Universities of Waikato (NZ), Chapman (US), Aalborg (Denmark), Massey (NZ), Philosophy of Educational Society of Australasia (PESA) and other institutions pending
At its meeting at Annual Conference 2015 held at the Kingsgate Hotel in Hamilton the Executive unanimously voted to become an institutional member of the consortia of institutions associated with The Video Journal of Education & Pedagogy
VJEP is the first video journal in education: a revolutionary new journal dedicated to
understanding and analyzing educational practice using new audio-visual and
visualization methodologies focusing on teaching practice, classroom
observation, performance and indigenous studies.
An overview of the journal – aims and scope
The Video Journal of Education and Pedagogy initiates a new movement in academic publishing in the field of Education by establishing the first video journal in the field and a database of video articles that captures the latest developments in educational practice, including teacher education, classroom teacher and child observation. The journal provides a database of video articles that is dedicated to teaching and education fundamentals through simple and easy to understand demonstrations. The journal will also use the video medium and research on new visualization methodologies to provide structured interviews with leading scholars.
Practice-based accounts conceptualize education and pedagogy as capturing the practitioner knowledge and situated knowledges, stressing the negotiated and performative character of not only of practice but also of education policy. The “practice turn” in educational studies has a long history that emerges with the birth of educational research and the influence exerted by pragmatists thinkers like Ludwig Wittgenstein and John Dewey.
The concept of practice
The concept of practiceis the neglected underlying concept that signals a whole host of elements concerning the so-called “new pedagogy”. The notion of educational practices includes the emphasis on social constructionism that gels with a constellation of new emphasis in educational studies more generally: the central importance of cultures in relation learning and knowledge cultures, evidence-based cultures, organisational cultures, and youth cultures. The term also implies a central focus on “the practitioner” and practitioner knowledge dating from the work of Donald Schön and Chris Argyris. This use is also common to the notion of ‘communities of practice’ and associated notions of ‘situated learning’. The cultural turn and the reflective practitioner have been used to signal the priority of the practical over the theoretical in educational activities. This means, among others things, that education activities are primarily engagements-with-others-in-the-world implying that learning and teaching are fundamentally social activities, ‘doings’ or performances without ‘inner’ processes.
1. integrate visual approaches to educational research and practitioner knowledge
2. provide rapid spread and open access to video pedagogy demonstrations in an international and comparative context
3. provide a platform for education research in teacher education and demonstrated pedagogy
4. provide a ready means to capture and globally share practitioner knowledge
5. establish a new frontier in education publishing and scientific communication
This journal will be the first video journal in the field of Education to utilize the medium of the video clip to scientifically examine, critique and problematize teaching moments in a multimedia format based on a 15 minute clip supported by text materials such as teaching notes, theory explanations, literature review, and a full set of references (for full submission see below).
All manuscripts submitted to VJEP are subject to peer review and editing. Each substantive manuscript is reviewed by at least two experts in the field, who may also be members of the Editorial Board. The decision of the Editors-in-Chief is final. The Corresponding Author is notified of the decision by e-mail, with reviewer comments, if applicable. The reviewers of the journal are all education experts in their respective field.
The journal is Springer owned but articles will remain the copyright of the authors. The journal is based on a funded (gold road) open access model based on a standard SpringerOpen platform with the intention that sponsorship will be used to pay for the open access fees of articles at the discretion of the Editorial Board and Editor.
Foundation institutional members have agreed to provide $10,000 (US). This will be paid into a ring-fenced trust account held by Springer but administered and used solely by the Editorial Board and Editorial team at the discretion of the Board.
The one-off membership fee provides a voice on the Editorial Board which sets editorial policy and adminsiters the research fund.
In addition, the foundational membership fee grants member institutions the right to appoint up to three reviewers that will comprise the Reviewers and also two video article waivers.
The journal website will carry logos of the sponsoring institutions.
It is anticipated that there will be ten institutional members as of late 2014 (Waikato, Chapman, Aalborg, PESA, Massey and others pending).
The $10,000 (US) will be used for scholarship and research purposes only and controlled and audited by the Editorial Board.
The fund will be used to assist the publication of research video articles (by paying the open access fee), assist with research expenses and commissioning state of the art research.
Benefits to PESA Members
VJEP will provide new publishing opportunities for members
VJEP will provide new publishing opportunities for the Society
VJEP will promote the relationship between philosophy, education and visual culture and hence endorses the aim of PESA
VJEP will provide opportunities for PESA members to become reviewers and editors in a new area of journal scholarship
VJEP will encourage PESA to become part of an international research collaboration providing new research directions, experimentation with new visualization methodologies, and new forms of engagements with other researchers
VJEP will provide new areas for philosophers of education to develop expertise in areas of visual culture, especially as the social media landscape moves increasingly toward video-text-sound configurations.
There will be a one-day conference on the journal on May 18th 2015 at the University of Waikato.