As a digital publication, the Journal of Folklore and Education provides a forum for interdisciplinary, multimedia approaches to community-based teaching, learning, and cultural stewardship.
This issue speaks directly to the national crisis of equity, representation, and access in our zip codes and our cultural and educational institutions. Folklore includes the traditions, arts, and stories that make cultural communities unique and strengthen social bonds within our communities. The tools of folklore-such as observation, identifying important traditions and rituals, and deep listening to diverse narratives through interviews and ethnographic fieldwork-create opportunities for addressing significant social justice questions because the study of folklore and folklife centers students' linguistic, cultural, social, and racial pluralities. The terms "inclusion," "diversity," "equity," and "access" are often used to critique privilege and hierarchy to address long-term effects of infrastructural and lived inequity. Yet as buzzwords these terms sometimes mask inaction and perpetuation of the status quo. This special issue of JFE asks how folklore and paying close attention to culture in our learning spaces can equip educators with tools and resources to engage more fully diverse students and audiences.
For more information, go to: https://www.locallearningnetwork.org/journal-of-folklore-and-education/journal-submissions-information/