Call for CRS Special Issue: Engaged Sociology for Transformative Change: Honouring the Legacy of Carl E. James

Engaged Sociology for Transformative Change: Honouring the Legacy of Carl E. James

Editor: Dr. Sam Tecle, Toronto Metropolitan University

This Special Issue examines the intellectual contributions of Carl E. James. Over four decades, James has transformed sociological and educational discourse by foregrounding the structural dynamics shaping racialized experiences particularly for Black youth—within Canadian institutions and broader society.

Operating at the intersection of the sociology of education, critical race studies, & Canadian cultural analysis, James exemplifies an engaged, public-facing sociology that seamlessly bridges complex theory, empirical research, and critical public intervention. By focusing on the lived realities of marginalized populations, specifically Black communities, he has articulated a framework challenging dominant narratives of meritocracy, neutrality, and individual responsibility in education.

At the core of James’s intellectual project is a rigorous critique of deficit-oriented explanations of educational inequality. His research proves that academic disparities cannot be explained by individualistic frameworks attributing failure to student motivation or cultural pathology. Instead, James situates these inequities within broader sociohistorical processes, including systemic racism, class stratification, immigration policy, and institutional governance. Through extensive longitudinal qualitative studies and community-engaged research methodologies, he has documented how academic streaming, disciplinary surveillance, and curricular marginalization shape students’ trajectories. In doing so, his work offers comprehensive empirical accounts that challenge national myths of multicultural inclusivity and racial exceptionalism.

Equally significant is James’s pioneering contribution to intersectional and spatial analysis. His work demonstrates how race operates alongside class, gender, immigration status, and spatial inequality to produce complex patterns of social inclusion and exclusion. By connecting institutional analysis with lived experience, he foregrounds how educational spaces contest and reproduce broader cultural narratives about race, citizenship, and national identity.

Beyond scholarly production, James’s impact extends into policy, institutional leadership, and mentorship. His research has informed equity initiatives within school boards and provincial systems, advancing discussions on de-streaming and culturally responsive pedagogy. As a dedicated educator and mentor, he has profoundly shaped generations of scholars, educators, and community practitioners who continue to develop critical approaches to race and education globally.

We particularly encourage submissions from individuals directly influenced by James’s mentorship or collaborative engagement, including former graduate students, academic colleagues, educators, and community practitioners.

Contributions may include empirical research articles, theoretical reflections, methodological discussions, or critical essays.

Themes include, but not limited to:

• structural analyses of educational inequality;
• race and institutional governance;
• intersectionality and identity formation;
• youth, citizenship, and the politics of belonging;
• community-engaged research methodologies;
• and the cultural politics of education.

Contributions situating his work within comparative global contexts are also highly welcome.

Rather than offering a purely commemorative collection, this Special Issue seeks to engage critically with James’s contributions, situating his work within ongoing scholarly debates and examining its contemporary relevance. We invite contributors to reflect on how his research has shaped theoretical frameworks, methodological practices, and systemic policy interventions.

By bringing together diverse voices, this collection illuminates the vast scope of James’s contributions and evolving research inspired by his work. The collection specifically invites submissions from diverse voices shaped by James’s intellectual mentorship, collaborative initiatives, and scholarly lineage.

Contributors may include:

• Former graduate students (MA and PhD) whose academic trajectories intersect with his supervisory legacy.
• Academic colleagues and collaborators advancing research in sociology, education, Black studies, cultural studies, and related disciplines.
• Educators, teachers, and school leaders applying his critical frameworks to culturally responsive pedagogy, disciplinary practices, and institutional reform.
• Community partners, practitioners, and policymakers engaged in equity initiatives and community based participatory research.

Timeline

• December 1, 2026: Call for Papers distributed across academic networks, institutional listservs, and relevant scholarly associations.
• February 15, 2027: Deadline for initial abstract submissions (approximately 300-500 words).
• March 5, 2027: Notification of abstract acceptance and formal invitations to submit full manuscripts sent to authors.
• June 15, 2027: Deadline for full manuscript submissions.
• June 16 – September 15, 2027: Double-blind peer review process.
• October 1, 2027: Peer review feedback and editorial decisions returned to authors.
• November 15, 2027: Deadline for authors to submit revised manuscripts based on reviewer feedback.
• December 15, 2027: Final acceptance notifications and final editorial review.
• Spring 2028: Projected publication of the Special Issue.

Contact: Dr. Sam Tecle, Toronto Metropolitan University