PT  - JOURNAL ARTICLE
AU  - KUMASHIRO, KEVIN
AU  - PINAR, WILLIAM
AU  - GRAUE, ELIZABETH
AU  - GRANT, CARL
AU  - BENHAM, MAENETTE
AU  - HECK, RONALD
AU  - SCHEURICH, JAMES JOSEPH
AU  - LUKE, ALLAN
AU  - LUKE, CARMEN
TI  - Thinking Collaboratively about the Peer-Review Process for Journal-Article Publication
AID  - 10.17763/haer.75.3.h317564n18346928
DP  - 2005 Sep 01
TA  - Harvard Educational Review
PG  - 257--285
VI  - 75
IP  - 3
4099  - http://harvardeducationalreview.org/content/75/3/257.short
4100  - http://harvardeducationalreview.org/content/75/3/257.full
SO  - herp2005 Sep 01; 75
AB  - In this conversation, Kevin K. Kumashiro shares his reflections on challenges to publishing anti-oppressive research in educational journals. He then invites eight current and former editors of leading educational research journals—William F. Pinar, Elizabeth Graue, Carl A. Grant, Maenette K. P. Benham, Ronald H. Heck, James Joseph Scheurich, Allan Luke, and Carmen Luke — to critique and expand on his analysis. Kumashiro begins the conversation by describing his own experiences submitting manuscripts to educational research journals and receiving comments by anonymous reviewers and journal editors. He suggests three ways to rethink the collaborative potential of the peer-review process: as constructive, as multilensed, and as situated. The eight current and former editors of leading educational research journals then critique and expand Kumashiro's analysis. Kumashiro concludes the conversation with additional reflections on barriers and contradictions involved in advancing anti-oppressive educational research in educational journals.