Cover image for Transformations: The Journal of Inclusive Scholarship and Pedagogy


The Journal of Inclusive Scholarship and Pedagogy

Jacqueline Ellis, Editor
Jason Martinek, Editor


Biannual Publication
ISSN 1052-5017
E-ISSN 2377-9578
Recommend to Library
Code of Ethics


The Journal of Inclusive Scholarship and Pedagogy

Jacqueline Ellis, Editor
Jason Martinek, Editor

  • Description
  • Board
  • Submissions
  • Pricing
  • Indexing

Transformations: The Journal of Inclusive Scholarship and Pedagogy is a peer-reviewed interdisciplinary forum for pedagogical scholarship exploring intersections of identities, power, and social justice. The journal features a range of approaches, from theoretical articles to creative and experimental accounts of pedagogical innovations, from teachers and scholars from all areas of education. The mission of Transformations is to bridge the gaps between scholarship and teaching, between K-12, higher education, and teaching in non-institutional venues, between the classroom and the world. Transformations provides a community of readers and writers discussing the difficulties, challenges, strategies, anxieties, failures, and successes encountered in the classroom. By emphasizing interdisciplinary and trans-disciplinary approaches, the journal provides teachers in university and other classrooms with tools they can use in their own teaching, and in planning and reflecting on their courses.


Jacqueline Ellis, New Jersey City University
Jason Martinek, New Jersey City University

Editorial Board
Joni Adamson, Arizona State University
Mary McAleer Balkun, Seton Hall University
Joanne Z. Bruno, East Stroudsburg University
Sarah Chinn, Hunter College, CUNY
Ryan Cordell, Northeastern University
Anna Creadick, Hobart and William Smith Colleges
Sonya Donaldson, New Jersey City University
Donna Farina, New Jersey City University
Jen Jack Gieseking, Bowdoin College
Rebecca J. Kinney, Bowling Green State University
Sheila Kirven, New Jersey City University
Deirdre Murphy, Culinary Institute of America
Hiram Perez, Vassar College
Catherine Raissiguier, Hunter College, CUNY
John Wood Sweet, University of North Carolina

Advisory Board
Diana Fuss, Princeton University
Donna Gabaccia, University of Toronto
Patrizia Gabrielli, University of Sienna, Italy
Sandra Gilbert, University of California, Davis, Emerita
Henry Giroux, McMaster University
Beverly Guy-Sheftall, Spelman College
Sandra Harding, University of California, Los Angeles
AnaLouise Keating, Texas Woman’s University
John Kellermeier, Tacoma Community College, Emeritus
L. Lee Knefelkamp, Teachers College, Emerita
Annette Kuhn, Queen Mary College University of London, Emerita
Paul Lauter, Trinity College, Connecticut, Emeritus
Elizabeth Minnich, Association of American Colleges & Universities
David Palumbo-Liu, Stanford University
David Roediger, University of Kansas
Sue Rosser, San Francisco State University
Werner Sollors, Harvard University
Kurt Spellmeyer, Rutgers University
Anthony Julian Tamburri, Queens College, CUNY
Berteke Waaldijk, Universiteit Utrecht
Marina Zancan, University of Rome
Janet Zandy, Rochester Institute of Technology, Emerita

All issues of Transformations: The Journal of Inclusive Scholarship and Pedagogy are themed. Authors must consult the current calls for submission (below) to check the topics for which the journal is currently soliciting. All submissions must include a 250-word abstract and an author biography of 100 words or less. Complete submission guidelines may be found here.

To submit an article to Transformations, please visit and create an author profile. The online system will guide you through the steps to upload your article for submission to the editorial office.


Deadline: Submissions for issue 30.2 (for fall 2020 publication) should be received by MAY 1ST, 2020. Submissions received after this deadline will be considered for subsequent issues.

The editors seek articles (6,000-10,000 words); methods and texts essays (3,000 to 5,000 words); photo-essays, and contributions to our new “Teaching Failures” section (2,500-5,000) for the forthcoming issue of Transformations. Submissions should explore strategies for teaching in the classroom and in non-traditional spaces. We welcome jargon-free essays from all disciplinary and interdisciplinary perspectives.

Articles should explore teaching in ways that emphasize students’ perspectives and classroom dynamics. Authors should engage relevant scholarly sources and theories.

Methods and Texts essays should analyze specific teaching strategies, tools, and/or resources.

Photo-Essays should include no more than 12 images (500 ppi, jpg or .tiff files). An interpretative statement that provides context for the images (300-500 words) and captions of 50 words or less should also be included. Note that images can be reproduced in black-and-white only. Photo reproduction rights should be secured prior to submission.

Teaching Failures essays should focus on a particularly challenging classroom experience, a struggle with a specific teaching resource, or failure/success as related to pedagogical practice. More broadly, authors might explore the ways in which educational institutions and institutional structures define and engage failure and/or success (for example, academic silos, issues relating to academic freedom, work cultures, governance, etc.).

Transformations is a peer-reviewed semi-annual journal that invites college teachers to take pedagogy seriously as a topic of scholarly articles.

Send queries to: Jacqueline Ellis and Jason Martinek, Co-Editors.


Please view the additional submission guidelines before submitting.

Submit via Editorial Manager:

Institutional Print & Online - $204.00

Institutional Print or Online - $146.00

Institutional Single Issue - $79.00

Individual Print & Online - $84.00

Individual Print or Online - $60.00

Individual Single Issue - $36.00

Outside US add Shipping & Handling - $12.00

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