27 February 2016

Open Call for Special Issue "Schools, Risk and Integration: Responding to the EU/Refugee Crisis”

“Schools, risk and integration: Responding to the EU/Refugee Crisis”

Guest edited by
Dr. Jamie A. Kowalczyk, Concordia University Chicago (USA)
Dr. Neslihan Dedeoğlu, Muğla Sıtkı Koçman Universitesi (Turkey)

This special issue of European Education aims to explore the role of schools in relation to the discourses of risk, borders and integration. Submissions should respond to the intersection of education and the EU refugee crisis through an analysis of the complex social, cultural, political, historical and economical contexts that shape and are shaped by it. 

We invite researchers, academicians, professionals, and advanced graduate students in education scholarship, or related fields, to submit proposals for this issue. We welcome innovative/interdisciplinary, as well as traditional research papers, from a wide range of conceptual, methodological, experiential and international perspectives that further theoretical advances.  Papers should deal with European education broadly conceived and should engage with literature related to the issue themes  (integration, migration, risks, borders, migrants and refugees, identity).

Questions to consider: In what ways are schools, and education in general, called upon to address the current crisis over European borders, both physical and conceptual, and the “European project” that champions human rights, mobility and diversity? Who or what is at risk? What role are schools asked to take in the management of these risks, especially as it relates to questions of identity, belonging and integration? 

Paper proposals that include a 500 word abstract and author bio should be sent to the guest editors (Jamie.Kowalczyk@cuchicago.edu and neslihande@gmail.com) by March 31, 2016.  Final manuscripts of between 6500-7000 words will be due October 1, 2016 and are to be submitted through European Education’s ScholarOne site located at https://mc.manuscriptcentral.com/meue.

29 January 2016

Where is the Love?

Given the emphasis that European education agendas have placed on early childhood education in providing the foundations for lifelong learning, the quality of provision--and especially the workforce--is a key concern. Qualification levels are frequently cited as important for the quality of provision, but in their paper in the newest edition of European Education: Issues and Studies, Verity Campbell-Barr and Janet Georgeson from the Plymouth University and Anikó Nagy Varga from the University of Debrecen explore questions of the attitudinal competences required to work in early childhood in England and Hungary. Their paper, "Developing professional early childhood educators in England and Hungary: Where has all the love gone?", presents a mixed-method study that considers the attitudinal competences that early childhood students perceive as necessary. They focus specifically on the role of love in early childhood education and the contrasting perceptions and experiences in England and Hungary. In Hungary love is spoken about freely, but in England a managerialist and entrepreneurial emphasis has created tensions with more emotional ideas of being caring, supportive, and empathic. In Hungary, early childhood educators are given relative autonomy in their professional roles and love is a key characteristic. The paper considers historical, philosophical, and political developments in the two countries to shed light on how English and Hungarian perspectives have diverged. It also explores opportunities that comparing perspectives offers for the further professional development of early childhood educators. If you would like to read this entire paper or any other content from our journal, you can find out more about subscriptions at this page.

19 January 2016

Social Inequalities and Europeans Who Leave School Early

One of the primary goals of educational policy throughout Europe is the reduction in numbers of students who quit the educational system before obtaining a high school qualification. In their article in the most recent edition of European Education: Issues and Studies, Jeroen Lavrijsen and Ides Nicaise from Katholieke Universiteit Leuven note previous research showing that younth from disadvantaged families face relatively high risks of school dropout. Using date from the 2009 ad hoc module of the Labour Force Survey they explore the way that macro-level determinants influence school dropout risks among different social groups. Their findings indicate that both the design of the educational system (in areas such as tracking age and extent of vocational education) and characteristics of the socioeconomic context (such as poverty rate and unemployment patterns) have an impact on the social distribution of school dropout risk. If you would like to read this entire paper or any other content from our journal, you can find out more about subscriptions at this page.

15 December 2015

Table of Contents Volume 47 Number 4 (Winter 2015-2016)

Social Inequalities in Early School Leaving: The Role of Educational Institutions and the Socioeconomic Context
Jeroen Lavrijsen and Ides Nicaisepages

Developing Professional Early Childhood Educators in England and Hungary: Where Has All the Love Gone?
Verity Campbell-Barr, Janet Georgeson, and Anikó Nagy Vargapages

Global Discourses and Local Responses: A Dialogic Perspective on Educational Reforms in the Russian Federation
Olena Aydarovapage

Quality of Education and Its Evaluation: An Analysis of the Russian Academic Discussion
Galina Gurova, Nelli Piattoeva, and Tuomas Takalapages

Forging Rights in a New Democracy: Ukrainian Students Between Freedom and Justice by Anna Fournier
Matthew D. Pauly

Educational Reform and Internationalisation: The Case of School Reform in Kazakhstan edited by David Bridges
Duishon Shamatovpages