27 September 2022
05 July 2022
Call for Contributions to a Special issue on Comparative perspectives on school attendance, absenteeism, and preventive measures in Europe and beyond
Call for Contributions to a Special issue on
International comparative studies on school attendance are rare. Using data from the PISA study, Keppens and Spruyt (2018) were able to show that absence can be related to the specifics of different school systems. However, much more research needs to be done if we are to understand the relationship between truancy and the characteristics/organization of the educational system. A scoping review of literature during the period 1980-2020 on school attendance and related problems shows a dominance of publications from the US, Australia, the UK, and Japan, but also lists articles from India, China and Singapore, as well as European countries like the Netherlands, Finland, Spain, and Sweden (Heyne, et al., 2020). The field is definitely international, but this does not necessarily mean it is sufficiently represented through comparative studies. Comparative education studies can search, for example, for the reasons behind why certain problems find their expression in attendance problems. Investigating school attendance through a comparative perspective will help shed light on differences and similarities in the educational systems of Europe.
We are interested in qualitative and quantitative studies that can shed new light on attendance and absence, their backgrounds, and measures and policies for counteracting related problems. Understanding, for example, children’s perspectives or parents’ experiences, or teachers’ or other stakeholders’ views, is in line with what we hope to present to readers in order to gain new understandings of related problems. Quantitative data offers other options and opens up for broad understandings, for example of the relevance of school belonging or the role positive relationships in school play in high attendance. We are hoping for articles that allow new insights into educational policy, instructional practices, issues of organization, and management of the educational system and the importance of these aspects in relation to school attendance.
We invite researchers to suggest articles that take up questions related to school attendance from international and comparative perspectives. All articles should explicitly develop how and/or why the chosen comparative perspective contributes relevant knowledge on school attendance. The dimension of comparison – speaking with Bartlett and Vavrus (2017) – can follow horizontal, vertical, or transversal dimensions, including comparison between different countries or cases, apply different actors’ perspectives, dig into historical dimensions or take specific institutional organization and much more into account.
Please submit methodological, theoretical, and state-of-the-art contributions to the knowledge in the field of school absenteeism, its backgrounds, and how to prevent and deal with the problem. Each contribution should contain 5,000-7,000 words.
The deadline for abstracts is 15 September 2022 (150-300 words). Full articles are due 15 January 2023, and will undergo rigorous double-blind review. The publication of the special edition is planned for Autumn 2023.
Please send your abstract to one of the following E-mails:
About the guest editors
The idea for this special volume has grown out of an international comparative research project on structural, relational, and individual dimensions of school attendance. We want to address researchers from the field of international and comparative education and other relevant areas. The main criteria for articles to be included in this special issue will be the quality of the article and its contribution to research on school attendance, absenteeism, and preventive measures in Europe and beyond, with focus on methodological and theoretical questions in the international and comparative education field.
01 March 2022
Decolonizing “the University” in Europe: Theoretical and Methodological Implications of an Affective Assemblage Approach
Time Allocation of Academics in Ukraine: Degree and Gender Correlates in a Semi-peripheral State Myroslava Hladchenko & Don Westerheijden
Moving on, Switching Gear or Staying Put: Tracking Social Inequality in Secondary School Pathways in Three European Cities
Elisabeth Hovdhaugen, Isis Vandelannote, Rafael Merino Pareja & Jannick Demanet
The Republican Nature of Modern Democracy: Implications on Educational Policy
Konstantinos Dedousis, Laura Garcia Raga & Juan de Dios Bares Partal
01 September 2021
From Content- to Competence-Based Curricula – An Educational Account of Curriculum Policy in Kosovo
Armend Tahirsylaj & Fitore Fazliub
“I’m Always in This Conflict” – Students’ Struggle of Plurilingual Identity Expression, Linguistic Insecurity, and Assimilation in Switzerland’s Higher Education
Students Development Conference Genre Knowledge among Estonian Teachers
Halliki Harro-Loit, Meedi Neeme & Karmen Palts
PISA and Education Reform in Europe: Cases of Policy Inertia, Avoidance, and Refraction
Louis Volante & Don A. Klinger
Media Review of “Entre Les Murs (the Class)” and “The Hate U Give” Entre les Murs (The Class), 2008, directed by Laurent Cantet. 128 minutes and The Hate U Give, 2018, directed by George Tillman, Jr., 133 minutes
Cathryn Magno & Anna Becker-Cavallin