Special Issue Volume 12, Issue 3
Submission Deadline: August 14, 2023, 4:30PM PST
**NOTE: Submissions to the Special Issue are by invitation only. Open Call for submissions is only for the Creative Section. **
STEM (Science, Technology, Engineering, and Mathematics) and STEAM (Science, Technology, Engineering, Arts, and Mathematics) education have emerged to promote interdisciplinary and cross-disciplinary learning, critical thinking, and problem-solving skills. These educational approaches have gained prominence in the field of research and educators’ teaching practice, encouraging various conceptualizations such as the integration of art and technology, art and sciences, or the incorporation of all five disciplines themselves. There is a growing interest, desire and need among science educators, from primary to higher education to bring other perspectives, learning, and knowing into the science classroom. “School science conventionally teaches Eurocentric or Western science” (Aikenhead & Elliot, 2010), and other ways of knowing and being are not equitably represented. For over two decades, researchers and educators have been challenged to bring other ways of knowing within a western and Eurocentric educational system (Higgins, 2014). To address these challenges, within the Canadian educational system, there has been a growing interest in the field to “center Indigenous perspectives and the decentering of Eurocentric structures that often shape science education (Higgins, 2014, p. 155). Research, professional development, and teaching practices that pushes against Western and Eurocentric teaching boundaries “to make sciences-spaces that welcome and value diverse worldviews … to resist and counter systemic barriers to equitable science learning” (Smith , Avraamidou, & Adams, 2022). “The call for reconceptualization of questions related to what is science, whose science, whose knowledge, and science for whom?” (Harding, 1991, as cited in Smith , Avraamidou, & Adams, 2022).
There is no straightforward answers to these questions and for science educators, both in formal and non-formal educational settings, continue to face challenges associated with developing culturally responsive and relevant curriculum that are authentic and respectful of cultural knowledges and practices being shared. As Ban and Medin (2010) wrote, “developing culturally-based science curricula is far from straightforward, [and to] support a shift in orientation toward science education from aiming to have students adopt specific epistemologies to supporting students’ navigation of muliple epistemologies” (Bang & Medin, 2010).
This Special Issue is co-edited by Dr. Poh Tan and Mr. Eduardo Gluck in collaboration with:
Simon Fraser University - Faculty of Education
Unisinos University - Applied Linguistics Department
Nova Lisbon University - Linguistics Research Centre of NOVA University Lisbon (CLUNL)
**All submissions will go through standard peer-review processes for publication**
For Invited Contributors:
SFU Educational Review’s Special issue on STEM/STEAM Education: Disrupting and Decentering Dominant Science Education Teaching Practices welcomes invited authors (by invitation letter only) to share research, practice, and community engaged learnings, from educators, teachers, educators, students, and observers in education from formal and non-formal science educational settings. In addition to research and theory, invited authors are welcome to share articles that reflect on teaching and parctice in educational settings in Canada and abroad. Contributors are welcome to contribute to any section in the journal (see below for more details for each section).
Open Call Submissions for Artistic and Creative Expressions.
This is a call for visual arts submissions that showcases creative expressions of science education from other perspectives. SFU Educational Review encourages visual art pieces, including drawings, paintings, photos, and collages, that explore the intersection of STEM and the arts. We invite artistic expressions in a way that engages with science education in a non-traditional manner, emphasizing the importance of art in STEM/STEAM education. Each submission will be peer-reviewed. Please ensure all identifying information is removed from the submission.
Each art piece will be accompanied by a short paragraph and/or title describing the work. At this time, our current submission process does not support performances, videography, audio, musical pieces or technically detailed works. Please email the editors at email@example.com for questions on types of submissions
Invited contributors are welcomed to address the following areas:
Academic Research Articles
- Theoretical frameworks and conceptual models that challenge traditional disciplinary boundaries and promote integrated STEM/STEAM teaching practices.
- Innovative pedagogical approaches that foster creativity, critical thinking, and problem-solving skills within STEM/STEAM education.
- Strategies for developing inclusive and equitable STEM/STEAM education, ensuring access and opportunities for all students, including underrepresented groups.
- Teacher training and professional development programs that support educators in effectively implementing STEM/STEAM practices in the classroom.
- Additionally, we welcome contributions that explore the international perspectives and trends in STEM/STEAM education research, particularly in terms of coverage of STEM practices and strategies for integrating STEM practices into instruction.
Community Based Science Education Research, Teaching and Learning
- Narratives that share your lived experiences as non-formal educators in implementing STEM/STEAM programs at science museums or other science learning environments.
- Innovative pedagogical approaches specifically designed for non-formal STEM/STEAM education, emphasizing hands-on learning, inquiry-based methods, and interactive experiences.
- Strategies for integrating art and creativity into STEM programs, showcasing how the inclusion of arts can enhance engagement and interdisciplinary connections.
- Collaborative efforts and partnerships between science museums, educational institutions, and the broader community to enhance STEM/STEAM learning opportunities.
Narrative and Story from Learners (for Youth Learners, i.e. High School students)
- Share personal narratives of your learning journey and experiences in STEM/STEAM classrooms.
- Include your moments of challenges, growth, inspirations, and creativity in these learning situations.
- Stories can highlight the impact of how science is taught on your interests in science or how different teaching approaches you’ve experienced changed or transformed how you think and feel about science.
Teachers and Educators reflection on lived experience.
- Best practices in integrating arts and aesthetics into STEM education.
- Strategies for fostering creativity and innovation within the STEM/STEAM curriculum.
- Innovative teaching approaches that bridge the gap between STEM disciplines and the arts.
- Case studies or classroom examples showcasing successful implementation of STEM/STEAM teaching practices.
- Reflections on personal experiences and challenges faced in implementing disruptive STEM/STEAM education methods.
- Examination of the impact of STEM/STEAM education on students' engagement, motivation, and learning outcomes.
Artistic and Creative Teaching and Learning Expressions
- showcase your artistic expressions that disrupt and challenge dominant science education teaching practices, and to highlight your unique perspectives on the role of art in STEM/STEAM education.
- We encourage submissions that include visual art pieces, such as drawings, paintings, photos, collages, which explore the intersection of STEM and the arts.
- Submitted art pieces will be accompanied by a short paragraph to describe the work.
- Currently, we are not able to accommodate performances, videography, audio, or musical pieces.
Submission checklist for articles and other types of scholarships
- SFUEdR accepts manuscripts of up to 9,000 words including abstract, and appendixes. References are not counted in the word limit.
- All text must be double-spaced. Type size must be at least 12 point in Times New Roman with 1-inch margins on all sides, and paper size should be set to 8.5 x 11, even if printed on A4 paper.
- The journal defers to author preference in decisions about the naming and capitalization of racial, ethnic, and cultural groups. Manuscripts should be internally consistent in this regard.
- For all manuscripts, authors should use the Publication Manual of the American Psychological Association for reference and citation formats. References must be in APA format. Manuscripts with references and/or citations in another form will be returned to the author(s).
- We recommend Purdue OWL as a quick APA reference: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html
- Authors should indicate whether they are submitting their manuscript as a research article, narratitive/story, or reflections.
- Keywords: Immediately after the abstract, provide a maximum of six keywords. These keywords will be used for indexing and to improve searchability of the submission through the journal system and Google.
Artistic and Creative Expressions (visual art pieces, drawings, paintings, photos, collages.)
Submissions of these types must be accompanied by written text to contextualize the work. Written text should include a title and be a minimum of 500 words and a maximum of 1000 words, including references.
Review Process (Special Issue Only)
For this Special Issue, invited authors will submit their work on SFU Ed Review journal submission platform. Submissions are first assessed for alignment with the theme and guidelines for that section. Then, if applicable, the submissions will be checked for common writing errors. If errors are substantive, the submission will be sent back to the author for revision. The author may work with the Editors to ensure that comments and revisions are sufficiently addressed.
Articles and other types of scholarships submitted to SFU Educational Review must not be submitted simultaneously to other journals.
The copyright for content in SFU Educational Review is retained by the author(s), with first publication rights granted to the SFU Educational Review. By virtue of the open access policy of SFU Educational Review, content may be used by others with proper attribution (to both the author and SFU Educational Review) for educational and other non-commercial use. No restrictions are placed on reuse of content by the author(s).
All contributors to the SFU Educational Review are required to sign an author contract.
SFU Educational Review Journal uses an electronic submission process. To submit a manuscript for consideration, please visit: https://journals.lib.sfu.ca/index.php/sfuer/about/submissions and follow the specific instructions for your intended manuscript type.
SFU Educational Review Plagiarism Policy
Plagiarism is a serious offense that undermines the integrity of academic research and publication. This policy outlines the guidelines and expectations for authors, reviewers, and editors regarding the prevention and detection of plagiarism in articles submitted to SFU Educational Review. It is essential to maintain the highest standards of academic integrity to ensure the credibility and reliability of the journal.
Plagiarism is defined as presenting someone else's work, ideas, or intellectual property as one's own without proper acknowledgment, regardless of whether it is done with or without the original author's consent. Plagiarism includes, but is not limited to:
a) Verbatim copying of text, data, or other media without proper citation and quotation marks.
b) Paraphrasing or summarizing another person's work without appropriate attribution.
c) Using images, illustrations, graphs, computer code, or any other material without proper acknowledgment.
d) Self-plagiarism, which involves reusing one's own previously published work without citation or permission, unless explicitly allowed by the journal.
i) Authors must ensure that their submissions are original and properly cited.
ii) Properly attribute and cite all sources, including their own previous work.
iii) Obtain permission for the use of copyrighted material and provide appropriate acknowledgments.
iv) Clearly identify and reference any collaborative work or contributions from others.
i) Reviewers should promptly report any suspicions or concerns regarding plagiarism to the journal editor.
ii) Evaluate the originality of the manuscript and notify the editor of any potential cases of plagiarism.
i) Editors are responsible for ensuring that all submitted articles undergo thorough plagiarism checks.
ii) Utilize plagiarism detection software, such as Turnitin or similar tools, to screen all submissions.
iii) Investigate any suspected cases of plagiarism and take appropriate actions as outlined in this policy. iv) Maintain confidentiality and handle plagiarism allegations with fairness and impartiality.
Plagiarism Detection and Handling Procedures Initial Plagiarism Check:
i) All submitted articles will undergo an initial plagiarism check using reliable plagiarism detection software.
ii) The results will be reviewed by the editor to identify potential instances of plagiarism. Suspected
) If plagiarism is suspected, the editor will conduct a detailed analysis to determine the extent and severity of the plagiarism.
ii) The author(s) will be notified and given an opportunity to respond to the allegations within a specified timeframe.
i) The editor will investigate the matter further by comparing the allegedly plagiarized content with the original source(s) or previously published work.
ii) If plagiarism is confirmed, the editor will take appropriate actions, which may include but are not limited to:
- Rejecting the manuscript.
- Retracting previously published articles found to be plagiarized.
- Informing the author's institution or employer about the misconduct.
- Banning the author(s) from future submissions to the journal.
Policy on Preserving and Archiving Articles Using LOCKSS
Effective Date: June 19, 2023
Preserving and archiving articles is a crucial aspect of maintaining the scholarly record and ensuring long-term access to valuable research publications. To fulfill this objective, SFU Educational Journal has adopted the LOCKSS (Lots of Copies Keep Stuff Safe) program, which offers a reliable and distributed digital preservation system.
Aikenhead, G. S., & Elliot, D. (2010). An emerging decolonizing science education in Canada. Canadian Journal of Science, Math and Technology, 10, 321–338. doi:https://doi-org.proxy.lib.sfu.ca/10.1080/14926156.2010.524967
Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Learning in Everyday Life, 94(6), 1008 - 1026. doi:10.1002/sce.20392
Harding, S. (1991). Whose science? Whose knowledge? Thinking from women’s lives. http://www.jstor.org/stable/10.7591/j.ctt1hhfnmg: Cornell University Press.
Higgins, M. (2014). De/colonizing pedagogy and pedagogue: Science education through participatory and reflexive videography. Canadian Journal of Science, Mathematics and Technology Education, 14(2), 154-171. doi:10.1080/14926156.2014.903321
Smith , T., Avraamidou, L., & Adams, J. D. (2022). Culturally relevant/responsive and sustaining pedagogies in science education: theoretical perspectives and curriculum implications. Cultural Study of Science Education, 17, 637–660. doi:https://doi.org/10.1007/s11422-021-10082-4
Special Issue Volume 11, Issue 1
Call for papers for the Special Issue:
Performative and Relational Ontologies in Education
Volume 11, Issue 1
Theories that emphasize a performative and relational ontology of the world have been gaining track in the social sciences and thus shifting thinking paradigms and research approaches. The field of education has not been immune to this ontological shift, in fact, the last 10 years have seen a considerable increase in a body of research work engaging theories such as post-structuralism (Deleuze and Guattari, 1987), new materiality (Coole and Frost, 2010; Braidotti, 2013), feminist materialism (Alaimo and Heckman, 2008;), posthumanism (Barad, 2007), relational ontologies (Haraway, 2016; Tuck, 2010; Todd, 2016), actor-network theory (Latour, 2007), assemblage theory (De Landa, 2016), non-representational theories (Zembylas, 2017), affect theories (Massumi, 2015), post-qualitative inquiry (St. Pierre, 2017) and others.
These theories question certain foundational assumptions of modernity including binaries of nature-society, subject-object, agency-structure, knowledge-power, among others, and stress a nature-culture fluidity. More importantly, performative, relational ontologies problematize the primacy of the human subject as agent and understand agency of humans and nonhumans as entangled. This ontological shift highlights the materiality of the world as becoming, where subjects do not exist a priori, but are performed into existence, and phenomena are effects of this human and nonhuman relationality.
In educational research, as scholars bypass Cartesian binaries, decenter the human, and understand agency as emerging within the phenomenon, these theories have opened new opportunities and expanded the horizons of the possible. For example, scholars like St. Pierre (2011; 2017) have laid the groundwork for post-qualitative inquiry, using concepts and theories as primary design elements of research. An example is in Jackson and Mazzei’s (2012) ‘thinking with theory’, where philosophical concepts are used in practices of inquiry; Lenz Taguchi (2010) goes beyond the theory/practice divide and introduces intra-active pedagogies that turn our attention to the “force and impact of material objects and artefacts” in learning. Davies and Gannon (2009) rethink the relations between pedagogy and place; Kuby and Rucker (2016) experiment with literacy desiring as alternatives to sociocultural framings of children’s literacies, and de Freitas and Sinclair (2014) propose an inclusive materialism that configures learning not as the work of the individual human but as the effects of human and nonhuman assemblages.
Our aim for this issue is to create a collective of educational work that engages with performative and relational ontological theories, asks new questions, and creates different narratives. In doing so, we hope to disrupt the status quo and the ‘taken for granted’ in educational practice, triggering new imaginaries and, as Haraway (2016) would say, creating new worlding speculations.
Thus, we invite emerging and established scholars to submit their research articles, conceptual inquiries, book reviews, poems and other work in traditional and non-traditional formats that have been informed by performative, relational theories and concepts.
We offer the following questions as possible sources of inspiration for authors:
- How have the use of concepts such as rhizomes, intra-action, diffraction, nature-culture, desiring or affect created new meanings in your pedagogical and/or research practice?
- What tensions or challenges have you encountered in shifting from conventional qualitative methodologies in research towards post-qualitative inquiry?
- How does decentering the human and human agency shape your views and understanding of teaching and learning?
- How have performative and relational ontologies informed ethics and politics in educating for social justice?
We welcome papers and other work in a broad range of topics within education, including but not limited to:
- Educational Policy
- Critical issues: gender, race, violence, resistance, etc.
- Early childhood education
- Arts education
- STEAM education
- Adult education
- Environmental education
- Disability studies
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.
Braidotti, R. (2013). The posthuman. Cambridge, UK: Polity.
Coole, D. & Frost, S. (2010). New materialisms: Ontology, agency, and politics. Durham, NC: Duke University Press.
Davies, B., & Gannon, S. (Eds.). (2009). Pedagogical encounters. New York, NY: Peter Lang.
De Freitas, E., & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. Cambridge, UK: Cambridge University Press.
De Landa, M. (2016). Assemblage theory. Edinburgh University Press.
Deleuze, G., & Guattari, F. (1987). Capitalism and schizophrenia: A thousand plateaus. (B. Massumi, Trans.). Minneapolis, MN: University of Minnesota Press.
Haraway, D. J. (2016). Staying with the trouble: Making kin in the Chthulucene. Durham, NC: Duke University Press.
Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research. Taylor & Francis.
Kuby, C. R., & Rucker, T. G. (2016). Go be a writer!: Expanding the curricular boundaries of literacy learning with children. Teachers College Press.
Latour, B. (2007). Reassembling the social: An introduction to actor-network-theory. New York, NY: Oxford University Press.
St. Pierre, E. A. (2017). Writing Post Qualitative Inquiry. Qualitative Inquiry. doi:1077800417734567.
St. Pierre, E. A. (2011). Post qualitative research: The critique and the coming after. In N. K. Denzin & Y.S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 611-625). Thousand Oaks, CA: Sage.
Todd, Z. (2016). An Indigenous feminist’s take on the ontological turn: ‘ontology’ is just another word for colonialism. Journal of Historical Sociology, 29(1), 4-22.
Tuck, E. (2010). Breaking up with Deleuze: Desire and valuing the irreconcilable. International Journal of Qualitative Studies in Education, 23(5), 635-650.