27 September 2013



European Education
Call for Papers for a Special Issue (vol. 1 & 2)

Marketization, Privatization, and Shadow Education in Southeast/Central Europe and Eurasia
European Education is an international peer-reviewed journal devoted to original inquiries and dialogue on education among the member states of the Council of Europe. The journal features articles on education in individual member states as well as the impact of European education initiatives globally. The journal particularly encourages theoretical and empirical studies, interdisciplinary perspectives, and critical examination of the impact of political, economic, and social forces on education. The journal is published quarterly with at least one thematic issue per volume.  In March and June, 2014 European Education will publish a special issue in two volumes dedicated to the marketization, privatization, and shadow education in Southeast/Central Europe and Eurasia.[1]

This special issue will be published in collaboration with the Privatization in Education Research Initiative (PERI), which is a global initiative supported by the Education Support Program of the Open Society Foundations. PERI seeks to contribute to a better understanding of the mechanisms and outcomes of the marketization, privatization, and private sector participation in education.
Europe has seen the mushrooming of hybrid forms of public and private financing and delivery. For instance, Ball (2009) introduces important conceptual clarifications around various forms and types of education privatization processes. Daun (2011) highlightd the changes European education systems have undergone given the European integration processes and the dominance of the neo-liberal policy agenda, as well as discusses the important shift it led to from internally driven to externally driven policy change. Arreman and Holm (2011) examine the market of upper secondary education provision in Sweden, while Olmedo (2012) assesses the effects of these changes in the Spanish education system, providing an analysis of the existing framework that creates the opportunity for market mechanisms to be established in the Spanish public education. West and Ylönen (2013) discuss the different models and trajectories of market-oriented reforms in the cases of England and Finland. Despite the increasing attention given to this topic in Europe and beyond, there is still limited understanding of how education marketization and privatization processes unfold in the diverse European country contexts of Southeast/Central Europe and Eurasia.

We welcome submissions that explore the changing nature of public/private education provision, including various forms of marketization, privatization, and shadow education, in Southeast/Central Europe and Eurasia and address one or more of the following key questions:

1.       What are the main issues concerning the implementation of reforms promoting marketization, privatization, and shadow education in Southeast/Central Europe and Eurasia? What is the connection or lack thereof between marketization, privatization and shadow education discourses in the wider Southeast/Central Europe and Eurasia?
2.       What are some of the policy changes and specific mechanisms implemented relating to the enrooting of market-based private education in the countries and sub-regions in Southeast/Central Europe and Eurasia and how have these changes originated and resonated in the national contexts?
3.       Why have countries with similar historical and transitional paths experienced different scope, intensity, and nature of privatization in education? What factors determine these variations?
4.       Given current trends in privatization the countries and sub-regions in Southeast/Central Europe and Eurasia, what are the major concerns related to equity/educational justice and education quality that are either already manifesting themselves or are likely to manifest themselves in the future?
5.       Single country cases and comparative studies are equally welcome.

Policy Statement

Manuscripts submitted to European Education are judged using the following criteria:
          relevance of the submission to the field of European education or comparative and international education and the topic of the special issue;
          appropriateness of theoretical/conceptual literature and methodological grounding;
          contribution to theory/research and the advancement of policy and practice; and reader accessibility;
Manuscripts submitted for consideration in European Education should not simultaneously be offered to any other publication. Manuscripts that the coeditors consider relevant and sufficiently developed are refereed using a double-blind review process, which can take up to three months. The process allows for a rigorous review within a relatively short timeframe. This provides authors with the greatest latitude in publishing because they have the possibility of publishing in European Education within twelve months from the time of the initial submission. Alternatively, authors have the opportunity to re-submit elsewhere those manuscripts that are not the best fit for this journal without having their papers stuck in a lengthy editorial cycle.  Manuscripts not selected for publication in these two volumes are also eligible for publication as working papers on the PERI web site based on the recommendation of the editors.
Please observe the guidelines and conventions in preparing a manuscript for submission. The editors reserve the right not to review any submission that does not follow these guidelines and conventions. Articles should be submitted electronically to europeaneducationjournal@mesharpe.com. We ask you not to send submissions by mail unless absolutely necessary and with prior permission from the editors. If you have questions about the submission process and manuscript requirements, please contact the editors at the same e-mail address.

General Submission Instructions

          All manuscripts should be submitted in Microsoft Word or Rich Text Format.
          All material, including extracts, endnotes, references, appendixes, and captions for illustrations, must be double-spaced.
          Article submissions should be between 7,000 and 8,000 words.
          Author’s biographical information, complete mailing address and phone/fax/e-mail information should appear in a separate file.
          The author’s name or any other information that could identify the author should not appear in the abstract or manuscript.
          All manuscripts must be accompanied by an abstract of 50–100 words on the first page of the manuscript.
          If you used any revision or editorial tracking tools in your word-processing program, be sure the final version of your manuscript has all tracked changes absorbed (“accepted”) and has the tracking turned off.
          Text should be left aligned (do not use justified paragraphs).
          Avoid using embedded notes of any kind; rather, notes should be input as normal text and placed before the reference list.
          Please avoid callouts for notes in article titles and subheads.
          All pages should be numbered.
          Do not use hard returns or tabs in references listed at the end of the article.
          For foreign language references, please include both the original title and English language translation.
          Do not use more than one typeface or size in the manuscript (unless it is required for sense).
          Use 12 pt. Times New Roman for all text. 
European Education follows the style guide of the American Psychological Association (APA). For guidance on notes, references, tables, graphs, and diagrams, please see the link: http://www.mesharpe.com/journal_info/EUE%20contrib%20guidelines%202008.pdf






[1] Eligible countries include Albania, Armenia, Azerbaijan, Belarus, Bosnia and Herzegovina, Bulgaria, Croatia, Czech Republic, Estonia, Georgia, Hungary, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Macedonia, Moldova, Montenegro, Poland, Romania, Russian Federation, Serbia, Slovakia, Slovenia, Tajikistan, Turkmenistan, Ukraine, Uzbekistan.

05 August 2013

Exporting European Education

The final paper in our recent special issue of European Education: Issues and Studies exploring European education outside of Europe comes from Barbara Schulte. She is an associate professor of education at Lund University in Sweden and at the Nordic Institute of Asian Studies in Copenhagen. She specializes in research on education and contemporary history in China. Her research focuses on issues of transnational educational transfer, governmentality, and the discursive construction of the educational field in China. Her paper is entitled "Europe Refracted: Western Education and Knowledge in China" and the abstract is reproduced below. If you would like to read the entire paper or any other content from our journal, you can find out more about subscriptions here.
European educational knowledge and practices have been deeply impacted by the colonial experience. While hegemonic knowledge was exported to the colonies, practices of teaching and governing colonial subjects were tested in the periphery and then reimported to the center. This contribution looks at a case of European education outside Europe that did not take place, at least not entirely, in a colonial setting: China. It argues that the (at least potentially) non-colonial encounter with societies that presented possible alternatives to European civilization was as important in refracting and reframing European knowledge, education, and identity as was the colonial encounter. European education outside Europe was enacted not only in settings of hegemony and resistance but also in more subtly nuanced spaces of encounter.

30 July 2013

Seeking the Educational Cure

In a recent edition of European Education: Issues and Studies, the editors presented four papers that explored the ways that European education has been exported to other regions around the world. Hoda A. Yousef's contribution to the journal is entitled "Seeking the Educational Cure: Egypt and European Education, 1805-1920s." Dr. Yousef is an assistant professor of the history of the Islamic world at Franklin and Marshall College. She is currently working on a manuscript about the centrality of Arabic literacy, education, and public displays of language to the development of modern Egypt. The following abstract accompanied her paper in European Education:

Egyptian reformers and governments, in their desire to create relevant and effective educational institutions, have often looked to Europe for inspiration. This paper examines the development of European style education in Egypt during the 19th and early 20th centuries. The desire to utilize modern methods while preserving the local character of education created institutions that straddled the line between the strictly European and Egyptian. With these compromises and negotiations, ultimately, one of the most influential legacies of European education was the belief in education as a “cure” for all the ills of modern Egyptian society.
If this gets you wondering about the issue of European education outside of Europe, or gets you interested about the journal, you can find out more about subscriptions here.

16 July 2013

New Issue Published on Eduction in Post-Soviet Ukraine

We are pleased to announce the publication of European Education Volume 45, Number 1, a special issue which takes up the question of Educational Metamorphoses in Post-Soviet Ukraine.Following the collapse of the Soviet Union in 1991, Ukraine initiated a series of sweeping educational reforms aimed at successfully positioning the newly independent state within the global political and economic arena. This special issue brings together scholars and researchers to explore the broad questions about the trajectories of post-socialist transformations by critically examining the educational metamorphoses in post-Soviet Ukraine. The editors Iveta Silova and Noah W. Sobe note in their introduction that "through multiple research lenses, levels, and sites, the authors engage in a timely discussion of the major changes taking place in the educational system of the post-Soviet Ukraine and their implications for education quality and equity, focusing specifically on such areas of education reforms as the Bologna process, educational  standards, quality, access, and teacher development essential for the development of well-being of Ukrainian youth in and outside of Ukraine." The articles in this issue powerfully demonstrate the excitement and uncertainty of post-Soviet transformations. The impact these transformations have on the lives of Ukrainian teachers, students, and youth is great and this issue of European Education is a wonderful addition to the body of knowledge on this topic. If you would like to read this special issue, you can find out more about subscriptions here.