Editors: Paola Minoia, University of Helsinki/Università di Torino & José Castro-Sotomayor, California State University Channel Islands
Expressions of interest in contributing a paper to this special issue for the journal Globalizations are invited in the form of a working title and 600-word abstract of your proposed paper by 10 September 2020, to be submitted by e-mail to email@example.com and firstname.lastname@example.org.
Abstracts should include paper title, authorship, author affiliation(s) and contact information (including the email addresses of all authors) and keywords (maximum six). Full papers will be invited following a review of submitted abstracts. Authors will be notified of the outcome no later than 30 September 2020.
The deadline for the submission of full papers will be 30 January 2021. All submissions will be subject to the journal’s normal high standards of peer review. All accepted papers will be published online without delay, with print publication of the special issue to follow.
A lack of involvement of indigenous and other alternative forms of knowledges persists in most national education plans, confining the notion of quality of education within the western ideology of modernization. The comprehensive development project manifested in the Sustainable Development Goals (SDGs) proposes through the SDG4 an overall engagement on “quality education for all.” The SGD4 endeavors to support social justice by promoting equal access to education for the most deprived groups; however, it does not acknowledge ontological and epistemic diversity around the world and the need to support alternative ways to learn and produce knowledge. Neither does SDG4 contain any reference to the UN Declaration on the Rights of Indigenous Peoples (UNDRIP) adopted in 2007, although the role of education to achieve social and environmental justice is not new. At the institutional and international level, the debate around education has become central in the post-2015 development agenda (McCowan, 2016), drawing attention to education institutions such as intercultural universities. Therefore, the implementation of the UNDRIP in consonant with SGD4 goals particularly regarding education needs more scrutiny. Continue reading “CfP: Special Issue “Education and Socio-environmental Justice in the Pluriverse””