4th WCCES Symposium (Virtually through Zoom)
Values Education and Emotional Learning: Broader Implications for Holistic Curriculum & Schooling during and beyond the COVID-19 Pandemic
18–20 November 2021
Deadline for 300 words abstract (in Microsoft Word) submission in any of the following languages: English or French: September 10, 2021. The symposium will be held virtually through Zoom.
CALL FOR CHAPTER PROPOSALS
2022 ANNUAL REVIEW OF COMPARATIVE AND INTERNATIONAL EDUCATION
Edited by Alexander W. Wiseman (Texas Tech University, USA)
The Annual Review of Comparative and International Education is a forum for stakeholders and scholars to examine current trends and identify future directions in comparative and international education through discussion essays and full-length chapters. Chapters in the Annual Review highlight both the strengths as well as the up-and-coming developments in the field of comparative and international education. The Annual Review also brings together both scholars and stakeholders in the field to highlight those developments of particular relevance to contemporary and future educational reforms, contexts, and climates. Chapters in the 2022 Annual Review will present comprehensive reviews on trends in the field of comparative and international education.
We specifically invite manuscript proposals that synthesize or systematically review trends in any of the following sections:
- Comparative Education Trends and Directions: consists of short discussion essays related to the application, relevance, and research trends of comparative and international education. These discussion essays should contribute to collective reflection on the field in terms of both its current state and future directions.
- Conceptual and Methodological Developments: addresses current trends regarding how theory and research methodologies frame comparative and international education research and practice, including topics such as participatory research, new media as a source of data, or the epistemology of CIE over the past several decades.
- Research-to-Practice: highlights the translation of comparative and international education research into practical applications and situations in educational systems worldwide, including topics such as im/migrant education, gender identity, or sustainability education.
- Area Studies and Regional Developments: provides insight into shifts in the unique social, cultural, political, and economic contexts for education in specific regions worldwide and the implications of this for the field of comparative and international education, including topics such as indigenous education, Brexit and education, or education in states within states.
- Diversification of the Field: features new topics and issues that have been underemphasized or that show particular promise within the field, including topics including, but not limited to, artificial intelligence, stateless people, or comparative education related to definitions of truth.
The editorial team welcomes manuscripts which address any aspect of comparative and international education as long as they fit within the volume’s overall focus on reviews of the comparative and international education (CIE) field. Manuscripts presenting meta-analyses are also invited for submission in any of the categories above.
Chapter proposals should (a) be 1000 word summaries, (b) identify the preferred contribution section (see A-E above), and (c) deal explicitly with as many of the following as applicable: objectives or purposes; methods, techniques, or modes of inquiry; data sources or evidence (if applicable); results, conclusions, or point of view; and the significance or relevance of this manuscript to the volume’s overall theme and the development of CIE as a field. Alternative formats will also be considered. For questions, please contact email@example.com
Proposal submission deadline 15 October 2021
Editor decisions on proposals 29 October 2021
Complete manuscript drafts due 15 March 2022
Final manuscript due 31 May 2022
OCIES members might be interested in submitting your manuscript to the Special Issue of Pacific-Asian Education, where the theme is about Education in Turbulent Times. Please note that the article submission closes on 30 August.
Kia ora koutou,
Please see below two calls for book chapter proposals. One is on Education for refugees and forced Im/migrants across time and context and the other is on Internationalization and imprints of the pandemic on higher education worldwide. Please note that the proposal deadline for Refugee and Migrant Education is 15 June and the deadline for Higher Education is 30 June.
EDUCATION FOR REFUGEES AND FORCED IM/MIGRANTS ACROSS TIME AND CONTEXT
International Perspectives on Education and Society Series
Alexander W. Wiseman, PhD (Texas Tech University, USA)
Lisa Damaschke-Deitrick, PhD (University of Tübingen, Germany)
Political violence, civil unrest, economic crises, and natural disasters have occurred at a constant pace, leading to an ongoing global crisis of refugees and other forced immigrants and migrants (i.e., im/migrants). As a result, the infrastructures, capacities, and policies necessary to address the needs of refugee youth, their families, and their communities are strained in host countries and receiving or resettlement communities worldwide. But, the situation that refugee and forced im/migrant youth and the educational systems they move through or into varies across their journey (i.e., time) as well as by the community, culture, language, and place (i.e., context) where education occurs.
This volume of the International Perspectives on Education and Society series identifies and analyzes education for refugees and forced im/migrants across time and context. Refugee youths’ educational opportunities and experiences before (pre-) and during (peri-) migration have been addressed considerably in previous research, but there is comparatively little about the transition from peri- to post-migration education of refugee youth. Chapters in this volume will address that gap by examining the conditions of refugee youth across different types of refugee contexts (e.g., violence/conflict, natural disaster, economic crisis, political oppression, etc) and how educational expectations, opportunities, and experiences shift before, during, and after the forced im/migration journey. In addition, refugee and forced im/migrant youths’ educational needs and opportunities also vary by receiving or resettlement communities’ immigration policy, dominant culture and language, geography, and other key factors.
We specifically invite original chapter proposals that address any of the following: a) historical overview of refugee education; b) evaluation and analysis of specific changes in education policy on refugee and forced im/migrant youth due to regional, state, or system conditions; or c) empirical examinations of the variations in refugee education across either time or context. In addition, chapters may address any aspect of education for refugee and forced im/migrant youth as long as they fit within the volume’s overall theme and focus. We welcome chapters in this volume that use meta-analysis, policy analysis, case studies, survey data, cross-national comparisons and other evidence to analyze the complex combination of frameworks, drivers, and characteristics of education for refugee and forced im/migrant youth.
Chapter proposals should be 1000 word summaries that deal explicitly with as many of the following as are applicable, preferably in this order: (1) objectives or purposes; (2) perspectives or theoretical framework; (3) methods, techniques, or modes of inquiry; (4) data sources or evidence (if applicable); (5) results, conclusions, or point of view; and (6) the significance or relevance of this chapter to the volume’s overall theme.
Please contact Dr. Alexander W. Wiseman (firstname.lastname@example.org) with questions or to submit chapter proposals written in English by the deadline: 15 June 2021. Authors will be notified within two weeks after the deadline regarding proposal acceptance. Authors of accepted proposals will then submit full chapters for external review by 15 September 2021.
INTERNATIONALIZATION AND IMPRINTS OF THE PANDEMIC ON HIGHER EDUCATION WORLDWIDE
Alexander W. Wiseman (Texas Tech University, USA)
Cheryl Matherly (Lehigh University, USA)
Max Crumley-Effinger (Loyola University Chicago, USA)
As a contribution to the International Perspectives on Education and Society series with Emerald Publishing, this volume seeks to gather global insights into the effects of the pandemic on contemporary and future internationalization modes and phenomena in higher education worldwide. The pandemic has forced significant changes to institutional and individual academic activities and norms, while highlighting inequities, opportunities, and challenges already present in the realm of internationalization in its plurality around the globe. This volume presents an opportunity to not only chronicle such changes and issues, but also to empirically forecast their impacts on the ways in which internationalization at the post-secondary level will respond in practice to new realities, exigencies, and possibilities. Contributions should be either scholarly/empirical studies or case studies. This volume asks:
– How has internationalization in higher education (in its many forms) changed due to the pandemic?
– How will internationalization in higher education (in its many forms) change as a result of the pandemic?
– How, if at all, must we redefine what internationalization in higher education means worldwide?
We welcome proposals from scholars and practitioners from around the world examining a diversity of regional, national, and local contexts. Connecting to the core focus on peri- and/or post-pandemic internationalization in higher education, we are seeking proposals on a broad range of topics including but not limited to:
|Student mobility (short-term or degree-seeking study abroad)Transnational research or collaborationNationalism or isolationismNational or local policyRacism, ableism, or sexism(Neo)colonialism||Global healthInformation and communication technologies UN Sustainable Development Goals (SDGs)Academic leadership, partnerships, or transformationEmployability and student outcomes|
Chapter proposals should (a) be 1000-word summaries, (b) identify which numbered topic(s) (see above) they connect with, (c) identify the contribution type (either scholarly/empirical or case study), and (d) deal explicitly with as many of the following as applicable: objectives or purposes; methods, techniques, or modes of inquiry; data sources or evidence (if applicable); and results, conclusions, or point of view.
For questions, please contact email@example.com
To submit original proposals written in English visit https://bit.ly/3xDvMI3
Proposal submission 30 June 2021
Editor decisions on proposals 15 July 2021
Full manuscript submissions 1 October 2021
Publication Spring/Summer 2022