CALL FOR PAPERS
Journal of Museum Education
Vol. 51 No. 4 December 2026
Translating Museum Education
Guest Editor: Asami Robledo-Allen Yamamoto
In North America, museums have historically offered predominantly monolingual (English-only) experiences—across websites, programs, interpretive labels, and more. In many other parts of the world, particularly in regions of rich linguistic diversity, multilingual engagement is an established norm, deeply embedded in the way museums connect with their audiences.
This issue will explore how museums globally are implementing multilingual approaches in education, interpretation, and institutional culture. We will highlight innovative practices, assess the impact of linguistic diversity on audience engagement and belonging, and consider how multilingualism aligns with broader DEAI (Diversity, Equity, Accessibility, Inclusion) goals.
We invite articles that showcase both theoretical perspectives and practical applications, from large-scale multilingual access programs to subtle everyday practices of code-switching, translanguaging, and the use of minoritized languages in museum spaces.
Questions that authors might address include:
- What is the current state of multilingualism in museums globally?
- How do multilingual initiatives impact social, emotional, and cultural connections with visitors?
- What is the role of multilingualism in fostering belonging and identity within museums?
- How can linguistic diversity inform culturally sustaining pedagogy in museum education?
- What does evaluation of multilingual programming look like, and what can we learn from it?
- How can museums integrate multilingualism beyond programming—into operations, staffing, and community partnerships?
- What are effective strategies for including minoritized languages and dialects (e.g., Black English, Sign Language, Indigenous languages) in museum experiences?
- How might multilingual museum education challenge dominant cultural and linguistic norms?
We encourage submissions that:
- Draw on global contexts, including Europe, Asia, Africa, Indigenous communities, and multilingual regions such as Hawai‘i
- Present theoretically informed case studies or evaluations of multilingual initiatives that are situated within existing museum education and language justice literature.
- Offer transferable strategies for institutions in different cultural and linguistic settings
- Address the intersections of language, equity, and social justice in museum education
We will prioritize submissions that:
- Clearly connect multilingualism to museum education, evaluation, and/or visitor studies
- Frame insights in ways that are transferable to other institutional contexts
- Center equity, inclusion, and linguistic justice
- Represent a diversity of museum types, sizes, and geographies
- Include perspectives of Disabled people and/or historically minoritized identities
Submission Process and Criteria
We encourage submissions from practitioners and scholars working in all types of museums, regions, and career stages. Submissions may also take alternative forms beyond traditional written academic articles, including artistic interpretations, interviews, lesson plans, and personal reflections.
As a whole issue, we aim to ensure the articles represent a variety of museum types, sizes, and locations. Authors writing from perspectives of people with Disabilities and/or historically minoritized identities are prioritized.
To be considered for the issue, potential authors must complete this online form with author contact information, a clear thesis and an abstract for the proposed article, and answers to the following questions 1) how your article and the work it outlines specifically relates to museum education, 2)how your article and the work it outlines advances the museum field , and 3) how your article and the work it outlines is rooted in the pursuit of equity and social justice.
Submissions are due via online form by 5pm ET Friday, October 31, 2025.
Process for Selection and Timeline:
The guest editors will review submissions with the support of the JME Editorial Team and contact potential authors to discuss their proposed article ideas.
Once an article idea is accepted, authors must submit a maximum of 4,500 word draft paper and short bio to the guest editors on or before April 1, 2026. All submissions to the guest editor will go through an informal review process to strengthen the article. Feedback will be provided and after edits are made, authors will be instructed to upload the manuscript to the JME Editorial Manager. Manuscripts will then go through the standard peer review process, in which authors will not know who reviewed their work and reviewers will not know who authored the submission.
Visit our Journal Submissions page for more information or feel free to contact the editors at [email protected] with questions.
As an organization based in the United States, MER is committed to the principles of the Americans with Disabilities Act (ADA). In addition, with international authors and readers, we strive to make the Journal of Museum Education as accessible as possible and will provide accommodations. For specific accommodations at any point during the submission or writing process, please contact: [email protected].
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.