Special Issue: Protests, Social Justice, and Adult Education

Call for Manuscript Proposals

Special Theme Issue

Protest, Social Justice and Adult Education
September 2017

Those who profess to favor freedom and yet depreciate agitation, are people who want crops without ploughing the ground; they want rain without thunder and lightning; they want the ocean without the roar of its many waters. The struggle may be a moral one, or it may be a physical one, or it may be both. But it must be a struggle. Power concedes nothing without a demand. It never did and it never will. Frederick Douglass, 1857 (West India Emancipation)

Dialogues in Social Justice: An Adult Education Journal (DSJ) seeks full-length manuscripts, reflection essays, book reviews and resources, and arts-based work from academics, activists, scholar-practitioners, and artists for a special themed issue that examines the interstice between protests, social justice and adult education.

Protests and resistance have always been a part of the fabric of societies. They represent the pulse of the disenfranchised and serve as a barometer of political and social satisfaction. Media, particularly social media, has catapulted protests, resistance movements and actions, and their causes into the center of the imaginations and realities of contemporary society. From the Occupy Movement to Black Lives Matter and from slave rebellions to the Watts riots to hashtags heralding #NoBanNowall, adult education, as an entity, demands, fosters, equips, educates, participates in and inspires freedom through agitation of the political system through educational praxis, theory and policy.

Adult education historically has partnered with society to develop the capacity of its members to respond in ideological and material strategic ways to the social injustices that assault the sensibilities of those who honor and value equity, fairness and social justice. This special themed issue recognizes the bi-directional flow of energy and influence generated through this symbiotic relationship between protests and adult learning. That is, adult education influences protest movements and resistance actions and they in turn influence adult education’s priorities. Highlander is an exemplar of this special relationship and is a reminder that education never operates from the position of neutrality.

DSJ invites submissions that examine the historical and recent trends in protest and resistance actions in relationship to adult education and social justice. While we welcome submissions that provide descriptions of the role of adult education in protest movements, we especially desire works that move beyond descriptions to address larger conceptual, epistemological, political, educational issues related to the same.

Submissions should represent relevant and nuanced contributions to the extant literature on social justice adult education. Topical areas might include but are not limited to:

  • Critical analysis of adult education’s responsibility to social justice through protest movements and resistance actions

  • Explication of how protest movements and resistance actions inform adult education praxis, theory, and/or policy

  • Research and theorizing on protest movements and resistance actions to inequality, oppression, and injustice.

    • Descriptive analytical accounts

    • Empirical data-based

    • Theoretical

  • Political and social frameworks for framing protest movements and resistance actions vis a vis adult education

  • Interdisciplinary concerns

  • Arts-based responses and research

DSJ will publish this special themed issue in September 2017.

All submissions must have relevance to adult, continuing, and/or higher education and must inform understandings of social justice. DSJ is accepting full-length manuscripts, reflections, arts-based work, as well as book reviews and resources such as documentaries and film reviews related to protest, social justice and adult education.  For a fuller description, see https://journals.uncc.edu/dsj/about/editorialPolicies#focusAndScope. Works highlighting the application of innovative teaching methods and strategies, critical or often overlooked issues or 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 and empirical research with implications for practice, and arts-based work are welcomed.

Submissions can address issues from individual, group, organizational/systemic, or cultural perspectives and can represent the array of adult learning: formal, informal, and nonformal.

May 15th: Deadline to submit full manuscript for consideration in the Special Themed Issue

You may submit your proposal directly to our electronic Manuscript Submission Portal.

Please indicate in the notes to the editors that the submission is for the special issue.

July 15th: Notification of proposal acceptance following blind peer review

August 30th: Deadline to submit revisions

September, 2017: Special 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.

We hope you will consider submitting your proposal for review for this special theme issue of Dialogues in Social Justice: An Adult Education Journal. Please direct inquiries to dsjadulteducation@gmail.com.


The Editors of Dialogues in Social Justice