Types of Submissions to Eco-Justice Press
Valuing the ability to think critically about educational reforms that promote sustainable cultural practices, the Eco-Justice Press will welcome manuscripts that address the following:
• Connections between the ecological crisis and social justice issues.
• The patterns of linguistic colonization within the dominant, ethnic, and indigenous cultures.
• The nature of the cultural commons of the dominant, ethnic and indigenous cultures--including traditions of self-reliance, local democracy, smaller ecological footprint, and alternatives to market-based consumerism.
• Threats to the cultural and environmental commons, as well as to the traditions of social justice.
• Impact of different technologies—including print-based technologies-- on consciousness, traditions of community and individual self-sufficiency.
• How to overcome the silences in science and environmental education classes about taken-for-granted ecologically unsustainable cultural patterns of thinking;
• The aesthetics of ecologically sustainable lifestyles.
• The connections between health and happiness issues of lifestyles centered more on participating in the local cultural commons.
• Religious traditions and issues of social justice and ecological sustainability.
• Ethnographies of sustainable practices by various groups.
• Curriculum guides that assist classroom teachers in presenting ecologically sustainable and unsustainable practices in different areas of the curriculum.
• Curriculum guides on how to reinforce ecological intelligence—from elementary classrooms to graduate school.
• Curriculum guides on ecologically sustainability and religious issues for home-schooling parents—which may focus on language, cultural commons, toxic chemical, and social justice issues.
• Historical studies of resistance of communities and ethnic groups to the industrial/consumer-dependent lifestyle.
Manuscripts addressing the above topics will need to be based on a clear understanding of the audience that is to be reached; such as classroom teachers, professors in teacher education and curriculum/educational studies, science and environmental education professors, and educational policy makers.