Today’s blogger is Dr. Alan Amtzis, academic editor of The Educational Forum. He is Director of the Master of Education in Instruction Program at The College of New Jersey.
This year marks the 80th anniversary of The Educational Forum.
Out of curiosity, I returned to the first issue of The Educational Forum to see how we began and what educational research looked like in November 1936 as the planet perched on the brink of encroaching war, struggling against both worldwide depression and growing fascist threat.
Our first issue contained 10 articles, and not one author’s name was familiar to me now in 2016. That issue also included an editorial, a poem, and 20 pages of book reviews. The only reviewed book I’d ever heard of was Gone With the Wind—a book whose popularity is legendary, but whose contribution to educational research and practice rather eludes me.
As one of the academic editors of The Educational Forum, I admit to some pride about the direction that KDP and my coeditors (Tabitha Dell’Angelo and Ryan Flessner) have given to the journal.
In addition to theme issues on aesthetic education, sexuality and gender identity, and global citizenship, we have also offered guest-edited issues by such senior scholars as Michael Apple (“The Politics of Educational Reforms,” 2016), Pedro Noguera (“Racial Inequality and Education,” forthcoming in 2017), and Ana María Villegas (“Linguistically Diverse Classrooms,” forthcoming in 2018). In addition, we’ve published a wide array of research developed by emerging scholars, many of whom are still in their pre-tenure phase.
This combined range of experience and perspective offers our readers a substantial complement of the ideas that are important to users of educational research, as evidenced by the fact that many of our most cited articles have been published within the past 6 years.
Still, I can’t help wondering if these issues and names will be known to readers 80 years from now.
It’s an interesting and even challenging time right now to be the editor of an educational journal.
In fact, it’s an interesting and challenging time to be an educator.
Here at the close of 2016, we face what many feel is a pivotal moment in U.S. and world history, with challenges ahead we can only guess at. For me, this moment raises questions about the ability of educational research to not only reflect the interests of our readers, but also to influence and contribute to the world of education…and the world beyond the classroom.
Are there opportunities for our work at The Educational Forum to inform and even influence policy? Can we withstand the current storm to publish work that will be of interest to a new generation of educators?
Of course, these questions are difficult, at best, to answer and the outcomes may be impossible to predict, but the changes around us may prompt us to envision a kind of educational activism as part of our mission—one that might help the journal endure another 80 years.