About the Journal
Transformative Pedagogies (TP) is an open-access journal committed to advancing critical inquiry into education as a praxis of liberation and social transformation. Grounded in intersectional and interdisciplinary frameworks, the journal fosters dialogue among scholars, practitioners, and activist-researchers engaged in reimagining education’s role in dismantling systemic inequities, fostering ecological resilience, and actualizing emancipatory futures.
TP welcomes original research articles, critical reviews, policy analyses, and practice-oriented case studies addressing (but not limited to) the following thematic clusters:
I. Critical Pedagogical Praxis
· Theorizations of liberatory education across Freirean, abolitionist, and decolonial traditions
· Subaltern epistemologies and counter-hegemonic curriculum design
· Pedagogies of resistance in contexts of neoliberalism, authoritarianism, and ecological crisis
II. Global and Decolonial Perspectives
· Indigenous knowledge systems and land-based education
· Decolonizing institutional architectures, assessment regimes, and transnational educational policies
· Transcultural pedagogies for migrant/diasporic communities and linguistic justice
III. Affective and Embodied Dimensions of Learning
· Critical emotion studies in education: care ethics, trauma-informed praxis, and radical healing
· Somatic pedagogies, arts-based inquiry, and multisensory learning ecologies
IV. Structural Critique and Educational Futures
· Policy archaeology of educational governance, privatization, and standardized reforms
· Prefigurative models: degrowth-aligned schooling, solidarity economies, and community-led alternatives
V. Technological Mediations and Algorithmic Justice
· AI ethics, data colonialism, and the political economy of EdTech
· Critical digital pedagogies: surveillance capitalism, algorithmic bias, and emancipatory techno-literacies
