Policy & Practice - A Development Education Review



Submission Guidelines


ISSN: 2053-4272

Issue 33 Call for Contributors

Development Education and Social Justice



Centre for Global Education is inviting contributions to Issue 33 of our bi-annual, peer reviewed, open access journal Policy and Practice: A Development Education Review on the theme: “Development Education and Social Justice”.   Social justice is a cornerstone of development education and defined as “a commitment to challenging social, cultural, and economic inequalities imposed on individuals arising from any differential distribution of power, resources, and privilege”.  Since the 2008 global financial crisis, social justice has come under relentless pressure from policies of austerity across the global North and South, and the COVID-19 pandemic has exposed and deepened the crevices of inequality created by market-driven economics.  These inequalities are not confined to the global South.  As the former UN Rapporteur on Extreme Poverty and Human Rights, Philip Alston, suggests:

“In some of the world’s richest nations, health care systems have proven grossly inadequate, and race, gender, religious and class discrimination have skewed access to housing, food, education and technology in ways that have yielded radically different outcomes”.

In January 2021, Oxfam published an early reflection on the impact of the pandemic on poverty and social justice.  Oxfam’s report found that women and racialized groups are paying the highest economic price for the cuts to services and wages caused by the pandemic, particularly in the global South.  For example, women make-up a large majority of the workforce in the informal economy and have been severely impact by a loss of earnings.  Oxfam have also found that “Black people, Afro-descendants, Indigenous Peoples and other racialized groups are more likely to contract COVID-19”.  This is because: they are more likely to be employed in high risk, public facing occupations; to have pre-existing health disorders; and have unequal access to health care and treatment.  Brazilians of Afro-descent, for example, have been 40 per cent more likely to die of COVID-19 than White Brazilians.   Meanwhile, the world’s billionaires increased their wealth by a staggering $3.9tn (trillion) between 18 March and 31 December 2020.   The increase in the ten richest billionaires’ wealth alone since the crisis began is more than enough to prevent anyone on Earth from falling into poverty because of the virus, and to pay for a COVID-19 vaccine for everyone.   The amount of wealth accrued by the one per cent since the start of the crisis is a reflection of a dysfunctional economy skewed to enrich the powerful and maintain the peripheral status of the poor and marginalised. 

Attacks on social justice have therefore diminished access by precarious workers and communities to housing, healthcare, education and food security; all undermined by the global slowdown and years of disinvestment within a neoliberal system of development.  This issue of the journal invites contributions on how development education can respond to the weakening base for social justice, both locally and globally.  Articles can take a systemic view of social justice by opening up discussion with learners and stakeholders on new ways of thinking about development, such as de-growth, doughnut economics and a Green New Deal.  Authors could also take a topic-driven approach by focusing on some of the components of social justice; access to health justice, gender equality, climate justice, anti-racism strategies, and social movements.

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

  • If the pandemic is a portal from one world to the next, what is it that development educators will want to offer this new world from decades of practice?  What will the new world look like?
  • Development educators have yet to articulate what they mean by development.  What would a development manifesto for DE include? 
  • How can we create a healthcare system as a public good with universal access for all at the point of delivery?  What lessons can be learned from the pandemic?
  • The role of Big Pharma in pricing COVID-19 vaccines beyond the reach of the poor and how can this be challenged.  Vaccine nationalism versus vaccine universalism.
  • A feminist perspective on the pandemic given that globally, ‘women are overrepresented in the sectors of the economy that are hardest hit by the pandemic’.
  • How can DE support an anti-racism strategy drawing upon and working in partnership with anti-racism civil society movements, locally and globally?
  • How should development educators participate in activities around COP26 in November 2021 and strengthen activities for climate action?

Authors interested in submitting an article to Issue 33 should send a 300-word abstract to journal editor, Stephen McCloskey, by Monday, 24 May 2021, 5pm.  Please email: stephen@centreforglobaleducation.com.  The submission date for commissioned articles is Friday, 9 July 2021.  

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


May 2021