Calls for Papers

See below for our current calls for papers. All of our journals accept ongoing submissions; use the drop down menu to navigate to the submission guidelines for the journal of your choosing.

Journal of Mormon History

The Journal of Mormon History is seeking submissions for its quarterly peer-reviewed journal.

Please consider sending any research dealing with the Mormon past to the leading historical journal on churches which trace their beginnings to Joseph Smith, Jr. Please note the following guidelines. While articles based on disciplines other than history are acceptable, the focus should be on the past. Primary consideration is given to manuscripts that make a significant contribution to the knowledge of the Mormon past through new interpretations and/or new information. Articles should be approximately 10,000 words in length. Acceptance is based on originality, use of primary sources, literary quality, accuracy, and relevance.

For more information, see or contact Jessie L. Embry, Editor, at

Feminist Teacher

Learning to Teach: Women of Color Reflect on Graduate School Pedagogical Praxis

Editors: Kimberly McKee, Grand Valley State University
Adrienne Winans, Utah Valley University

We are soliciting submissions for a special issue in Feminist Teacher focusing on pedagogies employed by women of color while in graduate school. Often, we do not critically engage with the formative processes and experiences that shape our future teaching praxis. This issue focuses on how we learn from our successes and failures in the classroom including women of color’s creation of supportive mentoring and peer networks. We envision these essays serving as touchstone in the ongoing conversations on how women of color survive and thrive in the academy.

We seek authors from across the academy, ranging from STEM fields to disciplines in the Humanities. These multiple voices will provide a diverse perspective to what it means to be in the classroom as a woman of color in graduate school. By engaging the pedagogical strategies of these women that we will elevate their perspectives and provide an avenue for their mentors, colleagues, and peers to consider how women of color successfully and sometimes unsuccessfully navigate teaching and learning.

We seek essays that cover a range of topics and experiences, including but not exclusive to:

  • Reflecting on what it means to shift from teaching as a graduate student to a junior faculty member;
  • Navigating one’s intersectional identity in the classroom, their departments, and the university;
  • Addressing microaggressions and resistance inside and outside the classroom;
  • Translating learning experiences into productive pedagogical strategies;
  • Deploying innovative pedagogies from the face-to-face classroom to the digital world;
  • Mentoring students of color;
  • Engaging with teaching as activism, social justice, and/or community engagement; and
  • Negotiating the balance between self-care, teaching, research, and/or service.

Please submit the abstract (300-500 words), completed manuscript (20-30 pages), and two-page CV by June 30, 2017. Please send all inquiries and submissions to Dr. Kimberly McKee at Please use the subject line: Feminist Teacher Special Issue submission.

Abstracts and completed manuscripts should follow Feminist Teacher guidelines: