Education Policy Analysis Archives: Call for Papers

Special Topic: Navigating the Contested Terrain of Teacher Education Policy and Practice

Guest-edited by Olena Aydarova and David Berliner, Arizona State University

Education Policy Analysis Archives (EPAA/AAPE ) announces a call for papers for a special issue exploring the contested terrain of teacher education policy and practice. In the policy climate where various actors claim to have the solutions for the enduring challenges of the profession, certain voices and perspectives get left out of the debates and policy deliberations. To address these silences and omissions, this special issue brings together scholars attending to voices, perspectives, or issues that are sidelined in the policy debates dominated by market logic, neoliberal ideologies, and accountability hype in teacher education policies and practices in the US and abroad. Drawing on diverse theoretical, methodological, and conceptual tools, contributors to this special issue are invited to consider the controversies of the current policy debates, deficiencies in evidentiary bases of policy proposals and practice changes, the missing links between teacher education reforms and the struggle to preserve democratic schooling, as well as international connections between domestic reforms and global ideological flows. The special issue will be of interest to educational policy scholars, teacher educators, as well as educational researchers in general. Research papers using interdisciplinary or mixed media (images/audio/video clips) formats are highly encouraged.

About the Journal: Celebrating its 24th year, EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place.

Submission Information:Interested contributors are invited to submit 500-word abstracts aligned with the special issue themes for review by guest editors by September 1, 2016. All manuscripts should be submitted electronically through the EPAA website and follow the journal’s submission guidelines: http://epaa.asu.edu/ojs/about/submissions. We will not consider manuscripts submitted for publication or published elsewhere.

 

Abstract Submission Deadline: September 1, 2016

Final Manuscripts Deadline: November 1, 2016

Publication Date: October 30, 2017

Early submissions are encouraged.

Guest Co-Editors: Olena Aydarova (Arizona State University) ude.usa@avoradya.anelo and David Berliner (Arizona State University) ude.usa@renilreb

Dear SAERA Members

You are welcome to the official website of the South African Educational Research Association (SAERA). This platform serves as a central hub where one can stay informed and be kept abreast of the latest news and developments about events like seminars, symposiums, workshops, conferences organized by SAERA.

SAERA is a community of like-minded scholars who are passionate and dedicated to active and result-oriented educational research capable of solving the challenge confronting teaching and learning. SAERA was founded with a fundamental aim of enhancing educational research in South Africa and beyond. As a learned association, SAERA aim to foster collaboration among researchers, educators, and policymakers, to create an environment where theory and practice converge meaningfully. Our association aspires to bridge the gaps that often exist between academic research and practical implementation, a gap that, if left unaddressed, can stifle our efforts towards educational transformation. A central tenet of our mission is to promote rigorous research quality. In an age where information overload has become a norm, it is important that we not only produce research but ensure that our researches are of quality and highest standard. Our commitment to research integrity is unwavering, and we strive to cultivate an atmosphere where scholarly work is not only respected but also valued for its impact on educational practices. We believe that through high-quality research, we can influence policies that will make a tangible difference in the education sector.

Over the years, paucity of quality research outputs has been a daunting stumbling block to research frontiers in Africa and the rest of the world. As we forge ahead in this 21st century, it is crucial to devote particular attention to developing the next generation of researchers. It is important to note that investing in young researchers is not merely a gentle encouragement; it is a necessity. They are our torchbearers in the relentless quest for knowledge and innovation. To achieve this, we offer mentorship programmes, workshops, and resources aimed explicitly at equipping young researchers with the skills and knowledge they require to succeed. By nurturing these talents, we ensure that the field of educational research remains dynamic, robust, and responsive to the ever-evolving educational landscape to meet the need of the modern society.

Our vision is not defined by individual achievements but by the establishment of a cohesive, coherent, and inclusive academic and research identity within the education sector. We seek to create vigorous and responsive epistemic communities that foster collaboration, dialogue, and innovation. These will serve as platforms for sharing best practices, discussing challenges, and brainstorming solutions to common issues in educational research. Moreover, we recognize the importance of interaction with national and provincial education departments and research agencies. These relationships are vital as they pave the way for informed policy-making backed by solid research evidence. We will actively seek to engage these stakeholders, ensuring our research informs their initiatives. This collaboration enables us not only to advocate for the importance of educational research but also to influence policy decisions that will lead to improved educational outcomes for all South Africans.

As we strive for local impact, we must also set our sights on the global stage. The world is becoming increasingly interconnected, and our efforts should reflect that reality. Therefore, SAERA is committed to establishing links with international educational research organizations and similar entities across Southern Africa and the broader African continent. Together, we can share insights, learn from one another, and contribute to a unified body of knowledge that serves our collective goals. These collaborations will enrich our understanding and elevate our standing in the global academic community, allowing us to contribute actively to international discourses on education.

Yours in scholarship.

 Prof. Melanie B. Luckay.