Literacy in a Global Context: Educational Policy, Pedagogy, and Teacher Education, Volume 6, No. 2, April, 2019


Call For Papers: Literacy in a Global Context: Educational Policy, Pedagogy, and Teacher Education, Volume 6, No. 2, April, 2019

 Editors: Bobbie Kabuto, Queens College, City University of New York, and Sinéad Harmey, UCL Institute of Education

 This issue of the Global Education Review will focus on literacy, educational and public policies, and teacher education that reimagines how we define and conceptualize literate practices for a global society. Literacy is defined as social and cultural practices that draw upon issues relating to social justice, equity, identity, ideologies, power, and the imagination. Literacy is more than the sum of reading and writing events; it is a process that employs a range of symbolic tools (i.e., reading, writing, drawing, etc.) for social and global transformation. This themed issue will address what Ernest Morrell (2017) described as the “literacy education imperative” that challenges the “growing material inequities between rich and poor, global divisions, and massive manifestations of hatred and intolerance amid rising tides of global populism” (p. 455).

 The articles in this themed issue will explore how educational policies across a global context define literate practices within educational settings, how these definitions shape literacy practices, and how we can best prepare educators around notions of reading, writing, and literacy. We are particularly interested in articles that consider how literacy transcends boundaries of time and space within increasing demographic shifts in ethnic and linguistically diverse populations, as well as how to reimagine teacher education and literacy education to promote global citizenship.

 Topics of interest include, but are not limited to, the following:

  • Transliteracies and transnational literacies
  • Educational policies around reading, writing, and literacy within local and global contexts
  • Shifts taking place around educational policies and literacy education that generate a sense of activism and advocacy
  • Reconceptualization of teacher education to address global and transnational literacies
  • Instructional and assessment practices that promote global language and literacy practices
  • Redefining and reconceptualizing time and space boundaries in literacy research within a global context

 Please send an abstract of no more than 250 words in length with at least ten literature sources along with contact information for all authors to and by July 31, 2018. Abstracts will be reviewed for fit to the special issue’s theme. You will be informed if the manuscript is invited for review by August 31, 2018. Full manuscripts are due by November 30, 2018. 

 Authors of articles invited for review are required to participate in a blind review of two articles submitted for publication in the same issue.