This series entertains proposals that engage the complex, and dynamic relationship between Education, Culture, and Society in historical, contemporary, and futural contexts. Proposals for manuscripts that address the economic, cultural, and social underpinnings of educational policy and practice in contemporary and historical contexts both locally and globally are welcomed. The range of methodological frameworks for books in this series is broad and includes educational biography, ethnography, auto-ethnography, archival research, oral history, quantitative/qualitative research, as well as speculative philosophical treatises and fiction. The editors will consider manuscripts in the form of research, reflections, philosophic inquiry or fiction that addresses the relationship between education, schooling, culture, and society.
The editorial board seeks manuscripts from a variety of disciplinary perspectives, on all matters related to education, pedagogy, culture, and society. Manuscripts with a focus on education in both formal and informal educational contexts, or education in or out of the School are welcomed. Education in this series is broadly defined to include the transmission of culture inter-generationally. as well as non-traditional educational and cultural forms such as dance, architecture, urban planning, etc.
The series seeks manuscripts that represent creative forms of representation, intent on expanding the conceptual frameworks for understanding the relationships between education, culture, and society.
Authors are cordially invited to submit proposals and/or full manuscripts by email to the Acquisitions Editor,
Evelien van der Veer.
Bernardo Gallegos† was a professor of Educational Foundations at National University, Los Angeles. He is the immediate Past President of the Society of Professors of Education, founded in 1902 by John Dewey. He has also served as President of the Organization of Educational Historians, and the American Educational Studies Association. He is the author of
Literacy, Education, and Society in New Mexico, 1692-1821 (1992, UNM Press); co-editor and contributor to
Performance Theories in Education: Power, Pedagogy, and the Politics of Identity (2005, Routledge); co-editor of the
Handbook of Research in Social Foundations of Education (2010, Routledge); co-editor of
Indigenous Education and Epistemologies in the Americas: A Special Issue of Educational Studies (2003, Routledge); and author of
Postcolonial Indigenous Performances: Coyote Musings on Genízaros, Hybridity, Education, and Slavery (2017, Sense Publishers).
Founding Editor Bernardo Gallegos†
Editorial Board Gary Anderson,
New York University, USA Ming Fang He,
Georgia Southern University, USA Paula Groves-Price,
Washington State University, USA Isabel Nuñez,
Indiana University/Purdue University, Fort Wayne, USA Rodolfo Palma-Rojo,
Universidad Nacional Autónoma de Mexico, Mexico Mette Marie Wacher Rodarte,
Instituto Nacional de Antropología e Historia (INAH), Mexico William Schubert, Emeritus,
University of Illinois at Chicago, USA Joel Spring, Emeritus,
City University of New York, USA
Researchers, educators and students interested in the complex, and dynamic relationship between education, culture, and society in historical, contemporary, and futural contexts.