We welcome manuscripts for the Spring 2025 publication of the 29th issue about what it means to embrace transitions as an acceptance of being, and how the complexities of human interaction inform any level of educational practices and policies. We anticipate articles that open possibilities for embodied, holistic, inclusive, equitable, and socially just spaces for transformation within artistic practices, teaching, and learning. We encourage submissions that show, rather than just tell, include multiple forms of representation, and showcase all voices; reminding us that we are interconnected, relational beings.

Generally, manuscripts should be 4000-6000 words in Microsoft Word (Times New Roman 12-point font) and formatted according to APA style guidelines. Visuals and other forms of representation are welcome and may be shorter. All submissions should include keywords, an abstract of not more than 100 words and a biography of about 100 words accompanied by a digital photograph and two manuscripts, one blinded for review (see checklist here). Any graphics should be in JPEG format (highest possible resolution; minimum 150 dpi), with articles sent as attachments to lynn.butlerkisber@mcgill.ca.

 

LEARNing Landscapes is an open access online education journal supported by LEARN (Leading English Education and Resource Network). Published in the spring of each year, it attempts to make links between theory and practice and is built upon the principles of partnership, collaboration, inclusion, and attention to multiple perspectives and voices. The material in each publication shares and showcases leading educational ideas, research and practices in Quebec and beyond by including articles, interviews, visual representations, arts-informed and multi-media texts, etcetera, that we hope will inspire teachers, administrators, and other educators to reflect upon and develop innovative possibilities within their own practices.