The Harvard Educational Review (HER) is planning an upcoming Special Issue on Youth Voices in Education Research. The aim of this Special Issue is to elevate the voices of young people as key contributors to academic conversations that aim to improve the schools, communities, and complex social contexts in which they live. In our era, some of the loudest calls for justice and most innovative solutions to entrenched educational issues are coming from youth. This presents an opportunity for adults in our field to listen and learn from their experiences of and proposed solutions for educational challenges. With this Special Issue, we aim to showcase work which: 1) gives voice to both the individual and shared experiences of youth; 2) is designed to empower and benefit youth participants; 3) involves youth in selecting the study’s goals and/or giving input on the research methodology; and 4) positions itself as accountable to youth and the communities in which they live. We hope to spotlight both seasoned youth-driven researchers and practitioners and those who are in emergent stages of developing a youth-centered practice.
If you are an adult scholar, researcher or practitioner submitting a research article, essay, or voices piece, please consider the following as potential forms and topics your piece could address:
- Models of involving youth more actively in research or creating research that has the direct goal of empowering youth. This could take the form of an essay that reflects on or describes the process of shifting one’s research agenda to center youth, a dialogue between researchers and youth participants about the research project and process, a research paper accompanied by reflections from youth participants about their involvement and experiences.
- Methodological texts that discuss strategies for empowering youth research participants when researching youth, for example through including youth participants in novel forms of method choice, research design, or reliability checks.
- Reflections from practitioners about their efforts, challenges, and successes in training youth to engage in critical praxis or more traditional research projects.
- Critical or action-based research that builds off of goals, problems, or potential solutions identified by youth.
Please note that submissions that are collaborations between young people and adults are welcome in this category if the primary author is an adult. If authorship is equally shared between youth and adults, or youth are the primary authors, please submit to the youth call. Additionally, please see Guidelines for Authors for more information about what we look for in research articles, essays, and voices pieces.
The deadline for all submissions for this Special Issue is August 31st, 2019.
Submit your manuscript at https://hepg.submittable.com/submit in the SPECIAL ISSUE- Youth Voices in Education Research (Adult Submissions)
- HER accepts manuscripts from 3,000 to 9,000 words, which should include: abstract, keywords, body of the text, references, plus appendices and graphic elements, if appropriate. We reserve the option to return any manuscript that does not meet this length.
- All text must be double spaced, type size must be at least 12 point with 1-inch margins on all sides, and paper size should be set to 8.5 x 11, even if printed on A4 paper.
- Manuscripts are reviewed anonymously. Any references that identify the author/s in the text must be masked or made anonymous (e.g., instead of citing "Field & Bloom, 2007,” cite “Author/s, 2007”). For the reference list, place the citations alphabetically as "Author/s. (2007). Details omitted for blind review." Articles can also be blinded effectively by use of the third-person. For example, rather than "in an earlier article, we showed that" substitute something like "as has been shown in Field & Bloom, 2007.” In this case, there is no need to mask the reference in the list. Finally, please do not submit a title page as part of your manuscript. We will capture that information in the submission form.
- The journal defers to author preference in decisions about naming and capitalization of racial, ethnic, and cultural groups. Manuscripts should be internally consistent in this regard.
- Authors should refer to The Chicago Manual of Style for general questions of style, grammar, punctuation, and form, and for footnotes of theoretical, descriptive, or essay-like material.
- Authors should use the Publication Manual of the American Psychological Association for all reference and citation formats. References must be in APA format. Manuscripts with references and/or citations in another form may be returned to the author/s.