Special Issue Volume 12, Issue 3
Submission Deadline: August 12, 2019, 4:00PM PST
Call for papers for the Special Issue:
Internationalization of Higher Education
Volume 12, Issue 3
The contribution of higher education (HE) to poverty eradication, sustainable development, and global progress has been highlighted in official documents and movements issued by the United Nations, such as the Millennium Development Goals (MDG) and Education for All (EFA) (UNESCO, n.d.). Internationalization of HE is one of the guiding principles established by UNESCO 2009 World Conference on Higher Education and includes, among other things, equal access to quality education regardless of socioeconomic status and respect for cultural diversity. These principles further promote the international cooperation based on solidary and mutual respect and foster international networks and partnerships to enhance mutual understanding and a culture of peace, as well as the education of global citizens to participate in the complex globalized world (UNESCO, 2009).
Internationalization as defined by Knight (2004) and De Wit et al. (2015) is
[t]he intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society. (De Wit et al, 2015, p. 29)
Internationalization of HE has traditionally been linked to outbound and inbound academic mobility (Egron-Polak, 2017) but its global expansion has led scholars to differentiate between strategies focused on education abroad and those aimed to internationalization in the home country, known as Internationalization at Home (IaH). Over the last two decades, IaH, understood here as “the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments” (Beelen & Jones, 2015), has become a new paradigm in the development of strategic institutional policies to internationalize HE (Teekens, 2007). IaH comprises actions that take place on campus, in the community, in the classroom, as well as the incorporation of international, intercultural and/or global dimensions into the content of the curriculum, learning outcomes, and teaching methods (Leask, 2015).
With the rapid evolution of HE internationalization worldwide, Knight (2008), in her foundational work in the field, mentions the emergence of key questions in this area: What are the purposes of internationalization? What are its possible risks and benefits? What are the positive consequences, the unexpected results, and the negative implications?
Given the current global mandate to internationalize HE within, for example an Euro-America context, our aim for this special issue is to gather thematic work in the area of internationalization of HE that considers a global perspective, that includes historically and culturally oppressed groups and ethnicities, as well as dominant ones; underprivileged and underrepresented groups that are part of HE; and views from scholars located in the periphery and semi-periphery of geolinguistic and knowledge production regions. Thus, we invite emerging (graduate students) and established scholars to submit research articles, conceptual inquiries, book reviews, poems, and other works of scholarship on this topic area . To align with the essence of this topic and special issue, we welcome contributions and submissions in English, French, Portuguese, and Spanish.
Possible explorations and inspirations for authors to consider in this issue are as follow:
- How can we balance social, cultural, and academic rationales for internationalizing HE with existing political and economic driving forces?
- How can national and institutional HE internationalization policies promote wider access to educational experiences for all stakeholders while preserving and valuing their diverse cultural and linguistic background?
- How can HE institutions establish international networks and partnerships that promote inclusion and equality of all forms and origins of knowledge?
- How can Internationalization at Home strategies counteract the increased imbalance on academic mobility among different regions in the world to guarantee genuine multilateral and multicultural collaboration?
- How can Internationalization at Home strategies in different regions of the world promote global citizenship education and increase the quality of education offered for all?
- How can intercultural and multilingual dimensions be integrated into the curriculum and teaching practices of HE institutions?
- How can languages act as factors for internationalizing HE in English dominant and non-English dominant settings?
If you have questions about the Special Issue topic, please contact the Editor for the issue, Laura Baumvol at email@example.com
Submission checklist for articles and other types of scholarships
- SFUEdR accepts manuscripts of up to 9,000 words including abstract, and appendixes. References are not counted in the word limit.
- All text must be double-spaced. Type size must be at least 12 point in Times New Roman with 1-inch margins on all sides, and paper size should be set to 8.5 x 11, even if printed on A4 paper.
- The journal defers to author preference in decisions about the naming and capitalization of racial, ethnic, and cultural groups. Manuscripts should be internally consistent in this regard.
- For all manuscripts, authors should use the Publication Manual of the American Psychological Association for reference and citation formats. References must be in APA format. Manuscripts with references and/or citations in another form will be returned to the author(s).
- We recommend Purdue OWL as a quick APA reference: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html
- Authors should indicate whether they are submitting their manuscript as a research article, an essay, a feature, a Voices: Reflective Accounts of Education article, an essay review, or a book review.
- Manuscripts are considered anonymously. The author’s name must not appear anywhere in the manuscript; any references that identify the author in the text must be either deleted or made anonymous (e.g., instead of citing “Smith, 1972,” cite “Author, 1972”). Please do not submit a title page as part of your manuscript.
Immediately after the abstract, provide a maximum of six keywords. These keywords will be used for indexing and to improve searchability of the submission through the journal system and Google.
Book Review Submission Guidelines
Book reviews should not exceed 1,500 to 2,000 words and should be typed using double-space, 12-point, Times New Roman font. Please see the most recent APA style guide for any references and in-text citations. We recommend Purdue OWL as a quick APA reference
SFU Ed Review has a three-stage review process. Submissions are first assessed for any unique technical production required for their publication. They are then subject to an initial blind review stage after which the author is informed whether the submission is “accepted as is”, “accepted with revision” or “declined”. The submission is returned to the author who then works with the Editor to ensure that the Reviewer comments are sufficiently addressed.
It is the policy of the Journal to consider for publication only articles that are not simultaneously being considered elsewhere.
The copyright for content in SFU Educational Review is retained by the author(s), with first publication rights granted to the SFU Educational Review. By virtue of the open access policy of SFU Educational Review, content may be used with proper attribution (to both the author and SFU Educational Review) for educational and other non-commercial use.
SFU Educational Review Journal uses an electronic submission process. To submit a manuscript for consideration, please visit: https://journals.lib.sfu.ca/index.php/sfuer/about/submissions and follow the specific instructions for your intended manuscript type.
Beelen, J., & Jones, E. (2015). Redefining internationalisation at home. In Curaj, A., Matei, L.; Pricopie, R.; Salmi, J.; & Scott, P. (Eds.), The European Higher Education Area: Between Critical reflections and future policies (pp. 59-72). New York, NY: Springer.
De Wit, H., Hunter, F., Howard, L., & Egron-Polak, E. (2015) (Eds.), Internationalisation of Higher Education. Brussels: European Parliament, Directorate-General for Internal Policies.
Egron-Polak, E. (2017) Academic mobility in Higher Education worldwide -Where are we? Where might we go in the future? [Powerpoint slides] Retrieved from http://eacea.ec.europa.eu/erasmus_mundus/events/10_years_erasmus_mundus/1.Presentation%20Eva%20Egron%20Polak.pdf
Knight, J. (2004). Internationalization Remodeled: Definition, Approaches, and Rationales. Journal of Studies in International Education, 8(1), 5-31.
Knight, J. (2008). Higher Education in Turmoil: The changing world of internationalization. Rotterdam: Sense Publishers, 2008.
Leask, B. (2015). Internationalising the Curriculum. Abingdon: Routledge.
Teekens, H. (2007). Internationalisation at Home: an introduction. In Teekens, H. (Org.). Occasional Paper 20: Internationalisation at Home: ideas and ideals (pp. 3-12), Drukkerij Raddraaier, Amsterdam.
UNESCO. (2009). World Conference on Higher Education 2009. Paris, France. Retrieved from http://unesdoc.unesco.org/images/0018/001892/189242e.pdf
UNESCO. (n.d.). Education for All Movement. Retrieved from http://www.unesco.org/new/en/archives/education/themes/leading-the-international-agenda/education-for-all/
Special Issue Volume 11, Issue 1
Call for papers for the Special Issue:
Performative and Relational Ontologies in Education
Volume 11, Issue 1
Theories that emphasize a performative and relational ontology of the world have been gaining track in the social sciences and thus shifting thinking paradigms and research approaches. The field of education has not been immune to this ontological shift, in fact, the last 10 years have seen a considerable increase in a body of research work engaging theories such as post-structuralism (Deleuze and Guattari, 1987), new materiality (Coole and Frost, 2010; Braidotti, 2013), feminist materialism (Alaimo and Heckman, 2008;), posthumanism (Barad, 2007), relational ontologies (Haraway, 2016; Tuck, 2010; Todd, 2016), actor-network theory (Latour, 2007), assemblage theory (De Landa, 2016), non-representational theories (Zembylas, 2017), affect theories (Massumi, 2015), post-qualitative inquiry (St. Pierre, 2017) and others.
These theories question certain foundational assumptions of modernity including binaries of nature-society, subject-object, agency-structure, knowledge-power, among others, and stress a nature-culture fluidity. More importantly, performative, relational ontologies problematize the primacy of the human subject as agent and understand agency of humans and nonhumans as entangled. This ontological shift highlights the materiality of the world as becoming, where subjects do not exist a priori, but are performed into existence, and phenomena are effects of this human and nonhuman relationality.
In educational research, as scholars bypass Cartesian binaries, decenter the human, and understand agency as emerging within the phenomenon, these theories have opened new opportunities and expanded the horizons of the possible. For example, scholars like St. Pierre (2011; 2017) have laid the groundwork for post-qualitative inquiry, using concepts and theories as primary design elements of research. An example is in Jackson and Mazzei’s (2012) ‘thinking with theory’, where philosophical concepts are used in practices of inquiry; Lenz Taguchi (2010) goes beyond the theory/practice divide and introduces intra-active pedagogies that turn our attention to the “force and impact of material objects and artefacts” in learning. Davies and Gannon (2009) rethink the relations between pedagogy and place; Kuby and Rucker (2016) experiment with literacy desiring as alternatives to sociocultural framings of children’s literacies, and de Freitas and Sinclair (2014) propose an inclusive materialism that configures learning not as the work of the individual human but as the effects of human and nonhuman assemblages.
Our aim for this issue is to create a collective of educational work that engages with performative and relational ontological theories, asks new questions, and creates different narratives. In doing so, we hope to disrupt the status quo and the ‘taken for granted’ in educational practice, triggering new imaginaries and, as Haraway (2016) would say, creating new worlding speculations.
Thus, we invite emerging and established scholars to submit their research articles, conceptual inquiries, book reviews, poems and other work in traditional and non-traditional formats that have been informed by performative, relational theories and concepts.
We offer the following questions as possible sources of inspiration for authors:
- How have the use of concepts such as rhizomes, intra-action, diffraction, nature-culture, desiring or affect created new meanings in your pedagogical and/or research practice?
- What tensions or challenges have you encountered in shifting from conventional qualitative methodologies in research towards post-qualitative inquiry?
- How does decentering the human and human agency shape your views and understanding of teaching and learning?
- How have performative and relational ontologies informed ethics and politics in educating for social justice?
We welcome papers and other work in a broad range of topics within education, including but not limited to:
- Educational Policy
- Critical issues: gender, race, violence, resistance, etc.
- Early childhood education
- Arts education
- STEAM education
- Adult education
- Environmental education
- Disability studies
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.
Braidotti, R. (2013). The posthuman. Cambridge, UK: Polity.
Coole, D. & Frost, S. (2010). New materialisms: Ontology, agency, and politics. Durham, NC: Duke University Press.
Davies, B., & Gannon, S. (Eds.). (2009). Pedagogical encounters. New York, NY: Peter Lang.
De Freitas, E., & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. Cambridge, UK: Cambridge University Press.
De Landa, M. (2016). Assemblage theory. Edinburgh University Press.
Deleuze, G., & Guattari, F. (1987). Capitalism and schizophrenia: A thousand plateaus. (B. Massumi, Trans.). Minneapolis, MN: University of Minnesota Press.
Haraway, D. J. (2016). Staying with the trouble: Making kin in the Chthulucene. Durham, NC: Duke University Press.
Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research. Taylor & Francis.
Kuby, C. R., & Rucker, T. G. (2016). Go be a writer!: Expanding the curricular boundaries of literacy learning with children. Teachers College Press.
Latour, B. (2007). Reassembling the social: An introduction to actor-network-theory. New York, NY: Oxford University Press.
St. Pierre, E. A. (2017). Writing Post Qualitative Inquiry. Qualitative Inquiry. doi:1077800417734567.
St. Pierre, E. A. (2011). Post qualitative research: The critique and the coming after. In N. K. Denzin & Y.S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 611-625). Thousand Oaks, CA: Sage.
Todd, Z. (2016). An Indigenous feminist’s take on the ontological turn: ‘ontology’ is just another word for colonialism. Journal of Historical Sociology, 29(1), 4-22.
Tuck, E. (2010). Breaking up with Deleuze: Desire and valuing the irreconcilable. International Journal of Qualitative Studies in Education, 23(5), 635-650.