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Submit a Manuscript to the Journal
Educational Philosophy and Theory

For a Special Issue on
Democracy and education: Considerations, provocations and transformative possibilities

Abstract deadline
22 November 2022

Manuscript deadline
31 August 2023

Cover image - Educational Philosophy and Theory

Special Issue Editor(s)

Linda Mitchell, University of Waikato
[email protected]

Frances Press, Manchester Metropolitan University
[email protected]

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Democracy and education: Considerations, provocations and transformative possibilities

This is a call for contributions to a special issue of Educational Philosophy and Theory on democracy and education. Papers that revisit, challenge, provoke and reinvigorate the thinking, theorisation and practices of democracy in all education contexts, from early childhood through to lifelong learning are welcome.

Kemmis (2014) Carr & Hartnett (1996) amongst others have long asserted that education has a dual purpose: That of promoting the good for each person and the good for humankind. Education should aim to help people to live well in a world worth living in. In this way, the question of democracy in education may be understood as encompassing issues of equity, agency, participation and possibilities for transformative change, as well as broader issues of policy.

Dewey’s assertion that democracy is reborn in every generation and education is its midwife, can no longer be taken for granted. Global challenges such as climate change, population displacement, and growing inequalities within and across nations raise profound questions concerning the nature of citizenship and universal rights (such as the right to education), concepts often entwined with understandings of democracy and democratic practice. At the same time, education policy, practice and institutions are increasingly dominated by economic interests arguably narrowing the purpose of education. Thus, the interrogation and reassertion of democracy as a fundamental purpose for, and practice of, education is timely.

Nevertheless, the assertion that democracy and education should be intertwined is contestable. Democracy is understood and experienced in different ways and a common understanding of what constitutes democratic practice in education cannot be assumed. In this issue therefore, we invite a diverse range of contributions that seek to extend our understandings of democracy and education and provoke new ways of thinking. Contributions may challenge taken for granted assumptions, grapple with complexity, and reinvigorate a sense of purpose for education beyond the instrumental. We invite a diversity of theoretical / philosophical stances.

About the Special Issue Editors

Dr Linda Mitchell is a professor at the University of Waikato, New Zealand. Linda is recognised for her research, evaluation and analysis of early childhood education policy. Her recent book publications includes The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism (with Michel Vandenbroeck, and Joanne Lehrer - in press). Linda’s recent research has examined how early childhood education can strengthen bicultural belonging for refugee and migrant families in Aotearoa New Zealand, while sustaining a sense of belonging in their home country. This research contributes to addressing a pressing global issue of our time: the crisis for refugee and migrant children that has left 31 million children living outside their home countries.

Dr Frances Press is a Head of the School of Childhood, Youth and Education Studies, and Professor of Early Childhood and Education Policy in the Education and Social Research Institute at Manchester Metropolitan University. Frances’ research focuses on the ways policy can support early childhood systems that respond to the needs and aspirations of children and families and promote socially just experiences and outcomes. She has recently co-edited (with Sandra Cheeseman) (Re) conceptualising Children’s Rights in Infant-Toddler Care and Education: Transnational Conversations.

Submission Instructions

If you are interested in contributing to this Special Issue, please send your abstract as a PDF or Word document to Dr Linda Mitchell at [email protected] and Dr Frances Press at [email protected]. Your abstract should be up to 250 words.

The document should also include:

  • the name and institution of the corresponding author;
  • names and institutions of other authors;
  • 50-word biographical statement of all authors;
  • email address for the corresponding author;
  • draft title for the article; and
  • a draft abstract of up to 250 words.

If abstracts are accepted, we will invite authors to submit full-length articles for peer review. Papers should be approximately 6,000 words in length, including references, tables and appendices. Final acceptance of manuscripts will be subject to peer review. If your abstract is accepted, your paper must be no more than 6000 words (including references). It will be blind reviewed.

Please be aware that a key aim of the journal is to extend our understandings and theorisations of education and democracy through engagement with ideas. The journal will include short (2,000 word) invited commentaries on key ideas expressed in the published articles.

Timeframe

  • Abstract submission (up to 250 words): by 22 November 2022
  • Notification of acceptance: no later than 19 December 2022
  • Submission of full paper for review: by 31 August 2023

If you have any queries regarding this Special Issue, please contact the Special Issue Editors: Dr Linda Mitchell at [email protected] and Dr Frances Press at [email protected].

Instructions for AuthorsSubmit an Article

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