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Overview

‘Society can be bad’, the sociologist Zygmunt Bauman (2001, p. 1) once observed, ‘but not the community’. It makes sense, for example, to speak of an ‘exclusionary society’, whereas by speaking of an ‘exclusionary community’, one is immediately conscious of having uttered an oxymoron. For too many children forcefully displaced from the places that were once their homes, the way societies can marginalise and exclude is a lived reality—a reality that brings urgency to research that illuminates both exclusion in society and concrete possibilities for the creation of inclusive and safe learning communities where all displaced children might belong and flourish. It is precisely this reality that inspires this Special Issue.

We welcome original research articles, theoretical scholarship, and reviews that address areas including, but not limited to, the following:

  • What difficulties and exclusionary forces are confronted by people forced to migrate from their homes?
  • How might educational institutions become more responsive to the experiences and voices of displaced people?
  • How do global inequalities shape the educational experiences of displaced people?
  • How might the international community respond more effectively to global injustices to support and cultivate inclusive educational institutions for displaced people?
  • How can we effectively create and sustain inclusive and just educational communities, practices, and policies for all displaced people?
  • What difference can individual institutions and educators make in the lives of displaced people?
  • How can formal and non-formal education institutions and organizations better coordinate their services?

 

Deadline for full manuscripts: 15th March 2024

More information, including how to submit your paper, is available at this link.

 

Guest editors

Prof. Dr. Wayne Veck, Faculty of Education and the Arts, University of Winchester, UK

Dr. Michelle Proyer, Department of Education, University of Vienna, Austria

Prof. Dr. Joanna McIntyre, Faculty of Social Sciences, University of Nottingham, UK