Theme Issue: Gendered Injustice in Museum Spaces

Call for Manuscript Proposals

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Themed Issue

Gendered Injustice in Museums

May 2018

Adult learning occurs across a variety of settings: formal, nonformal, and informal. Adult educators have increasingly become attuned to the ways in which teaching and learning are politicized in formal educational settings but informal and nonformal learning environments often escape the ire of social and political educational critiques. This drives the recognition that unless these sites of learning are subject to deconstruction through critical discourses, these spaces will remain inert as devices of activist strategy for equity, and social justice.

Daressa (2009) employs the term documentary spaces to describe spaces of reception, memory, and construction. Daressa suggests,

Our paradigms for the present, our spatial and temporal schemata, are selected for us by regimes of knowledge, privileged discourses and hegemonic ideologies. As Derrida famously observed, the languages we speak speaks us. Therefore space, architecture, geography all enact a politics, they dispose power; they define the horizons of the possible -- where we can go, what we can do; in short, they put us in our place. (p. 3)

Museums by design are documentary spaces but the ways in which they dispose power through their regimes of knowledge, discourses, and ideologies are rarely challenged, perhaps because museums are deemed as neutral spaces by many. Museums, however, are sites of learning that must be deconstructed because of the influential role they play as holders of history and culture. They are recognized for the power to entertain more than their power to educate resulting in their politicized nature being overlooked.

These spaces are ripe for germinating gendered injustice. Because of the presumed neutrality many museum spaces claim, gender is often mooted and gendered bodies and their ever present intersectionalities: e.g., race, class, age, religion, nationality are seen through the uncritical gaze of spectatorship. Without intentionality and deliberate attention to how gender frames the discourse of museums, the normativity of narratives and discourses that perpetuate gendered injustice will continue under the guise of entertainment and culture.

DSJ will publish this themed issue focusing on gendered injustice in museum spaces in May 2018. This themed issue seeks to explore the role museum spaces play in promoting or challenging gendered injustice. Gender is not a proxy for woman and female but rather this issue hopes to explore various gendered identities, their intersectionalities and the factors that impact how they are (re)presented in museum spaces.

Topics for consideration include but are not limited to:

  • Gendered identities

  • Identity politics

  • Masculinities

  • Misogyny

  • Patriarchy

  • Cisgender

  • History museums

  • Art museums

  • Living museums

  • Informal learning

  • Museum pedagogy

Book reviews and resources, reflections, arts-based work, and original research regarding gendered injustice in museum spaces, in-depth reviews of the research and literature, case studies demonstrating the application of innovative teaching methods and strategies in museum spaces that highlight 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 with implications for practice among others are welcomed.

All submissions must have relevance to adult, continuing, and/or higher education. DSJ is accepting We are specifically looking to include contributions from adult museum education practitioners as well as scholars.

December 15th: 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 gendered injustice, museums and adult education. Submissions can address issues from individual, group, organizational/systemic, or cultural perspectives.

March 15th: Notification of acceptance

April 15th: Deadline to submit revisions

May 31st: 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 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


Lisa R. Merriweather, Joni Schwartz, Brendaly Drayton, Rodney Maiden
Dialogues in Social Justice