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Published June 03, 2019
University of Wyoming College of Education Professor Jacqueline Leonard recently was selected from a pool of nominees to be a co-editor of the Journal of Urban Mathematics Education (JUME).
Leonard will work with scholars to submit manuscripts on novel urban mathematics education research to the journal and promote an environment in which scholars are encouraged to push beyond established boundaries to transform the research landscape.
“I am honored to serve in this capacity to provide representation from a woman of color who was there at the beginning and who is committed to critical theory and social justice frameworks that are important in the current era,” Leonard says.
Leonard’s position with the journal started May 1 and will continue until August 2022, when the editorial team will be up for reappointment. The first issue from the newly established team, Vol. 12, No. 1, is expected to be published in the spring or summer of 2020. Her association with the journal started in 2008, when an article she wrote was included in the inaugural issue.
As an editor, Leonard will support the authors of at least five manuscripts as they navigate the publication process each year. She also will solicit manuscripts from presenters at conferences, as well as scholars who are doing interesting work on urban mathematics. She also hopes to work with junior scholars to provide mentorship as they progress through the publication process.
“I know a lot of mathematics education faculty in urban settings, as well as scholars who write on issues related to urban education in other educational settings. I hope to encourage submissions from these individuals to enhance the quality of manuscripts submitted to the journal and to offer themes that these faculty and scholars could address,” Leonard says.
JUME is sponsored and published semiannually by the Department of Teaching, Learning and Culture at Aggie STEM at Texas A&M University. The refereed and peer-reviewed journal publishes data-based qualitative and quantitative studies, action research, research syntheses, integrative reviews and interpretations of research literature that focuses on mathematics education in urban settings.