Call for Papers—“Transforming Pedagogy: Practice, Policy, and Resistance”


[Many thanks to Don Walicek for bringing this item to our attention.] This call is for a volume to be titled Transforming Pedagogy: Practice, Policy, and Resistance. Compelled by the urgency of Puerto Rico’s current public education crisis, this volume will showcase examples of successful pedagogical interventions that may serve to model and ignite transformational education reform within the Caribbean region. 

The deadline for submissions is September 30, 2018.

Description: SARGASSO, a Journal of Caribbean Literature, Language, and Culture published at the University of Puerto Rico, Río Piedras invites submissions for an upcoming issue titled “Transforming Pedagogy: Practice, Policy & Resistance.” We seek interdisciplinary academic essays that examine pedagogical models, approaches, or initiatives that break with traditional paradigms and offer successful alternatives for implementation in Caribbean contexts. Short fiction, interviews, poetry, and visual art that celebrate or critically respond to teaching, learning, and education more broadly are also welcome. Submissions are due by September 30, 2018 and should be sent to Contributors will be notified of the status of their submissions by October 30, 2018.

Compelled by the urgency of Puerto Rico’s current public education crisis, this volume of Sargasso seeks to showcase examples of successful pedagogical interventions that may serve to model and ignite transformational education reform within the region.

To catalyze educational crisis into a convening of collective triumphs, we seek to celebrate, to inspire, and to expand knowledge about concrete models of how pedagogy has been or can be successfully transformed to make education more equitable, rigorous, and effective for students. With this goal in mind, this volume calls broadly on teachers, practitioners, administrators, academics, and researchers to share experiences of success at a range of levels: classroom or school-specific methodologies or approaches, community or regional practices, public policy reform and implementation, and national-level initiatives. How might these examples offer models for other classes, communities or islands? How can the examination of specific educational triumphs offer hope and present new paths forward?

In the crippling aftermath of Hurricane Maria, Puerto Rico continues to grapple with the extreme austerity measures imposed by the external Financial Oversight and Management Board. The Department of Education—the Commonwealth’s largest government agency, which is responsible for a student body in which close to 80% of youth live in poverty—is implementing unprecedented reforms that include system-wide restructuring, massive school closings, shrinking of staff, cutting of employee benefits, and the privatization of critical services. This transformation directs little attention to the cornerstones of education: why, what and how and we teach. Moreover, like other neoliberal reforms affecting the region, it is poised to exacerbate the devastating legacies of authoritarianism, extraction, and inequity that are embedded in numerous educational structures and institutions. How can insights from interdisciplinary research contribute to the positive transformation of public education, both in Puerto Rico and throughout the region?

Sargasso’s editors invite analysis, case studies, and research of pedagogical models, paradigms, policies, and practices that respond to the following:

Within what context (national, regional, institutional, linguistic, etc.) has the pedagogy operated, or more specifically, within which community is it most relevant?

What significant innovations, novelties, and/or divergences from normative educational models have been achieved? What disruption of traditional paradigms or ideologies has taken place?

What transformations have occurred and why are they significant? How has this model or initiative proven effective?

How can the success of this model or initiative be strengthened or expanded? How can it be referenced, utilized or implemented in other institutional settings, regions, islands, and/or groups of nations?

What additional supports are necessary from administrators, parents, and the public at large? How can work within the humanities contribute to future improvements in education?

Essays can be submitted in English, Spanish, French, or Papiamentu, double-spaced, and consist of between 4,000 and 6,000 words. Abstracts of 120 words or less that include 4-5 keywords should be written in English and Spanish. Photos, illustrations, and other graphics are encouraged. Essays must conform to Sargasso’s style guide (which is available on our website) and should be prepared in Word. Electronic submissions and inquiries should be directed to

Sargasso is a peer-reviewed journal edited at the University of Puerto Rico, Río Piedras for more than 30 years.  The journal features work on the languages, literatures, and cultures of the Caribbean and its multiple diasporas.

[Artwork above: Víctor Vázquez, installation from his series “No vamos a llegar, pero vamos a ir” / “We will not arrive but we are going” Installation (2013). See his work at]

One thought on “Call for Papers—“Transforming Pedagogy: Practice, Policy, and Resistance”

  1. Thanks for posting.

    I shared this post and your site with two of the internationally renowned literacy/pedagogy experts who are on the faculty at the University of Illinois, Dr. Mary Kalantzis and Dr. Bill (William) Cope. You may be hearing from them!

    Best to you all,

    Sally Ember, Ed.D.

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