Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
3.0
1.6
Journals
Societies
Special Issues
Citizenship Education in Times of Social Turbulence: Education for Diversity,...
share announcement

Citizenship Education in Times of Social Turbulence: Education for Diversity, Equity and Inclusion

A special issue of Societies (ISSN 2075-4698).

Deadline for manuscript submissions: 1 May 2026 | Viewed by 10702

Special Issue Editors

Dr. Miquel Angel Essomba Gelabert

E-Mail Website
Guest Editor
Department of Applied Pedagogy, Autonomous University of Barcelona, Campus of Bellaterra, E-08193 Bellaterra, Spain
Interests: intercultural education; inclusive education; policy analysis; gender issues; participatory action-research; community education
Dr. Anna Tarrés Vallespí

E-Mail
Guest Editor
Department of Research Methods and Diagnosis in Education, University of Barcelona, Campus de Mundet-Edifici de Llevant, Passeig de la Vall d’Hebron, 171, E-08035 Barcelona, Spain
Interests: migrant education; sociology of education; research methods in education; inclusive education; interfaith dialogue
Dr. Gerardo Muñoz

E-Mail Website
Guest Editor
Institute of Sciences of Education, Austral University of Chili, Campus Isla Teja, CL-5091000 Valdivia, Chile
Interests: intercultural education; community education; indigenous education; inclusive education; citizenship education

Special Issue Information

Dear Colleagues,

The international context is mostly affected by global crises that deeply transform social structures. Climate change, growing social inequalities, regional armed conflicts, intense migration flows or reductions in democratic quality impact in all societies, raising some important questions about the meaning and role of education today.

SDG Goal 4 advocates for inclusive, equitable and high-quality education and promotes access to lifelong learning opportunities for all. Moreover, sub-goal 4.7 demands that all learners acquire the knowledge and skills needed to promote sustainable development, via education on sustainable development and sustainable lifestyles, human rights, gender equality, the promotion of a culture of peace and non-violence, global citizenship and an appreciation of cultural diversity and of culture’s contribution to sustainable development. This prompts several questions: How can this goal be achieved in the context of social turbulence? What does education for citizenship mean today? How can we promote the democratic construction of our societies through education in contexts of growing authoritarianism and polarization? What are the key issues moving forward?

There is an international consensus with regard to identifying diversity, equity and diversity as the three educational pillars of our current societies: diversity as a tangible reality that must be recognized in any educational setting; equity as a guiding principle to eliminate inequalities associated with this diversity; and inclusion as a framework of values and culture necessary for equity measures to be effective. The attainment of these values must occur within a complex and heterogeneous framework of educational projects: formal, non-formal and informal.

In this Special Issue, we aim to publish articles that communicate scientific results of empirical research to answer these questions. We invite the international community of social science researchers to contribute their knowledge to this Special Issue and enrich the international debate surrounding these issues. Contributions on citizenship education, inclusive education, equity in education, diversity management, the sociology of education, training in democratic values, community education, educating cities, education to vulnerable groups, education for peace and conflict resolution, service learning, education for social justice, child and youth participation, and intercultural education are particularly welcome. Papers should come in the format of an article, conceptual paper or review and address the topic of this Special Issue.

Best wishes,

Dr. Miquel Angel Essomba Gelabert
Dr. Anna Tarrés Vallespí
Dr. Gerardo Muñoz
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 conceptual papers are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

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. Societies 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 1400 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

  • citizenship education
  • inclusive education
  • equity in education
  • community education
  • educating cities
  • service learning
  • sociology of education
  • peace education
  • youth participation
  • democratic values

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (4 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

Jump to: Review, Other

18 pages, 511 KB  
Article
Experiential Civic Learning: When the Established Order Falters
by Jill J. McMillan, Christy M. Buchanan, Monica Soni and Madeline Alexanian
Societies 2025, 15(12), 336; https://doi.org/10.3390/soc15120336 - 30 Nov 2025
Viewed by 332
Abstract
Introduction: John Dewey, a prominent educational philosopher, emphasized the importance of connecting education and democracy, and advocated for the cultivation of civic values through experiential learning. Dewey’s pedagogical model most often unfolds with educators designing students’ experiences, which Dewey believed instills and advances [...] Read more.
Introduction: John Dewey, a prominent educational philosopher, emphasized the importance of connecting education and democracy, and advocated for the cultivation of civic values through experiential learning. Dewey’s pedagogical model most often unfolds with educators designing students’ experiences, which Dewey believed instills and advances the moral foundation of a democracy. Dewey faced many detractors over his lifetime who maintained that his emphasis on experience and moral development lacked the substance of traditional educational philosophy and was marginally connected to civic education. In recent years and in an increasingly contentious social/political environment, Dewey’s perspective has been rediscovered and rehabilitated by research that has identified both political and moral identities to be central constructs in the construction of a civic identity. This paper explores how civic education is affected when socio-political crises disrupt the established educational order, leaving students to navigate these turbulent circumstances on their own. Methods: This study employs a mixed-methods approach to examine the impact of the socio-political crises of 2020—COVID-19 and racial unrest—on civic learning in higher education. A total of 1217 college students were surveyed during the spring of 2020 to assess how their academic experiences influenced their engagement with these twin crises. Both quantitative and qualitative data were gathered to provide insight into students’ experiences. Results: The findings suggest that students’ learning experiences during these crises had a significant impact on how they engaged with the socio-political challenges of 2020. Students who engaged in more self-reflective experiential learning during the pandemics reported a renewed understanding of their roles as citizens and increased commitment to a more equitable and just communal existence. Students reported that being forced to actively engage with the crises—rather than passively receiving information—helped them to develop a sense of civic responsibility. Discussion: The results of this study highlight the potential for civic education to be enriched during times of crisis, particularly when students are encouraged to actively engage with their experiences. Dewey’s model of experiential learning proves relevant when socio-political upheaval forces students into a direct, personal, unmediated experience with the issues at hand. The result seems to be deeper, previously unappreciated understanding of their roles in a democratic society. The study suggests that higher education can serve as a vital space for fostering civic engagement, even in the face of unexpected challenges. Furthermore, the disruption of traditional educational processes during crises can create opportunities for students to develop critical thinking skills and a more profound commitment to civic participation. Full article
(This article belongs to the Special Issue Citizenship Education in Times of Social Turbulence: Education for Diversity, Equity and Inclusion)
►▼ Show Figures

Figure 1

21 pages, 472 KB  
Article
Teacher Education, Diversity, and the Prevention of Hate Speech: Ethical and Political Foundations for Inclusive Citizenship
by Jesús Marolla-Gajardo and Irma Riquelme Plaza
Societies 2025, 15(5), 139; https://doi.org/10.3390/soc15050139 - 19 May 2025
Cited by 2 | Viewed by 1655
Abstract
This study explores hate speech in educational contexts, focusing on initial teacher training in Chile. It conceptualizes hate speech as a form of expression that promotes violence and exclusion, emphasizing the role of social media in its amplification. Drawing on the theories of [...] Read more.
This study explores hate speech in educational contexts, focusing on initial teacher training in Chile. It conceptualizes hate speech as a form of expression that promotes violence and exclusion, emphasizing the role of social media in its amplification. Drawing on the theories of Levinas, Arendt, and Žižek, the research highlights the importance of citizenship education in building inclusive and democratic educational environments. A quantitative, descriptive, and correlational design was employed, based on a survey conducted among history pedagogy students at Chilean universities. Using non-probabilistic sampling, the study applied statistical analyses, including Spearman’s correlation and Cronbach’s alpha (0.84), to ensure reliability. Key findings indicate that 51% of participants believe teacher training should explicitly address hate speech, while 70% expect the Ministry of Education to provide institutional support. A strong correlation (0.49) was found between social media usage and the spread of hate speech. Although students recognize the problem, significant resistance remains regarding the inclusion of hate speech and diversity-related content in teacher education programs. The results underscore the urgent need for public policies that integrate diversity, human rights, and critical digital literacy into teacher training, aiming to prevent discrimination and promote ethical and inclusive educational practices. Full article
(This article belongs to the Special Issue Citizenship Education in Times of Social Turbulence: Education for Diversity, Equity and Inclusion)
►▼ Show Figures

Figure 1

Review

Jump to: Research, Other

25 pages, 893 KB  
Review
Exploring Sustainable Development Goals and Curriculum Adoption: A Scoping Review from 2020–2025
by Robert Pham Xuan and Marcia Håkansson Lindqvist
Societies 2025, 15(8), 212; https://doi.org/10.3390/soc15080212 - 31 Jul 2025
Viewed by 6442
Abstract
This scoping review examines the integration of the Sustainable Development Goals (SDGs)—specifically SDG 4, which concerns quality education—into national curricula at various levels of education between 2020 and 2025. This qualitative study uses the scoping review method to synthesise international research, identifying thematic [...] Read more.
This scoping review examines the integration of the Sustainable Development Goals (SDGs)—specifically SDG 4, which concerns quality education—into national curricula at various levels of education between 2020 and 2025. This qualitative study uses the scoping review method to synthesise international research, identifying thematic trends, methodological approaches, and implications for curriculum development. The analysis reveals a strong focus on higher education, with articles from Asia and Europe dominating the discourse, while perspectives from early childhood education and the Global South are under-represented. Most articles favour qualitative designs, engaging with the SDGs as curricular content, institutional transformation frameworks, or community-based education tools. Despite these promising approaches, significant gaps remain in addressing behavioural change and equity across educational systems. Therefore, the study calls for more inclusive, context-sensitive, and interdisciplinary strategies to support the transformative ambitions of the 2030 Agenda. Full article
(This article belongs to the Special Issue Citizenship Education in Times of Social Turbulence: Education for Diversity, Equity and Inclusion)
►▼ Show Figures

Figure 1

Other

Jump to: Research, Review

12 pages, 238 KB  
Concept Paper
Schools as Educational Common Places in an Era of Superdiversity: Policy Debates and Proposals for Citizen Education
by Jordi Collet-Sabé
Societies 2025, 15(9), 240; https://doi.org/10.3390/soc15090240 - 29 Aug 2025
Viewed by 1126
Abstract
During recent decades, the commons approach has emerged as a tool with which to critically analyse current reality and propose alternatives. Using this approach, the paper asks how the common good can be promoted in education, especially in times and places of superdiversity. [...] Read more.
During recent decades, the commons approach has emerged as a tool with which to critically analyse current reality and propose alternatives. Using this approach, the paper asks how the common good can be promoted in education, especially in times and places of superdiversity. After a short conceptual presentation of the commons approach, it discusses the current approaches to the management of diversity (multicultural, intercultural, liberal, social cohesion) that, produced from the same episteme based on substantive identities and schools as ‘invited’ spaces, provide unexpected barriers to the development of schools as inclusive and participative commonplaces. With this conceptual foundation of the problem in place, the paper then examines the convivial approach as an alternative way to rethink schools as educational commons and to offer opportunities for collaboration and co-operation, generating a web of sustained connections between different actors. Finally, the paper outlines what schools as educational commons might look like in a superdiverse context and how this can be promoted as a new education policy. It focuses on specific policies that might promote conviviality and education as a common good in which schools become ‘invented’ spaces, participatory and self-governed common places, and producers of alternative citizenship, relations, and identities. Full article
(This article belongs to the Special Issue Citizenship Education in Times of Social Turbulence: Education for Diversity, Equity and Inclusion)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-4
Back to TopTop