Founded In    1975
Published   3/year
Language(s)   English

Fields of Interest


Political Science, Education

ISSN   0191-4847
Editorial Board

* Shana Agid, Art Director
* Pam Annas
* Paula Austin
* Harald Bakken (1936-1998)
* Sophie Bell
* Michael Bennett
* Jacqueline Brady, Book Review Editor
* Sarah Chinn, Book Review Editor
* J. Elizabeth Clark
* Constance Coiner (1948-1996)
* James Davis
* Lennard Davis
* Linda Dittmar, Manuscript Editor
* Emily Drabinski
* Kate Drabinski
* Penny Dugan
* Joseph Entin
* Marjorie Feld
* Marilyn Frankenstein
* Sara Freedman
* Reamy Jansen
* Louis Kampf
* Stan Karp
* Shafali Lal (1971-2003)
* Paul Lauter
* Don Lazere
* Pepi Leistyna
* Frinde Maher, Manuscript Editor
* Jeff Melnick
* Bella Mirabella
* Richard Ohmann
* Susan O’Malley
* Wayne O’Neil
* David Peck
* Dan Perlstein
* Elizabeth P. Powell (1930-2007)
* Erica Rand
* Robert Rosen, Teaching Notes Editor
* Deborah Rosenfelt
* Rachel Rubin
* Wally Sillanpoa
* Saul Slapikoff
* Martha Vicinus
* Leonard Vogt, Managing Editor/News Editor
* Kathleen Weiler
* Cindy Weisbart

Submission Guidelines and Editorial Policies

1. Process for Considering Unsolicited, “Open Call” Manuscripts
We invite you to correspond with us in advance of sending manuscripts. If you have an idea for a possible article, you can ask whether it seems suitable for RT and if so, how it might best be developed. You can also send us a one-page proposal or, if you prefer, just your manuscript without these preliminaries. All submissions will receive full review (see below) if they fit RT’s editorial priorities and limits. We strongly recommend that authors familiarize themselves with the magazine before sending manuscripts. Do check back issues, keeping in mind RT’s focus on the “theory and practice of teaching” and its self-definition as “socialist, feminist, and anti-racist.”
When we get an unsolicited article, unless it is clearly outside our boundaries, the Manuscript Editors send it to readers from the editorial group. The Manuscript Editors also evaluate the article. Usually some readers will be fairly expert in the subject of the article, while others will be in different areas or levels of educational work. We critique articles for current knowledge usable by our readers and for general interest and readability.
When all the readings are in, the Manuscript Editors weigh the readers’ opinions and make a decision based on them. That decision may be a plain “accept” or “reject,” or it may be one of the following: (1) We will accept the article based on specified revisions. (2) We encourage revision, provide suggestions (often detailed), and offer to work with the writer, but do not guarantee publication. (3) We tell the authors that we would be glad to read a drastic revision or a different kind of essay on the same subject. We always try to give authors helpful criticism and to get the article and the critique back to them in a timely fashion. When re-submitted, revisions may go to the original readers or to new readers from the editorial group.
Correspondence, proposals, and manuscripts should be sent electronically to the Manuscript Editors, Frinde Maher and Linda Dittmar, at
2. Process for Submitting Manuscripts for specific “Clusters” as announced in RT’s Calls for Papers (CFPs)
Our website includes announcements of forthcoming issues where a cluster of essays will focus on a specific topic. Articles written for such a cluster may have been solicited from authors or developed in response to the CFP. Either way, they should go directly to the cluster editors as announced in the CFP. The review process for cluster articles is the same as for out-of-cluster submissions: if suitable, they will be forwarded to board members for review. For “cluster” articles, contributors correspond with the designated cluster editors (announced in the CFP) rather than the Manuscript Editors.
Unlike “open call” manuscripts, which can be submitted any time, cluster CFPs have specific deadlines in order to meet publication schedule. Late submissions that miss the deadline can nonetheless be forwarded to the general Manuscript Editors for consideration as out-of-cluster submissions. If we end up publishing a second installment of the same cluster, late submissions may be forwarded again to the cluster editors.
B. FORMAT FOR ALL SUBMISSIONS (Open Call and Clusters)
1. Radical Teacher articles average 4,000 to 5,000 words.
2. Submissions should be in a Word document format, double spaced, pages numbered.
3. Citations should follow a consistent form: APA, MLA, Chicago, etc.
4. The document’s title should not include your name. Rather, it should echo the essay’s title as specific titles help us identify each submission. (difficult_text.doc and empire_advertising.doc are two specific examples.) Please do not title your .doc generically (e.g, Radical_Teacher_essay.doc) as this confuses us.
5. When emailing to us, please include your name in the subject heading so that we’ll be able to identify this correspondence easily.
6. Your submission should include a title page with the author’s name, email address (affiliation etc. optional), the essay’s title, and the .doc’s title.
7. The body of the article should not include the author’s name. If you wish, you can use the .doc title on each page by way of identification.

Mailing Address

Mailing address:
Radical Teacher
University of Illinois Press
Journals Division
1325 S. Oak St.
Champaign, IL 61820
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Radical Teacher

Radical Teacher, founded in 1975, is a socialist, feminist, and anti-racist journal dedicated to the theory and practice of teaching. It serves the community of educators who are working for democratic process, peace, and justice. The magazine examines the root causes of inequality and promotes progressive social change.
Radical Teacher publishes articles on classroom practices and curriculum, as well as on educational issues related to gender and sexuality, disability, culture, globalization, privatization, race, class, and other similar topics.
We welcome inquiries and ideas for articles, issues, or conferences from people actively engaged in progressive education.


» Visit Journal Web Site

December 2009, 86

A collection of articles addressing Project Minerva, teaching literature through a market perspective, teaching William Kennedy’s Ironweed, worker education programs, and Chicago’s Doc Your Bloc project.

Project Minerva and the Militarization of Anthropology

A critical discussion of the Pentagon's Project Minerva.

Canon Issues and Class Contexts: Teaching American Literature from a Market Perspective

The author discusses teaching about class in literature by teaching about the literary marketplace.

“Nobody’s a Bum All Their Life”: Teaching Class Through William Kennedy’s Ironweed

Discusses using the book Ironweed to shift student analysis from privileging the personal narrative to uncovering the critical story about class being told in the novel.

Upward Mobility and Higher Education: Mining the Contradictions in a Worker Education Program

Addresses the limits of Worker Education Programs and the challenges posed by critical consciousness in that context.

Youth, Media, and Justice: Lessons from the Chicago Doc Your Bloc Project

The authors discuss their experience with the Doc Your Bloc program, a multimedia initiative that encourages students to make documentary films about their neighborhoods.