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.
Read More Read more about Call for Papers: Embracing ECEC Values to Navigate an Uncertain FutureWe 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:
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:
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.
Read More Read more about Call for Papers: The challenge of English as the only hypercentral language in the field of Early Childhood Education and CareThe 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.
Read More Read more about Call for Papers: Beyond Labels - Intersectionality of Multilingualism and Neurodivergence in EducationWith 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:
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.
Read More Read more about Call for Papers: Words in Motion. Adapting, Translating and Transposing of PedagogiesWe 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:
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 Read more about Call for Papers: Finding Froebel: National and Cross-National Pedagogical Paths in Froebelian Early Childhood Education, Volume 8, No. 4, December 2021With the help of a special thematic issue, “Crossing Boundaries: Examples for Interdisciplinary Teaching,” the current objective is to obtain a global perspective of interdisciplinary teaching in all subjects and levels of education. This special issue hopes to explore input from researchers and practitioners in regard to how in-school interdisciplinary projects or interdisciplinary programs in higher education are created and respectively evaluated. With the intent to not only illustrate a bigger picture of what is possible, but also desirable, all shades of interdisciplinary lessons (Labudde, 2008; see also Labudde, 2003) are welcome to contribute. It is of particular interest to investigate which subjects and content matter are suitable to be taught interdisciplinarily, while providing insight to examples of best practice (Ellis & Fouts, 2001).
Read More Read more about Call for Papers (Extended Call): Crossing Boundaries: Examples for Interdisciplinary Teaching, Volume 8, No. 3, September 2021Glocality has not been given sufficient attention by educational scholars and practitioners. Conceptually blending the intersections of the global and the local, glocality has been understand as living local while thinking global. A complimentary framing of glocality might suggest threading locally and connecting globally in pursuit of engaged praxis. In contemplating glocality, every space framed by one as global represents someone else’s local reality, and every local reality is someone else’s global context. Glocality, resultantly, is an appreciation for the reduction of traditional barriers between peoples, nations, regions, and ideas.
Glocality as a conceptual, theoretical, and/or empirical frame has the ability to further comparative, representational, and inter-dialogic thinking across traditional borders and boundaries. This special issue takes up the mantle of glocality and asks contributors to contemplate the opportunities, possibilities, and challenges in education (framed broadly from cradle to grave) as we enter the third decade of the 21st century. The co-editors represent a variety of institutional, national, disciplinary, and methodological orientations; we all share a commitment to glocality. This special issue welcomes empirical (quantitative, qualitative, and mixed), conceptual, and theoretical pieces.
Read More Read more about Call For Papers: Teaching, Learning, Leading, and Living in a Glocal World: Policy, Practice, and Praxis, Volume 8, No. 2, June 2021Editors: 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.
The Global Education Review (GER), an open-access peer-reviewed publication, is welcoming theme editors and proposals for the 2021 volume year.
Read More Read more about Call for Theme Proposals: 2021
