Currents in Teaching and Learning, a peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines, welcomes submissions for its Spring 2019 issue (Volume 10, Number 2). We consider all submissions that address new approaches to theories and practices of teaching and learning.
Each year we release two issues of Currents, an open-ended Fall issue and a themed issue in the Spring. We welcome all teaching and learning-related submissions for the Fall Issues.
The theme for the Spring 2019 issue is “Globalizing learning.” With the intensifying clash between nationalism and globalization, the issue of how to incorporate consciousness of global issues and trends into college education has become ever more critical. For this issue, we invite submissions that address this issue from theoretical and/or practical perspectives. Some questions that might be addressed include (but are not limited to):
- What constitutes “global learning”, and what implications might this have for the nature, substance, content, and methods of tertiary education?
- What kinds of approaches can be used to integrate global knowledge and skills into teaching and learning across the disciplines?
- In what ways can global and local forms of knowledge construction be related in classroom and extra-curricular modes of teaching and learning?
Looking ahead, the theme for the Spring 2020 issue is “Digital Pedagogies.” With their proliferation, diversification, and ever-growing importance in students’ lives, digital technologies present a limitless horizon of opportunities and challenges for educators. As emerging technologies disrupt established spaces, dynamics, and institutions of learning, it becomes ever more urgent for instructors to reflect critically on how to incorporate digital tools and mediums into pedagogical practices.
Some questions that might be addressed include (but are not limited to):
- How do digital technologies inform issues of accessibility, inclusiveness, and diversity in higher education?
- In what ways do digital pedagogies shape or reshape dynamics, structures, and hierarchies that are embedded in the academic learning environment?
- Are there strategies and concepts that can guide instructors in aligning the bewildering array of emerging technologies with fundamental principles of rigorous learning?
- How do we pedagogically navigate the intersection of digital media and information literacy?
- Are there demonstrably effective ways to integrate face-to-face with digital learning environments?
- What considerations should inform the selection and use of digital technologies in online, hybrid, and/or course design?
Submissions may take the form of:
- eaching and Program Reports: short reports from different disciplines on classroom practices (2850–5700 words);
- ssays: longer research, theoretical, or conceptual articles and explorations of issues and challenges facing teachers today (5700 – 7125 words);
- ook Reviews: send inquiries attn: Kisha Tracy, Book Review Editor. No unsolicited reviews, please.
We welcome both individual and group submissions. All submissions must be original, previously unpublished work and, if based in a particular academic discipline, must explicitly consider their relevance and applicability to other disciplines and classroom settings.