Theories Bridging Ethnography and Evaluation book cover
Submission guidelines

Submission guidelines

To submit a proposal to this series, or for an informal chat to discuss a potential proposal, please contact the Series Editor or Commissioning Editor via email:

Rodney Hopson
Series Editor
[email protected]

Kirsty Woods
Commissioning Editor
[email protected]
 

See our guidance on how to write a proposal

 

Editorial team

Editorial team

About the Editors

Series Editor

Professor Rodney Hopson is Senior Associate Dean and Professor, School of Education, American University. Most recently, he served as Professor of Evaluation in the Department of Educational Psychology, College of Education, with appointments in the Educational Policy and Organizational Leadership and the Center of African Studies, the University of Illinois Urbana-Champaign, USA.

International Editorial Advisory Board

  • Jennifer Keys Adair, The University of Texas at Austin, USA
  • Dennis Beach, University of Gothenberg, Sweden
  • Amy Best, George Mason University, USA
  • Sarah Bogdewiecz, Ohio University, USA    
  • Meagan Call-Cummings, John Hopkins University, USA
  • Giovanna Dazzo, University of Georgia, USA
  • Peter Demerath, University of Minnesota System, Minneapolis, USA
  • Michele Foster, University of Louisville, USA
  • Corrine Glesne, University of Vermont, USA
  • Jennifer Hays, The Arctic University of Norway, Norway
  • Nancy H. Hornberger, University of Pennsylvania, USA
  • Awad Ibrahim, University of Ottawa, Canada
  • Andrea Kunze, Delta State University, USA
  • Bradley Levinson, Indiana University, USA
  • Joseph Maxwell, George Mason University, USA
  • William Roddick III, The Education Trust, USA
  • Lisa Russell, University of Huddersfield, UK
  • Ananya Tiwari, Texas A&M University
  • KiMi Wilson, Equation 2 Success
  • Jason Torkelson, University of Minnesota Duluth, USA
  • Gurpinder Lalli, University of Wolverhampton, UK


Student Editorial Advisory Board

  • Molly Galloway, University of Illinois-Urbana Champaign
  • Asmaa Elsayed, University of Illinois-Urbana Champaign
  • Mostafa Hanafy, University of Illinois-Urbana Champaign
  • Manuel Perez Tronscoso, University of Illinois-Urbana Champaign
  • Katie Regelson, University of Illinois-Urbana Champaign
  • Aparajita Santra, University of Illinois-Urbana Champaign
  • Maria Serrano-Abreu, University of Illinois-Urbana Champaign
  • Ramya Kumaran, University of Illinois-Urbana Champaign
  • Larry Washington, University of Illinois-Urbana Champaign

Calls for submissions

We seek schooling and educational ethnographies from around the world that also concern themselves with larger questions addressing poverty, power, language, race, underachievement, public health, immigration, juvenile in/justice, inequality, homelessness, housing, neighborhood and community re/development, un/employment, and the environment.

ISSN: 1529-210X

Aims and scope

The primary objective of Studies in Educational Ethnography is to present original research monographs or edited volumes based on ethnographic perspectives theories and methodologies.

Such research will advance the development of theory practice policy and praxis for improving schooling and education in neighbourhood communities and global contexts.

In complex neighbourhood communities and global contexts educational ethnographies should situate themselves beyond isolated classrooms or single sites and concern themselves with more than narrow methodological pursuits. Rather the ethnographic research perspectives and methodologies featured in this series should extend our understandings of sociocultural educational phenomena and their global and local meanings.

Studying classrooms and educational communities without a concomitant understanding of the dynamics of broader structural forces renders ethnographic analyses potentially incomplete.

This title is aligned with our quality education for all goal

We believe in quality education for everyone, everywhere and by highlighting the issue and working with experts in the field, we can start to find ways we can all be part of the solution.

SDG 4 Quality education
SDG 10 Reduced inequalities
SDG 16 Peace, justice & strong institutions
Find out about our quality education for all goal