Policy & Practice - A Development Education Review

 

 

Submission Guidelines

Policy & Practice: A Development Education Review is a biannual, peer reviewed, open access, online journal published by the Centre for Global Education, a non-governmental development organisation based in Belfast. It aims to celebrate and promote good practice in development education and to debate the shifting policy context in which it is delivered. It provides a space for education practitioners to critically reflect on their practice, share new research and engage in debate with their peers. Each issue of the journal features in-depth contributions on key aspects of development education such as pedagogical innovation, research, methodologies, monitoring and evaluation, the production of resources, enhancing organisational capacity and strategic interventions in education policy. Policy & Practice is informed by values such as social justice, equality and interdependence and is based on the Freirean concept of education as an agent of positive social change.  The journal web site receives in excess of 100,000 visitors per annum from the global North and South and successfully combines quality contributions from academia and civil society. 

The journal features in-depth contributions on aspects of development education practice such as methodologies, monitoring and evaluation, resources and training, enhancing organisational capacity, and strategic interventions in education and sectoral practice.

Each issue has a theme which will be addressed by four to six main articles (Focus section). Other regular sections in each journal include shorter articles (Perspectives), discussion features (Viewpoints), and resource reviews (Reviews). In addition to the regular calls for contributors, we invite articles on any topic relating to development education. We ask that you submit a précis of the proposed article to the Editor and it will be given due consideration for publication in a relevant issue.

There are no charges for submission to, publication in, or access to Policy & Practice. Once published, your article will be available for anyone to read or download without charge. 

Briefs for Contributors

Guest editorial

Focus articles

Perspective articles

Viewpoint articles

Resource reviews

Please send your articles to:

Stephen McCloskey (Managing Editor)
Centre for Global Education
9 University Street
Belfast
BT7 1FY
Email: stephen@centreforglobaleducation.com
Tel: (0044) 2890 241879

Please do not hesitate to contact the Editor if you have any questions regarding these guidelines or the journal in general: stephen@centreforglobaleducation.com

Policy and Practice Issue 31: Call for Contributors

The Policy Environment for Development Education

Centre for Global Education is inviting contributions to Issue 31 of our bi-annual, peer reviewed, open access journal Policy and Practice: A Development Education Review on the theme: “The Policy Environment for Development Education”.  This is a special edition of the journal which we are launching in partnership with three other development education journals across Europe – International Journal of Development Education and Global Learning (England); Sinergias: Educational Dialogue for Social Change (Portugal) and ZEP: Journal of International Research and Development Education (Germany).  The four journals are seeking contributions on the same theme - ‘The Policy Environment for Development Education’ - and aim to collectively take stock of how national and international policies are interacting with the development education (DE) / global learning sector.  This collaboration enables authors of different types of articles from research through to opinion and practitioner pieces to contribute to a single debate.

The Maastricht Declaration of 2002 on global learning placed ‘greater justice, equity and human rights for all’ at its heart. Yet the social component of sustainability threatens to be overlooked in educational policy and practice.   This call therefore asks for contributions exploring how issues of global social justice can be addressed through education and how this is affected by the current policy environment.

Globally, the dominant policy paradigm for development education is found in the 17 Sustainable Development Goals, adopted by United Nations Member States in 2015, to provide ‘a shared blueprint for peace and prosperity for people and the planet, now and into the future’.  Development educators have seized upon SDG 4.7, with its aim to ‘ensure that all learners acquire the knowledge and skills needed to promote sustainable development’, as a policy impetus for the sector both locally and internationally.  However, policy environments for development education and global learning are under strain. For example, within the European Union, funding for Hub 4 on Global Citizenship Education in Concord, the collaborative network of NGOs across Europe, is threatened. 

Within this context there is therefore a need to examine critically the interrelationship between this policy environment and the work of development educators to carry out their mission of achieving global social justice.

Contributors could consider, through empirical work or theoretical discussion: 

  • The impact of the policy environment for development education on practice.
  • The development of the discourse of social and economic justice within development education historically and in particular national contexts.
  • The role of the SDGs in framing educational and policy responses.
  • Innovative policies that support development education in the current context of a climate emergency, rising levels of xenophobia and attacks on migrants, the shift to the far right in countries across the world, and reduced funding for our work.
  • The link between processes of learning and action in development education.
  • Theoretical explorations of the link between policy and practice in development education.
  • How national policies are promoting or constraining radical development education responses aiming for citizen action on global social justice issues.

We welcome contributions focusing on research and / or practice, in formal and non-formal education contexts, in the global South and North (including North-South cooperation).   The editors of the four journals aim to share some of the articles published on this theme to support mutual learning about DE policy in different contexts.

Authors interested in submitting an article to Issue 31 should send a 300-word abstract to journal editor, Stephen McCloskey, by Friday, 6 March 2020.  Please email: stephen@centreforglobaleducation.com.  The submission date for commissioned articles is Friday, 3 July 2020.  

 

Article Types

There are four kinds of article published in Policy and PracticeFocus articles are peer reviewed, between 3,500 and 6,000 words, and should have a strong critical analysis of their topic.  The second is a Perspectives article which is 2,000 – 4,000 words in length and is normally more descriptive, addressing an aspect of practice.  Viewpoint articles are designed to provoke debate a given topic and more subjective in the presentation of their argument.  Resource 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
Editor
Centre for Global Education
9 University Street
Belfast
BT7 1FY

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

www.developmenteducationreview.com