Transformations

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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.

CALL FOR SUBMISSIONS: See Submissions.

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

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

Authors who wish to submit their work to Transformations: The Journal of Inclusive Scholarship and Pedagogy must also consult the current calls for submission (below) to check the topics for which the journal is currently soliciting. All submissions must include a 200-word abstract and an author biography of 100 words or less. Refer to these submission guidelines before uploading your manuscript.

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

Types of Submissions under consideration:
Submissions should explore strategies for teaching in the classroom and in non-traditional spaces as well as changing notions of inclusion and inclusivity in scholarship and research as well as pedagogy. We welcome jargon-free essays from all disciplinary and interdisciplinary perspectives.

Articles (6,000-10,000 words) should explore teaching in ways that emphasize students’ perspectives and classroom dynamics. Authors should engage relevant scholarly sources and theories.

Methods and Texts essays (3,000 to 5,000 words) should analyze specific teaching strategies, tools, and/or resources.

Pestilence and Pedagogy essays (2,500-10,000 words) should focus on the impact and pedagogical ramifications from the Covid-19 pandemic.

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.).

Institutional Print & Online - $240.00

Institutional Print or Online - $172.00

Institutional Single Issue - $93.00

Individual Print & Online - $93.00

Individual Print or Online - $66.00

Individual Single Issue - $39.00

Outside US add Shipping & Handling - $13.00

IBZ
MLA International Bibliography