Guest Editors: Professor Katarina Eriksson Barajas and Dr Anja Rydén Gramner
We are pleased to invite researchers to submit chapters for an edited volume on Discursive Psychology and Education, which will be submitted to the Palgrave Studies in Discursive Psychology, of which the series editors are Cristian Tileaga, Elizabeth Stokoe, and Sally Wiggins.
Since Derek Edwards’ launch of “a discursive psychology of classroom discourse” (Edwards, 1997, p. 33), discursive psychology has been continuously used in educational research, though its contributions in this area have received limited attention. Discursive psychology offers a unique perspective on educational issues through its respecification of concepts that lie at the heart of learning: cognition, attitudes, identities, and understanding (Huma et al., 2020). Discursive psychology offers an analytical lens through which the content of learning can be understood. The book will widen and deepen the benefits of applying DP to research within educational contexts. We seek examples of empirical research from a range of educational contexts. We encourage contributors to be explicit about DP’s contribution to the research field of education. We are interested in all kinds of papers: theoretical, empirical, or methodological.
Abstracts of up to 400 words are sought in the first instance to check for fit with the anthology scope. Abstracts are due by 28 February 2025. We will let you know by the end of March 2025 if your abstract is accepted. Full submissions are due by the end of June 2025.
Enquiries about this special issue can be directed to Katarina Eriksson Barajas.
Your abstract of 200-400 words should be sent to the guest editors in the first instance by email to Katarina Eriksson Barajas. If your abstract is accepted, the deadline for full chapters (of around 7,000 words) is the end of May 2025. The guest editors will review all abstracts to ensure that proposed papers fit with the remit of the special issue. Peer-review of full chapters is subject to the book series standard peer review policy.
