CfP: Diaspora and Education: Towards New Sociological Perspectives for ISSE

Diaspora and Education: Towards New Sociological Perspectives

A special issue for International Studies in Sociology of Education.

This Special Issue aims to explore the theoretical, methodological and empirical relevance of the concept of diaspora for an international sociology of education. It will bring together high-quality, original research and scholarship from a range of disciplines, including sociology, anthropology, migration and diaspora studies, comparative and international education, digital literacies, among others.

The Special Issue invites cutting edge empirical and theoretical research examining the ways in which diasporic communities are drawing upon their transnational linkages and manifold capitals to educate themselves and others in diverse societies.

The conception of diaspora which is the focus of this special issue is different from the so-called ‘check-list’ approach which associates diasporas with loss of, longing for and possible return to a homeland, while also moving beyond the ‘anti-essentialist’ focus on hybridity and difference. Rather, diasporas are seen as normal and constant features of the contemporary world and analysed as highly significant in shaping social, political, economic and cultural processes at local, national and transnational levels. Special attention is therefore expected to be paid to the particular nature of settlement, relationships with the country of settlement, and intra-diasporic, local and global dynamics. However, contributing authors are welcome to adopt other positions and to use their work to critique and further develop the concept of diaspora. 

Your paper may wish to address one or more of the following questions (not an exhaustive list):

  • How can ‘diaspora’ help us to more rigorously challenge methodological nationalism in education and/or offer methodological innovations?
  • What advantages (e.g. theoretical, empirical) does the diaspora concept offer the globally-comparative study of education?
  • How do diasporans use their ‘diasporicity’ to engage with and challenge/overcome educational inequalities in national and international arenas?
  • What does a diasporic approach to education offer in terms of developing (or theorizing) innovative, inclusive models of education and citizenship?

Submission Guidelines

Prospective authors are very welcome to contact the guest-editor directly to Dr Reza Gholami to informally discuss their contribution or seek feedback on their abstract.

To formally express an interest in contributing to the Special Issue, please submit an abstract of no more than 250 words to the same email address by 15 January 2020. Successful authors will be notified by 15 February 2020, and full drafts are required for submission and peer review by 1 April 2020.

For an example of an article in this special issue, refer here.

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