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Submit a Manuscript to the Journal
Journal of Educational Administration and History

For a Special Issue on
Educational Administration Historiographies for a New Era: Belief Systems, Culture, Values, Identity, Power and Roles

Abstract deadline
01 January 2022

Manuscript deadline
01 May 2022

Cover image - Journal of Educational Administration and History

Special Issue Editor(s)

Eugenie Samier, University of Strathclyde
[email protected]

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Educational Administration Historiographies for a New Era: Belief Systems, Culture, Values, Identity, Power and Roles

This special issue is designed to explore the many forms of historiography through which educational administration and leadership can be researched and interpreted representing a much more diverse and inclusion attention to cultures internationally.  Articles are invited that examine how historiographies have changed over the last 40 years to include non-Western conditions and knowledge traditions such as indigenous traditions, minority groups in Western countries, and the re-emergence of classical scholars from some parts of the world like the re-evaluation of Ibn Khaldun’s historical analysis for contemporary use (e.g., Al-Azmeh, 1990).  Invited also are articles that explore postcolonial and decolonising historiographies for Indigenous and other communities emerging from colonisation (e.g., Jabbar, 2009), including the contemporary globalisation colonialism.  Discussion is invited on how new historiographies or the (re-)discovery of historiographical traditions in many non-Western contexts can enlighten our understanding of the field through historical research methods that are more culturally appropriate and inclusive of contexts where different belief systems, family structures, political systems, cultural norms and belief systems influence the structures and workings of education through styles of governance, administration and leadership. These developments affect both curriculum and pedagogy, as well as shape the theoretical construction of the field and its research practices including potential effects on government policy, organisational culture and politics and administrative identity, role and practices, all topics welcomed in this special issue.

The purpose of this special issue is to explore ‘unconventional’ (mostly non-Western) forms of historiography for educational administration that achieves a greater social justice and more authentically investigates values, practices and issues in the field that have arisen in recent years. During the last 25 years, there has been an increasing cross-culturalisation and internationalisation of foundational disciplines to educational administration like sociology and psychology, and applied fields like administration, leadership and management reflecting a broader global perspective.  There has also been a greater acknowledgement of historiographies that have arisen in the Middle East, India and Southeast Asia, and in postcolonial contexts (Iggers, Wang & Mukherjee, 2017) that can influence in a more international and socially just way that the history of educational administration can be explored.  This can allow for more accurate contextualisation and a more inclusive representation at school, higher education, governmental, corporate, research organisation and cross-institutional levels.  Many forms of postcolonialism have also developed to explore the impact of prior colonisations and the current forms in globalisation examining the impact on knowledge, mind, identity, roles, values and social and cultural norms. Critical perspectives are continuing to be developed to respond to contemporary historical developments, particularly the work of Gramsci in the politics of educational systems (Cadeddu, 2020). The implications of Foucault, Bourdieu and Spivak for history and cultural analysis are also continuing to be developed (Gunn, 2006).

There are also new methods proposed for Indigenous peoples (e.g., Chilisa, 2012; Smith, 1999) that correct for imposing research methods approaches and techniques that are constructed from false assumptions, conceptions and stereotypes.  They also correct for a dominating view of education as mostly formal that excludes the administration and leadership of informal and nonformal education important to many societies, and roles of many social structures that have educational responsibilities not typical of many modernised Western states. More attention is being paid not only to non-Western approaches to historiography, but also many of the ancient and medieval scholarship traditions that produced historiographies and the manner in which their civilisations were understood and studied (Woolf, 2019).

Submission Instructions

Please email abstracts to Guest Editor, Dr Eugenie Samier ([email protected])

Abstracts should be 400 words maximum.

 

Proposed Timeline

Abstracts due: January 1, 2022

Abstracts accepted/notification to authors: February 1, 2022

First draft due - to be submitted via the system: May 1, 2022

Reviews returned: August 1, 2022

Revised manuscripts due: November 1, 2022

Final Accepted manuscripts: January 1, 2023

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