About the Journal
YU-WRITE: Journal of Graduate Student Research in Education (YU-Write) is a student-run, non-profit, open-access journal aiming to spotlight graduate students' research in education.
YU-WRITE was founded in 2022 at York University's Faculty of Education which aims to support the writing development of graduate students at York University and other institutions nationally and internationally.
YU-WRITE accepts papers from graduate students in any institution nationally and internationally working within the field of education. This may include:
- Interdisciplinary and multidisciplinary research with a leaning toward education
- Early Childhood Education to Post-Secondary Education
- Education beyond formal contexts (including but not limited to diverse and emerging forms of teaching and learning, spaces, and places)
- Futurist aspirations: what kind of futures do we want to have? Rebuilding, speculative futures
- Theoretical orientations/positionings (critical pedagogies, literacy, educational philosophies)
- Ways of Knowing
- Graduate research studies and reports in exploratory, theoretical, and/or practice-based research
- Research-creation and arts-based research
Our content for the journal includes:
- Graduate student research reports
- Inspiring book/film/art reviews
- Peer-reviews
- Creative submissions
- Post-conference proceedings
If you are interested in submitting, please click the Make a Submission button.
Current Issue
Vol. 3 No. 2 (2024): Post-Conference Issue: Beyond Taboos: Rethinking Education for a Changing World
“Naming things, breaking through taboos and denial is the most dangerous, terrifying, and crucial work. This has to happen in spite of political climates or coercions, in spite of careers being won or lost, in spite of the fear of being criticized, outcast or disliked. I believe freedom begins with naming things. Humanity is preserved by it.” - Eve Ensle
In the realm of education, we often encounter unspoken norms, silenced narratives, and forbidden territories. The theme of "Taboo" invites us to delve into the unconventional, challenging the status quo and questioning the boundaries of conventional educational discourse. This conference seeks to confront the uncomfortable, address silenced narratives, and provoke critical dialogue on the power dynamics, social constructs, and systemic structures that contribute to what is considered taboo in education.
The prefix "Taboo" prompts us to reconsider, redefine, and reimagine our understanding of education. It signifies a space where we confront the uncomfortable and address the silenced narratives within our educational systems. The term "Taboo" invites us to delve into the forbidden, the unconventional, and the often overlooked aspects of education. In this liminal space, we challenge the norms and engage with topics that provoke, question, and push the boundaries of conventional educational discourse. Taboo is not just about breaking societal norms but also about understanding the power dynamics, social constructs, and systemic structures that contribute to what is considered taboo in education (Douglas, 2003). As Mary Douglas (2003) points out, the understanding of taboos in cultural and symbolic dimensions provides a way for societies to structure the world. She argues that societies use concepts of purity and danger to construct their understanding of the world. In this framework, taboos are mechanisms through which societies articulate and reinforce their values and norms.
Published:
2025-01-11
