Call for Papers for the Special Theme Issue: Vol: 3 No: 1 (June, 2020)
Theme of the Issue:
Disrupting norms in higher education: Teacher preparation through innovative teaching and learning practices
Guest Editors of the Theme:
- Chelsea T. Morris, Ph.D., Assistant Professor, University of West Georgia
- Lindsey A. Chapman, Ph.D., Clinical Assistant Professor, University of Florida, email@example.com
Summary of Issue:
The proposed scope of this special issue relates to junior faculty and/or pre-tenure faculty at institutes of higher education who are committed to disrupting traditional norms of higher education, particularly related to teacher preparation. We adopt Blin and Munro’s (2008) view, defining the term disruption as “a serious transformation or alteration of the structure of teaching and learning activities taking place in formal education” (p.476). The motivation is to present perspectives on how divergent thinking is used as a tool to challenge the status quo even without the protection and academic freedom associated with tenure. Namely, this special issue will focus on the barriers and challenges embedded in the culture and values of the academy that disempower those who wish to make meaningful change that benefits students and other stakeholders, and more importantly, the ways in which they’ve been successful.
The editors will build an issue that includes manuscripts that specifically discuss the implications of academy norms in the preparation of pre-service teachers. Individual topics of submissions may include, but are not limited to, innovative or “disruptive” practices in terms of: building course syllabi, grading (or “ungrading”) practices, field experiences, instructional methods, student-professor collaboration, and/or peer review of teaching. Additionally, in recognition of the historical barriers that prevent success of non-male faculty and faculty of color in the academy, special attention will be given to the recruitment of a strong and diverse range of voices for the issue. How vulnerable and emerging faculty challenge the existing culture of academia, and more importantly, their willingness to be candid in sharing their experience, will be critical to the success of this issue.
Abstracts are being accepted until November 1, 2019. Abstracts should be no more than 500 words and should address the following questions, although authors are encouraged to think beyond what is presented here:
- In what way(s) are you using a disruptive practice in a higher education setting that prepares future educators?
- What are the barriers or challenges you face when implementing non-normative practices in your courses, fieldwork, or research?
- In what ways are you, as junior and/or pre-tenure faculty, limited to engage in divergent thinking about your teaching practices and environments?
- What are the implications of disruptive practice for pre-service teachers and other stakeholders?
Full length drafts will be expected by March 1, 2020. Manuscripts may be systematic reviews, original research, policy analyses, or conceptual papers. All abstract submissions should be sent to Dr. Chelsea T. Morris at firstname.lastname@example.org.
Open call for papers: September 1, 2019 (see page 2 for proposed text)
Abstract submission due by: November 1, 2019
Preliminary acceptance granted by: December 1, 2019
Commitment from authors required by: December 10, 2020
Full chapter drafts and feedback process due by: March 1-June 1, 2020
Final issue prepared: June 1, 2020
Blin, F., & Munro, M. (2008). Why hasn’t technology disrupted academics’ teaching practices? Understanding resistance to change through the lens of activity theory. Computers & Education, 50, 475-490. doi:10.1016/j.compedu.2007.09.017