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15 September 2020
Responsive Education in Times of Crisis
Asia Pacific Journal of Education is seeking submissions concerned with empirical, theoretical and comparative perspectives on the critical relationships between education and crises. The turn of the new millennium coincided with increasing news and awareness of old and new forms of crises plaguing humankind and the environment. From tsunamis and earthquakes in the early 2000s, to cyclones and typhoons in the recent decade, environmental disasters have resulted in the catastrophic loss of lives, and disruptions to the economy and schooling. Financial crises and stock market crashes have likewise resulted in exacerbating inequalities and deprived much-needed resources for education in many countries. Armed conflicts and wars continue to ravage parts of the world, with children unable to have opportunities to experience formal schooling. More recently, public health crises in the form of pandemics like SARS, MERS, H1N1 and COVID-19 have disrupted economies and schooling, bringing entire nations to a halt in some cases. In times of crises, innocent children suffer the most, and their rights and access to education are jeopardised. As educators, it is even more critical to attend to the educational needs of children and youth during and after the crisis.
A key challenge for education is the need to have continuity in children’s learning. Limitations to undergo schooling, to meet and learn in schools, can inhibit children’s opportunities to learn in a structured and progressive manner. Research has shown that interruptions to, or suspension of, learning time has demonstrable losses to knowledge and skills gained in schools (Cooper et al, 1996). With the COVID-19 Pandemic in particular, the challenges to sustaining learning time is very real, with school closures occurring in over 100 countries including Hong Kong, Singapore, mainland China and many other countries in the Asia-Pacific region. Despite recent evidence that school closures alone are not effective as a deterrent against transmission and spread (Viner et al, 2020), parental fears about schools becoming viral hot zones have pressured governments to react with short- to medium-term closures. Children with opportunities to learn from home have to encounter new forms of learning and challenges to learning, including access to online resources, equipment, and space within their own homes for learning to occur. Taken cumulatively, educators in the new millennium are faced with significant challenges to education, schooling, teaching and learning that may require major paradigm shifts in how we understand education.
Indeed, education can be arguably linked to crisis in four ways – in the prevention of a crisis, during a crisis, in post-crisis, and even in the creation or acceleration of a crisis. Likewise, a crisis can lead to radical reforms in education that can have a range of effects over time. The Sputnik launch by the former Soviet Union triggered national educational policies in the US to ensure graduates remain competitive to their Cold War rivals, with a strong focus on science and technological disciplines (Deng & Luke, 2008). Economic crises or national pressures to remain economically competitive have likewise led to major policy reforms, such as those triggered by A Nation at Risk (National Commission on Excellence in Education, 1983) or Thinking Schools, Learning Nation (Goh, 1997). The crisis-education dialectic has invariably led to educational initiatives or policies that can be seen to be short-term, or even short-sighted, responses to immediate issues, or long-term strategic and systemic changes to education systems. As education researchers and educators, it is even more pressing now for the community to reflect upon these new challenges and to contribute, both theoretically and empirically, to how education should respond to crises. Some key questions that we need to ask in this time of crisis could be: How have the various crises changed education? What challenges are education systems facing, and how have they responded? What are the consequences of such crises not only on education but on educational and societal outcomes such as equality, access, rights, quality of life? What new forms of teaching and learning are emerging as responses to crises? What should a responsive education look like?
We invite high quality submissions that contribute to a global discussion around the relationships between crisis and education. Such papers can draw from a range of disciplines including history of education, sociology of education, education research, learning sciences, technology studies, applied linguistics, system studies.
Possible topics could include:
- Historical perspectives on education and crisis
- Critical analysis of country-specific educational responses to crisis (e.g., COVID-19)
- The role of teachers and teacher education in times of crisis
- The impact of crisis on student learning
- Educational policy, curriculum or practice to prevent crisis, to manage crisis or prepare societies for crisis (e.g., peace education, building resilience, sustainability education, etc.)
In preparation of your paper, below are some important points to note:
- Keep the word count between 6,000 to 8,000 words (including abstract and references)
- Abstract should be kept within 300 words and include 5–7 keywords
- Ensure manuscript is anonymized (this includes the removal of author’s name and affiliation). Please refer to the following link for more info: http://www.tandf.co.uk/journals/pdf/Author/anonymous_peer_review.pdf
- Submission should be in Word document only, not PDF
- Create an author account at: https://mc.manuscriptcentral.com/cape
- Under the Author dashboard, select “Start New Submission” then “Traditional Submission”, and follow the steps that entail. In particular, please ensure that:
- Step 1: Select “Special Issue”
- Step 4: Select “Yes” to confirm that the paper is a candidate for a special issue and select the theme (Responsive Education in Times of Crisis) in the dropdown menu
After submission (recommend reviewers)
- Provide recommendations of 4 potential reviewers who are non-NIE academic staff. Please email this to the special issue guest editors when you submit your manuscript.
- The recommendations should be independent experts in the field.
- Please indicate the following in your reviewer recommendations:
- Relationship with you (e.g., colleague, collaborator, co-author in other paper, supervisor, independent etc.)
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Please submit your proposal with the following information in your proposal:
- Title of article
- Author name(s), affiliation(s), and contact information
- A summary of the article, highlighting novel features
- An explanation of the contribution the article.
Full paper manuscript should be 6,000 to 8,000 words in length, and will undergo a blind peer-review process and be evaluated in accordance with the Journal’s quality standards for acceptance into the special issue. Articles submitted need to be substantially different to previously published work though they may constitute significant extensions of prior work.
Authors will be directed to the APJE Author Guidelines in preparing their manuscript for submission. Prospective authors should submit an electronic copy of their completed manuscript using the ScholarOne System.
Target APJE Issue: September 2021
1 Jul 2020: Submission of Abstracts
15 Jul 2020: Invitation to Submit Full Manuscripts
15 Sep 2020: Submission of Full Manuscripts
15 Nov 2020: Completion of First-Round Reviews
15 Dec 2020: Submission of Revised Manuscripts
15 Feb 2021: Completion of Second-Round Reviews
15 Mar 2021: Submission of Final Manuscripts
15 Apr 2021: Notification of Final Acceptance; Preparation of Editorial by Guest Editors
7 May 2021: Submission of Final Manuscripts to T&F for Production
30 Jun 2021: Publication of Proposed Special Issue
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