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   Call for Papers to the 10th Anniversary Special Issue of Multicultural Education Review (MER)
Call for Papers to the 10th Anniversary Special Issue of Multicultural Education Review (MER)

Focus
Multiculturalism, Interculturalism, and Transculturalism: Commonalities, Contradictions, Complementarities, and Their Implications for Multicultural Education

Special Issue Editors        
Yun-Kyung Cha,a Neal Dreamson,b and Moosung Leec
aHanyang University, South Korea
bQueensland University of Technology, Australia
cUniversity of Canberra, Australia

Significance of Focus
This special issue will cover multicultural education from theory to practice by addressing its rapidly changing, disruptive landscape through educational lenses of multiculturalism, interculturalism, and transculturalism. These emergent '-isms' reflect phenomenological shifts of multicultural education, and more significantly, challenge its epistemological, methodological, and theoretical understanding. Today’s society contains multiple cultural and/or ethnic groups, and our multicultural living and educational environments manifest multi-, inter-, and trans-culturality that clarify the socio-cognitive foundations of multicultural education. These emergent concepts are often misunderstood in education not only because there are diverse definitions and semantic clarifications, but also because the interrelatedness and interconnectedness of the concepts are yet explored for a holistic approach to multicultural education. Furthermore, those three concepts are often regarded as alternatives to multicultural education due to international terrorism and civil violence that increase tensions and conflicts between ethnicity/religion/class, resulting in political abolition of multicultural policies in some Western societies.

These ideologically framed discourses tend to undermine the fundamental identity of multicultural education that promotes and enhances social justice, equity, diversity, and inclusivity in education. This means that renaming multicultural education to intercultural education or something else will not change those critical agendas. Rather our effort must be focused on empowering educators and learners to continue to expand their political, economic, cultural and social rights in cultural diversity. To do so, we would better examine and re-examine the assumptions, values, and beliefs informing our perspectives on multicultural education in today’s complex world. In essence, increasing segregation and division within education research, particularly multicultural education, develop unnecessary tensions, while multicultural society gives an epistemological and semantic account of the concepts, multiculturality, interculturality, and transculturality. In this sense, this special issue aims to reach new horizons of multicultural education studies by addressing diverse perspectives of multiculturalism, interculturalism, and transculturalism, such as commonalities, contradictions, and complementarities, within the scope of (multi-, inter-, and trans-) cultural interaction and hegemonic shifts. Thus, we seek papers that identify and discuss those perspectives and their implications for multicultural education in diverse socio-historical, methodological, theoretical, and practical contexts.

We are interested in papers about the topics below, as well as ideas for other potential papers that may not be in this initial outline for the special issue.

Potential topics for the special issue may include:
•        Comparative modelling of multicultural/intercultural/transcultural education
•        Critical discourses on multicultural/intercultural/transcultural education
•        Educational philosophy of multiculturalism, interculturalism, and transculturalism
•        Historical perspectives of multicultural/intercultural/transcultural education
•        Holistic approaches to multicultural/intercultural/transcultural education
•        Integrative approaches to understanding multiculturalism, interculturalism, and transculturalism
          in educational contexts
•        Interrelatedness and interconnectedness of multiculturality, interculturality, and transculturality
          for multicultural education
•        Methodological approaches to multicultural/intercultural/transcultural education (research)
•        Multicultural/intercultural/transcultural curriculum development
•        Multicultural/intercultural/transcultural education in disciplines
•        Multicultural/intercultural/transcultural educational policy and reform
•        Multicultural/intercultural/transcultural pedagogy
•        Multicultural/intercultural/transcultural school models
•        Multicultural/intercultural/transcultural teacher education models
•        Multicultural/intercultural/transcultural teacher professional development
•        Pedagogical understanding of multicultural/intercultural/transcultural teaching and learning
•        Socioeconomic and geographical contexts for multicultural/intercultural/transcultural education
•        Teacher attitudes of and beliefs in multicultural/intercultural/transcultural education
•        Theoretical frameworks for multicultural/intercultural/transcultural education research
•        Values, assumptions, and beliefs of multiculturality, interculturality, and
          transculturality in (disciplinary) education

Interested contributors should develop an abstract (proposal) that includes the following information:
•        Paper title: Draft title of the proposed paper.
•        Author information: Full list of authors, affiliations, positions, contact information
•        Author Bio: About 100 words per author
•        Paper abstract: Rationale and description of the paper content; no longer than 500 words,
          single-spaced.

This special issue will be published in the December of 2018. Proposals should be submitted “off line” in the first instance directly to the Special Issue Editors (MooSung.Lee@canberra.edu.au) by April 15, 2018. If the proposal is selected, the full paper should be between 5,000 and 7,000 words including references, tables, figures, appendices, etc, and its deadline is on July 15, 2018. Selected manuscripts will be subject to the process of blind peer review coordinated by the Special Issue Editors. The finally revised manuscripts should be submitted to the MER by September 15, 2018.

About MER
MER is a peer-reviewed journal for research about diversity and equity in education. Aiming to provide a truly international and multidisciplinary forum for the discussion of educational issues, MER has published research work that explores various aspects of policy and practice in multicultural education around the world. MER is published quarterly (March, June, September, and December) through Routledge in the U.K. (for more information: https://www.tandfonline.com/loi/rmer20).


    
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