Call for Submissions
Catalyst: A Social Justice Forum is pleased to announce a call for submissions for a 2016 themed issue:
Remaking Social Sciences:
Rebuilding the Core Disciplines to Discover what is Humanly Possible and How to Achieve It
Catalyst will turn its attention in a forthcoming special issue to articles that offer critiques of any one of the five core social science disciplines combined with proposals for catalyzing reform of that discipline. The journal seeks articles offering specific measures and proposals for rebuilding each of the five core social science disciplines to focus on discovering the “scientific” theories and “laws” of human group and individual behaviors as a basis for designing technologies for social justice and social betterment.
The journal offers this special issue based on the debatable assumption, to be used as a starting point for argument sake, that the five core social science disciplines studying human behavior at the level of groups (anthropology, and the sub-sectoral disciplines of economics, political science and sociology) and of individuals (psychology) have been diverted from their missions as social science disciplines or have stagnated in paralyzing (co-dependent) critiques. The journal seeks articles on how to hold these specific disciplines accountable to the principles of social science objectivity for long-term, measurable human betterment.The starting assumption is that three of the pure social sciences of human group behaviors (economics, political science, and, partly, sociology), while claiming to be “scientific” have actually worked as pseudo-sciences to promote political ideologies of industrialization, production, homogenization, and social control, while the fourth has been transformed to offer counter ideologies and “inclusiveness” (e.g., anthropology and many new spinoff “disciplines” associated with it) in ways that turn it into a “humanities” with no scientific method or thinking; as simply critique, philosophy, advocacy or journalism. Psychology may be the closest to a real science, but many of its applications do not meet universally established goals for social justice and have been used, instead, for social control (e.g., criminology, advertising). Several new disciplines have now emerged but without a clear link to a social science core (peace studies, human geography, sustainability studies, legal studies, development). Disciplines today claim to use scientific tools or specific methods, but few really meet the definition of “science” or “discipline” – hypothesis testing, real/non-ideological or culturally biased variables, results applicable outside of specific cases – or focus on larger human concerns – cultural survival, development of the full human potential, political equity, environmental protection, social equity, and peace, among them.
Authors ready to use the basic assumption of this issue as a starting point are welcome to submit pieces for the issue with a deadline of May 1, 2016.
Articles for the issue may be of any length, form and methodology. While longer, substantive pieces with critique and proposals are preferred, there may be room for short commentaries or reviews, as well as historic overview and review pieces (including a comparison of changes in Psychology as a discipline compared to the other social sciences). Overflow for the issue could appear in subsequent issues of Catalyst and authors are also welcome to consider submitting pieces for future issues of the journal.
Authors may discuss submissions with the special issue editor, Dr. David Lempert, at: email@example.com before submitting articles.
Catalyst also welcomes peer reviewers to register with the journal, noting their fields and sub-fields. Given the nature of the journal as inter-disciplinary with a specific action mission, the review process is one of constructive, collaborative and creative support once pieces meet the basic test of fit with the journal, scholarly merit, clear writing, and innovative ideas.
Current Special Issue: Social Justice in STEM Education
The Science, Technology, Engineering, and Mathematics (STEM) field has been greatly promoted as a career path for students in recent years, and the demand for individuals specializing in STEM disciplines is expected to rise. One unique aspect of STEM is its role in helping to improve our well-being as individuals and society as a whole, not only through improvements in fields such as technology and medicine, but also as a tool for promoting social justice in the classroom, workplace, and beyond.
This issue of Catalyst aims to present a collection of works that examines the role of STEM education in promoting social justice not only in the PK-12 classroom, but also in the college classroom, pre-service educator training, and in-service teacher training. Qualitative, quantitative, mixed methods, and theoretical papers are all welcome for review. Submissions should follow APA guidelines.
Submissions are due by January 16, 2016. Please contact the guest editor at firstname.lastname@example.org with questions.
Please contact the guest editor at email@example.com with questions.