Inclusive Refugee Education and Global Justice
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".
Deadline for manuscript submissions: 15 September 2024 | Viewed by 2419
Special Issue Editors
Interests: inclusive education; forced migration; philosophy of education; disability
Special Issue Information
Dear Colleagues,
‘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’, but to speak of an ‘exclusionary community’ is immediately to be conscious of having uttered an oxymoron. As too many people forcefully displaced from the places that were once their homes, the way societies can marginalize and exclude is a lived reality. It is a reality that brings urgency to research that illuminates the exclusion of displaced people in and between societies globally. Moreover, it points to the necessity of advancing concrete possibilities for the creation of inclusive and safe learning communities where all displaced people 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?
Prof. Dr. Wayne Veck
Dr. Michelle Proyer
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- education
- inclusion
- refugees
- forced migration
- justice
- educational communities
- educational practices
- educational values
Planned Papers
The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.
Title: But we do not know anything, we were born in this predicament: Realities of displaced learners facing xenophobic in South Africa
Authors: Bekithemba Dube; Wendy Setlalentoa
Affiliation: Central University of Technology
Abstract: In this article, we discuss the dynamics of learners facing xenophobia in South Africa. While a lot has been researched on the dangers of xenophobia, few studies have zeroed on its impact on school going children whose presence in South is not by design but default. We seek to reveal their lived experience within the curriculum context and expose identity construction that emerge during displacement. To theorise this paper, we tap into Sabelo Gatsheni Ndlovu’s notion of anti-normalisation of violence which argue that African should be vigilant not to normalise violence as a natural state of order since it can be sustained through lies, and deceit. Through Participatory Action Research, 15 participants drawn from displaced children due to their nationality participated in the study. We found that xenophobia is a serious social pathology in South Africa which does not destroy victim’ identity but also perpetrators and spiralling violence to the entire society. We argue that the voices of children crying within our classrooms due to xenophobia need to be heard, addressed and we see the centre for diversity at Central University as key to mitigate fears, pain among the excluded while promoting narratives of diversity as critical to reconfigure a non-violent society.
