Announcements

  • Call for Papers: Contemporary Continental Perspectives on Early Childhood Pedagogies, Volume 7, No. 4, December 2020

    2020-01-12

    Editors: Christian Aabro, Københavns Professionshøjskole (Denmark), and Karen Prins, Københavns Professionshøjskole (Denmark)

    When researching historical philosophies of childhood and education in the Western world, one can identify a wide variety of pedagogical theory traditions and inspirations in – and across – different cultures and countries. However, it is possible to identify two dominant streams: the first is often characterized as an Anglo-Saxon Curriculum oriented tradition, while the second is termed as a European continental Bildung tradition (Westbury 2002). Others have made similar distinctions, but with slightly different geographical conceptual notions, eg: OECD identifies an early education and school readiness tradition in France and Anglo-Saxon countries, and a social pedagogical tradition in Central and Northern Europe (OECD 2006:2), while Hopmann and others within the field of curriculum studies distinguish between a Continental-European Didaktik tradition and an Anglo-Saxon curriculum tradition (Hopmann 2015).

    Within this context, it seems relevant to revisit the continental tradition of Bildung, in its various forms and transformations, with the purpose of considering possibilities, challenges, and alternatives to global hegemonial ideas and policies within education. For this special issue, we invite scholars to revisit continental pedagogical ideas, strands, and transformation within early childhood education, through theoretical developments, hybrids or reinstallations, and/or empirical contemporary examples of educational practices referencing to this tradition, as well as international, cross-Atlantic examples of extensions and alternations. As we wish to consider historical, political, and social conditions and translations of original inspirations, we kindly ask submissions to establish the working context they are addressing whilst considering some of the following:


    • Either theoretically or empirically inspired analyses of contemporary early childhood practice,
    within the Bildung tradition.
    • Contemporary perspectives on the aesthetical dimensions of early childhood Bildung.
    • Examples of hybrids or bridge-building across the two traditions.
    • An analysis of the challenges, clashes, or tensions between transnational policies and local early
    childhood Bildung contexts.

    Read more about Call for Papers: Contemporary Continental Perspectives on Early Childhood Pedagogies, Volume 7, No. 4, December 2020
  • Modern Didactic Approaches and Methods for Second Language Teaching to Students with Migrant or Refugee Background, Volume 7, No. 3, September, 2020

    2019-09-08

    This themed issue seeks manuscripts that focus on modern didactic approaches and methods for L2 teaching to students with a migrant or refugee background in formal and non-formal education from a global perspective. We are especially interested in manuscripts with a focus on political action for peace and social change. Topics of interest include, but are not limited to, the following:

    • L2 teaching to migrants and/or refugees and
    • education policy
    • specific curricula and educational material
    • modern didactic approaches and methods in formal and non formal education: best practices framed by an in-depth theoretical background
    • empowering of cultural identities
    • adult education
    • migrant/refugee women education
    • Peace, Democracy, and Human Rights Education
    Read more about Modern Didactic Approaches and Methods for Second Language Teaching to Students with Migrant or Refugee Background, Volume 7, No. 3, September, 2020
  • Call For Papers: More than Words for Working with Children and Families, Volume 7, No. 2, April, 2020

    2019-05-24

    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). 

    Read more about Call For Papers: More than Words for Working with Children and Families, Volume 7, No. 2, April, 2020
  • (Extended Call): Context-Based Approaches to Developing Theories of Change in Basic Education, Volume 7, No. 1, January, 2020

    2019-05-22

    The Sustainable Development Goals (SDGs), adopted by the United Nations Member States in 2015 aim to end poverty, protect the planet, and ensure prosperity for all by the year 2030. Education is a central and underlining goal that influences the success of all other goals. But how can we ensure that efforts to improve education in the world are targeted, relevant, and effective?

    With this call for papers, we are envisioning to provide an opportunity to the global community of scholars, researchers, and development experts to reexamine how carefully our education interventions have sought to understand the foundations of specific contexts (in terms of the historical, cultural, social, political, and economic forces that drive a system); as well as the epistemological underpinnings or assumptions that define the development of Theories of Change (ToC) and promise effective interventions and improved outcomes.

    Read more about (Extended Call): Context-Based Approaches to Developing Theories of Change in Basic Education, Volume 7, No. 1, January, 2020
  • Context-Based Approaches to Developing Theories of Change in Basic Education, Volume 7, No. 1, January, 2020

    2019-03-12

    The Sustainable Development Goals (SDGs), adopted by the United Nations Member States in 2015 aim to end poverty, protect the planet, and ensure prosperity for all by the year 2030. Education is a central and underlining goal that influences the success of all other goals. But how can we ensure that efforts to improve education in the world are targeted, relevant, and effective?

    With this call for papers, we are envisioning to provide an opportunity to the global community of scholars, researchers, and development experts to reexamine how carefully our education interventions have sought to understand the foundations of specific contexts (in terms of the historical, cultural, social, political, and economic forces that drive a system); as well as the epistemological underpinnings or assumptions that define the development of Theories of Change (ToC) and promise effective interventions and improved outcomes.

    Read more about Context-Based Approaches to Developing Theories of Change in Basic Education, Volume 7, No. 1, January, 2020