This special issue is grounded on the basic humanizing principle that communities the world over have long generated knowledge and have leveraged such knowledge across a range of formal and informal approaches to designing research inquiries, data analysis, and pedagogy, particularly when envisioning research and teaching with and for ethno-racially and linguistically diverse populations. Research practices often privilege some knowledge traditions while marginalizing others, thereby reproducing epistemic hierarchies and sustaining knowledge hegemonies. This raises an important question for research, theory, practice, and criticism: how might research and scholarship related to language arts and literacy education across ages and levels be enriched, transformed, or reoriented by meaningfully engaging with ways of knowing that have historically been excluded or devalued?
We invite a range of theoretical and conceptual essays, empirical studies, practitioner narratives, methodological, critical/analytical, historical/historiographical, etc., papers and curricular design, artistic, and creative work that engage in what we envision as dialogues of knowing. Specifically, we conceptualize dialogues of knowing as a scholarly and methodological stance that foregrounds collaborative research and shared sense-making across diverse epistemic traditions, functioning as a model of thinking together through a collective metalanguage of meaning and interpretation. These dialogues constitute an act of resistance functioning as a decolonial imperative that seeks to rewrite, reconstruct, and reconstitute entrenched knowledge hierarchies by challenging dominant epistemic logics while expanding the legitimation of knowledge. Dialogues of knowing have a transformative potential to meaning making and knowledge generation by reimagining analysis in research conducted with and for diverse communities.
Broadly, authors can take up a dialogues of knowing stance through engaging theoretical frameworks and methodological and pedagogical approaches sourced from various knowledge traditions including explicit use of heritage ways of knowing, being, and doing in epistemic conversations about research and/or practice. We anticipate submissions aimed at the range of teaching, research, and/or practice communities. Priority will be given to work that enables researchers and educators to expand their methodological and teaching repertoires, toward fostering equitable, intercultural, and multilingual practices in both research and pedagogy.
In this special issue, we especially welcome studies that deploy theoretical frameworks to interrogate or unsettle underlying structures, logics, behaviors, and interpretive practices leading to concrete implications on theory, methods, and practice in an increasingly globalizing world.
List of Topic Areas
- Dialogues of knowing and deconstructing dominant knowledge structures in research, theory and practice
- Dialogues of knowing, epistemic pluralism, and how collaboration becomes an ethical choice
- Emic as theorist: When insiders become thinkers, not just informants, as stancetaking amid dialogues of knowing
- How local languages and worldviews open new dialogues of knowing as ways of understanding the world
- Showcasing premigration ways and dialogues of knowing within collaborative inquiry
- Dialogues of knowing and epistemic reflexivity: who the researcher is changes what we know
- Dialogues of knowing and doing: Reworking research traditions by engaging multiple ways of knowing
- Dialogues of knowing as acts of resistance in politically restrictive educational climates (i.e. book banning, curriculum restrictions, DEI rollbacks)
- Dialogues of knowing as stance taking in language arts and literacy teaching and teacher education
Submissions Information
Submissions are made using ScholarOne Manuscripts. Registration and access are available here: https://mc.manuscriptcentral.com/etpc
Author guidelines must be strictly followed. Please see here: https://www.emeraldgrouppublishing.com/journal/etpc
Authors should select (from the drop-down menu) the special issue title at the appropriate step in the submission process, i.e. in response to “Please select the issue you are submitting to”.
Submitted articles must not have been previously published, nor should they be under consideration for publication anywhere else, while under review for this journal.
Key Deadlines
Opening date for manuscript submission: 31st March 2027
Closing date for manuscript submission: 1st September 2027
Guest Editors
David B. Wandera, The College of New Jersey, bwired@tcnj.edu
Angela Wiseman, North Carolina State University, amwisema@ncsu.edu
Vaughn W. M. Watson, Michigan State University, watsonv2@msu.edu
For more details refer here
