Guidelines for Authors Submitting Articles
Feminist Teacher seeks well-written and accessible essays, articles, course descriptions, and annotated bibliographies from a variety of feminist viewpoints. Feminist Teacher reaches educators in a variety of disciplines and at all grade levels – grade school through graduate school – in traditional as well as nontraditional classroom settings. We ask authors to keep the diversity of this audience in mind and to avoid technical or abstract language. Some articles may include a course description and/or syllabus. To make these as useful and accessible as possible to readers, we ask that contributors include full citations of all texts as well as a brief introduction to clarify the background, primary concerns, or other important aspects of the class or material.
Manuscript Preparation: Manuscripts should be submitted in MS Word or rich text format. Manuscripts should be double-spaced on 8 1/2 x 11 pages. While there is no set page length, most manuscripts will be between 20 and 30 pages. For review purposes, do not include any identifying information in the submission file. Your contact information will be linked to the file via the submission management system. Please submit an abstract (about 100 words) and a very short biographical sketch (about 50 words) in the space provided when you submit your manuscript.
All manuscripts are acknowledged when received, without obligation for publication. The editorial collective will decide on manuscripts and notify the author, usually within six months. Authors of accepted articles will be asked to make revisions, or the editors may make revisions with the author's approval. All contributors are asked to sign a copyright transfer agreement.
Permission: We must know if a submission has been published previously, and we cannot accept any manuscript that is concurrently under consideration with another journal.
References: Contributors should refer to The MLA Handbook (7th ed.). All references must be closely checked to determine that dates and spellings are correct. Use parenthetical references. The reference list at the end of an article should be alphabetized by author; multiple works of one author should be ordered chronologically, and each entry should include full first and last names, not initials. Entries should appear as follows (if you are reading this in an electronic version, please note that book and journal titles should be italicized even though they may not appear so here; see The MLA Handbook for further examples):
Carpenter, Cari M. “Feminist Technologies and the Women’s Studies Classroom.” Kairos: A Journal for Teachers of Writing Webbed Environments 7, no. 2, May 9, 2002. http://english.ttu.edu/kairos/7.2 (29 August 2002).
Gallop, Jane. Anecdotal Theory. Durham, NC: Duke UP, 2002.
Henry, Annette. 1995. “Growing Up Black, Female, and Working Class: A Teacher’s Narrative.” Anthropology and Education Quarterly 26 (1995): '9–305.
Ritchie, Joy, and Kate Ronald. 1998. “Riding Long Coattails, Subverting Tradition: The Tricky Business of Feminists Teaching Rhetoric(s).” In Feminism and Composition Studies, ed. Susan C. Jarratt and Lynn Worsham, 217-38. New York: MLA.
Electronic Submission: Upload your files to our new electronic manuscript submission system. This secure, personalized resource will allow you to track your manuscript through each step of the acceptance and review process. To begin, click here to set up your personal account and upload your submission. These will be reviewed as soon as possible. Thank you for considering the Feminist Teacher.
Thomas S. Henricks
Edited by David Schaafsma
Joe Paterno, Jerry Sandusky, and the Crises in Penn State Athletics
Ronald A. Smith
The University of Illinois, 1965-75
Joy Ann Williamson
Teaching and Research on the Prairie
Edited by Mary-Ann Winkelmes and Antoinette Burton with Kyle Mays
Edited by Editorial Collective
Edited by Pradeep Dhillon
American Association of University Professors
Making the Path by Walking
Edited by Chad Berry, Phillip J. Obermiller, and Shaunna L. Scott
Empathy and Anti-Racist Reading
Kimberly Chabot Davis