27 June 2016

Call for Papers: Internationalization in Conflict-Ridden Societies and Within Migrant Populations

Guest Editor: Miri Yemini (School of Education, Tel Aviv University)

During the last decades, education systems worldwide have faced an intensifying need to adapt to a rapidly changing post-industrial global environment that is continuously being challenged by social, technological, economic, and political transformations. Indeed, the dynamic and technological 21st century environment results in today’s youth living and studying in a global, cosmopolitan world and using novel tools, devices, and skills, thus forcing schools to adapt to a new internationalized way of teaching and learning (Altbach & Knight, 2007).

Individuals are urged to develop assets and capabilities that are valuable in such a global environment (Deardorff, 2006; 2011). Cosmopolitan capital (Weenink, 2008; 2009) becomes one of the most desired assets for students and has thus transformed into a major policy objective at all education levels; mobility is promoted as a key characteristic of internationalization (Doherty, 2009). These pressures for cosmopolitanism emerge in addition to the existing, conflicting pressures of nationalization, thus forcing education systems to comply with two sets of contradicting influences and trends (Stromquist & Monkman, 2014).

However, due to the perceived elite nature of the discourse on internationalization, the analysis often excludes refugees and migrants dislocated from countries of conflict and war who are mobile out of necessity (Kenway & Fahey, 2014). Nevertheless, those populations are increasingly accessing national schools in host countries globally (Dryden-Peterson, 2015), becoming an integral and growingly important element within host nations’ education systems. Since internationalization processes often cater to members of social elites (Weenink, 2008, 2009), it is particularly interesting to examine how the interplay between refugee and migrant students’ exposure to other cultures (at mixed schools and through migration) and their often marginalized social status shape policies, teaching-learning processes, pedagogy, and organization at schools within different regions and cultures.
Refugee and migrant students could particularly benefit from an approach to internationalization that calls for integration of global, international, and intercultural dimensions within the aims, function, and delivery of education (Altbach & Knight, 2007). In divided societies and societies in conflict, such education bears potential to overcome differences and create common ground for dialogue and shared identify (Davies, 2006).

This Special Issue seeks to enlighten and expand the discourse on international, global, and intercultural dimensions in education within conflict-ridden areas and
regarding schools/areas serving refugee and migrant populations. The contributions can address the whole education continuum from schools to higher education.
Contributions welcomed to this Special Issue are submissions that critically analyze:
  •  Internationalization in education policies in conflict-ridden societies
  • Internationalization policies and practices especially aimed at refugee and migrant students
  • Issues of curricula, organization, and pedagogy involved in internationalization processes within migrant populations

Instructions for Submissions:

European Education invites scholars from around the world to submit a 500-word extended abstract to Guest Editor Dr. Miri Yemini no later than 01/September/2016. Full papers (of between 7,000 and 9,000 words, inclusive of references, endnotes and other material) should then be submitted for review by 1 February 2017 via the journal’s online submission system. The Special Issue will be published in the 2017 49(4) issue of the Journal.

Further enquires:
Dr. Miri Yemini, School of Education, Tel Aviv University, Ramat Aviv, Tel Aviv,

69978, Israel. miriye@post.tau.ac.il

Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of studies in international education, 11(3-4), 290- 305.

Davies, L. (2006). Global citizenship: abstraction or framework for action? Educational review, 58(1), 5-25.

Deardorff, D. K. (2011). Assessing intercultural competence. New Directions for Institutional Research, 2011(149), 65-79.

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of studies in international education, 10(3), 241-266.

Dryden-Peterson, S. (2015). Refugee education in countries of first asylum: Breaking open the black box of pre-resettlement experiences. Theory and Research in Education:1-18.

Dolby, N., & Rahman, A. (2008). Research in international education. Review of Educational Research, 78(3), 676-726.

Doherty, C. (2009). The appeal of the International Baccalaureate in Australia's educational market: A curriculum of choice for mobile futures. Discourse: Studies in the cultural politics of education, 30(1), 73-89.

Kenway, J., & Fahey, J. (2014). Staying ahead of the game: The globalising practices of elite schools. Globalisation, Societies and Education, 12(2), 177-195.

Stromquist, N. P., & Monkman, K. (Eds.). (2014). Globalization and education: Integration and contestation across cultures. Lanham, MD: R&L Education. Weenink, D. (2009). Creating a niche in the education market: the rise of internationalised secondary education in the Netherlands. Journal of Education Policy, 24(4), 495-511.

Weenink, D. (2008). Cosmopolitanism as a form of capital parents preparing their children for a globalizing world. Sociology, 42(6), 1089-1106.