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Explore our compilation of DPD-focused calls for article and book chapter proposals. Please contact us if you would like to add a call to this list.
Deadline (if applicable)
|The International Journal of Educational Research||
The expectation is that a proposal will show an awareness of international perspectives; and that the contents of the special issue would be of interest to an international audience. A special issue might bring together work by researchers from different countries, or authors might expressly make international comparisons. But an internationally diverse set of contributors or an international comparative approach to research is not a requirement for uccessful proposals. The key issue is that the contents report high quality research on a theme which has international relevance
|Journal of Vocational Education & Training||The Journal of Vocational Education and Training is a peer-reviewed international journal which welcomes submissions involving a critical discussion of policy and practice, as well as contributions to conceptual and theoretical developments in the field. It includes articles based on empirical research and analysis (quantitative, qualitative and mixed method) and welcomes papers from a wide range of disciplinary and inter-disciplinary perspectives. The journal embraces the broad range of settings and ways in which vocational and professional learning takes place and, hence, is not restricted by institutional boundaries or structures in relation to national systems of education and training. It is interested in the study of curriculum, pedagogy, and assessment, as well as economic, cultural and political aspects related to the role of vocational and professional education and training in society. The journal hosts a biennial international conference to provide a forum for researchers to debate and gain feedback on their work, and to encourage comparative analysis and international collaboration.
|Black Women, Gender and Families (BWGF)||Welcomes research and theoretical submissions in history, sociology, anthropology, psychology, education, economics, political science, and English that are framed by Black Women's Studies perspectives and a policy or social analysis. Interdisciplinary, comparative, and transnational studies of the African Diaspora and other women, families, and communities of color are also encouraged.|
|Pedagogies: An International Journal
||Pedagogies: An International Journal is currently seeking submissions. The journal brings together emergent and breaking work on all aspects of pedagogy: classroom teaching and learning in response to new communities and student bodies, curriculum and responses to new knowledge and changing disciplinarily, blends of traditional and new communications media in classrooms, and most importantly, how we might improve and renew the everyday work that teachers and students do in classrooms.|
|Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival
||Intended to bridge arbitrary disciplinary boundaries in which such research and theorizing are currently conducted, Diaspora, Indigenous, and Minority Education encourages cutting-edge work from around the world to enhance understanding of the relationships between home and school cultures; educational development, curriculum, and cultural change; local, regional, national, and/or transnational forces or institutions; culture, ethnicity, and gender in identity construction; migration and educational change; and societal attitudes and cultural variation.|
|Open Review of Educational Research||The Journal will be underpinned by an approach to educational studies and research that is committed to the principles of openness in education and research, and by philosophies of education that seek to explore the purpose of education and the role of new open technologies which promote greater exchange, interactivity, sharing and collaboration across academic specialties and across cultures. Open Review of Educational Research will also encourage state-of-the-art literature reviews and non-standard contributions.|
|Higher Education Pedagogies||Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education.|
|International Journal for Academic Development: Academic Development Towards High-Impact Undergraduate Research and Inquiry||Scholars around the globe have demonstrated that undergraduate research and inquiry (UR) significantly improve student learning (e.g., Healey, Jenkins, & Lea, 2014; Brew, 2013; Healey & Jenkins, 2009; Osborne & Karukstis, 2009; Turner, Wuetherick, & Healey, 2008; Huggins, Jenkins, & Scurry, 2007). Like any research in academic disciplines, UR may embody diverse practices and be named differently across both disciplinary and international contexts (Healey, Jenkins, & Lea, 2014). It may take the form of supervised undergraduate theses embedded in degree programs, inquiry projects within individual courses, or stand-alone mentored inquiry experiences. This special issue examines what higher education knows about high-impact mentoring of UR and how academic developers can help staff prepare for and engage in these mentoring or supervising roles – for undergraduate theses, course-embedded inquiry, and other forms of undergraduate research and inquiry.||
January 16, 2017
|The Poverty of Academia: Struggling Perspectives from the Educational Margins||Educational attainment is often framed as positive having the liberatory potential to free the socio-economically marginalized from their constraints. There is little if ever any mention of the unchained slavery of debt and low wages that bounds graduate students and new faculty specifically, to perpetual bondage. There is significant literature that theorizes the ways that education reproduces and reinforces class inequalities. But this literature fails to extend to an individual once they reach and surpass the doctoral level. Once they become engulfed and subsumed into the Academic Ivory Tower, the assumptions of class privilege are immediately attached to their bodies assuming they are solidly middle class and adding to the class inequality. We define classism broadly, meaning both economic inequality and lacking social capital (speaking and or dressing ‘unprofessional’, taking on too much service, failing to negotiate, etc). The goal of The Poverty of Academia is to begin dialogue between those who have been marginalized in higher education bringing them to the center of the debate with the privileged who have assumed about those within the realm of academia. Additionally, helping those in the margins find a voice, and see that their experiences have not occurred due to personal factors can begin to remove much of the stigma placed on the “learned poor”.||
January 9, 2017
|Migration, Borders, and Education: International Sociological Inquiries||Amidst what has been termed as ‘super-diversity’, ‘cosmopolitanism’, and ‘global citizenship’, there is the rise of far-right, protectionist, and racist politics, and the buttressing of notions of national identity. These political, social, cultural and material ‘border’ dynamics are brought to life in the everyday – epistemologically and ontologically: in the meanings of what constitutes a national culture; in the lived experiences of the growing ‘paperless’ and effectively stateless population; in the constitution of indigenous rights; in the ‘imagined communities’ cultivated through the enduring logics of colonialism; in the politics of fear and ‘othering’. We welcome articles that examine, through sociological inquiry, issues of migration, borders and education. Papers can address any national or transnational context, and can be empirical and/or theoretical in approach.||November 30, 2016|
|Cyber-lives: Digital Media and Multicultural Education
||Whether defined as liberal, comparative, critical, or radical, multiculturalism has worked towards equity, inclusion, and the appreciation of diversity. Yet, multicultural education perspectives and practices must continue to evolve as we encounter new ways of thinking about and participating in an array of socially constructed historical, geographic, political, socio-economic, and now digital spaces. Although various frameworks of multicultural education have made important contributions to developing its efficacy, they also often define diversity in terms of relatively static racial/ethnic categories operating primarily within defined national boundaries.
This special issue of MER explores how digital media practices reveal important ways that people’s actual lives and learning are much more complex, nuanced, and multifaceted than essentialized racial/ethnic categories admit. Individual and social identity construction, interpersonal and work relationships, and ways of learning and constructing new knowledge are dramatically transformed through the pervasive use of digital texts and tools. Essentially, digital media has expanded, virtually connected, and complicated our personal/cultural identities, group affinities, and our ways of knowing as well as our sense of place and space.
November 15, 2016
|Moral Perspectives of Equality, Diversity, and Inclusion||This call aims to attract contributions that critically reflect and theorize the moral value (i.e., the moral ‘goodness’ or ‘evilness’) of the differing approaches to equality, diversity, and inclusion. We seek to enrich the discourse on the moral evaluation of diversity management, inclusion programs, and organizational equality approaches with new philosophical facets and perspectives.||
November 15, 2016
|Special Issue on Intercultural Conflict and Collaboration||This special issue will focus specifically on articles addressing gender-focused initiatives and equity and diversity in the expanded learning field. Suggested topics include: Mentoring programs for women/girls of color; Fostering school success and reducing suspensions and expulsions; Meeting the needs of vulnerable and striving youth; Increasing access to inclusive STEM education; Sustaining reduced rates of teen pregnancy; and Expanding pathways to economic prosperity.||October 31, 2016|
|Journal of Expanded Learning Opportunities||
This special issue will focus specifically on articles addressing gender-focused initiatives and equity and diversity in the expanded learning field. Suggested topics include: Mentoring programs for women/girls of color; Fostering school success and reducing suspensions and expulsions; Meeting the needs of vulnerable and striving youth; Increasing access to inclusive STEM education; Sustaining reduced rates of teen pregnancy; and Expanding pathways to economic prosperity.
|October 7, 2016|