Policy & Practice - A Development Education Review



Submission Guidelines



ISSN: 2053-4272

Issue 32 Call for Contributors

Development Education and Transnationalism



Centre for Global Education is inviting contributions to Issue 32 of our bi-annual, peer reviewed, open access journal Policy and Practice: A Development Education Review on the theme: “Development Education and Transnationalism”.   Transnationalism is defined as “a set of processes relating to social, economic and political connections between people, places and institutions, across national borders, potentially spanning the world”.  The breadth of this theme enables the journal to focus on issues that have dominated global relations in 2020 including: globalisation, health, racism, education and migration.  The COVID-19 pandemic has reminded us, probably like no other issue before it, of our interconnectedness and interdependence with the wider world.  As Oxfam put it: ‘no-one is safe from coronavirus until everyone is’ which highlights how globalization has increasingly integrated us economically and, at the same time, made us more vulnerable to global recessions and invisible viruses.

Transnationalism also affords us an opportunity to explore how we are bound by shared histories and social movements.  The Black Lives Matter protests in the United States following the killing of George Floyd have resonated across the world.  The removal of statues and monuments dedicated to figures linked to slavery and racism, and the resistance to this, reminds us that racism is steeped in our history and, regrettably, very much part of our present.   Issue 32 enables authors to discuss how development education should contribute to this discussion and how the question of racism should be tackled through education policy and practice. 

The question of economic justice is also central to transnationalism.  During the COVID-19 pandemic, we discovered just how dependent we all are on frontline workers in a range of occupations – health, retail, social care, public transport – and how precarious and poorly remunerated these workers are.  How can we ensure that frontline jobs are not ruthlessly discarded in the economic slowdown that will assuredly follow the pandemic?  How can migrant workers be protected when forced to operate in informal settings without employment rights and protections?  More positively, how can we capture and preserve the best aspects of the community response to COVID-19 and mobilise government resources in a similar fashion to address the climate emergency?

Contributors could consider, through empirical work or theoretical discussion the following: 

  • The human and environmental impact of transnational capital and corporations locally and globally.  Has DE critically interrogated the role of TNCs in society?
  • The contrasting government responses to COVID-19 and what they told us about the role of the state in a pandemic and the need for public health? 
  • How do we deolonise global health and upend traditional research hierarchies which are often dominated by the global North? How can health research be re-oriented toward local social goals?  How can medical and global health curricula be imbued with DE values and goals?
  • The role of Big Pharma in pricing medicines beyond the reach of the poor and how can it be challenged.
  • The role of DE in supporting learning on health from the global South.  For example, Cuba’s widely praised health service and emergency medical response brigades?  The success of many African states in combatting SARS, Ebola and COVID-19.
  • How can DE challenge the ‘othering’ of migrants and value their contribution to societies across the world, for example, through remittances?
  • The role of DE programmes in challenging racism locally and internationally. 

Authors interested in submitting an article to Issue 32 should send a 300-word abstract to journal editor, Stephen McCloskey, by Friday, 13 November 2020.  Please email: stephen@centreforglobaleducation.com.  The submission date for commissioned articles is Friday, 18 December 2020.  


Article Types

There are four kinds of article published in Policy and Practice

  • Focus articles are peer reviewed, between 3,500 and 6,000 words, and should have a strong critical and theoretical analysis of their topic. 
  • Perspectives articles which are 2,000 – 4,000 words in length and more descriptive, addressing an aspect of development education practice. 
  • Viewpoint articles which are 2,000 – 4,000 words in length and opinion pieces on burning issues related to DE policy and practice. 
  • Review articles are 1,000-2,000 words in length and offer an opinion of a new book, film, teaching resource or online site on development issues.


Policy and Practice is on Facebook

Please ‘like’ the journal on Facebook at https://www.facebook.com/policyandpractice. We will post new articles and journal updates on the Facebook page.  You can also use Facebook to feedback to the Centre on journal content.

Policy and Practice is funded by Irish Aid.

Please note that the ideas expressed in this Call for Contributors and Policy and Practice are those of the Centre for Global Education and do not represent the views of Irish Aid.


For further information contact:
Stephen McCloskey
Centre for Global Education
9 University Street

Tel: (0044) 2890 241879
E-mail: stephen@centreforglobaleducation.com
Web: www.centreforglobaleducation.com 
Facebook: www.facebook.com/centreforglobaleducation


July 2020