Section 1: Education and Place, Space, Time
Education and Place, Space, Time encompasses research related to geographical (space and place) settings as well time—the past, present, and futures of teaching and learning in formal and informal venues. Spatial units of analysis may be comprised of classroom, school, community, region, nation, and/or global scales. Temporal considerations may include historical and contemporary conditions and imagined and potential futures that are currently being conceptualized. The purpose is to build descriptions of and theoretical insights about teaching and learning across time and for present futures.
Section 2: Differences and Intersectionalities
Differences and Intersectionalities emphasizes scholarship focused on experiences and implications of race, ethnicity, gender, sexuality, language, nationality, social class, dis/ ability, region, religion, spirituality, and additional forms of diversity. This section considers work regarding the intersection of differences across and between education institutions and home/ community, theory and practice, social barriers and constraints, and sources of agency that may contribute to educational opportunity and change.
Section 3: Languages, Literacies, and Representations
Languages, Literacies, and Representations centers on the power, intricacies, and effects of languages, literacies, and representations. It documents and examines sign and representational systems that are textual, oral, visual, and affective; that engage embodied ways of knowing; and that draw from different literacies (Indigenous, global South, etc.). It addresses bilingualism, multilingualism, and bi-/multi-cultural literacies in formal or informal education (including foreign language, bilingual, and English as a Second Language settings). It examines
Section 4: Policies, Mattering, and Praxis
Policies, Mattering, and Praxis highlights inquiry into micro and macro education policies, politics, and praxis. This section encourages analyses of sociocultural contexts of education policy through approaches that highlight processes, histories, lived experiences, and outcomes. How and where policies, politics, and praxis matter; to whom and for what purposes; and how across pasts, presents, and futures are foci of this section. Innovative ontological, epistemological, and methodological approaches are welcome.
Section 5: Inquiry, Transformation, and Communities
Inquiry, Transformation, and Communities highlights the possibilities, insights, and challenges of education research. Analyses— including race/ethnic, feminist, queer, indigenous studies; decolonial, transnational; quantitative, qualitative, mixed-methods; ethnography; participatory action research; sociocultural; historical; geographical; and new methodologies—that are situated within local and/or global contexts of education; are transdisciplinary, collaborative, culturally appropriate; activist/advocacy oriented; theoretically and methodologically innovative; and that have the potential for fostering transformative outcomes in education and communities are encouraged in this section.