Journal Call for Papers: Special Issue of Issues in Teacher Education; proposals due 1/15/17

Journal Call for Papers: Special Issue of Issues in Teacher
Education; proposals due 1/15/17

Ecocritical Scholarship Toward Social Justice and Sustainability in
Teacher Education: A Special Issue for Issues in Teacher Education

Co-Editors: John Lupinacci, Washington State University
(john.lupinacci@wsu.edu); Alison Happel-Parkins, University of Memphis
(aahappel@memphis.edu); and Rita Turner, University of Maryland
(rita.turner@umbc.edu)

Submission Information:
● Manuscripts should be 3500-4500 words excluding references, APA 6th
edition, and include a title page with a 100 word Author Bio.
● Email submissions to: EditorsEcocritical@gmail.com by January 15, 2017

This special issue seeks manuscripts focused on addressing how 21st
century challenges that emerge from the complex intersections of
social justice and sustainability are addressed through public
scholarship influencing and being enacted in teacher education. As
critical educators have been arguing for decades, teacher educators as
public intellectuals can, and arguably must, be activists-scholars
(Collins 2012; Giroux 2004; Giroux et al. 1986). The editors of this
special issue maintain that scholar-activist educators must
acknowledge and reject all forms of domination and injustice against
both humans and nonhumans, recognizing that these injustices are
mutually reinforcing. Such a position necessitates the examination of
how a cultural logic of domination (Warren, 2000) undergirds the
unjust and destructive social and economic ideologies and policies
that constitute schooling and thus teacher education. Consequently, we
believe it is essential for teacher educators to consider how
anthropocentric assumptions and actions work to limit education as a
transformative practice in relationship to addressing social justice
and sustainability. Western industrial notions of human-centered
progress exist in K-12 curriculum and in Colleges of Education, and
this special issue seeks diverse critical perspectives from those
situated within teacher education programs. Specifically, the editors
solicit manuscripts that reflect insights from teacher educators who
are working to challenge and shift cultural logics that support
domination and injustice, logics that are often pervasive in Western
industrial schooling.

Drawing from ecofeminism (Code, 2007; Merchant, 1980; Plumwood, 1993,
2002; Shiva, 2005; Warren, 2000), eco-justice (Bowers & Flinders,
1990; Bowers, 2001, 2010, 2011) ecopedagogy (Fassbinder, Nocella, &
Kahn, 2012; Kahn, 2010), critical ecoliteracy (Turner, 2011), and
EcoJustice (Martusewicz et al., 2015; Turner & Donnelly, 2013; Turner,
2015), this call is designed to solicit manuscripts from educators
engaging pre-service teachers, practicing K-12 teachers, and students
in (re)conceptualizing diversity to be inclusive of equity in both
human and more-than-human relationships. The editors envision this
special issue as a space where educators can share applications and
enactments of ecocritical frameworks in teacher education. An
ecocritical approach addresses how education is influenced by systems
of exploitation and violence, systems which rely on a refusal to
acknowledge and embrace mutuality and interdependence (Lupinacci &
Happel-Parkins, 2015).

The editors anticipate a diverse array of scholarship that addresses
the interrelated and complex entanglements of social justice and
sustainability in relation to teacher education and K-12 classrooms.
Authors are encouraged to submit manuscripts that explore curricular
examples of such frameworks applied to working with teachers, teacher
candidates, and educational leaders to address how they can, as
radical educators, create and maintain educational spaces that
challenge dominant assumptions prevalent in Western industrial
culture. Topics could include:
• Ecocritical curricular projects in teacher education
• Teacher learning and professional development around EcoJustice,
Ecopedagogy, etc.
• School and community partnerships and/or service learning
• Ecocritical education in non-traditional educational settings
• Place-based and project-based learning
• Indigenous and Decolonizing perspectives and Land Education in
teacher education
• Essay reviews of connected and contributing literature
• Short Film and/or book reviews of 800-1200 words (please contact the
editors with your ideas and/or for a list of suggested texts)

Timeline:
January 15, 2017 - Full manuscripts submitted to editors and sent out for review
Before May 1, 2017 – Authors notified of reviewer and editor decisions.
Early 2018 – Special Issue published

Feel free to email the editors with any questions.

References
Bowers, C.A. (2001). Educating for eco-justice and community. Athens,
GA: University of Georgia Press.
Bowers, C.A. (2010). Educational reform that fosters ecological
intelligence. Teacher Education Quarterly, 37(4), 9-31.
Bowers, C.A. (2011). Perspectives on the ideas of Gregory Bateson,
ecological intelligence, and educational reform. Eugene, OR:
Eco-Justice Press, LLC.
Bowers, C.A., & Flinders, D. J. (1990). Responsive teaching: An
ecological approach to classroom patterns of language, culture, and
thought. (Vol. 4). New York, NY: Teachers College Press.
Code, L. (2007). Ecological thinking: The politics of epistemic
location. New York, NY: Oxford University Press.
Collins, P. H. (2012). On intellectual activism. Temple University Press.
Fassbinder, S. D., Nocella, A. J., & Kahn, R. V. (Eds.). (2012).
Greening the academy: Ecopedagogy through the liberal arts. Boston,
MA: Sense Publishers.
Giroux, H. A. (2004). Cultural studies, public pedagogy, and the
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studies, 1(1), 59-79.
Giroux, H. A., Shumway, D., Smith, P., & Sosnoski, J. (1986). The need
for cultural studies: Resisting intellectuals and oppositional public
spheres. 'Dalhousie Review', 472-486.
Kahn, R. (2010). Critical pedagogy, ecoliteracy, & planetary crisis:
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Lupinacci, J. & Happel-Parkins, A. (2015). Recognize, Resist, &
Reconstitute: An eco-critical conceptual framework. The SoJo Journal:
Educational Foundations & Social Justice Education. 1(1) 45-61.
Martusewicz, R., Edmundson, J., & Lupinacci, J. (2015). EcoJustice
education: Toward diverse, democratic, and sustainable communities
(2nd Edition). New York, NY: Routledge.
Merchant, C. (1980). The death of nature: Women, ecology and the
scientific revolution. San Francisco: Harper Row.
Plumwood, V. (1993). Feminism and the mastery of nature. New York, NY:
Routledge.
Plumwood, V. (2002). Environmental culture: The ecological crisis of
reason. New York, NY: Routledge.
Shiva, V. (2005). Earth democracy: Justice, sustainability, and peace.
Cambridge, MA: South End Press.
Turner, R. (2011). Critical ecoliteracy: An interdisciplinary
secondary and postsecondary humanities curriculum to cultivate
environmental consciousness. University of Maryland, Baltimore County,
United States—Maryland.
Turner, R. (2015). Teaching for ecojustice: Curriculum and lessons for
secondary and college classrooms. New York, NY: Routledge.
Turner, R. & Donnelly, R. (2013). Case studies in critical
ecoliteracy: A curriculum for analyzing the social foundations of
environmental problems. Educational Studies, 49(5), 387–408.
Warren, K. (2000). Ecofeminist philosophy: A Western perspective on
what it is and why it matters. Lanham, MD: Rowman & Littlefield
Publishers, Inc.