“Predatory publishing” refers to conditions under which gold open-access academic publishers claim to conduct peer review and charge for their publishing services but do not, in fact, actually perform such reviews. Most prominently exposed in recent years by Jeffrey Beall, the phenomenon garners much media attention. In this article, we acknowledge that such practices are deceptive but then examine, across a variety of stakeholder groups, what the harm is from such actions to each group of actors. We find that established publishers have a strong motivation to hype claims of predation as damaging to the scholarly and scientific endeavour while noting that, in fact, systems of peer review are themselves already acknowledged as deeply flawed.
The Curriculum and Pedagogy Group is a gathering of diverse individuals seeking academic enrichment and professional engagement who are committed to educational reform and social change. We seek to create a space in which to advance the ideals of progressive curriculum and democratic leadership in education through dialogue and action. We seek to bring together individuals from diverse backgrounds—including academic workers, graduate students, school and district administrators, PreK-12 teachers, and many more cultural and educational workers from community groups and organizations—who hope to analyze, interrogate, and develop theories and practices for educational change and social justice.