Voices in Urban Education (ISSN 1553-541X) is published twice a year in Spring/Summer and Fall/Winter by the Metropolitan Center for Research on Equity and the Transformation of Schools at New York University in the Steinhardt School of Culture, Education, and Human Development. It features articles and other works of scholarly and general significance to a wide range of interests and communities who experience urban education through a variety of entry points.

Articles seek to cover a wide range of disciplines with a strong emphasis on trans-sectional and transdisciplinary perspectives aimed at examining successes, problems, and questions in policy, advocacy, and teaching and learning practices in urban education. VUE pays particular attention to pieces that highlight the experiences, hopes, dreams, and concerns of historically underrepresented and vulnerable groups in education along lines of gender, race, sexual identity, dis/ability, language, ethnicity, religion, and indigenous or immigration status. As an open-access journal, VUE aims to disseminate important, topical, relevant, and urgent research, thoughts, and commentary to a wide audience.

• Conversations in Urban Education consist of interviews (in-person transcripts or electronic correspondence) with thinkers, leaders, advocates, and students at the forefront of struggles for equity in schools. Interviews may contain footnotes but require few or no references and should be vetted for factual accuracy by the interviewer prior to submission. Interviews may range between 3,000 and 5,000 words, but word counts may be adjusted at the discretion of the editors. In addition to completed interviews, VUE accepts offers to be interviewed as potential submissions. Potential interviewees should indicate the topic(s) about which they would like to be interviewed, a summary of their relevant background or expertise on the topic(s), and how their interview might add to the body of knowledge around a specific conversation of interest in urban education.
• Research Perspectives in Urban Education consist of more traditionally academic research pieces, either studies conducted with an urban education focus or technical commentaries on existing research or strands of research. VUE has a preference for transdisciplinary, trans-sectional, participatory or partnership (researcher-practitioner, practitioner-student, practitioner-advocate, advocate-student, etc.) pieces that are inclusive of broader perspectives and experiences within urban education. However, we will consider more traditionally academic pieces that add to the body of knowledge or to important topical conversations around equity, liberation, abolition, and justice in education. Action research and design-based studies with an equity focus conducted by teachers and/or students/parents will be considered. Research pieces should include an abstract, introduction, and up to 40 references (hyperlinked if possible) and may include up to six tables/figures.
• Commentaries on Urban Education consist of technical comments, opinions, and narratives of experience and/or guidance from leaders at the forefront of important conversations and issues in urban education, including but not limited to: school integration, school funding, disproportionality, school culture and climate, school discipline, campus safety, racial bias, culturally responsive/sustaining education, the decolonization of education, critical theories in education, etc. VUE considers anyone a potential thought leader, from students and non-instructional school staff through district and state leadership, as well as within and beyond the frames of what is traditionally thought of as leadership. Thought leaders’ pieces should be between 2,000 and 4,000 words and may contain up to 10 references to scholarly or other contextual sources.
• Expressions in Urban Education consist of any pieces relevant to expanding the understanding and horizons of urban education that do not fall within the three main genres listed above. Such pieces may consist of lyrical, slam, poetic, video, musical, documentary, narrative, artistic, or other pieces traditionally un(der)represented in academic scholarship. Because a variety of formats and modalities that go beyond textuality may fall into this category, Expressions in Urban Education Voices in Urban Education pieces may appear in the online-only version of VUE but will be credited in both the online and print versions. Submission size and guidelines will vary by piece, but all submissions that potentially fall into this category are welcome and will be reviewed.

Editors

Executive Editor

Dr. Maria Rosa Brea
New York University

Deputy Executive Editor

Dr. Shabnam Javdani
New York University

Doctoral Editorial Board

Dominique Horton
Senior Fellow
Washington University in St. Louis

Cami Touloukian
Senior Fellow
Teachers College, Columbia University

Kim Carmona Aptekar
Junior Fellow
New York University

Toby Wu
Junior Fellow
New York University

Designed by

Picante Creative, Inc.

Voices in Urban Education (ISSN 1553-541X) is published at New York University, New York, NY. Contents may be reproduced with appropriate credit to NYU Metro Center. 

NYU Metro Center was founded in 1978 at New York University. Its mission is to advance equity and excellence in education, connecting to legacies of justice work through critical inquiry and research, professional development and technical assistance, and community action and collaboration. 

For more information, contact: The Metropolitan Center for Research on Equity and the Transformation of Schools at New York University, 726 Broadway, 5th Floor, New York, NY 10003. (212) 998-5100, metrocenter@nyu.edu.

© 2021 The Metropolitan Center for Research on Equity and the Transformation of Schools at New York University