The Journal of Museum Education is an international, peer-reviewed journal publishing high-quality, original work of interest and relevance to museum practitioners. Each issue consists of a guest edited section focused on a specific theme as well as individual articles about new research, current trends, tools, frameworks, and case studies, perspectives, and book, exhibit, and program reviews. In particular, the JME strives to strike a balance between the theory and practice of museum work. Therefore, we value guest editors who are or have been museum practitioners. JME is a publication of the Museum Education Roundtable.
All submitted issue proposals are subject to initial appraisal by the editor-in-chief, and, if found suitable for further consideration, review by the Museum Education Roundtable Editorial Team. Potential guest editors may propose a themed issue by submitting a proposal to JMuseEd@gmail.com.
The Editorial Team has developed the following list of potential themes for upcoming JME issues in 2022 (in no particular order) and is calling for guest editors to submit a proposal for one of these themes.
Themed issue proposals are assessed for relevance to JME and its readership before going onto review. Members of the Museum Education Roundtable Editorial Team will read and discuss your proposal and will either recommend accepting the proposal as is, accepting with revisions, or not accepting. You will receive feedback and if your proposal is accepted, the editor-in-chief will guide you through the process.
In weighing the merits of theme issue proposals the Editorial Team considers the:
Timeliness of the topic
Strength of the overarching argument linking the proposed articles together
Guest editor’s and authors’ experience and expertise with the subject matter
Diversity of the institutions and voices represented in the proposed articles (if this option is selected)
Please submit guest editor proposals for themed issues to JMuseEd@gmail.com by May 31, 2021.
MER is committed to the core values of diversity, equity, inclusion, and accessibility. We believe that as an organization, we have a professional responsibility to address the intersecting histories of oppression and resistance that shape hierarchies of privilege and power related to race, gender identity, class, sexuality, ethnicity, religion, ability and national origin and their role in museum education. We are committed to serving as advocates for these values to the wider field and through the Journal of Museum Education.