We invite submissions from scholar-activists, educators, organizers, and students in the form of scholarly research, archival histories, action research pedagogies, testimonios, photo essays, and art.  All manuscripts should contribute to a living archive of ethnic studies pedagogies in all its forms, written from and for anti-racist, decolonial, and rehumanizing movements both inside and outside K-12 and higher education contexts.

 

SPECIAL ISSUES

 

"STRUGGLE BUILDS ON STRUGGLE": RESISTANCE AND ORGANIZING THROUGH ETHNIC STUDIES

VOLUME 3, ISSUE 1

Publication: June 2025

Lead Editors: Marisol Ruiz, Nancy Perez

 

RE-ROOTING INTERSECTIONAL ETHNIC STUDIES: RACIAL CAPITALISM, COLONIALITY, AND RESISTANCE

VOLUME 3, ISSUE 2 [call for submissions]

Publication: December 2025

Lead Editors: Enrique Ochoa, Gilda Ochoa

 

REVIEW PROCESS

 

Ethnic Studies Pedagogies uses an masked review process, which means that the reviewer(s) and author(s) are not known to each other. However, in working to support non-university contributors, a guided process is used where the reviewer(s) and author(s) work closely, and thus their identities are known. Reviewers recommend decisions on submissions to the journal, and journal editors make the final call on the decision. The decisions are as follows:

 

Submitted article decision:

• Accept
• Accept with minor revisions (the editor itemizes them)
• Has potential; we will work with the author(s) to revise the submission for another review
• Not a good fit with the aims and scope of this journal (the editor may suggest another journal the author might try)

  

All manuscripts are reviewed by designated reviewers, editorial board members, or invited scholars/community members. 

 

SUBMISSION GUIDELINES

 

Manuscript Preparation Expectations

Ethnic Studies Pedagogies includes the work of university faculty and veteran scholars, emerging academics, educators, and classroom and community voices. Within our collaborative and supportive editorial process and policies, we recognize that these different roles and positionalities come to their submissions with different levels of training and skill in preparing manuscripts for editorial review and publication. 

 

In order to ensure that our editorial team’s resources are used most effectively, we ask that all contributors do their best to attend to the Technical Expectations of Submission.  More significantly however, we endeavor for our collaborative review process to be as beneficial and generative to each constituency as possible, and with that in mind, we note the following as role-specific expectations for manuscript preparation and submission:

 

University Faculty/Veteran Scholars

For established scholars, we hope that our collaborative review process may involve a meaningful and lively intellectual conversation, and an opportunity to ensure that you have an additional thought partner in ensuring your submission is as robust and rich and accessible as possible. 

 

Considering this, we hope and expect that there will be few, if any, technical and copy-editing issues for editors to attend to, that citations and citation style will be consistent and accurate (APA preferred). Further, organization of the paper, including the inclusion of theoretical/conceptual frameworks, literature reviews, methodology, and results/contribution sections should be clear, though their expressions may be creative or innovative. 

 

Further, we do hope that veteran scholars will clearly ground the theoretical/conceptual roots of their projects to help guide the intellectual project of the journal.

 

Graduate Students

As emerging scholars, we hope that our journal will provide a formative opportunity for you to grow your scholarship. We understand that you may still be developing your skillset in articulating different elements of your written scholarship, but hope that you will do your best to organize your manuscript, including a theoretical framework, literature review, methodology, and results section, with creative expressions of these sections and experimental formats welcome. 

 

We do expect that there will be few, if any technical and copy-editing issues for editors to attend to, that citations and citation style will be consistent and accurate to the best of your ability (APA preferred), and that you will do your best to ground your scholarship in a clear intellectual lineage and academically rooted articulation of ethnic studies.

 

Classroom and Community Educators

For classroom and community educators, we understand that the nuances of academic publishing and manuscript preparation may be new. Our editorial process will help you to grow and develop your writing abilities in this genre. To provide a good baseline to begin this process, we do ask that you have a consistent citation style used throughout the manuscript, APA preferred, and that you have carefully proof-read your manuscript so that grammatical errors are at a minimum. Further, while we do not expect fully grounded theory and frameworks, we do ask that you do your best to articulate the intellectual space you are working from, and your understanding of ethnic studies.

 

TECHNICAL EXPECTATIONS OF SUBMISSIONS

 

We are accepting written manuscripts between 2000 to 5000 words (not including references). We also invite other genres like photo essays and arts-based submissions, which will have other word length requirements.   Submissions must be original and not previously published or under review in another journal. Please consult the Editorial Board at ethnicstudiespedagogies@gmail.com for any questions.

 

All accepted manuscripts should be submitted in a single Word document (.doc or .docx) following APA 7th Edition formatting and include the following:

 

• Cover Page (manuscript title, names of contributing authors, institutional/organizational affiliations, contact emails)
• Abstract Page (a brief 150 - 200 word abstract; 3 - 4 key words representing your maniscript's contents)
• Manuscript Content (double-spaced, 12-point font, 1" margins)

By submitting a manuscript or creative work, authors consent that their work is aligned with ethical and professional standards. We do not accept previously published works. Research misconduct or unethical practices will not be tolerated, and if the Editorial Board is alerted to such practices, an internal investigation may follow, that could lead to retraction of accepted or removal of already published manuscripts in Ethnic Studies Pedagogies.

 

grounding and scope

 

We are supporters and advocates for culturally responsive/relevant pedagogy, community studies, multicultural education, area studies (e.g. Latin American Studies, Asian Studies), Whiteness studies, and the advancement of a more inclusive, diverse, and varied educational and pedagogical project in general. Yet while incredibly valuable, and potentially intersectional, these fields, subjects, disciplines, and practices are not the same as ethnic studies. Ethnic studies writ large is focused on race, identity, and power understood and examined in the context of a distinct intellectual lineage and history. These other fields and disciplines, despite their contributions, often lack attention to one or more of these elements in the same ways that ethnic studies expects, and are often anchored in other, sometimes mutually exclusive, epistemic foundations. 

 

We understand ethnic studies to be the intentional, transdisciplinary study of race, identity, and power, with a focus on the particular racialized experiences of American Indian/Native Americans, Asian Americans, Black Americans, and Chicana/o/x / Latinx Americans. Further, ethnic studies is a field that is grounded in critical and decolonial epistemic frameworks, ontologically diverse, necessarily anti-oppressive, anti-racist, and anti-colonial in its perspectives, and is committed to grappling critically with the presence and legacies of racism, xenophobia, sexism, homophobia, ethnocentrism, and many other forms of systemic oppression  as it explores both the challenges facing communities of color, and the dynamism, creativity, resilience, and cultural contributions of these communities in the past, present, and future. 

 

Further, we do not understand ethnic studies as a singularly defined field/discipline with fixed, immovable boundaries. Ethnic studies is and has long been pluralistic, dynamic, epistemically diverse, and constantly evolving. As an editorial board, we aim to position ourselves as stewards, not gatekeepers, of an organic intellectual project that grows from our communities.

 

RESEARCH ETHICS

Contributing authors assume the highest standard of research ethics as defined by their institutions and communities. This means abiding by research that has been approved by requisite bodies, that is not falsely represented, or that does not plaigiarize the work of others. Manuscripts must not  be previously published or concurrently submitted or reviewed in other journals.

 

 

COPYRIGHT NOTICE

 

Authors retain copyright and grant the journal first publication rights. Authors may redistribute and share their work as long as they acknowledge in writing publication in Ethnic Studies Pedagogies.