Breaking Out seeks to bring teachers and education academics together to critically discuss contemporary issues in teaching and learning/education. It begins with a shared critique of the failing neoliberal education system and a firm commitment to reclaiming teaching and learning for social justice. Breaking Out emphasises the need for teachers, academics, parents and students to share their experiences of teaching, working and learning in schools. Through this dialogue we aim to build a collective critique and vision of socially just education based on shared knowledge, hope, solidarity and collective struggle.
Given such an emphasis Breaking Out seeks submissions that seek to contribute to such a dialogue, and to collective thinking and action. Concretely it welcomes submissions of the following types:
(a) Contributions from teachers and other school staff, pre-service teachers, community educators, parents and students, on current practices and experiences from a critical perspective. These could be thought of as stories/accounts from the 'chalkface' and may focus on questions of curriculum and pedagogy: sharing accounts of critical education practice in the classroom; reports on the development of curricula that challenge inequality, racism, sexism, homophobia; critical responses to policy and/or contemporary issues in education etc;
(b) Academic articles for peer-review that plainly and accessibly present current educational research and critical analysis to a community-wide audience, particularly focused on teachers, and which encourage engagement and dialogue;
(c) Book reviews which might include the more traditional academic book review as well as critical responses to/reviews of curriculum materials, media articles and artefacts and other, with a particular view on how they might be utilised in the classroom and beyond for critical teaching and learning;
(d) Creative pieces, including poetry, satire, cartoons, photographs, music, videos and literary pieces which make a contribution to the objectives of the publication.
Your piece must be written in clear, accessible language, designed to engage, inform, and explain.
Avoid jargon without explanation (use of hyperlinks is encouraged) and avoid overly technical or abstract passages. Write with the explicit purpose of engaging those actively involved in education, by making it clear how your argument or evidence illustrates, improves or challenges the present reality of education. Consider how your piece contributes to a collective project for socially just teaching and learning.
For the peer-review section:
Academic articles submitted will undergo a process of double blind peer-review. The main audience for this section is teachers who are interested in engaging in dialogue and collective action around teaching and learning that is explicitly focused on social justice. The key questions contributors should ask themselves are:
- How and why does this research/writing contribute to the discussion around teaching and learning for social justice?
- How might this research strengthen the position of teachers as agents of change in the education system?
Contributions might also seek to engage other key stakeholders in this struggle: parents, academics, community educationalists and of course, students themselves.
An ethical approach:
It is expected that all submissions to this journal will take an ethical approach, presenting original work not published elsewhere (except in the cases of agreed and cited re-prints), make every attempt to present rigorously researched material and analysis, and be compliant with relevant legislation etc. It is expected that any research reported here will have been undertaken in a manner that is informed by grassroots perspectives with the intention of generating critique and analysis that is grounded in the actual realities of education.
It is expected that any potential conflict of interest will be declared to the editors.
Written submissions must include a title and an abstract or summary of no more than 200 words explaining the key argument/point made in the piece and its relevance/significance to readers.
The following word limits are expected for each submission type:
(a) 800 words
(b) Must not exceed 3500 words
(c) 800 words
(d) Variable, normally restricted to 500 words
Note: while word limits for types A, C and D are flexible, the maximum word limit for Type B is not.
Articles submitted for peer-review should follow conventions and include in-text referencing using the APA system. All authors are encouraged to use hyperlinks to supporting and freely available online material where appropriate.
Articles to be printed anonymously or under pseudonyms will be considered in consultation with the editorial board. This may be important for teachers and others who feel unable to speak freely about their views for a range of reasons.
Please use Calibri font, size 11, with 1.15 spacing. Maintain a consistent approach to spelling and punctuation.
All non-peer review submissions will reviewed by a member of the Breaking Out editorial committee. Authors should expect to engage in dialogue with the editors about their submissions. This may take the form of reviewing proposed changes to submissions made using tracked changes or comments in your submission. We hope this will be a rich process of mutual learning. Authors will have the right to accept or decline any proposed changes before giving formal consent to publish their submission.
Peer-review pieces will undergo a formal double-blind peer review process. If you would like to join our team of academics and assist with the process of peer review please contact the editorial team.
Breaking Out publishes all articles under the Creative Commons licence under the following terms:
- Attribution – You must give appropriate credit, provide a link to the licence, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No Derivatives – If you remix, transform, or build upon the material, you may not distribute the modified material.*
- No additional restrictions – You may not apply legal terms or technological measures that legally restrict others from doing anything the licence permits.
*The one exception to this is in the area of Teaching Materials which in most cases will be published under a Share Alike licence.
For more details see http://creativecommons.org/licenses/by-nd/4.0/.
How to submit
We look forward to reading your contributions!