Call for chapter contributions

Teach For All: International Perspectives on a Global Education Movement

Editors:

Katherine Crawford-Garrett, University of New Mexico, USA: katycgarrett@unm.edu

Matthew A.M. Thomas, University of Sydney, Australia matthew.thomas@sydney.edu.au

Emilee Rauschenberger, Manchester Metropolitan University, UK e.rauschenberger@mmu.ac.uk

Introduction

Programs based on Teach For America and associated with the Teach For All (TFAll) organization/network have proliferated around the world. Despite the rapid growth of these programs, little empirical research has examined the ways in which they are shaping the global educational landscape. This edited volume, therefore, aims to explore the emergence and impact of TFAll and its programmes worldwide. We invite chapter proposals, based on empirical research, that shed new light on this topic and contribute to an evidence base for future critical inquiry into this expanding global movement. The sections below provide additional context for the proposed text and its potential contributions to the field.

Background

Teach For All (TFAll), founded in 2007 by Wendy Kopp of Teach For America and Brett Wigdortz of Teach First, is an international network of programs operating officially in 48 countries across six continents that aim to improve educational outcomes among marginalized communities. The programs, typically established and led by local ‘social entrepreneurs’, purport to address educational inequities by selectively recruiting high-performing graduates to become full-time teachers in under-resourced schools for two years. TFAll programs are primarily funded by a mix of government, private, and philanthropic supporters, and thus represent a unique private-public partnership model of fast-track teacher education. TFAll’s role, as both a network and organization, is to support the establishment and growth of organizations worldwide that replicate the TFAll model and facilitate the sharing of resources and ‘best practices’ across the network to “maximize the impact” of the individual programs and the network itself.

While TFAll programs were initially inspired by the first two models—Teach For America (est. 1990) and Teach First UK (est. 2003)—each national program has been shaped to some extent by the culture and needs of its own context. Nevertheless, the programs are united in their mission to raise pupils’ academic achievement among targeted low-income communities in the short-term while developing its teachers as leaders who work strategically to bring about systemic change in education in the long-term. TFAll programs are also linked by the network’s 2 “unifying principles”, which require its members to ensure their programs: (1) recruit and select leaders, (2) train and develop participants, (3) place participants as teachers, (4) accelerate the leadership of alumni, and (5) drive measurable impact (TFAll, 2018). Other organizational goals include operating as non-profit enterprises and maintaining independence from government entities.

Rationale

Currently, there is a dearth of research into the emergence, expansion, and effects of TFAll programs worldwide. While there is an established research base on Teach For America and its impacts on U.S. education, limited research examines the replication and effects of this model in international contexts. In addition, there are very few empirically-based studies of Teach For All itself and almost no comparative research into how these programs differ in their ethos, design, and effects across divergent contexts. This book aims to fill this gap by highlighting empirical work and facilitating more nuanced dialogue and debate around the Teach For All model. Ultimately, the book will offer new insights into how trends in education writ large are both fueling and being fueled by well-connected global actors and entrepreneurial individuals working for change in local contexts.

Therefore, the editors invite contributions in the form of proposed chapters on a range of possible subjects related to TFAll, its programs, and impact at the local/national, regional, and/or global levels, including but not limited to:

  1. Relationships with and impacts on initial teacher education (ITE)
  2. Intersections with the pedagogies, policies, purposes, and professionalisms of teaching
  3. Promotions of educational leadership, advocacy, and entrepreneurialism

Proposals from a wide range of individuals are welcome, including teacher educators, university academics, and independent researchers, among others. Chapters may focus on the TFAll organization itself, one of its partner programs, or provide a comparative analysis of a number of its programs. New and creative approaches to the subject are welcome as are a diversity of voices from different perspectives and geographic contexts. However, the editors will prioritize submissions that are based on empirical research that connects data to wider debates of changes in educational contexts (e.g., in terms of practice, policy, decision-making, and outcomes). Hence, purely theoretical or opinion pieces will not likely be advanced.

Deadlines and Details

If you are interested in submitting a chapter, please email the chapter outline and synopsis (400-700 words) to tfalleditedtext@gmail.com by Friday, June 15th, 2018. The abstract should provide a synopsis of the chapter’s aims/research questions, background literature/theoretical context, methodology, and preliminary findings and significance. Please include a short, 3-page version of your CV with the proposal.

Shortlisted chapter abstracts will be selected by June 30th, 2018 and then submitted as a proposed edited volume to the publisher (to be confirmed) in late July 2018. Once approved, prospective authors will be invited to submit full-length chapters (of approximately 6,000 to 9,000 words) by December 1, 2018.

Please submit any questions to Katy, Matthew, and Emilee at tfalleditedtext@gmail.com

Call for chapters: Migration, education and translation

MIGRATION, EDUCATION AND TRANSLATION:
Cross-Disciplinary Perspectives on Human Mobility and Cultural Encounters

Collection of peer-reviewed essays edited by Vivienne Anderson & Henry Johnson (Centre for Global Migrations, University of Otago)

Abstracts Due 18 June

In educational contexts, those who experience or encounter migration in its many manifestations will negotiate linguistic, cultural and/or epistemological translation (Cronin 2006; Inghilleri 2017). Translation allows people to move between languages, social and behavioural norms, ideas, interpretations, and individual and collective meanings. However, translation also involves the reduction of differences (Lugones 2006). Historically, translation and language loss have occurred alongside colonisation, and colonial relations continue in university ranking methodologies and academic publishing processes that privilege the English language. Indigenous perspectives demand attention to the purposes and outcomes of education at all levels, including the role of education in promoting both language loss and language revitalisation.

Contemporary educational migrations take many forms and have a range of implications for national education systems. Existing literature considers educational migrations in relation to transnationalism (Waters 2008; Zhang 2009), multiculturalism (Kelly 2009), globalisation (Velde 2005), mobility (Brooks and Waters 2011; Rao 2012; Synge 1971), child and youth migration (Crivello 2009; Sherington and Jeffery (1998 ), employment (Ritterband (1978), study abroad (Myers 1972), internal migration (Gould 1981; Marr, McCready and Millerd 1977), racism (Hagendoorn and Nekuee 1999) and minority group experiences (Bekerman and Geisen 2012).

Migration and education are often linked to the notion of “internationalisation”, which involves the movement of ideas, staff and students across borders, raising questions about which languages and histories “education provider” countries privilege in their course development and delivery. Internationalisation also raises questions about the translatability of course content – whether ideas grounded or developed in one socio-political context are relevant to another. Forced migrations raise questions about educational access – how national education systems can serve those from minority language groups, who may have experienced trauma, loss and broken educational pathways. How might educational contexts be re-imagined in ways that privilege bi- and multilingualism? How might English language dominance be challenged in educational spaces at local and global levels? What can be learnt from existing educational spaces that privilege minoritised or indigenous languages? How might we exercise “linguistic hospitality” in a world marked by high levels of forced migration and educational mobility? What would this look like in practice?

This multidisciplinary collection of essays will examine the connections between education, migration and translation. The editors welcome chapter proposals on the following topics (other topics will be given due consideration):

· The translation of ideas in educational contexts
· Education and communication beyond language
· Intercultural communication in education
· Untranslatability
· “Otherness” and education
· Colonial and postcolonial perspectives
· Language survival and maintenance
· Minority and endangered languages
· Linguistic loss
· Linguistic imperialism
· Linguistic hospitality
· Bilingual education
· Language teaching and language learning
· Critical perspectives on education
· Power, hegemony, education and language
· Internationalisation and education
· Forced migrations and education
· Educational access
· Multilingual research and writing
· Translanguaging and bi/multilingual learning strategies
· Linguistic translation in education
· Compulsory education and language
· Resilience in education

Timeline:
250-word abstracts by 18 June 2018 to henry.johnson@otago.ac.nz
Please include a short bio of about 150 words.
Proposals will be reviewed by 15 July 2018
Chapters (6000 words including references and footnotes) submitted by 15 November 2018

References
Bekerman, Z. and T. Geisen, eds (2012). International handbook of migration, minorities and education: understanding cultural and social differences in processes of learning. London: Springer.

Brooks, R. and J. L. Waters (2011). Student mobilities, migration and the internationalization of higher education. Basingstoke: Palgrave Macmillan.

Crivello, G. (2009). ‘Becoming somebody’: youth transitions through education and migration: evidence from Young Lives, Peru. Oxford: Young Lives.

Cronin, M. (2006). Translation and identity. New York: Routledge.

Gould, W. T. S. (1981). Education and internal migration: a review of trends and issues. Department of Geography, University of Liverpool.

Hagendoorn, L. and S. Nekuee, eds (1999). Education and racism: a cross national inventory of positive effects of education on ethnic tolerance. Aldershot: Ashgate.

Inghilleri, M. (2017). Translation and migration. New York: Routledge.

Kelly, U. A. M. (2009). Migration and education in a multicultural world: culture, loss, and identity. New York: Palgrave Macmillan.

Luchtenberg, S., ed (2004). Migration, education and change. London: Routledge.

Lugones, M. (2006). On complex communication. Hypatia 21 (3), 75-85.

Marr, W. L., D. J. McCready and F. W. Millerd (1977). Education and internal migration in Canada 1966-1971. Research Report. Wilfrid Laurier University, Department of Economics, Waterloo, Ont., Canada.

Myers, R. G. (1972). Education and emigration; study abroad and the migration of human resources [by] Robert G. Myers. New York: McKay.

Rao, N., ed. (2012). Migration, education and socio-economic mobility. London: Routledge.

Ritterband, P. (1978). Education, employment and migration: Israel in comparative perspective. Cambridge: Cambridge University Press.

Sherington, G. and C. Jeffery (1998). Fairbridge: empire and child migration. London, Woburn Press.

Synge, J. (1971). “Education, migration, and social mobility in rural Scotland: a study of school leavers”. PhD thesis, University of London.

Velde, D. W. t. (2005). Globalisation and education: what do the trade, investment and migration literatures tell us? London: Overseas Development Institute.

Waters, J. L. (2008). Education, migration, and cultural capital in the Chinese diaspora: transnational students between Hong Kong and Canada. Amherst: Cambria Press.

Zhang, Z. (2009). “Education, Migration, and Cultural Capital in the Chinese Diaspora: Transnational Students Between Hong Kong and Canada”. International Education 38 (2): 103-108.

Call for Papers for a Special Issue of Gender and Education: Decolonizing Gender and Education Research

Call for Papers for a Special Issue of ‘Gender and Education’. Decolonizing Gender and Education Research: Exploring the Relationship Between Feminist Research on Education and Decolonizing, Indigenous Knowledges and Cosmologies

Special Issue Guest Editors: Caroline Manion & Payal Shah

Critical scholars across a variety of disciplines and geographic areas express the need to engage in intellectual projects that shift the dominant epistemic perspectives and methodologies used in traditional research (Abu-Lughud 1991; Narayan 1993; Takayama 2011; Smith 2012). Feminist research has had a longstanding commitment of epistemically, theoretically, and methodologically interrogating issues of power and difference with the goal of emancipating women (Benhabib et al. 1995; Fraser 1989). Similarly, decolonizing research seeks to explicitly address colonial structures of knowledge production and the representation of marginalized and indigenous populations. Both feminist and decolonizing research challenge traditional hierarchies of knowledge and incorporate the scholarship and perspectives of non-Western, nondominant scholars to challenge the traditional self-other distinction (Abu-Lughud 1991; Lincoln and Gonzalez 2008; Smith 2012).

This special issue seeks to explore the intersection and overlap between feminist and decolonizing research. Our goal is to bring together and showcase high quality and intellectually provocative papers that theoretically and empirically interrogate why research at the nexus of gender and education needs to be ‘decolonized’, and which illuminate what this means and what it looks like. Additionally, we will welcome suitable papers that address the lineages of critique that shape the practice and underlying theory of decolonizing and feminist research today.

Epistemologically, this issue seeks to make visible and problematize the dominant positioning of the West as the central frame of reference in much social research. Thus, we seek to highlight scholarship that questions the concepts of culture, nation, and difference to challenge the binary logics and essentialism that have long underpinned their articulations across scholarship in the social sciences and humanities. In this special issue, we draw from scholars such as Atlas and Dei, who name and contest this ‘academic neocoloniality’ and “challenge imperial ideologies and colonial relations of knowledge production” (as cited in Takayama 2011, 450).

This decolonizing epistemological orientation is complementary to a critical feminist epistemology where one goal is to reveal the participants’ lived realities deeply contextualized in their socio-cultural milieu (Benhabib, 1987; El Saadawi, 1997). This reflexive lens pushes researchers to reflect upon and gain better insight into the complex intersectionalities that constitute the lives of their participants (Benhabib et al. 1995; Fraizer 1989). Such an orientation can also reposition how researchers engage with the subjectivities and representations of participants who are considered “marginalized” by dominant discourses.

We seek to include papers that engage broadly with research at the intersection of decolonizing and feminist research in education. We seek papers that make both theoretical as well as empirical contributions across a variety of fields including but not limited to: comparative education, geography, cultural studies, anthropology, sociology, women’s and gender studies, etc. Given the nature of the topic, papers that illuminate trans-disciplinary and intersectional perspectives on gender and education would be especially welcome. We are also interested in papers that interrogate and innovate research methods from decolonizing and feminist epistemological perspectives. Aligning with the overarching decolonizing ethos of the Special Issue, our goal is to include a diverse range of contributions from new as well as more seasoned scholars and practitioners from the Global South and Global North.

Contributions might address the following topics:

– Comparative pieces that methodologically and theoretically challenge the colonial binary between Western and non-Western scholarship supporting the essentialist terms of Orientalist constructions, where a “rigid sense of difference” is based on representations of culture or nations as the base of comparison.
– Pieces that challenge the traditional academic knowledge production and circulation process and illuminate research from non-Western, non-English speaking ‘peripheries’.
– Articles that illuminate scholarship that interprets and shares the narratives of their participants in ways that emphasize their agency and strength and not in ways that reinforce their marginalization.
Exploration of the contributions and applications of decolonizing and anticolonial approaches in education research and practice.
– Debates concerning the significance of value pluralism, difference and power in transnational feminist education research and advocacy.
– Examples or case studies that reveal the opportunities and challenges for productively engaging and working across diverse Western and Indigenous feminisms and subjectivities in education research, policy and practice.
– Possibilities for applying intersectionality theory in decolonizing and anticolonial feminist research in education.
– Identity and the politics of decolonizing feminist research in education.
Collaboration and alliance-building in the context of decolonizing feminist research in education.
– Embodied knowledge and decolonizing feminist research approaches.
– Explorations of the contributions of non-dominant and Indigenous knowledge production and application in the context of decolonizing education research and practice.

Proposals should be for original works not previously published (including in conference proceedings) and that are not currently under consideration for another journal or edited collection. 350-500 word abstracts should be emailed to Caroline Manion or Payal Shah by October 1, 2017.

Formats for proposals include full-length papers (5000-8000 words) or viewpoint pieces (3000-5000 words).
If your proposal is accepted for the special issue, a full-length submission will be required by November 16, 2017. The editors are happy to discuss ideas prior to the deadline.
Peer-reviewing and final editorial decisions will be reached by June 1, 2018.
Abstracts and queries should be sent to: Caroline Manion, OISE, University of Toronto, Canada (carly.manion@utoronto.ca) or Payal Shah, University of South Carolina

Call for papers

http://www.aare.edu.au/data/Secretariat/Call_for_papersAERSpecial_Issue_2.pdf

Special edition of Australian Educational Researcher

http://www.aare.edu.au/data/Secretariat/Call_for_papersAERSpecial_Issue_2.pdf

The Australian Educational Researcher is seeking submissions to a Special Issue to be led by Indigenous colleagues.  While we do not intend to exclude non-Indigenous authors, we would like to emphasise that we are seeking articles that are led by Indigenous colleagues.  The decision to use the term Indigenous is to ensure that it is inclusive of Aboriginal, Torres Strait Islander, Maori and Pacifika colleagues. For more information

Guest Editors:

Professor Tracey Bunda, University of Southern Queensland http://www.usq.edu.au/news-events/news/2014/10/tracey_bunda

Professor Val Klenowski, Queensland University of Technology http://staff.qut.edu.au/staff/klenowsk/