Indigenous Peoples Perspectives On Multicultural Education: Call For Papers
Invitation to Submit/Call for Papers
Multicultural Perspectives is the peer-reviewed journal of the National Association of Multicultural Education (NAME)
Dr. Cornel Pewewardy and Dr. Jeanette Haynes Writer (Guest Editors)
There has been an overall lack of written representation describing the
experiences of Indigenous Peoples in education (broadly) and within the
field of multicultural education (specifically). This is problematic given
an increasing demographic reality wherein Indigenous Peoples/First
Nations/American Indians/Alaska Natives/Native Americans have become the
most underrepresented, underserved, exploited, and oldest ethnic group in
the US. As sovereign Nations, tribes have a role in the teaching that is
conducted in their communities and in regulating that research which occurs
on their tribal land and with their tribal citizens. Indeed, the
conversation around race relations needs to broaden out from a Black-White
discourse to include the Indigenous experience in schooling. This special
issue of Multicultural Perspectives is intended to provide valuable
information for practitioners (teachers, counselors, teacher educators,
etc.) which might inform and impact pedagogical practices and curricular
perspectives with links to Indigenous cultural practices within a
multicultural education framework.
Editors of this special issue are interested in any and all contributions
which link the Indigenous experience to multicultural education. For
example, a submission may provide a general analysis/perspective on
multicultural education as an academic discipline seen within an Indigenous
student point of view (the promise of multicultural education for Indigenous
Peoples, the problems of multicultural education for Indigenous Peoples, new
directions and possibilities for multicultural education based on the
Indigenous experience, etc.). Some other possibilities may include the
following.
1 Culturally Responsive Curriculum and Pedagogy for Indigenous Peoples
2 Schooling (policies and procedures) for Indigenous Peoples
3 Non-formal Schooling and Indigenous Peoples
4 Outside of Schooling Contexts for Indigenous Peoples
5 Tribal Language Learning and Multicultural Education
6 Multicultural Education and teacher preparation for working with Indigenous Peoples
7 Multicultural Education and Native Studies/pedagogies
8 Indigenous Newcomers and Multicultural Education
9 Indigenous families/communities and Multicultural Education
10 Indigenous diaspora and multicultural education
11 Indigenous Nationalism (counter to Pan-Indianism) in multicultural education
Please submit manuscripts of conceptual/empirical works by March 30, 2010
for peer-review. Word limit is 3000 (minimum) to 5000 words (maximum).
Manuscripts must be written in APA style. We encourage the use of the
tribal language of the community that you represent. We encourage the
Indigenous Ways of Knowing² of the community that you represent as well.
Keep in mind that 30% of the readership for the journal is classroom (K-12)
teachers. A complete list of submission guidelines can be found at:
http://www.tandf.co.uk/journals/titles/15210960.asp
Send manuscripts by March 30, 2010 to:
Francisco Rios, Ph.D.,
Senior Associate Editor,
Multicultural Perspectives
College of Education,
Dept. 3374
1000 E.
University Avenue, Laramie, WY 82071
(307) 766-4055 (office)
(307) 766-2018 (fax)
email: frios@uwyo.edu
For further information, please contact Francisco Rios at (307) 766-4055
frios@uwyo.edu or Cornel Pewewardy (503) 725-9689 cornelp@pdx.edu
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