March 2011: Movement of Languages and Literacies in the 21st Century
In the United States today, hegemonic views of language and literacy acquisition and practices are dominant. Global views have begun to create tensions and conflicts with some of the hegemonic perspectives, discourses, and ideologies that have shaped/informed literacy practices in the past. Given these heightened global perspectives, educators and educational researchers are examining social inequalities more closely in order to re-imagine a different and viable social justice agenda for language and literacies in the 21st century.
For this issue of Language Arts, we are seeking manuscripts that highlight how research, classrooms, and communities envision/take up/act on the impact of globalization on the language arts. How does global education influence how people talk and think about schooling? How do interactions with global discourse inform/influence our knowledge and valuing of language and literacy? How do tensions with global views impact our educational communities’ views of their students and their responsibilities to them? How do they affect how students see themselves and their life chances? We look forward to reading about what matters to you and what interpretations you bring to these questions. (Submissions deadline: November 15, 2009)
May 2011: Stories of Achievement
In the American ethos, achievement is frequently defined by a Puritan work ethic, rugged individualism, and economic success. This story of achievement is evident in ways we talk about children, schools, and literacy. The myth of this achieving child circulates as one who works hard, pays attention, and complies—behaviors that create the dichotomy between “good” student and “bad” student. Test scores, in turn, both reflect this ethos and reinforce the underlying implied view of achievement that creates disparities in the first place.
For this issue of Language Arts, we invite manuscripts that consider the many different stories of achievement that are a part of our schools today. What are stories of achievement outside of this traditional perspective that we might turn to? What kinds of achievement are happening outside of the norm? What is the trajectory of such success? What preparation do these alternative types of success give for participation in the adult world? What texts support different types of achievement? What types of literacy help us redefine achievement and examine what we’re doing with texts and students in classrooms? What tensions and questions exist around definitions of achievement in schools in comparison to the realities of 21st-century life? Overall, how do we as educators notice achievement in all its forms and cultivate a passion for learning in ourselves and our students? (Submission deadline: January 15, 2010)
July 2011: Inquiries and Insights
In this unthemed issue, our last as editors of Language Arts, we feature your current questions and transformations as educators, community members, students, and researchers. Many directions are possible in this issue. What tensions do you see in literacy education today? What do readers of Language Arts need to notice and think about? What inquiry work have you done that can stretch the field of literacy and language arts? Describe your process of learning about literature, literacy, culture, social justice, and language. What new literacy practices do you see in communities, after-school programs, and classrooms? What supports these practices? What is getting in the way of change? What connections are adults and children making as they engage in the art of language? Join us in creating a collection of inquiries and insights. (Submission deadline: March 15, 2010)