Call for Chapters for the Book “Qualitative Inquiry in Educational Research” Editor: Olga Gould-Yakovleva, Ph.D.
Submit your chapter proposal following this link: https://www.igi-global.com/publish/call-for-papers/call-details/10062
Introduction According to the current trends and, most importantly, needs in education, teaching and learning practices are expected to be evidence-based. Moved by the voices from my university graduate students, the seasoned teachers-practitioners, I strongly perceive and understand their urge for a more consistent, perpetual, and substantial connection between the research in the field of education and teachers’ practical teaching at schools on all grade levels. While closely examining the literature in the related fields, my Graduate students persistently raise the topic of the existing disconnect between the published research findings and their own practices and needs as classroom teachers on the grade levels from Pre-Kindergarten (Pre-K) through grade 12 and in higher education. With the above claims in mind, I am starting this new book entitled Qualitative Inquiry in Educational Research, while aiming to help close the strongly perceived by the teachers practitioners gap and establish a tighter, higher functioning connection between the educational researchers and practical classroom educators. So, this call for chapters aims to invite the authors of specifically those research reports, which offer the above readers the qualitative study implications in the form of practical, and useful, evidence-based advice, mentoring, and guidance for their classroom teaching.
Choice of Paradigm and Method As a dedicated follower of such great philosophers as Mikhail Bakhtin, Yuri Bronfenbrenner, and Lev Vygotsky, I strongly believe in the powerful role of a human word, genuine dialogue, and a humanistic socio-cultural approach in education, educational research, and qualitative inquiry. And as a dedicated qualitative researcher, I devotedly adhere to the postulates by such great methodologists as John Creswell, Norman Denzin, Margot Ely, Corrine Glesne, Alan Peshkin, Johnny Saldaña, Irving Seidman, and James Spradley. In accordance with their teachings and my own experiences as of an educator and educational researcher, I conclude that an individual human’s feelings, perceptions, and ideas are not to be calculated but rather need to be listed to, thoughtfully attended to, critically evaluated, and respectfully considered to help shape one’s understanding of the phenomena in the focus of the inquiry.
Objectives Ultimately, the book Qualitative Inquiry in Educational Research intends to provide the large educational audiences with the latest research findings, which may help to strongly improve the practical field of Education. Among the intended vast target reading audiences are qualitative educational researchers, higher-education instructors, teacher-educators, schoolteachers-practitioners, teacher coaches and specialists, as well as school and district administrators, and policy makers. This book will be uniquely tailored by the editor so that its sections contain sets of chapters, which aim is to inform readers on a range of specific qualitative research methods. Moreover, this publication will be different from the comparable literature on qualitative inquiry due to the fact that, while emphasizing the affordances of diverse designs and methods of the qualitative studies, every chapter will provide a voluminous section containing practical suggestions for implementation in a classroom.
Target Audience As follows from the above, this book intends and has a strong potential to attract a greater number of researchers, academic, and school communities in the United States and globally. Due to the above intention, this book's reading audiences might strongly benefit from the following two major factors. First, research-centered audiences will get access to different kinds of the latest qualitative research reports. Second, the academic and educational audiences will acquire the valuable evidence-based practical mentorship, advisement, tips, and all kinds of how-to's from the chapter authors who had been serving the field of education for years, know this field's specifics, and bring to the educational discussion table their innovative research-based findings.In brief, focus participant or reader populations might include, but are not limited to: • Students of all grade levels • College or university students • Schoolteachers • University professors • Community College instructors • Researchers • Professors of research and methodology classes • Educators of all ranks in any educational establishments • Special Education pedagogues • Teachers of English Language Learners • Psychologists • Adult Education instructors, etc.
Topics Due to this book’s dual focus on the qualitative research and the former in education, a plethora of topics are suggested for the prospective chapter authors to be included in this publication. For example, Design and Method: • Ethnography • Microethnography • Authoethnography • Focused Ethnography • Phenomenology • Metasynthesis • Case Study • Narrative Study • Telling Case • Interview-Based Inquiry • Interdisciplinary Studies Content: • Innovative Approaches in Teaching English Language Learners • New Strategies for Teaching Multilingual and Multicultural Students • New Trends in Culturally Relevant Pedagogy • Latest Trends and Issues in Special Education • Methods for Improving Student Behavior and Classroom Atmosphere • Efficient Planning for Higher Academic Achievement • Untraditional Methods and Approaches in Education • Innovative versus Classical Methods in Education, etc.
References Bakhtin, M., Holquist, M., & Emerson, C. (1981). The dialogic imagination: Four essays by M. M. Bakhtin. Austin: University of Texas Press. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. Bronfenbrenner, U. (1993). Ecological models of human development. In M. Gauvan & M. Cole (Eds.), Readings on the development of children (pp. 37-43). Freeman. Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon (Ed.), Handbook of child psychology (pp. 993-1028). J. Wiley. Creswell, J. W. (2007, 2013). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications. Denzin, N. K., & Lincoln, Y. S. (2002). The qualitative inquiry reader. Sage. Denzin, N. K., & Lincoln, Y. S. (2002). Reflexive ethnography. In N. K. Denzin & Y. S. Lincoln (Eds.), The qualitative inquiry reader (pp. 1-4). SAGE Publications, Inc., https://doi.org/10.4135/9781412986267 Ely, M., Anzul, M., Friedman, T., Garner, D., & Steinmetz, A. M. (1994). Doing qualitative research: Circles within circles. Bristol, PA: The Palmer Press. Glesne, C. (2010). Becoming qualitative researchers (4th ed.). New York: Longman. Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. White Plains, NY: Longman. Saldaña, J. (2013). The coding manual for qualitative researchers. Los Angeles, CA: SAGE Publications. Saldaña, J. (2018). Writing qualitatively: The selected works of Johnny Saldaña. Routledge. Seidman, I. E. (2013). Interviewing as qualitative research (4th ed.). New York: Teachers College Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky: Vol. 1. Problems of general psychology, including the volume thinking and speech. In R. W. Rieber & A. S. Carton, (Eds., Trans. N. Minick). New York: Plenum
Call for Proposals
46th Annual Bergamo Conference on
Curriculum Theory and Classroom Practice
October 15–17, 2026 | Dayton, Ohio
Conference Theme:
CURRICULUM IN A WORLD OF BORDERS:
ENGAGING DECOLONIAL STRUGGLES AND CONFRONTING IMPERIAL LEGACIES
Proposal Submission: hum.link/Bergamo2026
At the 2026 Bergamo Conference, we invite curriculum theorists, educators, and scholars to confront the ways curriculum operates within—and against—a world increasingly organized through borders:geopolitical, epistemic, racialized, and institutional. These borders are neither accidental nor neutral. They are the living residues of imperial histories and the active instruments of contemporary governance, enforcement, and exclusion.
Curriculum theory has long claimed a critical relationship to power, knowledge, and emancipation. Yet this moment demands renewed scrutiny of our own habits of thought and practice. As Edward W. Said reminds us, intellectual life is most endangered not by overt repression, but by the internalization of caution—by the quiet avoidance of principled positions in the name of balance, objectivity, or professional safety. In the face of profound injustice, neutrality does not function as distance; it functions as complicity.
Refecting on this charge that the intellectual must resist the temptation to look away—to refuse the comforts of moderation when truth demands clarity, and to speak even when doing so invites discomfort, controversy, or risk. In a time marked by the militarization of borders, the expansion of federal enforcement regimes, and the reassertion of imperial logics under new names, curriculum theory must ask itself difficult questions about its own location, silences, and possibilities.
We invite participants to engage in questions such as:
• How are the colonized and racialized societies (aka Global South) positioned, represented, or marginalized in contemporary curriculum conversations, knowledge production, and educational reform agendas?
• In what ways do modern federal enforcement practices—including immigration regimes, surveillance, and detention—echo the logics and functions of historical instruments such as the Fugitive Slave Acts, which nationalized racialized control and criminalized solidarity?
• How do our curricular theories, pedagogies, and institutional practices perpetuate imperial legacies, even when framed as progressive, inclusive, or global? Where do we see acts of resistance?
• What does genuine solidarity with the historically colonized and racialized societies require beyond inclusion, representation, or comparative analysis? How might it demand epistemic humility, material accountability, and political clarity?
• What role can curriculum play in cultivating abolitionist imagination—not only as a critique of carceral and colonial systems, but as a generative space for liberation, collective futures, and ethical responsibility?
In centering these questions, the Bergamo Conference calls for a curriculum theory that refuses retreat into abstraction, that recognizes the political stakes of knowledge, and that embraces the role of the intellectual as an unafraid and compassionate witness to injustice. This is an invitation not merely to analyze the world of borders, but to interrogate how curriculum itself might become a site for crossing, unsettling, and ultimately dismantling them. How is the Global South positioned in today’s curriculum conversations?
Proposal Guidelines: We invite proposals for individual papers, panels, symposia, alternative session formats, and artisticcontributions that align with the conference theme. Each proposal should include: ● Title ● Abstract (up to 500 words) ● References ● Names and afliations of all presenters ● Special requests or accessibility needs Proposal Submission: hum.link/Bergamo2026
Key Dates: ● Deadline to Submit: August 10, 2026 ● Notifcation of Acceptance: August 24, 2026 ● Initial Program Release: September 14, 2026 ● Early Registration Ending: October 5, 2026 ● Conference: October 15–17, 2026 Please direct questions to the Conference Committee at raghasaleh@jctonline.org or tgleason@jctonline.or