Call for Chapters: The Struggle for Justice, Equity, and Peace in the Global Classroom


Marva McClean, Researcher/Author- The African Diaspora, United States

Call for Chapters

Full Chapters Due: December 31, 2022


In the current state of global upheaval with the rallying call for human rights and justice for people who have been historically marginalized, the curriculum must be decolonized to ensure that children identified as marginalized and at risk are receiving an equitable education that is based on respect and acceptance of their cultural heritage as well as their human rights. This project interrogates the historical continuities of educational injustices across the USA and the world and seeks to enquire into methods of disrupting and dismantling barriers that alienate Black, Brown and Indigenous school children and position them as at risk for failure. To interrogate the pervasive failures of the school system, it is useful to look to peripheral sites that are other locations for learning which may serve to engage students in co-constructing a curriculum of empowerment. This is an alternative approach to the current system and one that focuses on developing a critical consciousness of the curriculum as a living cultural, political and historical document which corrects the marginalization of the history of Black, Brown and Indigenous people in the literature and school texts. What are the characteristics, educational credentials and worldview of such an educator leading for transformation? bell hooks (1994) affirmed that teachers must teach to transgress and establish education as a practice of freedom whilst Freire argued that freedom is not an ideal located outside of man. It is rather the indispensable condition for the quest for human completion (Freire, 1990). As people across the globe seek to rise from the quagmire of the pandemic and the USA faces the continuing trauma of gun violence in schools, how can educators teach for justice, equity and peace? What are the possibilities that exist to actualize Peter McLaren’s (2017) assertion that teachers need to prepare students to be razor sharp critics of their own education? Is Maxine Greene’s (1984) idealistic yearning for a better state of education and a better world for all possible in a world divided along lines of racial discord, poverty and wealth? What systems must be in place for mankind to effect the conscientization of teaching where the student becomes the teacher and the teacher becomes the student as Freire (1990) admonished? This call invites submissions from teachers, administrators, social justice educators, researchers, social critics and literary scholars interested in an investigation of what the school system must look like in a world grounded on the foundation of justice and equity.


The purpose of this call is to invite submissions that investigate the global classroom as a site of transformation for educators who dare to take action to replace oppressive and repressive practices with emancipatory strategies grounded in critical consciousness. Submissions should convey the pluralism that defines America and the world, investigating how educators can re-envision the future through an engagement with the past and an understanding of how the historical continuities of racial intolerance and social injustice continue to impact classroom teaching and the outcome of children whose lives are shaped by the afterlife of slavery and oppression. Through a combination of research strategies including literary scholarship, interviews, photographs, oral traditions, poetry and performance, music and dance, submissions should engage historical research covering the broad expanse of time from slavery to the contemporary era of Black Lives Matter in conceptualization of education as a constant and fluid construction rather than a fixed tool of pedagogical administration that centers on current developments. This is also a call to extend the discourse of educational transformation across the globe to examine transnational approaches to educational equity including spiritual knowledge and ceremonial practices. It is anticipated that submissions will also enquire into the classroom as a borderland, a site for both critical analysis and as a potential source of experimentalism, creativity, and transformation with educators, parents and the community engaged as social justice agents/advocates.

Target Audience

Researchers, teachers, school administrators, storytellers, literary scholars, writers, poets, community activists and policy makers interested in social justice and equity within school systems across the globe will have an interest in this innovative and thought provoking interrogation of the challenges and possibilities that exist for educational justice worldwide. While the education community, K-University, is the book's primary target group, institutions, activists and readers with an interest in historical continuities and cultural knowledge will find the book an engaging read that offers insight into the current condition of global education and strategies to move forward to attain justice on behalf of all school children.

Recommended Topics

1. Interrogating the Data After decades of educational reform why are Black, Indigenous and children of color identified as performing below white students? How might alternative data be used to disrupt and dismantle this paradigm? Do STEAM programs offer any viable alternative to this challenge? 2. Teaching for Justice and Equity What steps can be taken to establish a collaboration of teachers across the globe who embody the principles of equity with the capacity to dismantle borders, engage with each other in a discourse of empowerment with the student located at the center? How might these educators incorporate technology as a tool of social justice and equity? In other words, how can educators learn from each other across the globe to more effectively instruct the world’s children? 3. Language as central controlling factor in educational leadership How does the language of educational policy work to recycle destructive definitions of what it means to be a student of color in America? How does the language administrators use in schools influence the way they lead and shape the curriculum in schools? To what extent are Black, Indigenous and Children of Color penalized by the language used in schools? How may language be reconceptualized to embrace all language speakers and children considered to be marginalized by the system? 4. Exploring the Transformative Possibilities of World Literature How can educators translate the stories and experiences of Black, Indigenous and all Children of Color into a methodological approach for reflexive practice that will lead to the academic achievement of children across the globe? 5. Decolonizing the Curriculum To what extent can ancient stories be used as powerful tools to disrupt and remove the false constructions of the history and culture of ancient people enacted by a Eurocentric curriculum? In decolonizing the curriculum, how should educators engage children’s funds of knowledge as classroom pedagogy in a manner that elevates their historical consciousness and promotes their academic achievement? 6. Teachers & Students Sharing Life Stories In keeping with bell hooks’ philosophy that a critical educator shares him/herself with the students they teach, how can teachers open up themselves to our students as well as share their subjectivities with other educators and researchers to highlight the healing and transformative possibilities cultural stories hold for teachers, storytellers, and children in schools? 7. Taking a Stand against Educational Injustice Is there room within the educational system for educational activists intent on resistance against the destructive forces wrought upon children in the after- life of slavery? What personal and professional challenges do social justice educators face in their efforts to question the failure of Black/Indigenous/Children of Color in public schools? 8. The Effects of Social Media on Educational Reform To what extend can social media be used to cross borders and create space for educators to collaborate, exchange ideas and advance social justice and equity in their schools across the globe? How might they center and transform students’ significant control over the production, dissemination and collection of digital data as knowledge production that advances teaching and learning? 9. Parental Involvement How can educators create cultural spaces that invite the participation of immigrant and refugee children as well as their parents as valuable stakeholders in the school community? 10. Creating Inclusive Classrooms How may the classroom be constructed as a site of inclusion and uplift the voice and needs of the unstandardized, LGQBT and special needs student?

Submission Procedure

Full chapters are expected to be submitted by December 31, 2022, and all interested authors must consult the guidelines for manuscript submissions at 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.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, The Struggle for Justice, Equity, and Peace in the Global Classroom. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2023.

Important Dates

December 31, 2022: Full Chapter Submission
January 9, 2023: Review Results Returned
January 29, 2023: Final Acceptance Notification
February 12, 2023: Final Chapter Submission


Dr. Marva McClean


Education; Environmental, Agricultural, and Physical Sciences; Media and Communications; Social Sciences and Humanities
Back to Call for Papers List