The Journal of Critical Thought and Praxis is a peer-reviewed online journal that provides a space for emerging scholars, educators, and activists to engage in critical and progressive inter/transdisciplinary scholarship and dialogue that supports awareness of social justice issues and challenges individuals to move towards advocacy and concrete engagement with social justice movements. JCTP is also committed to providing all authors with developmental feedback that helps clarify, sharpen, and communicate ideas and arguments in a manner accessible to a broad social justice community. See the About for a complete coverage of the journal. Please contact us at jctp@iastate.edu with any questions.

The Journal of Critical Thought and Praxis does not accept manuscripts on a rolling-basis. Please look for our call for papers and submission deadlines in May and November which are posted on our website and across social media platforms.

New Special Issue: Call for Papers

Queering the Academy

Submission Deadline Extended: May 1, 2019

Given the socio-political climate that has diminished notions of truth, justice, and the value of education writ large, the academy has been under increased scrutiny to maintain the status quo. In preserving the status quo, or at least attempting to not make waves or catch the eye of critics, the academy continues to perpetuate dominant narratives of education which suggest a rigid understanding of scholarly praxis. Actions, scholarship, policies, or teachings that continue to prescribe to these dominant narratives, whether covert or overt, can (and often do) support patriarchy, racism, cis-heteronormativity, xenophobia, ableism, and other systems of oppression. As a result, there appears to be an increased need to rethink ways of doing things in an effort to break from unfair traditions that are well-known so that all people in the academy can be successful.

In an attempt to break away from the metaphorical chains of the status quo, in 2010, Renn called for an increased use of queer theory and its family of critical theories, as well as for work that queers the institutions and systems of (higher) education itself, including research design and methods. By way of an example, Renn asks: “What is more nonqueer than traditional doctoral education or the tenure system,” and points out that “faculty and students in interdisciplinary programs face more structural obstacles in the academy than do their colleagues in the ‘pure’ disciplines” (p. 132). Yet, despite these provocative thoughts, queering remains nebulous and even enigmatic to many students and scholars. The mystery lies in unclear definitions, methodologies and conceptualizations of “queer,” leaving scholars to ask: How is queering done? Who can queer? What forms does this work take?

After nearly a decade since Renn’s (2010) call to action to advance queer and queering work, JCTP seeks to understand how scholars and practitioners have responded and pushed back against antiquated ways of doing. As a journal that promotes critical thought and praxis, we envision the act of queering as a conscious act of doing things differently, challenging the status quo, or resisting dominant narratives that center already-privileged voices, methods, data, practices, or locations. Although queer scholarship might be connected to non-heterosexual identities, it is also work that “ultimately aims to interrogate and disrupt what is perceived as…normative structures within academia” (Miller & Rodriguez, 2016, p. xvi).

JCTP invites submissions for a special issue on queering the academy. We seek work that disrupts power dynamics amongst or between tradition and innovation. In particular, we encourage works that illustrate how queering can be done, thereby inspiring future critical scholars to look beyond the finite boxes into which they may have been socialized. We seek “any form of research positioned within conceptual frameworks that highlight the instability of taken-for-granted meanings and resulting power relations” (Browne & Nash, 2016, p. 4).We invite scholars and professionals from a range of disciplinary and professional positions to submit work (research articles, conceptual essays, or book reviews) that identifies ways that scholars are able to push back against dominant narratives and/or oppressive histories of education – inclusive of research, teaching, and practice.

We request works that attend to these central questions:

• What traditional line of scholarship (hierarchies, practices, etc.) are you resisting?

• In what ways are you up-ending the status quo in your field? What does that look like?

• How does your positionality influence what needs to be queered, or how you queer?

JCTP conceives of scholarship in the broadest sense possible to include not only research, but also teaching, service, advocacy, and other forms of praxis. We also conceive the academy to be inclusive of educational contexts across the P-20 spectrum and inclusive of any academic discipline.

Author and Submission Guidelines


Submission Timeline

Deadline EXTENDED: May 1, 2019

Anticipated Publication: ~late fall 2019

Current Issue: Volume 7, Issue 2 (2018) Engaging In the Struggle: Health Justice


Book Review


Volume 7, Issue 2 Editors

Senior Editor
Tyanez Jones
Paul Hengesteg
Associate Editor for Copy Editing
Jessica Adams
Associate Editor for Outreach
Alexia Angton
Associate Editor for Outreach
Sumac Elisa Cardenas
Associate Editor: Member-at-large
Hildah Makori
Associate Editor: Member-at-large
Sonja Lindberg
Associate Editor: Member-at-large
Hannah Dong
Faculty Advisors
Dr. Isaac Gottesman (Outgoing)
Dr. Noreen Rodriguez (Incoming)
Dr. Jeanne Dyches (Incoming)