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Aims and Scope
Departures in Critical Qualitative Research (Departures) publishes peer reviewed, innovative, experimental, aesthetic, and provocative works on the theories, practices, and possibilities of critical qualitative research. We welcome and showcase state of the art work in performative writing, performance texts, fictocriticism, creative nonfiction, photo essays, short stories, poetry, personal narrative, autoethnography, and other arts-based critical research. We are deeply committed to publishing interdisciplinary qualitative work that engages postcolonial and transnational perspectives in both local and global contexts. To this end, Departures seeks to publish critical and innovative qualitative work on contemporary political and social justice issues such as climate change, food insecurity, the refugee crisis, #BlackLivesMatter, #metoo, immigration, DACA, LGBTQ rights, indigenous rights, among others. We actively solicit and invite participation from minority, international, women of color, and immigrant scholars who are doing innovative, poetic, autoethnographic, decolonial, fictional, and other creative work from their various contexts, positions, and locations. We welcome and encourage informal queries.
Special/Themed Issues
We welcome special/themed issue proposals. We want to encourage scholars proposing such issues to consider a combination of both open-call and invited manuscripts; all of which would be subject to peer review.
Critical Interventions
The editorial team at Departures is pleased to introduce a twice-yearly invited forum called Critical Interventions (CI). Presented in a variety of formats, these forums will be dedicated to conversations about specific social issues, innovative ideas in fieldwork, performative strategies, and creativity in fieldwork. Please direct inquiries about CIs to the CI forum editor, Jillian Ann Tullis ([email protected]).
Book Reviews
Departures will publish 3–4 book reviews per year on new and innovative work in critical qualitative research. Please direct inquiries about book reviews to the Book Reviews editor, Rebecca Mercado Jones ([email protected]).
Information for Contributors
Unless specifically indicated otherwise, submissions to Departures have undergone a rigorous double-anonymous peer review. To facilitate the peer review process, no material identifying the author(s) should appear in the manuscript. Submissions to the journal should not be under review elsewhere or have appeared in any other published form. Authors must obtain copyright clearance for any copyrighted material.
Manuscripts should be submitted electronically through the Scholastica Manuscripts site for Departures https://dcqr.scholasticahq.com/.
Form and Organization
Manuscripts should be formatted in Microsoft Word (.doc or .docx) in a PC-compatible version using a 12-point common font, should be double-spaced, and should not exceed 9,000 words including tables, captions, and endnotes. CI Forum submissions should not exceed 10,000 words, including endnotes (for the entire Forum). Book Review submissions should not exceed 2,000 words, including endnotes.
Manuscript title pages should be submitted separately and include (a) the title of the essay, (b) any acknowledgments, (if applicable, supply all details required by any funding and grant-awarding bodies), including the history of the manuscript if any part of it has been presented at a conference or included as part of a thesis or dissertation.
Manuscripts should include (a) the title of the essay, (b) an abstract of not more than 100 words, (c) a list of five suggested keywords, (d) an accurate word count (including endnotes).
Citation Style
Manuscripts should be prepared in accordance with The Publication Manual of the American Psychological Association, Seventh Edition, (2020). For items not covered in the examples listed here, visit https://apastyle.apa.org/style-grammar-guidelines/references/examples and https://apastyle.apa.org/instructional-aids/reference-examples.pdf.
Journal Article (Section 10.1)
Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2020). Timing matters! Explaining between study phases enhances students’ learning. Journal of Educational Psychology, 112(4), 841–853. https://doi.org/10.1037/edu0000396
Online Magazine Article (Section 10.1)
Gander, K. (2020, April 29). COVID-19 vaccine being developed in Australia raises antibodies to neutralize virus in pre-clinical tests. Newsweek. https://www.newsweek.com/australia-covid-19- vaccine-neutralize-virus-1500849
Print Magazine Article (Section 10.1)
Nicholl, K. (2020, May). A royal spark. Vanity Fair, 62(5), 56–65, 100. Online Newspaper Article (Section 10.1) Roberts, S. (2020, April 9). Early string ties us to Neanderthals. The New York Times. https://www.nytimes.com/2020/04/09/science/neanderthals-fiber-string-math.html
Print Newspaper Article (Section 10.1)
Reynolds, G. (2019, April 9). Different strokes for athletic hearts. The New York Times, D4.
Blog Post (Section 10.1)
Rutledge, P. (2019, March 11). The upside of social media. The Media Psychology Blog. https://www.pamelarutledge.com/2019/03/11/the-upside-of-social-media/
Authored Book (Section 10.2)
Kaufman, K. A., Glass, C. R., & Pineau, T. R. (2018). Mindful sport performance enhancement: Mental training for athletes and coaches. American Psychological Association.
Edited Book Chapter (Section 10.3)
Zeleke, W. A., Hughes, T. L., & Drozda, N. (2020). Home–school collaboration to promote mind–body health. In C. Maykel & M. A. Bray (Eds.), Promoting mind–body health in schools: Interventions for mental health professionals (pp. 11–26). American Psychological Association. https://doi.org/10.1037/0000157-002
Report by a Group Author (Section 10.4)
World Health Organization. (2014). Comprehensive implementation plan on maternal, infant and young child nutrition. https://apps.who.int/iris/bitstream/handle/10665/113048/WHO_NMH_NHD_14.1_eng.pdf?ua=1
Report by Individual Authors (Section 10.4)
Winthrop, R., Ziegler, L., Handa, R., & Fakoya, F. (2019). How playful learning can help leapfrog progress in education. Center for Universal Education at Brookings. https://www.brookings.edu/wp-content/uploads/2019/04/how_playful_learning_can_help_leapfrog_progress_in_education.pdf
Film or Video (Section 10.12)
Doctor, P., & Del Carmen, R. (Directors). (2015). Inside out [Film]. Walt Disney Pictures; Pixar Animation Studios.
TV Series Episode (Section 10.12)
Dippold, K. (Writer), & Trim, M. (Director). (2011, April 14). Fancy party (Season 3, Episode 9) [TV series episode]. In G. Daniels, H. Klein, D. Miner, & M. Schur (Executive Producers), Parks and recreation. Deedle-Dee Productions; Fremulon; 3 Arts Entertainment; Universal Media Studios.
YouTube Video (Section 10.12)
Above The Noise. (2017, October 18). Can procrastination be a good thing? [Video]. YouTube. https://www.youtube.com/watch?v=FQMwmBNNOnQ
Tweet (Section 10.15)
Obama, B. [@BarackObama]. (2020, April 7). It’s World Health Day, and we owe a profound debt of gratitude to all our medical professionals. They’re still giving [Tweet]. Twitter. https://twitter.com/ BarackObama/status/1247555328365023238
Open Educational Resource (Section 10.16)
Fagan, J. (2019, March 25). Nursing clinical brain. OER Commons. Retrieved January 7, 2020, from https://www.oercommons.org/authoring/53029-nursing-clinical-brain/view
Webpage (Section 10.16)
Chandler, N. (2020, April 9). What’s the difference between Sasquatch and Bigfoot? howstuffworks. https://science.howstuffworks.com/science-vs-myth/strange-creatures/sasquatch-bigfoot-difference.htm
Webpage on a News Website (Section 10.16)
Machado, J., & Turner, K. (2020, March 7). The future of feminism. Vox. https://www.vox.com/identities/2020/3/7/21163193/international-womens-day-2020
Webpage With a Retrieval Date (Section 10.16)
Center for Systems Science and Engineering. (2020, May 6). COVID-19 dashboard by the Center for Systems Science and Engineering (CSSE) at Johns Hopkins University (JHU). Johns Hopkins University & Medicine, Coronavirus Resource Center. Retrieved May 6, 2020, from https://coronavirus.jhu.edu/map.html
Figures/Images and Copyright
Authors of accepted manuscripts will be responsible for clearing the necessary reproduction rights for any images, photos, figures, music, or content credited to a third party (including content found on the internet), that fall outside of the fair use provisions described in US copyright law. Images, figures, and other ancillary materials should be submitted as separate files, following the guidelines below.
Please provide the highest quality figure format possible.
Please be sure that all imported scanned material is scanned at the appropriate resolution: 1200 dpi for line art, 600 dpi for grayscale, and 300 dpi for color.
Figures must be saved separate to text. Please do not embed figures in the manuscript file.
Files should be saved as one of the following formats: TIFF (tagged image file format), PostScript or EPS (encapsulated PostScript), and should contain all the necessary font information and the source file of the application (e.g., CorelDraw/Mac, CorelDraw/PC).
Number figures in the order in which they appear in the manuscript (e.g., Figure 1, Figure 2). In multi-part figures, each part should be labeled (e.g., Figure 1(a), Figure 1(b)).
Figure captions must be saved separately, as part of the file containing the complete text of the manuscript, and numbered correspondingly.
The filename for a graphic should be descriptive of the graphic (e.g., Figure1, Figure2a).
Author Agreement
Please review the Author’s Rights and Warranties sections of the author agreement before submitting your article. The Departures in Critical Qualitative Research author agreement may be downloaded (in PDF) by clicking here.
University of California Press