Announcements

Call for Submissions: The Possibility of Critical Advising

Educational theorist Henry Giroux was the first to “insist that critical pedagogy emerged from a long historical legacy of radical social thought and progressive educational movements, which aspired to link practices of schooling to democratic principles of society and transformative social action in the interest of oppressed communities.”[1] What might it mean for academic advisors to be figured as a part of the larger critical pedagogy project? The editors of the Journal of Academic Advising (JAA) welcome submissions of original scholarship that endeavors to imagine how the contemporary role of academic advising—in its many institutional forms—might participate in the emancipatory efforts of critical pedagogy scholarship. Most advisors would accept that, at the least, there is a strong analogy between advising and teaching, but can academic advising be critical? That is, can academic advisors—so often the communicators and enforcers of institutional policies—also participate in the emancipatory ideal of education so valorized by critical pedagogy theorists? A consideration of these and related questions stands to establish the role of academic advisor as more than gatekeeper of university academic rules and regulations, but also as educators fully engaged in the pursuit of freeing and democratic outcomes.

Toward that end, the JAA seeks paper submissions within (but not limited to) the following themes:

  • The transposition of critical pedagogy to critical advising
  • Ivan Illich’s Deschooling Society and its potential relationship to the work of academic advising
  • Foucault’s notion of “regimes of truth” and its implications for academic advising
  • Michael Apple’s work on the reproduction of class inequality within schools and the role advising plays as aid and/or resistant
  • The cohesion of theory and practice within a framework of critical advising
  • If critical advising is teaching, what does it teach?

Completed essays of any length engaging with the concept of critical advising will be considered and should be submitted online at https://scholarworks.iu.edu/journals/index.php/jaa by September 1, 2019. All submissions should be double-spaced in 12-point Times New Roman and follow MLA Style Guidelines (8th Edition).

The Journal of Academic Advising is a peer-reviewed, open-access publication that provides a forum for advisors, researchers, and administrators in higher education to publish original scholarship related to all facets of academic advising. The editors especially value the multidisciplinary approach that advisors practice on a daily basis. These approaches are enshrined in the journal’s mission to: 1) encourage interdisciplinary inquiry methods and theories in the field of academic advising, 2) promote the exchange of humanistic inquiry as it relates to advising, and 3) facilitate collaboration between advising staff and faculty

[1] Antonia Darder, Marta P. Baltodano, and Rodolfo D. Torres, eds., The Critical Pedagogy Reader (New York: Routledge, 2009), 2.

Focus and Scope

The Journal of Academic Advising is a peer-reviewed and open access publication that provides a forum for academic advisors and advising directors to publish and highlight their research in all facets of academic advising. We especially value the multidisciplinary approach that advisors practice on a daily basis. These approaches are enshrined in our mission to:

  • encourage interdisciplinary inquiry methods and theories in the field of academic advising
  • promote the exchange of humanistic inquiry as it relates to advising
  • facilitate collaboration between advising staff and faculty at higher education institutions.

Submission Guidelines

  • Completed Manuscript of any length submitted by September 1, 2019
  • Times New Roman 12 point font, double spaced
  • MLA Style Guidelines (8th Edition)
  • Submit online HERE

Access and Privacy

The Journal of Academic Advising is open source and online with no subscription or readership fee. The names and email addresses entered in this journal site will be used exclusively for the stated purpose of this journal and will not be made available for any other purpose or to any other party. For inquiries, please email jaadiv@indiana.edu.

Peer Review Process

All work submitted to JAA for consideration will be subjected to independent peer-review by experts in the appropriate field(s), and may include members of the editorial and advisory boards. JAA uses a two-step review process. First, upon consultation with the editorial board, we will choose at least two peer reviewers to review the article. Submissions found not suitable for review will be returned to the author. Second, the articles that pass the first round of review will be presented to the advisory board for a final determination of suitability for the journal.

JAA uses a single blind review process. All references to the author(s) are NOT removed before the manuscript is sent out to reviewers. However, reviewers are not identified to the author(s).

A set of criteria is used by reviewers to evaluate manuscripts submitted to JAA. Reviews will focus on content and readability. Reviewers are asked to provide a written assessment and recommend a decision on each submission they review. They can recommend:

  • Accept for publication
  • Accept for publication contingent on minor revisions
  • Reject for publication

The editor weighs the reviewers' comments and recommended disposition for each manuscript in making the final publication decision. When authors are asked to revise and resubmit manuscripts or are accepted unconditionally, the articles are sent for another round of reviews by the advisory board. The final decision for publication is made at the discretion of the editors.

General Call for Papers

2021-09-07

We are currently accepting general submissions to the Journal of Academic Advising. Additional information about the journal and guidance for authors is available on the JAA Author Guidelines.

EXTENDED DEADLINE: Special Call for Papers

2020-09-02

 

Autoethnography and Advising in the Time of Corona

We live in extraordinary times. As the SARS 2 COVID-19 novel coronavirus pandemic sweeps the globe, higher education is experiencing unprecedented disruption, dislocation, and distancing. In response, the Journal of Academic Advising (JAA) invites submissions for the creation of two distinct scholarly products.

First, JAA invites article-length submissions for a special issue using forms of ethnography we find particularly germane to the current moment: virtual-, auto-, and collaborative autoethnography. These ethnographic methods provide valuable lenses for critical and theoretical analyses of higher education and academic advising in this time of crisis. McGill, Duslak, and Puroway (2019) explored collaborative autoethnography (CAE) in Issue 2 of JAA, and quoted Chang (Chang et al, p. 18, 2016) as saying CAE “enables researchers to use data from their own life stories as situated in sociocultural contexts in order to gain an understanding of society through the unique lens of self”. We endeavor to extend our lived experiences into scholarship that engages with ways of knowing, knowledge dissemination, concepts of dislocation and social distancing, integrations of technology in moments of cultural trauma, and the effect(s) of the pandemic on institutions and units. We encourage multiple perspectives on advising in the time of COVID-19, including professional advisors, advising administrators, faculty advisors, and peer advisors.

 

Special Call for Submissions

2020-03-24

Journal of Academic Advising—Special Call for Submissions

Autoethnography and Advising in the Time of Corona

We live in extraordinary times. As the SARS 2 COVID-19 novel coronavirus pandemic sweeps the globe, higher education is experiencing unprecedented disruption, dislocation, and distancing. In response, the Journal of Academic Advising (JAA) invites submissions for the creation of two distinct scholarly products.

First, JAA invites article-length submissions for a special issue using forms of ethnography we find particularly germane to the current moment: virtual-, auto-, and collaborative autoethnography. These ethnographic methods provide valuable lenses for critical and theoretical analyses of higher education and academic advising in this time of crisis. McGill, Duslak, and Puroway (2019) explored collaborative autoethnography (CAE) in Issue 2 of JAA, and quoted Chang (Chang et al, p. 18, 2016) as saying CAE “enables researchers to use data from their own life stories as situated in sociocultural contexts in order to gain an understanding of society through the unique lens of self”. We endeavor to extend our lived experiences into scholarship that engages with ways of knowing, knowledge dissemination, concepts of dislocation and social distancing, integrations of technology in moments of cultural trauma, and the effect(s) of the pandemic on institutions and units. We encourage multiple perspectives on advising in the time of COVID-19, including professional advisors, advising administrators, faculty advisors, and peer advisors.

Completed manuscripts (formatted in Times New Roman, 12-point font, double-spaced) should follow MLA Style Guidelines (8th Edition) and can be submitted for peer-review online HERE on or before September 1, 2020.

Second, the editors of the Journal of Academic Advising are creating a repository of contemporary vernacular culture. The editorial board requests submissions of cultural productions arising as a result of the pandemic to create a living archive that attests to the power of this moment. Many of us are muddling through new means of advising, teaching, learning, collaboration, exploration, and communication while navigating complex institutional and technological structures. Simultaneously, we are attempting to process and make sense of all of this while dislocated in a time of personal and cultural anxiety. Given this, we on the board feel it is valuable to collect, collate, and publish cultural materials that reflect these difficulties and anxieties in a digital archive that acts as a tool for research, learning, and understanding while simultaneously offering a snapshot of the contemporaneous moment.

Please submit materials such as personal experience narratives, poems, short stories, photographs, videos, artworks, memes, musings, and emails (both institutional and personal) that reflect on advising and higher education in a time of unprecedented pandemic disruption. These cultural artifacts can reflect the stories, experiences, struggles, humor, images, and creative collaborations of individuals or communities within the bounds of higher education, institutional and student interactions, and beyond. The deadline for submissions for archival materials will be indefinite and we encourage continual submissions as the emergency evolves. Please send submissions to jaadiv@indiana.edu.  Submissions should include the collector's information, consent of any individuals appearing in images, and the context (date/time/venue) of collection. 

We appreciate your consideration and look forward to your submissions to the journal and archive.

Thank you, and, stay safe and healthy,

The Editorial Staff of the Journal of Academic Advising