Education and Development for Racial and Minority Students
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (1 October 2023) | Viewed by 310
Special Issue Editors
Interests: race inequalities within the education sector; racial and intersectional inequality in higher education; mental health in education; cultural studies; race and politics; education policy; decolonizing the curriculum
Special Issue Information
Dear Colleagues,
Both locally and globally, and across a plethora of societies and cultures; education continues to be presented as one of the most respectable routes into social and economic mobility. In this way, scholarly resistance to discourse which presents education as synonymous with meritocracy remains crucial. These uncritical tendencies reliant on notions of individualism continue to generate an education system whereby the construction of learning is one of the key pillars for identifying the ways in which race, class and gender permeate society.
Decades of education research and scholarship have evidenced that the proliferation of racialised, classed and gendered marginality across society can be located in the entirety of the student lifecycle across primary, secondary and high education institutions. Whilst ‘the learner’ should continue to be at the forefront of imagining the structures and cultures needed for more equitable education outcomes, this Special Issue brings together holistic interventions which take seriously the student lifecycle, as well as the experiences of our education workforce as producing cultures which need to be understood in unison.
This collective of scholarly interventions brings together Global South and Global North research attentive to the ongoing need to understand the system of education as integral to visions that are committed to the craft of ethical freedom for all. This cross-cultural and interdisciplinary intervention will also bring together education scholarship attentive to local and global political calamities, such as the continued impact of COVID-19, the global movement for Black lives and the climate emergency.
In this Special Issue, original research articles and reviews are welcome. Research areas may include (but not limited to) the above. We look forward to receiving your contributions.
Prof. Dr. Jason Arday
Dr. Chantelle Lewis
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- race inequalities in education
- educational marginalisation
- racialised, classed and gendered marginality
- racism studies
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