Announcements

Call for Papers: Mapping an Atlas of Hope and Possibility in Early Care and Education, Volume 13, No. 1 (March 2027)

2026-02-26

This issue welcomes submissions across a wide variety of research methodologies (including action research, arts-based research, and other less-traditional methodological designs) that document work happening at all levels of the field, ranging from the micro-level (e.g., autoethnographic research; case studies of work occurring within a single classroom) to the macro-level (e.g. research documenting regional policy & non-profit endeavors, or multi-site research collaborations).

Abstracts of no more than 500 words are due by March 20, 2026.
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Call for Papers: Embracing ECEC Values to Navigate an Uncertain Future

2025-02-07

This special issue invites ECEC educators, researchers, advocates, and activists to contribute conceptual and empirical articles that explore how a commitment to foundational ECEC values equips our field to address global challenges, both current and future.
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Call for Papers: “Unpacking digital childhoods: intersectional complexities of digitalization in early childhood education”

2024-12-18
We call for conceptual and empirical articles that critically unpack the interrelations of children and digital media in early childhood education to inform future directions in research, policy and practice to enable socially just digital access and experiences for children. We welcome contributions that draw together digital childhoods, intersectionality, digital inequalities and early childhood education, including but not exhaustive of the following areas:
- Intersectional dimensions (age, gender, race, ethnicity, socio-economic status, dis/ability etc.) of the experiences and impacts of digitalization in early childhood education
- Digitalization and early childhood pedagogies and practices
- Digitalization and the planning, documentation and tracking of young children’s learning and development
- Diverse young children’s own understandings of and agency in relation to digitalization in their educational lives
- Digitalization of early childhood education in the majority and minority world
- Affective and moral discourses around child-digital interactions in early childhood education
- Play and digitalization of young children’s lives in early childhood education
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Special Issue Call for Papers: Engaging ECE in times of chaos and authoritarianism

2024-02-02
For this special issue of GER we are seeking conceptual and empirical articles that interrogate the contemporary conditions of early childhood education and illustrate generative approaches to early childhood research, policy, and practice. Topics might include but are not limited to:
- Critical and/or genealogical analysis of the early childhood policy, pedagogical or philosophical shift from neoliberalism bounded by democratic governance to authoritarianism.
- Critical appraisals of undemocratic trends in educational reform policies, highlighting how these policies influence ECE practice.
- Innovative approaches to research, advocacy, and pedagogy that contest authoritarian socio-political trends in ECE.
- International comparisons of policy and practice.
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Call for Papers: The challenge of English as the only hypercentral language in the field of Early Childhood Education and Care

2024-01-17

For this special issue of GER we are seeking papers that correspond with at least one of the following topics:
• How do languages (and cultures) shape the way we think and talk about children and ECEC?
• How are such assumptions being modified when practitioners/scholars are forced to participate in the transnational discourse and English as the hypercentral language?
• How can we find meaning in transnational discourses if our understandings of key terms (for example, ’play,’ ’assessment,’ and ’kindergarten’) vary in the local context?
• How can we participate in transnational discourses if key terms (for example, the German concept of ‘Bildung’) don’t have an appropriate translation?
• How can transnational discourses help the ECEC profession find a genuine ‘language of ECEC’; a stronger voice that emphasizes what ECEC stands for without marginalizing local contexts and traditions?
• Challenges of translating educational theories and concepts (such as Freire, Fröbel, or Montessori)
• Challenges of transnational research projects and finding a common language

Please send an abstract of no more than 250 words using 12-point font to hwasmuth@mercy.edu by February 15, 2024. Attach your abstract as a Word document (please do not send PDFs) and write Global Education Review in the subject line of your email. Abstracts will be reviewed for fit and you will be informed by March 1, 2024 if the article is invited for review. Full manuscripts will be due by July 31, 2024. The issue will be published in March 2025.
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Call for Papers: Beyond Labels - Intersectionality of Multilingualism and Neurodivergence in Education

2023-08-17

The Global Education Review is pleased to announce a call for proposals for articles addressing the intersection of multilingualism and neurodivergence in the student population for its 3/2024 issue. We invite scholars, researchers, and practitioners to contribute their expertise to this special issue, focusing on the unique challenges, strategies, and support systems for students who are multilingual learners and who may also have neurodivergence.
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Call for Papers: Bridging the gap between theory and practice

2022-11-09
With the help of a special thematic issue, “Bridging the gap between theory and practice,” our current objective is to obtain a global perspective on design-based-research projects to explore how effective the collaboration of researchers and practitioners can be in order to encourage other researchers to start DBR research projects. With the intent to not only illustrate a bigger picture of what is possible, but also desirable, we welcome descriptions of DBR projects, their findings and their experiences. Furthermore, research projects focusing on bridging the gap between theory and practice with other research methods than DBR are also welcomed in this thematic issue. The overall aim is to highlight possibilities for researchers to strengthen collaboration with practitioners in order to develop meaningful interventions for educational settings. Therefore, submissions may present projects, entailing both the conceptualization and evaluation of educational programs, concerning the following aspects:
- Description of the different stages of in-field research.
- Experiences with DBR or other practitioners-involved projects (e.g. potential problems that can occur, evaluations of the participants in the DBR projects, …).
- Empirical and practical findings of those projects.
- Institutional anchoring of in-field research (e.g. with DBR) in teacher education.
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Call for Papers: Words in Motion. Adapting, Translating and Transposing of Pedagogies

2021-10-25

We invite papers that shed a light on the ways in which pedagogic-theoretical structures or concepts have changed considerably during the process of their adaption and translation from one language, one discourse, into another. In uncovering such pivotal moments of shifting of meaning, we may become able to better understand why we often misunderstand each other.

For this special issue of GER we are seeking papers that illustrate, describe, theorise, or critique – either systematically or historically – adaptions, translations and transpositions in pedagogical theories in such international encounters.
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Call For Papers: Rhetorical Education and Meaning-Making in Global and Historical Contexts, Volume 9, No. 3, September 2022

2021-07-24
We call for papers that speak to rhetorical education in a range of global and historical contexts. Papers should address rhetorical education in theory and/or practice and relate to one or more of the following topics:
- Site(s) of rhetorical education—places where literacy or communication were taught and developed—that reflect culture and nationhood
- How students or young learners make meaning or communicate in various contexts
- Attending to how students or teachers used literacy to cultivate subjectivities
- Attending to the diverse meaning-making practices of students or teachers that extend beyond the written word and oral communication
- Students’ resistance to rhetorical education
- Connections between past and current rhetorical education pedagogies
- Rhetorical education that meaningfully reflected diversity, equity, and inclusion
- The influence of social, economic, and/or political forces on rhetorical education or meaning-making
Read more about Call For Papers: Rhetorical Education and Meaning-Making in Global and Historical Contexts, Volume 9, No. 3, September 2022
Call for Papers: Finding Froebel: National and Cross-National Pedagogical Paths in Froebelian Early Childhood Education, Volume 8, No. 4, December 2021

2020-09-22

For this special issue of GER we are seeking papers that illustrate, theorise, critique or evidence early childhood education, which is concerned with interpretations of Froebel’s philosophy and historical or contemporary Froebelian pedagogies.
Read more about Call for Papers: Finding Froebel: National and Cross-National Pedagogical Paths in Froebelian Early Childhood Education, Volume 8, No. 4, December 2021

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