The Journal of Leadership Education (JOLE) is committed to promoting policies, practices, editorial activities, and published content that support diversity, equity, and inclusion [(DEI)] in the discipline of leadership education. We are committed to cultivating an academic community that is not limited by race, ethnicity, veteran status, marital status, socioeconomic level, national origin, religious belief, ability, sexual orientation, age, class, political ideology, or gender identity and expression” (JOLE DEI, 2021).
As members of our global community, leadership educators among others are witness to an extraordinary moment in time. As we look around, we see contested lands, humanitarian crises, increasingly destructive weather patterns, economic downturns, incivility on the rise, the erosion of democracy, mass shootings, racial tension, etc., and pervasive inequity. “It sometimes feels like the world’s needs are so great, that the urgency for transformative leaders so acute, that the task is insurmountable. However, in the seemingly insurmountable, there lies a significant amount of hope” (McKee & Bruce, 2020, p. 59).
It is precisely because of JOLE’s unwavering commitment to DEI and because “the world’s needs are so great [and because there is] a significant amount of hope” (McKee & Bruce, 2020, p. 59) that JOLE is pleased to announce that the special issue slated for 2023 is dedicated to entirely to DEI issues, work, and pedagogy.
We are seeking manuscripts that are focused on DEI efforts and include but are not necessarily limited to:
- Positionality, power, and privilege in higher ed
- Teaching advancements
- Research innovations
- New applications grounded in leadership theory
- Shifts in pedagogy and andragogy
- Learning technologies
- We are also interested in forward thinking strategies for this special issue – what lies ahead in the DEI arena that leadership educators must be cognizant of? How can we best prepare students to navigate uncertain terrains and work collaboratively to resolve sociopolitical and economic issues that have historically disadvantaged communities of color and other marginalized populations?
- We welcome a diverse array of submissions, authors, and reviews!
Please visit https://journalofleadershiped.org/ for author information submission requirements.
Mckee, K.E. & Bruce, J.A. (2020). Pedagogy: Becoming a transformative leaders: The student leaders activist identity continuum. In Bruce, J. & McKee, K. (eds). Transformative leadership in action: Allyship, advocacy & activism. Emerald