A professor I know is co-editing a special issue of the Journal of
Negro Education and asked me to circulate the opportunity below.
Interested authors must submit an abstract no longer than 500 words by
e-mail to email@example.com by February 4, 2011. Please direct
any inquiries to Dr. Chance Lewis, firstname.lastname@example.org or Dr.
Yolanda Sealey-Ruiz at email@example.com.
Peace and blessings,
Call for Papers
Teacher Education and the Black Community: Preparing Teachers to Teach
Black Students, Preparing Black Students to Become Teachers
The Journal of Negro Education (JNE) issues a Call for Papers for a
special issue to be published in summer 2011 to advance scholarship
focused on the current and potential role that teacher education plays
in advancing the Black community. Chance W. Lewis, Ph.D., Associate
Professor and Endowed Chair in Urban Education, Texas A&M University,
and Yolanda Sealey-Ruiz, Assistant Professor of English Education,
Teachers College, Columbia University will serve as guest co-editors.
This special issue will feature research articles that assess models
and pedagogy to effectively train teachers of all backgrounds to serve
diverse classrooms. In addition, this issue seeks articles that
explore strategies to increase the number and capacity of African
American teachers; particularly Black male teachers, who currently
represent less than 2% of America’s teaching force.
Manuscripts acceptable for this volume will address one or more of the
· How can contemporary teacher education programs prepare
teachers of all races, genders, and socioeconomic backgrounds to
educate diverse classrooms?
· How can teacher education contribute to eliminating the
achievement and discipline gaps that exist between Black students and
students of other races?
· What is the efficacy of modern approaches to helping teacher
trainees understand diverse classrooms, such as the use of multimedia,
documentary film, service learning, and volunteering?
· What are effective strategies to diversify America’s
· What are the key considerations to teacher across gender in
the Black community? (i.e., female teachers teaching Black male
students, and male teachers teaching Black female students)
· What is the influence of federal- and state-level
educational policies on building teacher education programs to
accommodate Black students?
· What is the unique role of historically Black colleges and
universities in preparing and recruiting Black teachers?
· How do we combat institutional racism and culturally biased
assessments when training teachers to serve diverse classrooms and
increasing the number and capacity of African American teachers?
Final manuscripts will undergo a blind peer review. This special issue
will be distributed to a wide range of educators and advocates,
including teacher education programs, teachers, school administrators,
policymakers, activists and families. Therefore, invited authors are
encouraged to use graphs and charts, summaries in layperson language,
and numbered practical recommendations and policy implications.
For initial consideration, please submit an abstract no longer than
500 words by e-mail to firstname.lastname@example.org by February 4, 2011.
All inquiries regarding submissions should be directed to one of the
guest co-editors, Dr. Chance Lewis, email@example.com or Dr.
Yolanda Sealey-Ruiz at firstname.lastname@example.org. Invited authors will need
to submit completed manuscripts by April 15, 2011.
For more than 76 years, The Journal of Negro Education has been the
leading purveyor of a wealth of scholarly research concerning Black
academia. The quarterly journal is operated under the auspices of the
Howard University (HU) School of Education (SOE). With world-wide
readership and subscribers, JNE has published distinguished scholars
that include Horace Mann Bond, Ralph J. Bunche, W. E. B. Du Bois, and
Kenneth B. Clark. The current Editor-in-Chief is Dr. Ivory A. Toldson
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