RT Journal Article
SR Electronic
T1 Thinking Collaboratively about the Peer-Review Process for Journal-Article Publication
JF Harvard Educational Review
JO herp
FD Harvard Educational Press
SP 257
OP 285
DO 10.17763/haer.75.3.h317564n18346928
VO 75
IS 3
A1 KUMASHIRO, KEVIN
A1 PINAR, WILLIAM
A1 GRAUE, ELIZABETH
A1 GRANT, CARL
A1 BENHAM, MAENETTE
A1 HECK, RONALD
A1 SCHEURICH, JAMES JOSEPH
A1 LUKE, ALLAN
A1 LUKE, CARMEN
YR 2005
UL http://harvardeducationalreview.org/content/75/3/257.abstract
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.