Call for Papers for both events and publications.
CFP: NZJTW: 20 years of Teachers’ Work in Aotearoa New Zealand – looking back and looking forward
Deadline: Sep 1, 2023
This year marks the 20th anniversary of the New Zealand Journal of Teachers’ work, first launched by joint editors John O’Neill and Paul Adams in 2004. The intent of the journal has been to provide a safe space – a forum – to “document and explore the complexity of teachers’ work in Aotearoa New Zealand.” At the time, the impact of neoliberal ideology had eroded the “ethical practice of teaching in pursuit of greater social justice … in favour of observable behaviours and measurable outcomes to satisfy Treasury, State Services Commission and ‘back to basics’ politicians of various hues” (O’Neill & Adams, 2004) – In 2023, 20 years on, neoliberalism is still strongly embedded in our society and educational systems; although, a slow shift can be seen in the language of some politicians and certainly in the work of many teachers and academics who quietly or openly uphold the pursuit of greater social justice through their practice in centres, kura, schools and tertiary settings.
Following the original intention of the journal founders, NZJTW is calling for papers that ask critical questions and reflect back on the developments of teachers’ work (in early childhood settings, kōhanga reo, schools, kura, wananga, polytechnics and universities) over the last 20 years, as well as papers that envision the future of teaching practice and education relevant to Aotearoa New Zealand and the South Pacific.
NZJTW is inviting contributions to this special topic in the form of
Articles (up to 6000 words)
Opinion pieces (up to 1500 words)
Research overviews of ongoing projects (up to 1500 words)
Teacher reflections (up to 2500 words), and
Book reviews (up to 1000 words)
Submission deadline for the special topic is 1 September 2023.
NZJTW is also inviting contributions on any other topics that may be of interest to teachers across the education sector from early childhood to tertiary education.