The editor is seeking papers that critique cases of inequity, marginalization and dissonance in higher education settings. With current sociological and political debates relying on perception as the basis for determining the direction of governance, it is increasingly important that educators at all levels are reminded of the powerful impact of policy. The goal of the text is to influence future leaders who will emerge from the ranks of college and university educated individuals to possess a working knowledge of structuration theory (Giddens, 1984) and apply it toward socially just goals in the higher education setting and beyond.
Chapters that examine the cyclical nature of theory, practice, and policy in higher education will be relevant to this text which is intended to improve how we learn, teach and lead regarding issues of diversity, inclusivity and equity. The text will be organized around the following three themes:
PART ONE: Learning in Diverse Higher Educational Settings – This section will include explorations of instructional strategies and curriculum decisions that create and support a socially just learning environment in higher education settings.
PART TWO: Teaching in Diverse Higher Educational Settings – This section will focus on research that examines the cultural implications of teaching and functioning as a faculty member in higher education settings. Practices that impact the lived experiences of faculty and shape career choices are considered in these investigations.
PART THREE: Leading in Diverse Higher Educational Settings – This section will focus on investigations of leadership and the impact of diversity and social justice issues on institutional goals including religious breaches, the impact of entrance examinations and other policies that administratively influence access, matriculation, retention and graduation in higher education settings.
The three sections will include empirical research that explore equity phenomena and each chapter will be followed by a discussion focused on the theory implications upon which the phenomenon is grounded; how practical manifestations of learning, teaching and leading reflect and shape our theoretical knowledge; and what policy changes may be needed to incorporate our theoretical and practical knowledge.
Researchers and practitioners are invited to submit on or before July 15, 2017, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by August 15, 2017 about the status of their proposals and sent chapter guidelines. All proposals should be submitted through the E-Editorial DiscoveryTM online submission manager at: http://www.igi-global.com/publish/call-for-papers/call-details/2754
Full chapters are expected to be submitted by October 15, 2017. All interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/ contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
University of South Carolina