Date: Tue Feb 19 2008 - 08:15:24 PST
For your information,
Olga
Dear Colleagues,
Pedagogies, the international journal published
by Taylor and Francis and edited by Allan Luke
and Anneliese Kramer-Dahl, is now into Volume 4.
Please circulate this call for papers among your
colleagues and graduate students and encourage
them to send their manuscripts to the journal at
<mailto:pedagogies@nie.edu.sg>pedagogies@nie.edu.sg.
Thank you.
Maria MAHAT (Ms)
Project Manager
Centre for Research in Pedagogy and Practice
Editorial Administrator, Pedagogies: An International Journal
National Institute of Education
1 Nanyang Walk
Singapore 637616
(65) 6790-3839
<mailto:mmahat@nie.edu.sg>maria.mahat@nie.edu.sg
<http://www.crpp.nie.edu.sg/>www.crpp.nie.edu.sg
PEDAGOGIES: AN INTERNATIONAL JOURNAL
Senior Editors
Allan Luke - Faculty of Education, Queensland
University of Technology, Australia
Anneliese Kramer-Dahl - National Institute of
Education, Nanyang Technological University,
Singapore
Published 4 times a year by Routledge, part of the Taylor & Francis group.
Available online at
<http://www.tandf.co.uk/journals/journal.asp?issn=1554-480X&linktype=5>http://www.tandf.co.uk/journals/journal.asp?issn=1554-480X&linktype=5
Editorial Aims and Scope
In Talks to Teachers on Psychology and Life
(1892), the lectures that inaugurated the field
of educational psychology at Harvard, William
James referred to pedagogy as the "art and
science" of teaching. A century later of
educational paradigms gained and lost,
educational researchers and scholars are
attending yet again to pedagogy and knowledge in
classrooms. In many educational systems, pedagogy
is proving to be the key rallying point for
teachers, teacher educators and researchers, and
activists and policy-makers committed to
reclaiming the art and science of teaching from
narrow instrumentalist and economic agendas.
Pedagogies: An International Journal aims to
reestablish teaching and learning as the
educational practices that matter.
In the last half-century, teacher educators,
educational researchers, administrators, and
policy-makers have focused on testing systems,
school management, teacher quality, and
assessment, monitoring and standards schemes of
almost every conceivable kind in their efforts to
renew and improve schools. But for teachers and
researchers committed to reforming schools and
reinventing teaching in the new millennium, there
is a real urgency to attend more closely to
theoretical and applied, empirical and
hermeneutic work on pedagogies and knowledge in
classrooms. Governments are realising that they
cannot make policies via test scores alone, but
that they must have a much better grasp of what
goes on in classrooms. The actual social and
cultural, cognitive and intellectual work of
teachers and students are and should be a focal
area of research and development, description,
illustration, debate and reform. Facing the
social and cultural, political and economic
challenges of this new millennium - as James and
Dewey did in the last - the remaking of knowledge
and pedagogy is the key to educational change.
The enterprise of redesigning knowledge and
pedagogy, however, has changed. Transformation
of communications media, innovations in aesthetic
and representational forms, the spread of popular
and educational cultures, the multiplication and
dissemination of scientific knowledge, and
powerful claims to indigenous and local knowledge
have together placed systems, schools, and
teachers under increasing pressure to reframe
their basic assumptions: How should schools
respond to changes in power and knowledge
relations, the rapid proliferation and shifts in
human knowledge, and the new designs of
aesthetics, language, media, and everyday
cultures? How can everyday classroom practices
engage with diversity of knowledge, student
communities, cultures and resources, and
technology and design?
Pedagogies brings together emergent and breaking
work on all aspects of pedagogy: classroom
teaching and learning in response to new
communities and student bodies, curriculum and
responses to new knowledge and changing
disciplinarity, blends of traditional and new
communications media in classrooms, and most
importantly, how we might improve and renew the
everyday work that teachers and students do in
classrooms. It features quantitative and
qualitative, disciplinary and trans-disciplinary,
empirical and theoretical work, and will include
special editions on key developments in research
on knowledge and pedagogy. It aims to push the
boundaries of theory and research - to seek out
new paradigms, models and ways of framing
education - while at the same time keeping an eye
squarely on that which matters: teaching and
learning in classrooms.
Content
This refereed journal is about change and
innovation in the most common, typical, and
central of educational processes: teaching and
learning in classrooms. Pedagogies will apply
current theoretical and analytical research work
to the question of how pedagogy is being
transformed to make new knowledge, new expressive
modes and, quite literally, new kinds of teachers
and learners. In Dewey's terms, it is focused on
the "designed" ways in which cultures and
societies undertake the work of social
transformation through education. This in part
will involve discussions, debates, and studies of
the most tenacious and perennial educational
problems, some of which have been with us for a
century: teaching to diversity, the persistent
educational marginalisation of specific
communities. But it will also focus on innovative
engagements with new technologies and new forms
of identity, new repertoires of teacher practice,
and preparation of students for emergent forms of
civic, workplace and community life.
It will do so in ways that model cosmopolitan
flows of ideas and innovation-from and across
educational communities in North and South, East
and West, seeking out the most innovative
thinkers internationally, and creating
international dialogues about teaching and
learning.
Authors will address issues of change and the
need for practical programmes of policy
innovation, curriculum reform, and pedagogical
action.
Editors and Editorial Board
Senior Editors
Allan Luke
Queensland University of Technology, Australia
Anneliese Kramer-Dahl
National Institute of Education, Nanyang Technological University, Singapore
Managing Editors
James Albright, Norhaida Aman, Fang Yanping, Guo
Libo, Trivina Kang, Kim Koh, Dennis Kwek, Lau
Shun, Chitra Shegar, Phillip Towndrow and Viniti
Vaish
Centre for Research in Pedagogy and Practice,
National Institute of Education, Nanyang
Technological University, Singapore
Book Review Editor
Guo Libo
Centre for Research in Pedagogy and Practice,
National Institute of Education, Nanyang
Technological University, Singapore
Editorial Advisory Board
Adrienne Alton-Lee, Ministry of Education, New Zealand
Donna E. Alvermann, University of Georgia, USA
Michael W. Apple, University of Wisconsin-Madison, USA
Robert J. Bracewell, McGill University, Canada
Courtney B. Cazden, Harvard University, USA
Paul Cobb, Vanderbilt University, USA
Barbara Comber, University of South Australia, Australia
Peter Freebody, University of Sydney, Australia
Judith L. Green, University of California at Santa Barbara, USA
Tara Goldstein, University of Toronto, Canada
Shirley Brice Heath, Brown University, USA
Glynda Hull, University of California at Berkeley, USA
Mary Kalantzis, University of Illinois at Urbana Champaign, Australia
Gunther Kress, Institute of Education, University of London, UK
Gloria Ladson-Billings, University of Wisconsin-Madison, USA
James Ladwig, University of Newcastle, Australia
Cynthia Lewis, University of Minnesota, USA
Angel Lin, Chinese University of Hong Kong, Hong Kong
Sverker Lindblad, Göteborg University, Sweden
Gabrielle Matters, Australian Council for Educational Research, Australia
Stuart McNaughton, University of Auckland, New Zealand
Luis C. Moll, University of Arizona, USA
Ana Maria Morais, University of Lisbon, Portugal
Antonio Flavio Barbosa Moreira, Federal University of Rio de Janeiro, Brazil
Johan Muller, University of Cape Town, South Africa
Reba N. Page, University of California at Riverside, USA
P. David Pearson, University of California at Berkeley, USA
William F. Pinar, University of British Columbia, Canada
Robert J. Tierney, University of British Columbia, Canada
Amy Tsui, University of Hong Kong, Hong Kong
Olga A. Vásquez, University of California at San Diego, USA
Stanton E. F. Wortham, University of Pennsylvania, USA
Journal Administration
Editorial Administrator
Maria Mahat
Centre for Research in Pedagogy and Practice,
National Institute of Education, Nanyang
Technological University, Singapore
Notes for Contributors
Manuscripts should be submitted to the Editorial
Administrator via
<mailto:pedagogies@nie.edu.sg>pedagogies@nie.edu.sg
Articles should be about 5000-6,000 words
(including abstract, references, endnotes and
space taken by tables/figures - calculated on 500
words to a journal page) in length, typed in
12-point font on one side of A4 paper, paginated
and double-spaced with ample margins.
A separate first page should include the full
title, a short title for use as a running head,
author name(s), institutional and e-mail
address(es), and indicate the author responsible
for correspondence related to manuscript
submission. The title should be on page 1 and not
exceed 10 words (50 characters), and should be
followed by an abstract of 100-200 words.
Footnotes should be avoided and endnotes kept to
a minimum. The full postal address of the author
who will check proofs and receive correspondence
and offprints should also be included. All pages
should be numbered. Contributors should be aware
that they are addressing an international
audience. Jargon should be avoided and "local"
terminology clarified for an international
audience. Authors should use non-discriminatory
language. Articles should be original work and
where appropriate, should acknowledge any
significant contribution by others.
Tables and captions to illustrations
Tables must be typed out (double-line spacing) on
separate sheets and not included as part of the
text. The captions to illustrations should be
gathered together and also typed out on a
separate sheet. Tables should be numbered by
Roman numerals and figures by Arabic numerals.
The approximate position of tables and figures
should be indicated in the manuscript. Captions
should include keys to symbols.
Figures
All line diagrams and photographs are termed
"Figures" and should be numbered consecutively
and given short descriptive captions. Line
diagrams should be presented as camera-ready
copy. Photographs should be submitted as clear,
glossy, unmounted black and white prints with
good contrast range. jpeg or word formats are
accepted.
References
References should follow the American
Psychological Association system (APA
Publications Manual, 5th edition), with the only
exception that authors' names should be presented
with roman letters, upper and lower case i.e.
they should be indicated in the typescript by
giving the authors' names, with the year of
publication in parentheses, e.g. Smith (1994). If
several papers from the same author(s) and from
the same year are cited, (a), (b), (c), etc.
should be listed in full alphabetically at the
end of the paper on a separate sheet in the
following standard form:
For article:
Shepard, L. A. (2000). The role of assessment in
a learning culture. Educational Researcher 29(7),
4-14.
For book:
Alexander, R. J. (2000). Culture and pedagogy.
Malden, Mass: Blackwell Publishers.
For chapter in edited book:
Dyson, A. H. (2003). Linking writing and
community development through the children's
forum. In. C. Lee & P. Smagorinsky (Eds.),
Vygotskian perspectives in literacy research.
(pp. 127-49). Cambridge, MA: Cambridge University
Press.
Book Reviews
These can vary from 1,000 words for a
single-title review to 6,000 words for an essay
review. Contributors should follow guidelines for
articles, and attempt to review books in terms of
related and current literature and scholarly
debate.
National Institute of Education (Singapore) http://www.nie.edu.sg
DISCLAIMER: The information contained in this
email, including any attachments, may contain
confidential information. This email is intended
only for the use of the addressee(s) listed above.
Unauthorized review, dissemination or any other
use of the information contained in this email is
strictly prohibited. If you have received this
email in error or have reason to believe that you
are
not authorized to receive it, please notify the
sender by return e-mail and promptly delete this
e-mail.
Thank you.
Content-Type: image/jpeg;
name="image004.jpg"
Content-ID: <image004.jpg@01C86F13.3C832AB0>
Content-Description: image004.jpg
Content-Location: image004.jpg
Content-Type: image/gif;
name="image003.gif"
Content-ID: <image003.gif@01C86F13.3C832AB0>
Content-Description: image003.gif
Content-Location: image003.gif
-- Olga A. Vásquez Associate Professor Department of Communication University of California, San Diego La Jolla, CA 92093-0503 (858)-534-6284
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca
