Educational Borderlands: A Bilingual Journal

Happy Monday to everyone!

From everyone here at Educational Borderlands A Bilingual Journal, we would like to present to you our inaugural issue!

Find it at: http://journals.tdl.org/ebbj

We hope that you enjoy it, and consider us for your next submission.

We are now open for submission for EBBJ's Issue #2! Deadline for submission is SEPTEMBER 1, 2017. Visit our website to see the various sections that EBBJ has, and see if your work fits with what we're looking for.

Our requirements for submission:

Manuscripts should be addressed to the Editors, and submitted via our Texas Digital Library website: journals.tdl.org/educationalborderlands or journals.tdl.org/eb.

The preferred format for submissions is Microsoft Word (.docx). RTF is also accepted.

Full Papers are generally restricted to a maximum of 7,000 words, including all elements (title page, abstract, notes, references, tables, biographical statement, etc.).

Follow APA style. Double spaced, in a 12-point serif font (such as Times New Roman), with numbered pages and one-inch margins on all sides.

Each article should be summarized in a 150-word abstract, which you provide in Spanish and in English. Regardless of the language of the article, the abstract will appear sequentially in both languages, following the norms of multilingual journals. Do not focus on grammatical accuracy in a translated abstract; at the submission stage, you should focus on the abstract's content, not its language. Then if it is accepted, our editors will assist in copyediting for grammar and style.

Within the article's title and abstract, avoid abbreviations, diagrams, and reference to the text.

Three to five keywords should be provided.

Manuscripts should be addressed to the Editors, and submitted via our Texas Digital Library website: journals.tdl.org/educationalborderlands or journals.tdl.org/eb.

The preferred format for submissions is Microsoft Word (.docx). RTF is also accepted.

We consider only original work, written in English, or Spanish, or a combination of both. As part of the submission process, each manuscript must be accompanied by a declaration that it has not been published elsewhere and that it has not been submitted simultaneously for publication elsewhere.

Our journal aims to publish reviews of English or Spanish books and other academic or creative work – curriculum, film, software, etc. The works may be varied, but will relate to the journal’s threads. Whether you are interested in contributing a review, or there is a particular work you would like to review, please contact us first.

The review will provide context for the work, considering how it contributes to the field. Arguments and points consider outside perspectives, but remain grounded in the text itself. The work’s content, structure, and writing/language all must be considered. In writing the review, clarity is valued, and jargon should be avoided. Do not assume the reader has read the same authors that you have read.

In the borderlands of ability differences, access in the physical, educational, and socio-emotional environments determines whether an individual functions well despite of disabilities or functions poorly in spite of many abilities.  This crossing thread seeks a broad range of scientific research and theoretical perspectives that advance thinking and discussions on the relationship between ability differences and the environments. Manuscripts should provide new evidence on working strategies and perspectives that break down barriers and build bridges for the functional and fulfilling learning, living and employment of individuals with ability differences.

Borderlands of Practice is a crossing thread and is defined as a space to share reflective pieces or research studies that explore the meaning, impact, and transformation of borderlands practices in multiple contexts (e.g., schools, community groups, international organizations). Especially, we welcome manuscripts that explore borderland practices broadly defined as practices historically and socially situated in the intersection of culture, language, and policy.

This thread serves as a forum for #interculturalconversation that challenges transnational, transcultural, transcolonial, and transdialectal #BordersOfCurriculum studies.  We welcome a broad range of work aimed at (but not limited to) that which explores the lived curriculum of transnational places, migrations and dis/locations; Hispanophone traditions; multiliteracies; cosmopolitan imaginaries; liminal epistemologies; polyglottal ontologies; and #multirelationalmodesofcurriculum practice embodied both inside and outside of schools.