Please see the below call for papers:
The journal Power and Education (www.wwwords.co.uk/POWER) is publishing a special issue on race and ethnicity for educators, educational organisations, learners and educational researchers, to appear in early 2015. Race and ethnic diversity are conditions under which education takes place but these also operate as curricula foci that educators address in the everyday practice of teaching and learning. This volume seeks to encourage contributions from a wider range of globally diverse places, particularly the global South. Published debates around education, race and ethnicity in Europe have largely been dominated by a focus upon formal learning settings within the wealthier nation states and commentators from within those contexts (see Archer & Francis, 2007; Byrne, 2009; Gillborn, 1995, 2009; Heath & Brinbaum, 2007; Leonardo, 2009; Reay, 2009; Troyna, 1993). However, wider educational debates in the poorer parts of Europe and the global South, struggle with issues of race that seem perennial and deep-seated, in particular, in a European context, around the education of Roma communities and educational responses to new migrants (Delanty et al, 2011; Essed, 1991; Fekete, 2004; Pisani, 2012). We welcome contributions around these topical issues. As the voices of researchers working in Southern countries are seldom heard in relation to education, race and ethnicity we would like to encourage contributions from those working in these areas.
This special issue of Power and Education will address the role race and ethnicity play in educational contexts around the globe, with a particular focus on the power inherent in education and educators to promote or deny issues of racial equality. Contributions are invited that engage with all aspects of race and ethnicity within formal and informal educational settings as they impact on children and/or adults and on students and/or teachers. Contributions should specifically address issues of power and/in education and the journal will consider papers engaging with all power paradigms.
Suggested topics include, but are not limited to:
– Theoretical aspects of race, ethnicity, power and pedagogy
– Further and Higher Education issues
– Researching race and ethnicity in educational settings
– The role of critical pedagogy in relation to race, ethnicity and education
– How social policy frames issues of race in school settings
– The impact of race on learners and educators in terms of later outcomes
– Issues of educator recruitment and retention in relation to race and ethnicity
– Language: how do we communicate, in whose language and how does this impact on relations of power?
We encourage works that explicate these types of issues and particularly welcome papers that encompass global perspectives, comparative cross-cultural approaches and papers that address issues from Southern countries. Papers are welcome from all educational disciplines. Papers should be approximately 7,000 words and should be submitted by 15th July 2014. Authors will be informed of the outcome of the review process by 15th September 2014; revised papers will need to be received by the editors by 31st October 2014. Reviews of relevant books are also encouraged (please read guidelines and send those to email@example.com marked ‘for special edition on race and ethnicity’).
Information on how to submit papers can be found at www.wwwords.co.uk/power/howtocontribute.asp Questions about this special issue and the journal should be sent to the guest editors via the journal’s website.
The Guest Editors of this Special Issue are:
Dr Julia Bennett, Department of Interdisciplinary Studies, Manchester Metropolitan University, UK
Dr Geraldine Lee-Treweek, Department of Interdisciplinary Studies, Manchester Metropolitan University, UK
Professor Saloshna Vandeyara, Head of the Humanities Department, Pretoria University, South Africa
Power and Education (www.wwwords.co.uk/POWER) is an international peer-reviewed journal promoting critical studies of contemporary educational practice and challenging the complicit practices and assumptions of mainstream educational research. The journal is committed to providing a distinctive and comprehensive body of knowledge focusing on the relationships between the concepts of power and education in their broadest senses. Innovative and provocative work stimulating debate around the analysis, construction, deployment and discourses of power in educational practice, research and theory is particularly encouraged, as is work exploring forms of presentation and representation.