The Weekly Word

Hey People...

We want to hear from you about your ideas for submission...Ditty has promised two thought-provoking poems and we can only hold out for the promise of prose in the future (smile). Also, I know Ms. Wait is in deep contemplation over which ideas she intends to illustrate in print. Others of you have committed and know what you would like to write - please let us know.

Please, check out the following links to the right:

• Teaching for Change - Bringing Social Justice into the classroom
• Broken Beautiful Press - Alexis Pauline Gumbs brings you free resources for the classroom
• Day of Truthtelling - Participate locally, Saturday, April 28, to silence the violence

If you have not yet completed the survey on the website, please do so...those of you who are participating...thanks...your thoughts are enlightening and will be published.

In addition, many of you are not "traditional classroom teachers," but we have tagged you because you are educators and we need your input and your insight. Learning does not occur in a vacuum and it certainly is not restricted to the "school system." Please, contribute whatever you have to bring to the table.

We look forward to "working" with all of you.

peace and love homies,
alexis and sarah

Ideas for Submission

Per the submission guidelines posted below, Capere is seeking the following contributions for Issue I, Volume I. Please add a comment or send an email if you are interested in tackling one or more of the suggestions below for the first issue.

• Academic Research
• Educator Profiles
• Off the Cuff (Front Porch)
• Teacher Victories
• Lessons Learned
• Teacher Identity
• Education and the community
• Roles within the community with respect to education
• Policy
• Statistics
• Reflections from a former teacher
• "Better" practices
• Glimmers/Reasons for staying/Epiphanal moments
• Honoring New Teachers, Veteran Teachers, Visiting International Faculty
• Issues outside of the "school system" which effect its stakeholders
• Vision Schools
• Upcoming Issues
• Trivia
• Advice Column

Point-Counter-Point -

• Two people are encouraged to volunteer for this feature, one to present each side (or two sides, if there are indeed more than two sides).
• Some suggestions may be "Students (do not) recognize they are willing participants in the educational process;" "Teachers are (are not) consistently conscience of when and how they bring their values into the classroom;" "Teachers (do not) have the power to effect change within the system;"
• These are just some ideas...Please feel free to propose an idea or ideas.

In addition, Capere encourages questions either for debate and dialogue on the website, here on the blog, and/or in the journal.

Call for Entries

Capere, The Expanding Educator's Journal, is currently seeking submissions for the first issue.

Issue I, Volume I will focus on identity issues in education (submissions need not be exclusive to this topic).

Submission Guidelines
Capere, local educator operated print journal, is committed to original inquiries in education, praxis, and theory from and for educators of all levels.
Capere is interested in scholarly writing on a variety of education related topics. Five kinds of papers are especially encouraged:

• relevant book reviews
• research reports addressing important topics and issues
• theoretical statements and philosophical arguments
• personal narratives chronicling experience(s) in the classroom
• editorials in response to current movements/initiatives in local education.

Manuscripts will be evaluated for conciseness of language and relevancy and depth of content. Educators interested in reviewing recent books or papers about education should respond in no more than 600 words. Manuscripts should be no longer than 2000 words or (8 pages typed). Manuscripts may be emailed to caperejournal@gmail.com via attachment. 

Authors should include a 50-word bio, including optional photograph. All articles will be copy edited for length and consistency; final proof will be shown to author for approval.

Deadline: May 28, 2007