Rethinking Schools needs more articles that focus on science. We are looking for submissions that show what engaging students’ sense of equity and justice looks, sounds, and feels like through the teaching of science. We seek justice-centered, equity-oriented, story-rich, and critical articles that describe science teaching and curriculum in PK-12 classrooms, community spaces, or PK-12 teacher preparation.
What we need and what to write
Science is more than worksheets, textbooks, and memorization. Science touches everyday lives of all people. We encourage stories from a diverse range of science fields such as natural, physical, earth, and life. We invite you to submit a story that shows science teaching that is sensitive to cultural, historical, environmental, and socioeconomic contexts. We want stories that show how learning science helps students better understand the forces that shape their world. We want educators of all types to share how they use science to enhance learning, promote critique, and address real-world social, cultural, political, and ecological problems—including the climate crisis. We are looking for articles that discuss:
- teaching science in classrooms from a social justice/equity perspective
- students and teachers working together to use science as a tool to promote social justice
- science in everyday practices of various cultures, families, and communities
- culturally relevant/culturally revitalizing/culturally sustaining science teaching
How to write
Students’ voices are important; make sure we can hear them! Rethinking Schools is purposefully not an academic journal. We want the writing to be lively, conversational, and to avoid needless jargon. Please approach your story as a narrative, filled with anecdotes and voices of students, teachers, parents/guardians, caregivers, family, and/or community members.
****PLEASE NOTE: Before you begin writing or submit your article, please:
- Check out the writers’ guidelines;
- Read through several issues of Rethinking Schools the magazine noticing how the authors show what they do and how they integrate information about the academic topic into the article; and
- Review specific models, such as:
- “Carbon matters: Middle school students get carbon cycle literate,” by Jana Dean (Vol. 28, No. 4)
- “Facing cancer: Social justice in biology class,” by Amy Lindahl (Vol. 26, No. 4, 2012)
- “Science for the people: High school students investigate community air quality,” by Tony Marks-Block (Vol. 25 No. 3)
- “Lead Poisoning: Bringing social justice to chemistry,” by Karen Zaccor (Vol. 31, No. 1)
For additional details, review our call for submissions, here.
When and where to send
Cycle II submissions will be accepted until December 2, 2016.
For submissions, go to: http://tiny.cc/RSscience
For inquiries, email: firstname.lastname@example.org
We look forward to receiving your submission,
Amy Lindahl, Bejanae Kareem, Jana Dean, and Vera Stenhouse
RS Science Submissions Committee