Thinking collaboratively about the peer-review process for journal- article publication

Kumashiro, Kevin, Pinar, William, Graue, Elizabeth, Grant, Carl, Benham, Maenette, Heck, Ronald, Scheurich, James Joseph, Luke, Allan and Luke, Carmen (2005) Thinking collaboratively about the peer-review process for journal- article publication. Harvard Educational Review, 75 3: 257-285.

Author Kumashiro, Kevin
Pinar, William
Graue, Elizabeth
Grant, Carl
Benham, Maenette
Heck, Ronald
Scheurich, James Joseph
Luke, Allan
Luke, Carmen
Title Thinking collaboratively about the peer-review process for journal- article publication
Journal name Harvard Educational Review   Check publisher's open access policy
ISSN 0017-8055
1943-5045
Publication date 2005-09-01
Sub-type Critical review of research, literature review, critical commentary
Volume 75
Issue 3
Start page 257
End page 285
Total pages 9
Editor M. Charner-Laird
M. Donaldson
Place of publication Cambridge, MA, United States
Publisher Harvard University * Graduate School of Education
Collection year 2005
Language eng
Subject 339999 Other Education
749900 Other Education
Abstract 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. Copyright © by the President and Fellows of Harvard College.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Critical review of research, literature review, critical commentary
Collections: 2006 Higher Education Research Data Collection
School of Education Publications
 
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Created: Wed, 15 Aug 2007, 16:48:28 EST