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Contributing Articles

Contributing Articles 

Issue 29 Call for Contributors

Gender and Development Education

Centre for Global Education is inviting contributions to Issue 29 of our bi-annual, peer reviewed, open access journal Policy and Practice: A Development Education Review on the theme: “Gender and Development Education”.  Against the backdrop of a particularly invigorating year in 2018 with the #MeToo movement globally and the Centenary of the Suffragette and Repeal the 8th movements in Ireland, we are interested in exploring the links between gender and development education.  Contributions may address, but need not be restricted to, some of the following topics.

  •          The significance (or not) of gender within development education;
  •          The construction and representation of gender in development policy / curricula / organisations / practice;
  •          The influence of theories of feminism and masculinity on theories and practices of development education;
  •          The relevance of development education in transforming gender power relations – e.g. GBV activism and campaigns like #MeToo and #ThisIsNotConsent;
  •          Examples of good practice – e.g. the use of gender analysis in development education policy and practice.

Authors interested in submitting an article should send a 300 word précis to journal editor, Stephen McCloskey, email: by Friday, 3 May 2019. The submission date for commissioned articles is Friday, 5 July 2019.

Article Types

There are four kinds of article published in Policy and PracticeFocus articles are peer reviewed, between 3,500 and 6,000 words, and should have a strong critical analysis of their topic.  The second is a Perspectives article which is 2,000 – 4,000 words in length and is normally more descriptive, addressing an aspect of practice.  Viewpoint articles are designed to provoke debate a given topic and more subjective in the presentation of their argument.  Resource 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.

Latest Issues

Policy and Practice Issue 27 has been published and is available online

Issues 27 of the Centre for Global Education's bi-annual, peer reviewed bi-annual journal, Policy & Practice: A Development Education Review, has been published and is now available online. The theme of this issue is The Development, Conflict and Security Nexus: Theory and Practice

Issue 27 of Policy and Practice is on the theme ‘Rethinking Critical Approaches to Global and Development Education’ and argues that critical approaches to education are rooted in the Freirean tradition of critical pedagogy and for decades have pushed back against mainstream liberal – and more recently neoliberal - approaches.  Critical pedagogy remains as important today as it ever was and has fostered fruitful strategies for challenging the presumed inevitability of capitalism as an economic system, and resisting its influence on education systems.  As Guest Editor, Sharon Stein, suggests: ‘It has also been the subject of feminist, post-colonial, and post-structural engagements that consider its potential limitations and circularities alongside its potentially transformative gifts’.  Stein argues that there ‘is much value in reframing and reclaiming critical traditions in order to consider their implications for our own time’ and the contributors to this issue of the journal have sought to do that.  For example, Gertrude Cotter and  Eilish Dillon have revisited critical pedagogy in their ‘distinct but complementary contributions’ in the context of the development education sector in Ireland.  But rather than debate a particular tradition of critique, Stein’s Editorial takes a ‘step back’ and considers ‘whether any single arsenal of educational tools – including liberal and critical approaches – can adequately equip us to respond generatively, strategically, and ethically to the complex local and global challenges that we currently face’. She argues that ‘it is crucial that we prepare students with the self-reflexivity, intellectual curiosity, historical memory, and deep sense of responsibility they will need in order to collectively navigate an uncertain future for which there are no clear roadmaps’. 

Policy and Practice Issue 26 has been published and is available online

Issues 26 of the Centre for Global Education's bi-annual, peer reviewed bi-annual journal, Policy & Practice: A Development Education Review, has been published and is now available online. The theme of this issue is Development Education in Politically Interesting Times.

The past year has been a highly volatile and politically unstable one which has created a climate of fear and uncertainty as well as concern about the apparent erosion of open and participative democracy. There was considerable shock and no little head scratching at the UK’s decision to leave the European Union by referendum on 23 June 2016. Then, in November, the election of Donald Trump as president of the United States on a ticket that was nakedly anti-migrant, anti-Muslim and narrowly nationalistic rang alarm bells across the world. In the global South, we have seen the election of Rodrigo Duterte as president of The Philippines, who has vocally supported the extra-judicial killing of drug dealers. In Egypt, President Fattah el-Sisi has been accused of war crimes and festering extremism and, on the gateway between the global North and South, President Erdogan of Turkey used an attempted coup d’état in July 2016 to crackdown on political opponents, the media and civil society. This apparent slide toward popular nationalism in many key regions and countries around the world have been accompanied by ‘alternative facts’ and media manipulation such as the claim that the National Health Service in the UK would benefit to the tune of £350 million a week if the ‘leave’ campaign prevailed.

In this issue of Policy and Practice, these politically uncertain times are examined by looking at the implications for development education of rapid political changes, global justice issues, groupthink, social justice and activism. 

Policy and Practice Issue 25 has been published and is available online.

Issues 25 of the Centre for Global Education's bi-annual, peer reviewed bi-annual journal, Policy & Practice: A Development Education Review, has been published and is now available online. The theme of this issue is Development Education and Human Rights.

This issue coincides with the 70th anniversary of the Universal Declaration of Human Rights, proclaimed by the United Nations (UN) on 10 December 1948. To mark this significant anniversary, Issue 25 of Policy and Practice reflects upon the relationship between development education (DE) and human rights. As with the UN Declaration, DE and human rights share a commitment to safeguarding fundamental rights and freedoms by adopting common approaches to education that effect positive social change through action. This approach clearly illustrates the interconnections between rights and development and this extends to active citizenship, sustainable development and global citizenship education. 

Issue 25 addresses the challenges faced by both human rights and development discourses by critically reflecting on the relationship between human rights and DE, the critical role of preconceptions on children’s and teachers’ conceptualisations of global issues; the convergence between sustainable development education and gender-based rights; the role of research in developing rights-based strategies to promote DE.

Contact details for the journal

For further information on the journal contact:
Stephen McCloskey,
Centre for Global Education,
9 University Street, Belfast BT7 1FY
Tel: (0044) 2890 241879

Policy and Practice is funded by: