Let's Talk Human Rights

By Christina Wright Fields, PhD, Novea McIntosh, EdD and Rochonda Nenonene, PhD

We are excited to announce a call for chapter proposals in a forthcoming book that examines the impact and needs of global education on the field. The editors seek a diverse group of scholars to develop broad and inclusive conceptions of global competency within educational spaces. This volume will cover global education in terms of preservice teacher training, work in the Pk-12 setting, community engage partnerships and recommendations on how to extend the nexus between culturally responsive educational practices and global education. Additionally, we welcome chapters related to challenging conventional understandings of research and knowledge, and advocating for social justice and equity in education with epistemologies grounded in global intellectual traditions.

Description

This edited book builds on the work of scholars who have called for culturally relevant, responsive, and sustaining (CRSP) teaching and pedagogies in education. The goal of this volume is to provide an intersectional global and culturally responsive teaching approach that offers futuristic possibilities of reimagining learning without borders. Highlighting pedagogy and scholarship aimed at opening the conversation for readers to consider dialogue, collaboration, and research between two fundamentally important pedagogical frameworks, that each have a long-standing legacy and impact in teacher education. In light of our educational ecosystem, now is a time for the convergence of these frameworks to fully incorporate the principles and practices of CRSP with the multifaceted elements of global competencies. The authors share a new globalized pedagogical framework that bridges the gap between CRSP and international teacher education.

We anticipate that the book will be of interest to scholars, EPP programs, graduate students, and practitioners and administrators in PK-12 schools. We invite authors to bring clarity and illumination to these issues from a conceptual, philosophical, historical, and political perspective and to offer ideas about actual classroom practices.

Text Organization

Part I: Perspectives on Borderless Teaching:
This section explores how educators integrate global diversity within local educational contexts through borderless teaching and learning opportunities. Authors will bring to the forefront theoretical, historical, and philosophical contextual frameworks and scholarly works which inform globalized perspectives in educational spaces.

Part II: Perspectives on operationalizing the Global Pedagogical Framework:
This section shares examples of specific applications of globalized pedagogies which reflect the integration of culturally responsive and sustaining pedagogy (CRSP) and global competencies. More specifically practices from local diasporic and transnational experiences. Authors will demonstrate how integrative global education can be applied within and outside of traditional classroom spaces (e.g., community organizations, performing arts, places of worship, refugee resettlement programs, etc.).

Part III: Conclusion and Recommendations
This section explores global futurism in teacher education by offering recommendations in the field as readers consider the new landscape of education where global diversity is a necessity not a choice. Readers will develop a voice of advocacy to foster and enhance one’s global pedagogical activism.

Topics of Interest

We encourage a range of perspectives and approaches to this topic, including but not limited to:

• Global education and global standards as the next evolution of culturally responsive/sustaining educational frameworks and practices.
• Theoretical and conceptual approaches to global education in educational research and practice at the intersection of CRSP and global competencies.
• Global education as a way to showcase cultural strengths and connections within and across historically targeted communities.
• Applications of global education standards or practices that enhance the conceptualization of intersectional cultural identities.
• Global education activities as reflective self-studies of teachers and/or students in multicultural settings and/or contexts.
• Global education as a way to explore connections and interactions between students, teachers, administrators, families, and communities.
• Research and practical implications for the future of global pedagogical practices in teacher education as drivers of social activism

Submission Procedure

Researchers and practitioners are invited to submit abstracts on or before November 15, 2023, of no more than 500–750 words inclusive of references. All submissions should include:

1. Author name(s), email address(es), and affiliation
2. Proposed manuscript title
3. Proposal Abstract and references (500–750 words)
4. Short bio (s)--approximately 75 to 100 words
5. Possible images (optional): If applicable.

All submissions must be in MS Word and follow the style outlined in the Publication Manual of the American Psychological Association (2019, 7th edition).

Submit all abstracts to here by November 30, 2023

Forward all inquiries or questions to: Dr. Novea McIntosh (nmcintosh1@udayton.edu)

Chapter Guidelines

Once accepted additional chapter guidelines will be shared with accepted authors. Final drafts of chapters should be between 8,000-9,000 words in Times New Roman 12, double spaced text, inclusive of title, abstract, manuscript, and references, should be submitted as a Microsoft Word email attachment by February 15, 2024. Manuscripts should conform to 7th edition APA style conventions.

Tentative Timeline

• Chapter Abstracts and Bios due: November 30, 2023
• Responses of acceptance to contributors: December 15, 2023
• Completed Chapter First Drafts due to Editors: February 15, 2024
• Chapters sent back to contributors with revision: April 1, 2024
• Second draft of chapters are due: May 15, 2024
• Peer review due: June 15, 2024
• Chapter sent back to authors: June 30, 2024
• All final chapters, images, copyrights due: August 30, 2024
• Publishing date: Winter 2024