Category: Uncategorized

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

https://www.emerald.com/insight/publication/issn/1479-3679

Edited by

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 (alexander.wiseman@ttu.edu) 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

Edited by

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 alexander.wiseman@ttu.edu

To submit original proposals written in English visit https://bit.ly/3xDvMI3

Timeline

Proposal submission                             30 June 2021

Editor decisions on proposals               15 July 2021                 

Full manuscript submissions                 1 October 2021

Publication                                            Spring/Summer 2022

Last year during the OCIES AGM, OCIES member Associate Professor Brian D. Denman shared about a new Master’s degree of Comparative and International Education at the University of New England, which includes twinning protocols and flagged potential for OCIES members to be involved as casual contributors to this. Please see details about the programme below.

The Master of Comparative and International Education at the University of New England (UNE) applies the general theories, pedagogies, policies, and practices of comparative and international education with specific emphasis on regional, rural and remote education communities.

The course requires successful completion of 72 credit points typical of a regular master’s degree and is to be offered online to both domestic (Australian) and international students. The admission requirements ensure that students have the appropriate qualification or overseas equivalent prior to entry. The course also has an additional entry pathway for students who have completed the Graduate Certificate in Comparative and International Education, which has a specific Program of Study and 24 credit points of advanced standing.

As a major selling point, what sets UNE’s program apart from other institutional (university) programs is how it benchmarks and scaffolds higher order skills through each unit in the course. Each unit requires completion of six assessments to allow instructors to properly assess higher order skills in addition to core competency requirements. The higher order skills that represent the personalised assessment tool (PAT) are as follows: creativity, communication, analytical thinking, problem solving, and reflective thinking.  The PAT provides enrolled students with ongoing assessment as they progress through each unit of the degree and a cumulative summary of the results upon completion of the degree will include a PATsig and PATe-port, which will help in finding prospective employment.

Career Opportunities

Career opportunities in comparative and international education include working as educational policy analysts, educators in international settings, international development analysts, international education administrators, and international research scholars. Employment prospects are for those who are interested in international education at universities, international development at government agencies, comparative education research at think tanks and multilateral agencies, and comparative education research for further exploration (PhD/EdD).