MB Speaks is the official journal of the Manitoba Social Sciences Teachers’ Association. It is published twice a year, in the spring and fall. Each issue centres around a particular theme and educators are encouraged to submit contributions that are connected to any of the following areas:
Pedagogy: scholarly writing connected to the issue theme. Writers should aim for 5-7 double-spaced pages.
Practice: class activities, lessons and/or unit plans.
Professional Development: events, organizations, learning resources, books, podcasts, or book/podcast/resource reviews.
Photos: If you have any photographs of Manitoba that you would like featured in the issue, we would love to include them.
If you have any questions about MB Speaks, please direct them to our Managing Editor, Dr. Shannon D.M. Moore at [email protected]
Pedagogy: scholarly writing connected to the issue theme. Writers should aim for 5-7 double-spaced pages.
Practice: class activities, lessons and/or unit plans.
Professional Development: events, organizations, learning resources, books, podcasts, or book/podcast/resource reviews.
Photos: If you have any photographs of Manitoba that you would like featured in the issue, we would love to include them.
If you have any questions about MB Speaks, please direct them to our Managing Editor, Dr. Shannon D.M. Moore at [email protected]
MSSTA Fall 2024 Journal Call!
You are invited to submit to the Fall 2024 Issue of the Manitoba Social Science Teachers’ Association (MSSTA) Journal!
Historically, children were seen as capable of self-governance at radically different ages, and there remain significant cultural differences in contemporary perceptions of children’s autonomy.
For those who remain skeptical of the notion that children can be autonomous at all… we have a history of being wrong in related respects. For example, women were held to be incapable of autonomy. This notion was used to justify the restriction of their choices and the subsumption of their rights under those of their fathers, brothers, and husbands. -Sarah Hannan
Social studies educators provide opportunities for their young students to develop and reflect upon who they are and what matters to them. Embedded within social studies courses are chances for students to develop self-awareness, critical thinking, and decision-making skills. By engaging in the process of learning to know, do, be, and live together, students expand their abilities to make and act on well-informed and well-thought-out judgements, benefiting students both while they are a child and throughout their lives.
Social studies education supports decision making skills when students learn to collect and identify knowledge of relevant variables, reflect on their biases and self-knowledge, and acquire the fortitude to act responsibly in the world. Taking ethical action requires good judgment and reflexive decision-making abilities which need to be practiced in safe and guided spaces.
Through this issue, we wish to explore the ways that social studies educators can, and are, supporting students to develop their capacity to think and act responsibly in the world. Specifically, this issue will explore topics related to student agency/autonomy/voice. For example, authors may consider topics such as: inquiry-based education; student governance; autonomy-supportive environments; 2SLGBTQIA* rights/entitlements; children’s rights; student well-being, and more. While we invite topics on a variety of themes related to student agency/autonomy/voice, authors must connect their writing to social studies education.
Educators can submit to any section of the journal:
Please send your submissions as word documents.
For immediate response to any journal inquiries, please reach out to [email protected] or [email protected].
If you are interested in advertising in our journal, please contact us directly; we are in the process of developing protocols and policies around advertising.
You are invited to submit to the Fall 2024 Issue of the Manitoba Social Science Teachers’ Association (MSSTA) Journal!
Historically, children were seen as capable of self-governance at radically different ages, and there remain significant cultural differences in contemporary perceptions of children’s autonomy.
For those who remain skeptical of the notion that children can be autonomous at all… we have a history of being wrong in related respects. For example, women were held to be incapable of autonomy. This notion was used to justify the restriction of their choices and the subsumption of their rights under those of their fathers, brothers, and husbands. -Sarah Hannan
Social studies educators provide opportunities for their young students to develop and reflect upon who they are and what matters to them. Embedded within social studies courses are chances for students to develop self-awareness, critical thinking, and decision-making skills. By engaging in the process of learning to know, do, be, and live together, students expand their abilities to make and act on well-informed and well-thought-out judgements, benefiting students both while they are a child and throughout their lives.
Social studies education supports decision making skills when students learn to collect and identify knowledge of relevant variables, reflect on their biases and self-knowledge, and acquire the fortitude to act responsibly in the world. Taking ethical action requires good judgment and reflexive decision-making abilities which need to be practiced in safe and guided spaces.
Through this issue, we wish to explore the ways that social studies educators can, and are, supporting students to develop their capacity to think and act responsibly in the world. Specifically, this issue will explore topics related to student agency/autonomy/voice. For example, authors may consider topics such as: inquiry-based education; student governance; autonomy-supportive environments; 2SLGBTQIA* rights/entitlements; children’s rights; student well-being, and more. While we invite topics on a variety of themes related to student agency/autonomy/voice, authors must connect their writing to social studies education.
Educators can submit to any section of the journal:
- Pedagogy: scholarly writing connected to the issue theme. Writers should aim for 5-7 double-spaced pages.
- Practice: class activities, lessons and/or unit plans.
- Professional Development: events, organizations, learning resources, books, podcasts, or book/podcast/resource reviews.
- Photos: If you have any photographs of Manitoba that you would like featured in the issue, we would love to include them.
- Relevance to the journal call: Student agency/autonomy/voice in the social studies
- Suitability for our target audience: Social studies teachers in Manitoba
- Written structure: Writing is of publishable quality
Please send your submissions as word documents.
For immediate response to any journal inquiries, please reach out to [email protected] or [email protected].
If you are interested in advertising in our journal, please contact us directly; we are in the process of developing protocols and policies around advertising.
