Call For Papers: More than Words for Working with Children and Families, Volume 7, No. 2, April, 2020


International interest in the lives and development of young children has resulted in an increased examination of those who work with children and families. Premised on the grounds of supporting equality of opportunity, whilst laying the foundations to children’s lifelong learning, there is a scrutiny of what those who work with and alongside children and families are expected to know to be successful professionals. However, within technocratic models of accountability, the good professional is the one who can achieve the desired outcomes. Professional knowledge is reduced to that which can be described and documented, dwelling on logic and reason, with an underlying assumption that we are not professional if we cannot account for something (Shotter 2015). Further, the singular of ‘knowledge’ implies a solitary way of knowing, whereby there is one knowledge to inform working with children and families, as opposed to a complex intermingling of knowledges. A focus on knowledges not only opens up multiple ways of knowing, but also a consideration of the different ways of knowing and how these might be articulated (Campbell-Barr 2017). 

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Global Education Review is a forum for reporting approaches to and implications of educational practice, as well as the influence of social, economic, and political forces on educational practice in different countries or global regions. GER is published in thematic issues that reflect on policy and practice in educational settings in the United States and abroad.   Selected themes focus on issues that are relevant to the field of education, with implications for policy nationally and/or globally. As a generalist journal, GER strives to provide open access, clearly written articles that are free of technical jargon to policy makers and educators at all levels, including those directly involved with student learning on a daily basis.