Inquiry in teaching, learning, and research: Practices grounded in theory and experiences

We welcome submissions that show, and not just tell, how inquiry can be implemented in a range of contexts in teaching, or learning, or research. We encourage articles that share inquiry approaches that have a social justice focus and are portrayed in a variety of genres and/or modalities.

Generally, manuscripts should be 4000-6000 words in Microsoft Word (Times New Roman 12-point font) and formatted according to APA style guidelines. Visuals and other forms of representation are welcome and may be shorter. All submissions should include keywords, an abstract of not more than 100 words and a biography of about 100 words accompanied by a digital photograph and two manuscripts, one blinded for review (see checklist here). Any graphics should be in JPEG format (highest possible resolution; minimum 150 dpi), with articles sent as attachments to lynn.butlerkisber@mcgill.ca.

 

LEARNing Landscapes is an open access online education journal supported by LEARN (Leading English Education and Resource Network). Published in the spring of each year, it attempts to make links between theory and practice and is built upon the principles of partnership, collaboration, inclusion, and attention to multiple perspectives and voices. The material in each publication shares and showcases leading educational ideas, research and practices in Quebec and beyond by including articles, interviews, visual representations, arts-informed and multi-media texts, etcetera, that we hope will inspire teachers, administrators, and other educators to reflect upon and develop innovative possibilities within their own practices.