Educating for a Just and Sustainable World 

Facebook Twitter  Vimeo

 

Contributing Articles

 

ISSN: 2053-4272

Issue 36 Call for Contributors

Development Education and Democracy

  • Deadline for article abstracts is Friday, 14 October 2022
  • Deadline for article submissions is Friday, 16 December 2022
  • Publication date is Spring 2023

ABOUT THE JOURNAL

Policy and Practice is a peer reviewed, bi-annual, open access journal published by the Centre for Global Education, a non-governmental development organisation based in Belfast.  First published in 2005, Policy and Practice aims to provide a space for development education (DE) practitioners to critically reflect on their practice, discuss the main challenges faced by the sector and debate new policy developments.  Development education uses an active learning, participative approach to education that addresses the root causes of poverty and injustice and seeks to enable learners to take action toward positive social change.  It draws upon Paulo Freire's concept of praxis that combines reflection and action to support a meaningful intervention in reality.   Policy and Practice aims to: share new research in development education; celebrate and promote good practice in DE; enhance collaboration between development education and related adjectival education sectors; further mainstream development education within the statutory education sector in Ireland; and provide opportunities for exchange and debate between educators from the global North and South.

Policy and Practice has a designated website (www.developmenteducationreview.com) which contains an archive of all previous 34 issues which are available for viewing online and for downloading.  The journal is listed on Scopus (H-Index 2) and the Directory of Open Access Journals (DOAJ).  In 2021, the Policy and Practice web site received 220,000 unique visits from countries in the global North and South.  Policy and Practice articles have generated 3,674 citations that have appeared in 505 journals, 270 books and 349 dissertations.

ABOUT THE THEME

Centre for Global Education is inviting contributions to Issue 36 of our bi-annual, peer reviewed, open access journal Policy and Practice: A Development Education Review on the theme: “Development Education and Democracy”.   Democracy is under threat across the world and this extends to much more than participation in democratic decision-making once every 4-5 years in elections.  It includes the right to protest, to debate, to dissent and express opinion in a range of fora from street protests to social media. As the journalist and activist, George Monbiot, puts it: “Protest is not … a political luxury. It is the bedrock of democracy. Without it, few of the democratic rights we enjoy would exist”.  New legislation is making its way through the British parliament that Amnesty International claims will extend the police “sweeping powers” to crack down on “explicitly non-violent dissent”.  In India, the Prime Minister Narendra Modi’s Bharatiya Janata Party (BJP) has escalated violence against Muslims by bulldozing homes and businesses.  Indian author and activist, Arundhati Roy, believes that “a deeply flawed, fragile democracy has transitioned – openly and brazenly – into a criminal, Hindu-fascist enterprise with tremendous popular support”.

In the global North and South, the past decade has seen a worrying drift toward authoritarianism with the election of populist leaders who have actively undermined democratic structures and practices within their countries.  They include: Bolsonaro in Brazil, Orbán in Hungary, Modi in India, and Erdogan in Turkey.  The United States continues to feel the after-shocks of the Trump presidency with the Supreme Court’s decision to expand gun rights and remove the right to abortion by overturning Roe versus Wade.   ‘Populism, nativism, white supremacy and other forms of racism and extremism are poisoning social cohesion’, argues United Nations Secretary-General, Antonio Guterres, and ‘Polarization is undermining democratic institutions’.  The COVID-19 pandemic has added “greater stresses to democracy”, echoing an Oxfam report which found that the virus has “has exposed, fed off and increased existing inequalities of wealth, gender and race”.  When powerful elites and corporations, “exercise undue influence so as to capture public policies in their favor, this undermines the basis of every individual vote in a democracy”, argues Oxfam.

A question germane to this issue of Policy and Practice is the extent to which education has been used as a tool to ensure a sleeping immersion with market and government orthodoxies and, thus undermine democracy itself.  As Henry Giroux says of the public education system in the United States.  It has:

“become a site of pedagogical repression, robbing students of the ability to think critically as a result of the two political business parties’ emphasis on education as mainly a project of mindless testing, standardization and the de-skilling of teachers”. 

Giroux adds that education is critical to a healthy, functioning democracy by providing the ‘spaces that promote a radical imaginary’ and ‘those formative cultures necessary for young and old alike to develop the knowledge, skills and values central to democratic forms of education, engagement, and agency’.  This issue of Policy and Practice will reflect on development education’s distinctive and rounded view of democracy that includes the following:

  • Grassroots, bottom-up participation;
  • Critical consciousness that unveils and challenges the passivity and compliance created by much of the media;
  • Dialogue and debate rather than didactic transferrals of information;
  • Community participation rather than individualism;
  • Liberation rather than domination.

Among the themes that contributors to this issue could consider are the following:

  • The depoliticisation of Global Citizenship Education (GCE);
  • The pedagogy of what Giroux calls ‘manufactured ignorance’ and the need for a ‘pedagogy of resistance’ to safeguard democracy;
  • The participatory democracy and indigenous movement that has underpinned progressive social, economic and political change in Latin America, most recently in Colombia;
  • The role of the media in neutralising dissent and participatory democracy;
  • The denial of democracy and its implications for social, political and economic rights.
  • The contribution of Freire’s liberating and participative methodologies to grassroots democracy and resistance to oppressive oligarchs and populists.
  • The role of development education’s critical consciousness in demythicising the world and challenging the ‘alienation and passivity’ of the oppressed. 
  • The impact of the marketization of education at all levels on the learners’ capacity to meaningfully engage in democratic processes.
  • Development education and Democracy Education – what are their synergies and areas of potential collaboration?

Article Types

There are four kinds of article published in Policy and Practice

  • Focus articles are peer reviewed, between 3,500 and 6,000 words, and should have a strong critical and theoretical analysis of their topic. 
  • Perspectives articles which are 2,000 – 4,000 words in length and more descriptive, addressing an aspect of development education practice. 
  • Viewpoint articles which are 2,000 – 4,000 words in length and opinion pieces on burning issues related to DE policy and practice. 
  • Review articles are 1,000-2,000 words in length and offer an opinion of a new book, film, teaching resource or online site on development issues. 

Policy and Practice is on Facebook

Please ‘like’ the journal on Facebook at https://www.facebook.com/policyandpractice. We will post new articles and journal updates on the Facebook page. 

Policy and Practice is funded by Irish Aid.

This document has been published as part of a development education project funded by Irish Aid at the Department of Foreign Affairs. Irish Aid is the Government’s overseas development programme which supports partners working in some of the world’s poorest countries. Irish Aid also supports global citizenship and development education in Ireland to encourage learning and public engagement with global issues. The ideas, opinions and comments herein are entirely the responsibility of the Centre for Global Education and do not necessarily represent or reflect DFA policy

For further information contact:
Stephen McCloskey
Editor
Centre for Global Education
9 University Street
Belfast BT7 1FY
Tel: (0044) 2890 241879
E-mail: stephen@centreforglobaleducation.com
Web: www.centreforglobaleducation.com 
Facebook: www.facebook.com/centreforglobaleducation

www.developmenteducationreview.com

July 2022

 

 

ISSN: 2053-4272

Issue 35 Call for Contributors

Development Education and the Economic Paradigm

 

ABOUT THE THEME

Centre for Global Education is inviting contributions to Issue 35 (Autumn 2022) of our bi-annual, peer reviewed, open access journal Policy and Practice: A Development Education Review on the theme: “Development Education and the Economic Paradigm”.  One of the dominant narratives of international development over the past 40 years has been the economic polarization of rich and poor based on income and wealth.  According to the World Inequality Report 2022, ‘between 1995 and 2021, the top 1% captured 38% of the global increment in wealth, while the bottom 50% captured a frightening 2%’.  When global wealth accumulation is expanded to the richest richest 10% of the global population, it finds they own 76% of all wealth.  These shocking indicators of global inequality are not the product of idle speculation but based on data collected by 100 researchers located on all continents over four years.  They point to the economic paradigm that has driven development since the 1980s being propelled by growth without social purpose that is both unsustainable and accelerating inequality.

The gulf between rich and poor revealed by the World Inequality Report has been exacerbated by the COVID-19 pandemic which has preyed upon existing inequalities to deepen the poverty of the most vulnerable, particularly women and girls and racialized groups.  A poverty and wealth report published in January 2022 by Oxfam shows that ‘the wealth of the world’s 10 richest men has doubled since the pandemic began’ while the incomes of 99% of humanity are worse off.  The report finds that ‘252 men have more wealth than all 1 billion women and girls in Africa and Latin America and the Caribbean, combined’.  Perhaps the most shocking statistic in the report is that 21,300 people die from every day from inequality, that’s one person every four seconds.

The data from the World Inequality Report suggests that the wealth capture by the world’s elite is not an aberration but a trend that has accompanied the dominance of the neoliberal economic paradigm since the 1980s.  As Oxfam puts it:

“That people in poverty, women and girls, and racialized groups are so often disproportionately killed or harmed, more than those who are rich and privileged, is not an accidental error in today’s dominant form of capitalism, but a core part of it.” 

So, the aim of this issue of Policy and Practice is to debate the economic paradigm driving global inequality and also explore the possibilities of alternatives.  How can we sustain a social economy within the climatic boundaries established by scientists for protecting the natural environment?  As Oxfam suggests, we need the courage and imagination ‘to break free from the failed, narrow straitjacket of extreme neoliberalism’.   The development education sector with its global North-South ethos and investigative methodology rooted in critical consciousness is well positioned to probe the question of the economic paradigm and how we harness economic wealth as a public good rather than fuelling already distorted wealth and income inequalities.  What can we learn from the global South on how to live in a way that is community-centric, ecologically-balanced and culturally-sensitive?  As an educational methodology rooted in the global South, development education can bring some light to this discussion.

Contributors to Issue 35 could consider, through empirical work or theoretical discussion, the following: 

  • The challenges and opportunities arising from broadening the discourse on economic paradigms within development education and related sectors.
  • Reflections on how development education can support economic literacy that unveils the workings of the economic paradigm. 
  • The historical antecedents of economic injustice and inequalities between the global North and South.
  • An exploration of economic paradigms that offer manifestos for equitable, sustainable and culturally inclusive alternatives to neoliberalism such as Degrowth and the Green New Deal.  How can development education amplify and engage with these new paradigms?
  • Feminist movements and perspectives challenging neoliberalism, extractivism and patriarchal capitalism.
  • Exploring how the economic paradigm can be successfully introduced into development education policy and advocacy strategies.
  • Debating the connection between the climate emergency, inequality and the economic paradigm.

Authors interested in submitting an article to Issue 35 should send a 300-word abstract to journal editor, Stephen McCloskey, by Friday, 8 April 2022.  Please email: stephen@centreforglobaleducation.com.  The submission date for commissioned articles is Friday, 8 July 2022.    

Article Types

There are four kinds of article published in Policy and Practice

  • Focus articles are peer reviewed, between 3,500 and 6,000 words, and should have a strong critical and theoretical analysis of their topic. 
  • Perspectives articles which are 2,000 – 4,000 words in length and more descriptive, addressing an aspect of development education practice. 
  • Viewpoint articles which are 2,000 – 4,000 words in length and opinion pieces on burning issues related to DE policy and practice. 
  • Review articles are 1,000-2,000 words in length and offer an opinion of a new book, film, teaching resource or online site on development issues.

Policy and Practice is on Facebook

Please ‘like’ the journal on Facebook at https://www.facebook.com/policyandpractice. We will post new articles and journal updates on the Facebook page. 

Policy and Practice is funded by Irish Aid.


Contact details for the journal

For further information on the journal contact:
Stephen McCloskey,
Centre for Global Education,
9 University Street, Belfast BT7 1FY
Email: stephen@centreforglobaleducation.com
Tel: (0044) 2890 241879
 
January 2022