supremacy in 2019, specifically exploring the role that whiteness plays in pedagogy, research, segregation, and racism in adult education settings while seeking examples of programs, curriculum and thoughtful practice that address white privilege and white supremacy as they relate to adult education and social justice. Suggested topics include the following: Critical Whiteness Studies White fragility white privilege pedagogy  the system of oppression behind privilege white allies in adult education white denials of complicity white ignorance and the danger of good intentions microaggressions in the classroom Critical Race Theory white invisibility focus on the individual unpacking the knapsack furtherall lives matter paradigm civil discourse around Whiteness race and racism talking about race in the classroom positionality examined in research interest convergence Gentrification   Book reviews and resources, reflections, arts-based work, and original research regarding whiteness in adult social justice education, in-depth reviews of the research and literature, case studies demonstrating the application of innovative teaching methods and strategies that highlight critical or often overlooked issues or have unusual features that would be of general interest to adult educators are sought. 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 welcomed. All submissions must have relevance to adult, continuing, and/or higher education.Timeline:Date: December 20, 2018. Invitation to submit full manuscript to be sent to authorsDate: April 30, 2019. Deadline for submission of full manuscriptDate: August 2019 Issue Published (ISSUE DELAYED) 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 proposal directly to our electronic Manuscript Submission Portal. 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 dsjadulteducation@gmail.com.Cordially,Lisa R. Merriweather, Joni Schwartz, Edith Gnanadass, Rodney MaidenEditorsDialogues in Social Justice Read more about White Supremacy and Privilege in Adult Education