Invitation to Submit Proposals for a Special Issue

2024-10-25

Call for in education Special Issue Proposals

We invite proposals for a special issue (SI) to be published in Autumn 2025. The proposed SI theme should focus on an emerging or underexplored topic that aligns with in education’s mission to advance the scholarly conversations in the field of education. Several possible SI themes are suggested at the end of this call; however, proposals for other SI themes are welcome.

Requirements of Proposals for a Special Issue:

  1. Title and Topic: A brief description (500-800 words) outlining the SI theme and its relevance.
  2. Rationale: Explain the significance and originality of the SI, and how it will contribute to current research that aligns with the scope and focus of in education. See About the Journal: https://journals.uregina.ca/ineducation/about
  3. Guest Editor(s): Provide a short bio (150 words) for the guest editor(s), detailing research expertise and editorial experience.
  4. Format: Number and length of article and/or essay submissions; if available, provide titles of manuscripts currently being developed around this SI theme.
  5. Timeline: Outline the timelines for submission, review, and publication.

Submit proposals to Dr. Kathleen Nolan (kathy.nolan@uregina.ca) by November 26, 2024. Notification of the successful proposal will occur by December 2, 2024.

We encourage interdisciplinary and diverse perspectives and look forward to receiving your proposal. For any questions, please contact Kathleen Nolan (kathy.nolan@uregina.ca) or Valerie Triggs (valerie.triggs@uregina.ca)

 

Suggested Themes for this Special Issue Call

Climate Change Education. Focus on, for example, investigating how education systems are addressing climate literacy, sustainability, and eco-pedagogy; how K-12 schools can foster climate activists and critical thinkers; how teacher education can empower students to tackle environmental challenges and engage with sustainability practices.

Anti-Racist Pedagogies and Equity in Education. Focus on, for example, research on anti-racist teaching practices, equity, and inclusion in curriculum design; strategies to address systemic racism in schools; how global conversations on race and social justice can inform educational policies across Canada.

Technology, AI, and Education. Focus on, for example, examining the rise of artificial intelligence, machine learning, and digital tools in education; the impact of AI on pedagogy, assessment, and student engagement; ethical uses of AI; the effects of AI on learning outcomes.

Decolonization and Indigenization. Focus on, for example, bringing decolonial, postcolonial, and Indigenous studies in conversation with interdisciplinary and collaborative work; examining practices and fields of knowledge to undertake reflexive, reciprocal, culturally affirming, and sustainable ways of engaging in education.

Health and Well-Being in Schools. Focus on, for example, addressing the mental health crisis among students; trauma-informed teaching practices; the role of schools in promoting well-being.

Global Citizenship and Education for Sustainable Development (ESD). Focus on examining how education can foster global citizenship, critical thinking, and sustainability in schools, with students; the integration of the UN’s Sustainable Development Goals (SDGs) into school curricula.

Intersectionality and Inclusive Education. Focus on research exploring how intersectional approaches (considering race, gender, sexuality, disability, etc.) can foster more inclusive learning environments; diversity, equity and justice in schools and the need to recognize overlapping identities in educational policy.

Interdisciplinary and Arts-Based Research in Education. Focus on exploring the integration of arts-based research (ABR), including a/r/tography, into educational settings to create dynamic, multi-modal approaches to learning; the value of creativity, imagination, and the arts in fostering deeper learning and engagement.