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Planning and Changing is taking a new direction to reduce the managerial focus of the past and include only articles that address or emphasize leadership and policy that serve all communities. We are conscious of the social justice and equity effects of educators’ decisions and actions and their disparate impacts on diverse communities and bear some responsibility to prevent reproduction of past wrongs and broad-based society-wide ills. In the past, we have accepted articles that supported the reification of inequities as most publications have done, often unconsciously, but we are course-correcting. Planning and Changing seeks to alter its role in educational discourse by assembling voices that give critical consideration to the work of educational leaders and policy makers while seeking to respond to long-standing, seemingly intractable social inequities. We understand leadership as transformative and are not interested in articles that are primarily focused on transactional or transformational leadership frameworks.
Authors for the new Planning and Changing will apply critical frameworks and theories that consider race, immigration status, gender, LGBTQIA communities, colonizing structures and policies, and other factors that marginalize and silence entire communities. Submissions to Planning and Changing must be free of biased language and problem-framing that fails to consider how deficits are ascribed to communities of color or others typically subjected to implicit bias. For example, phrases like “achievement gap” reflect a deficit mindset about communities of color. Authors for Planning and Changing will recognize this as biased and chose instead to write about “opportunity gaps.”
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