Submit to the JME!
The Journal of Museum Education (JME) is the premier peer-reviewed publication exploring and reporting on theory, training, and practice in the museum education field.
Journal articles—written by museum education practitioners and scholars—explore such relevant topics as museum-related learning theory, visitor engagement and community involvement, evaluation, teaching strategies for art, science, and history museums, and the responsibilities of museums as public institutions.
This page is a hub for all Journal of Museum Education issues that are currently seeking article ideas and proposals. To learn more about each call, deadlines, and how to submit, please click the button for the issue you are interested in below.
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Guest Editors: Anne Matlock and Tiffany McGettigan
Submission Deadline: November 8, 2024
The Journal of Museum Education (JME) invites submissions for the September 2025 issue exploring the theme of Ageless Activations: Museums as Intergenerational Learning Hubs. This issue aims to explore how museums can engage audiences of all ages, abilities, and backgrounds through active, participatory experiences that address contemporary societal issues and foster a vision for a better future. This theme has strong relevance to the field, as museums around the world feel the pressure to help build stronger social cohesion and forge ties across social groups. Intergenerational programming plays a crucial role in fostering these connections by bringing together people of different ages for shared learning experiences.
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Guest Editors: Jenna S. Green & Beatriz Galuban
Submission Deadline: November 8, 2024
The Journal of Museum Education (JME) welcomes proposals for articles for a special issue on rethinking contemplative learning and experiences in museum education. Contemplative pedagogy encompasses a range of practices that stem from a wide set of Eastern and Western traditions, both religious and secular. The word itself, contemplation, derives from Latin and means “to mark out a space for observation.” Today, contemplative pedagogy can be considered a range of practices that cultivate and sustain skills such as capacity building (including concentration/attention, emotional balance, and stress reduction), compassionate concern, empathy, and altruistic behaviors. A seminal resource is The Center for Contemplative Mind in Society’s (CMind) Tree of Contemplative Practices.