04 June 2024

Call for Papers

Call for Papers

Special issue

Global Migration and Urban Education: Making of Race, Space and Place in Changing

Multicultural Cities

Guest Editor

Jamie Lew

Associate Professor

Department of Sociology and Anthropology

Co-Director of Global Urban Studies, PhD Program

Rutgers University-Newark

In the last several decades, global migration has been transforming the social, economic, and political structures of urban landscape in the Global North. Many of the metropolitan areas in Europe, grounded in colonial legacies and neoliberal economic policies, for instance, continue to be critical sites to examine how global migration intersects with changing demographics, sociopolitical contestation, rising inequality, and political resistance. Education system in European cities, are one of the most significant social systems in this changing, contested, and complex multicultural urban space. In this special issue, we center system of education, both formal and informal, to interrogate how global migration is transforming and being transformed by European cities. Faced with growing diverse populations, racial and ethnic conflicts, state enforced integration policies, and limited financial resources, urban education system represent a pivotal linkage and conflict between individual experiences and changing narratives on the ground, and the larger structural institutional forces of socioeconomic and global inequality. This special issue seeks a broad examination of the integral relationship between global migration and urban education.

We invite empirical, theoretical, policy papers that use wide-ranging and innovative research methods to explore some of the following overarching themes: urban change and education policy; teaching and learning of migrant students in urban schools; social conflicts between native and migrant students and families; experiences of migrant students and teachers in urban education; intergenerational conflicts, relationships, social mobility; discrimination and identities; race, ethnic, gender relations; alliance and coalition building; political organizing and education resistance; transnational social networks and/or education politics; role of government and NGOs in migrant education; urban education reform policy; public and private education and funding; integration and assimilation policies and urban education; historical analysis and case studies of specific cities and schools; relationship between race and space in education; place-making in urban schools and neighborhoods.

Submission guidelines and deadlines:

Manuscripts should be limited to approximately 25 double-spaced pages (not including tables, figures, and references), adhere to APA format, and be submitted as MS WORD documents. Include an abstract of 150 200 words in the beginning of the manuscript. All manuscript submissions should be original work and not previously published. All manuscripts will undergo peer review, and there are no fees. The deadline for submissions is August 31, 2024. The special issue is planned for publication in Spring 2025. Please submit manuscripts and any questions directly to the editor (jamielew@rutgers.edu).

17 April 2024

CALL FOR PROPOSALS: Cross-cultural cooperation among universities


Cross-cultural cooperation among universities

Special Issue, European Education

Guest Editors

Tove Holm, Local manager for the university alliance SEA-EU, Nord University, Norway

Anna CohenMiller, Full Professor, Center for Teaching and Learning, Nord University, Norway


What happens when universities, from different organizational cultures, come together to develop

higher education? How do these alliances and/or affiliate campuses remain organizationally

sustainable? How can all involved feel valued and heard and included?

Who We Are

The guest editors are working together as part of an European university alliance. We bring together insights and experiences and questions about how best to move through collaborating, establishing and sustaining alliances across university partnerships and international campuses. For example, mandates of the European university alliances are to enhance transdisciplinary collaboration,

internationalization and mobility, and develop competence. In practice, however, this is far easier said than done.


According to Snaebjornsson (2015) culture molds the values and attitudes that influence people's perceptions, including human phenomena such as leadership. A recent survey of employees across 90 countries revealed that 89 percent of white-collar workers "occasionally" or more frequently engage in project collaboration within global virtual teams (Taras et al., 2021). In Europe one major development going on for cross-cultural collaboration are the European Universities alliances, which are a flagship initiative of the European strategy for universities. The initiative sets the ambition to expand to 60 European Universities alliances involving more than 500 higher education institutions by mid-2024. In 2024 Europe had 50 European university alliances in both capital cities and remote regions of 35 countries. The European University of the Seas - SEA-EU - is a European university alliance that aims to strengthen cooperation in education and research across national borders in Europe, with the motto “Living sustainably, by, from and with the sea.” SEA-EU started in 2019 with six European universities. In 2022 the alliance expanded to include three new universities. We have observed the dynamic nature of cooperation within an international campus, especially regarding the variations in cultural leadership styles. Our objective is to delve deeper into this subject by showcasing theoretical and empirical research to expand our understanding and identify practical strategies for cross-cultural cooperation among universities. Taras et al. (2021) found in a review spanning 24 years and encompassing over 1100 studies, that 95% of these studies concentrated on the adverse effects of differences among team members. Consequently, our aim is to shift our focus towards understanding the positive impacts. What insights can we glean from these studies, and how can we enhance collaboration within cross-cultural teams?

Invitation to Submit

In this special issue, we invite experiences and insights, both personal and research-based around these challenges to better understand the global changing dynamic of higher education and means to create sustainability across diverse cultural contexts. As such, we invite empirical and theoretical contributors addressing different aspects of experiences and insights of both challenges and potential solutions for cross-cultural collaborations and culturally responsive leadership in developing international campuses internationally.

The issue is intended to offer readers, researchers and practitioners engaging pieces that will address topics, such as (but not limited to):

Sharing experiences and insights for cross-cultural collaborations.

Identifying fundamental challenges encountered when university alliances collaborate across diverse cultures.

Distinguishing cultural variations and disparities.

Considerations for developing culturally responsive leadership.

Applying acquired knowledge to respective university and cultural contexts.

According to Tsai (2022), cross-cultural leadership can be strengthened by providing managers, who are receptive to learning from individuals of diverse cultures, opportunities to collaborate in crosscultural teams. Additionally, exposure to seasoned expatriates or the chance to observe how others navigate challenging cultural situations can contribute to their development. Taras et al. (2021) found that managers should take proactive measures to ensure enhanced communication, foster positive interpersonal dynamics, and cultivate a more collegial team climate. Central questions concerning governance and leadership across these cultural contexts could therefore relate to ideas, such as:

● How could international campuses, like the university alliances, take advantage of their cross cultural work for joint improvements of organizational cultures?

● How can we navigate through the complex policy, legal framework of higher European institutions spread across several countries and find solutions for decentralized, collaborative management?

● How can we effectively enhance transdisciplinary collaboration, internationalization, mobility, and develop competency?

We encourage collaborative pieces, in particular those which include “SCED” scholars (socially, culturally, economically diverse) (Toldson, 2023) and early career scholars. We welcome multi-,inter- and transdisciplinary pieces, since an interdisciplinary approach (CohenMiller et al., 2017) broadens the scope of attainable knowledge beyond the limitations of a single discipline, as it involves the integration of insights from various fields.

Submission Instructions

Extended abstracts should include the following:

• Up to 500 words including tentative title and sample references

• 3-5 keywords

• Author bio(s)

• In submitting your abstract, you accept being willing to be contacted to blind peer review

two other manuscripts

All abstract submissions and questions can be e-mailed to the Guest Editors.

• Tove Holm tove.holm@nord.no

• Anna CohenMiller anna.cohenmiller@nord.no


30 June 2024 Extended abstract submission

12 July 2024 Notification of acceptance of abstract

1 November 2024 Full papers due for peer review

2025 Tentative publication


CohenMiller, A. S., Faucher, C., Hernandez-Torrano, D., & Brown Hajdukova, E. (2017). Practical steps for using interdisciplinary educational research to enhance cultural awareness. International Journal of Research and Method in Education, 40(3).


Snaebjornsson, I. M., Edvardsson, I. R., Zydziunaite, V., & Vaiman, V. (2015). Cross-Cultural Leadership: Expectations on Gendered Leaders’ Behavior. SAGE Open, 5(2).


Taras, V., Baack, D., Caprar, D., Jim.nez, A., Froese, F. (2021). How cultural differences can impact global teams (news post) https://hbr.org/2021/06/research-how-cultural-differences-canimpact-


Toldson, I. (2023, October 27). Socially, Culturally, and Economically Diverse (SCED) – Proposing a new way to describe the people, communities, and institutions that deserve more. LinkedIn.



Tsai, C. J. (2022). Cross-cultural leadership behavior adjustment and leader effectiveness: a framework and implications. International Studies of Management and Organization, 52(3–

4). https://doi.org/10.1080/00208825.2022.2131232

05 September 2023

Call for Contributions


Call for Contributions to a Special issue on 
Equity and Access to Higher Education: Perspectives from Central Asia 

Aliya Kuzhabekova, University of Calgary, and Juldyz Smagulova, KIMEP University 

Guest editors 

Achieving equity, diversity, and inclusion (EDI) are becoming increasingly important in higher education reforms of many countries around the world. However, the discussions of EDI in the context of post-Soviet Central Asia remains rather limited. Most of the current discourse circulates around the inclusion as an extension of international development initiatives and government policies aimed at expanding access to education for students with special needs. Meanwhile, what is missing is a broader discussion of access and the values of EDI, as well as their relevance to higher education in the multicultural societies of Central Asia, which are increasingly diversifying along linguistic, economic, and cultural lines. This special issue intends to fill the existing gap by creating a space for scholars from within and outside the region to discuss these issues together, as well as to bring attention to the important issues and to their work via a focused collection of papers on the topic. 

The issue is open for paper submissions of analytical, theoretical, and empirical nature, using any theoretical and methodological approaches. Comparative explorations of the topic are particularly welcome. In general, papers addressing the following questions would be of greatest relevance: (1) How are access and EDI are understood within the policy and organizational context in the region? (2) What are the barriers and opportunities in access to employment and education at universities for individuals from various underrepresented backgrounds (along the lines of socio-economic status, gender, country/urban/rural residence, ethnicity, language ability, physical and mental abilities, LGBTQ+ status, etc.)? (3) What are some of the attempted policy and organizational approaches, which have demonstrated effectiveness in addressing access issues and promoting the values of EDI? (4) How the local conceptualizations of EDI differ from other international conceptualizations (for example, Western conceptualizations)? (5) Should we critically reconsider the EDI values when applying them in the contexts of Central Asia? To what extent the values might be a part of the external neocolonial agenda? 

The timeline for the preparation of this special issue is as follows: 

October 15, 2023 - 500 word abstracts should be submitted to the editors by email (aliya.kuzhabekova@nu.edu.kz and juldyz@kimep.kz). 

January 31, 2024 – drafts of invited papers should be submitted via the journal submission system with the indication that the paper is a part of the special issue. 

December, 31, 2024 – special issue will be ready for publication online. 

Any questions about the special issue and additional instructions can be requested by writing to Aliya Kuzhabekova at aliya.kuzhabekova@ucalgary.ca. 

27 September 2022

New issue: Trust in Educational Settings. European Perspectives

Trust in Educational Settings. European Perspectives

Trust in Educational Settings - What It Is and Why It Matters. European Perspectives

Inka Bormann, Sebastian Niedlich & Iris Würbel 

Home-School Interaction: A Vignette Study of Parents' Views on Situations Relevant to Trust

Inka Bormann, Dagmar Killus, Sebastian Niedlich & Iris Würbel 

Parental Trust in Teachers and Children’s Interest in Reading and Math: A Longitudinal Study

Marja-Kristiina Lerkkanen & Eija Pakarinen 

Trust in Finnish Education: A Historical Perspective

Jussi Välimaa

Cross-national Analysis of Education and Trust: Context, Comparability, and Causal Mechanisms

Sebastian Niedlich

Students' Autonomous and Controlled Motivation in Different School Contexts: The Role of Trust

Mieke Van Houtte

(Re)-Building Educational Trust: Young NEET and the Importance of Trust Relations

Anne Görlich

Bohumíra Lazarová & Milan Pol

Inka Bormann, Sebastian Niedlich & Iris Würbel