Call for papers
Student Perceptions, Beliefs, or Attitudes

to be considered for publication in Academic Exchange Quarterly print edition:
Spring,   Summer,   Fall,   or   Winter  
See Submission & Publication Timeline.   ( early, regular, short )
Note, early submission includes consideration for co-publication in AEQ Open-Access- outlets (see bottom of this page).

Please observe Six simple submission steps
Steve Pec   Editor of Academic Exchange Quarterly
Studentsí perceptions, beliefs, and attitudes about divisive social issues are directly influenced by facultyís willingness to engage in authentic discourse. However, educators may be unprepared to engage in authentic or informed dialogue concerning divisive or sensitive social issues that arise in classroom discussions. These discourses extend to the social aspects of learning through impromptu opportunities for discussion on social and identity issues based on studentsí biased speech, bullying, or comments derisive of traditionally marginalized groups. These faculty and student led discussions allow students opportunities to develop their understanding of others who are different from them while affirming people of diverse backgrounds. Submitted topics may address questions such as those presented below:
  1. How do you engage in authentic dialogue/discourse in the classroom around potentially divisive social issues, issues of power/oppression, identity, and privilege?
  2. Everyday you have to stand up in front of the classroom and engage students around multiple topics. If the course content is not socially divisive, these divisive issues are embodied in the students themselves. How do you maintain engagement and at the same time address these issues in an ethical manner?
  3. How do faculty share their own personal narratives in the classroom that is generative to the classroom process, yet does not exploit the student?
  4. How do students share their own personal narratives in the classroom with peer biased cultural, ethnic, sexual orientation, disabled, gender, age, and other social class judgments and perspectives?
  5. How do faculty make choices and face challenges when blending potentially divisive social issues during experiential learning?
  6. How do faculty deal with the complex intersections between course content, student embodied identities, the faculty memberís own embodied identities, institutional positionality and policies, and factors like regional culture, religion, political ideology, and other factors when dealing with these potentially divisive issues?

Who May Submit:
Faculty, administrators, librarians and graduate students.   Please identify your submission with keyword: STUDENT-15

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