Journal Learning Communities
- Aims of Journal
- Rationale
- Editorial Board
- Call for Papers
- Review Process
- Guidelines for Contributors
- Invitation to Publishers
- Current Issue
- Copyright
- Back Issues
- Disclaimer
Aims of Journal
Learning Communities: International Journal of Learning in Social Contexts publishes papers reporting original research and other issues relating to the learning of individuals, groups, communities and organisations. The emphasis is on the socio-cultural dimensions of learning in these different contexts and configurations.
The aim of the journal is to publish high quality, clearly written, internationally refereed articles that deliberately tackle the problem of the relationship between learning and the wider group, organisation, community, region or society.
Australia and the concerns it experiences are not unique, and much can and should be learned from international contexts and experiences. For these reasons, the journal is genuinely international, with the focus on potentially generically applicable research that applies to particular situated problems or issues. The concern to be genuinely international is reflected in the composition of the journal Editorial Board.
Rationale
This journal occupies a unique place in international publications in that it reports research, makes research-to-practice connections, and examines the intersection of learning with the social contexts in which the learning occurs. Learning communities can be large or small groups of people, who learn together, often in pursuit of a common purpose.
The learning which is the subject of this journal might be formal or informal, might occur in schools, post-compulsory settings, organisations (such as businesses, community groups, orchestras, art galleries or museums), other communities of place, regions or in other communities of practice such as professional associations and virtual or online communities. The journal accepts that there are accountability issues related to learning in most contexts today: Accountability for outcomes, for impacts on the learning participants, outcomes for community, region or nation as a whole.
The journal sponsors are is keen to ensure that the range of diverse contexts in which learning occurs is reported.
Editorial Board
David Bruce,
Mt Allison University, New Brunswick, Canada
Gerald Burke
Professor, Centre for the Economics of Education and Training, Faculty of Education, Monash University, Victoria, Australia
Trevor Cairney
Professor, University of Western Sydney (Penrith),
Australia
Ian Falk
Professor of Rural and Remote Education,
Charles Darwin University,
Darwin, Australia
John Field
Professor, Lifelong Learning, University of Warwick, Coventry, UK
Roger Harris
Associate Professor, Centre for Research in Education, Equity and Work, University of South Australia, Underdale, Australia
John Holford
Professor, School of Educational Studies, University of Surrey, Guildford, UK
Jane Kenway
Professor, Faculty of Education, Deakin University, Victoria, Australia
Barry Lumsden
Professor, Higher Education, University of North Texas, USA
Bernie Moore
Professor, Institute of Community and Area Development, University of Georgia, Georgia, USA
Nam Shun Kim
Professor, Taegu University, Korea
Terri Seddon
Professor, Faculty of Education, Monash University, Australia
John Smyth
Emeritus Professor, Flinders University, South Australia, Australia
Call for Papers
The journal Learning Communities: International Journal of Learning in Social Contexts publishes papers reporting original research and other issues relating to the learning of individuals, groups, communities and organisations. The emphasis is on the socio-cultural dimensions of learning in these different contexts and configurations.
Please refer to the section ‘Guidelines for Authors' for format requirements.
Submit papers to:
The Editor
Learning Communities: International Journal of Learning in Social Contexts
Learning Research Group
Charles Darwin University
DARWIN NT 0909
Australia
Deadlines
The journal is published twice per year. Submissions are accepted at any time.
For more information, contact:
Ms Ruth Wallace
Email: ruth.wallace@cdu.edu.au
Review Process
Papers that appear in the Journal will have been blind-reviewed by two or more members of the editorial board or other referees. This process takes approximately three months, at which time authors are notified of the status of their paper. Book reviews, editorials and letters are reviewed in-house which takes about eight weeks.
Guidelines for Contributors
Papers should be submitted to:
The Editor
Learning Communities: International Journal of Learning in Social Contexts Learning Research Group
Charles Darwin University
DARWIN NT 0909
Australia
E-mail: ruth.wallace@cdu.edu.au
Submit one electronic copy of the paper. An abstract of approximately 150 words should accompany the submission.
The papers must be double-spaced and must adhere strictly to the guidelines published in the Commonwealth of Australia Style Manual, latest edition. The current issue provides exemplars to follow.
Format
Type: Times 12 point
Format: Word version 7.0 (preferred)
Headings:
Level 1 Bold, Caps, 14 point
Level 2 Bold, U/L case, 12 point
Level 3 Italics, U/L case, 12 point
Papers that are accepted for publication must be resubmitted (following any necessary revisions) in electronic format.
Papers should be 10–15 pages in length. Book reviews, editorials and letters to the editor should be three to eight manuscript pages.
Figures and artwork should be submitted as e-mail attachments.
Hard copy only submissions cannot be returned.
We look forward to receiving your submissions.
Invitation to Publishers
Books or educational software may be forwarded for review. These may be forwarded to:
The Editor
Learning Communities: International Journal of Learning in Social Contexts
Learning Research Group
Charles Darwin University
DARWIN NT 0909
Australia
E-mail: ruth.wallace@cdu.edu.au
Current Issue
Copyright
Permission is given to copy any article or graphic from Learning Communities: International Journal of Learning in Social Contexts, provided credit is given and the copies are not intended for sale.
© LRG 2002
ISSN 1329-1440
Back Issues
Contents
Editorial
Ruth Wallace, Pg 1
Essence of Learning: Social Capital in Workplace Learning Communities
Ian Falk, Pg 3
Fracturing the Skeleton of Principle: Australian Law, Aboriginal Law, and Digital Technology
Michael Christie, Pg 30
Characteristics of Communities of Practice: Would the Real Community of Practice Please Stand Up!
Ian Falk And John Guenther, Pg 40
Adding Some Glue to the Pot: Community Development, Education and the Development of Social Capital
Dave Beck, Pg 78
Policy Change in Teacher Professional Development Challenges the Teacher Learner Community as a Genuine Place for Teacher Learning
Robyn Hewitson, Pg 109
Contents
Introduction to Themed Issue New Pedagogies for School and Community ‘Capacity Building’ in Disadvantaged Schools and Communities
John Smyth, Pg 3
Schools and Communities Put at a Disadvantage: Relational Power, Resistance, Boundary Work and Capacity Building in Educational Identity Formation
John Smyth, Pg 7
Transcending Educational Inequalities across Multiple Divides: Schools and Communities Building Equitable and Literate Futures
Lawrence Angus, Pg 40
Putting Teachers and Learning Communities into the Policy Equation around Student Engagement and School Retention
Peter McInerney, Pg 65
A Critical Pedagogy of Vocational Education and Training in Schools and Communities Struggling with Shifts in the Global Economy
Barry Down, Pg 94
Critical Ethnography for School and Community Renewal Around Social Class Differences Affecting Learning
John Smyth, Pg 121
Contents
Computer Databases and Aboriginal Knowledge
Michael Christie, Pg 4
Literacies of Engagement Between Cultures:
The Local Literacy of the Workplace in a Remote part of Australia
Peter Wignell, Pg 13
Oral Reading: Construction School Readers
Jennifer Rennie, Pg 35
Social Capital, Literacy Ecologies and Lifelong Learning:
The Importance of ‘Process’ in Repositioning Literacy Debates
Ian Falk & Jo Balatti, Pg 45
Disclaimer
The views expressed in papers published in Learning Communities: International Journal of Learning in Social Contexts represent the views of the authors and do not necessarily reflect the views of the editors, the Editorial Board or other staff.