• General Call for Papers to the Nordic Journal of Comparative and International Education (NJCIE)

    2020-10-11

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    The Nordic Journal of Comparative and International Education (NJCIE) is now into its fourth year of production, planning the fifth year in full steam. It is uniquely positioned as the only journal within Comparative and International Education in the Nordic region. Yet, NJCIE reaches out to a global audience. 

    NJCIE is concerned with the interplay of local, national, regional and global contexts which are shaping education. The ways in which local understandings can bring to light trends, effects and influences that exist in different contexts globally highlight the general understanding of Comparative and International Education in NJCIE.

    Give your next article the exposure it deserves by publishing open access in NJCIE, which will allow your article to benefit from:

    • being freely and permanently available on our platform, leading to increased readership, citations and Altmetric scores;
    • wide dissemination – your research being discoverable by anyone, anywhere, any time;
    • rapid and efficient peer review;
    • being published online as soon as the article is ready through the editorial process;
    • a professional editorial board.

    We publish 1-2 general issues per year in addition to special issues. 

    Do you want to publish a special issue, please contact the Editors-in-Chief.

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  • CALL FOR PAPERS: Special Issue on Digital Competence in Teacher Education across Europe

    2020-10-11

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    This special issue focuses on the increasingly important concern of digital competence in initial teacher education and examines the range of digital competencies required by educators in a rapidly evolving digital context.  Teacher education plays a critical role in preparing teachers to integrate digital technologies in teaching and learning and needs to equip teachers with the skills to adapt to changing technologies and curricula in the future.  Tømte et al. (2015) note that teacher education does not pay enough attention to developing student teachers’ digital competence.

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  • CALL FOR PAPERS: Special Issue on Scientization of International Educational Development Programs in the Global South - Opportunities and Challenges 

    2020-10-05

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    Guest Editor: Teklu Abate Bekele, Associate Professor, The American University in Cairo

    Comparative education scholarship on international educational development seems to generally follow three nonexclusive trajectories. One, international organizations (IOs) are portrayed as instruments for promoting Western cultures. The power imbalance between the West and the Global South is generally considered characteristic of the traditional regulatory/financial governance model putting the latter at the receiving end of educational aid and policy (Menashy & Shields, 2017; Dale, 2007; Jones, 2007). Two, the world is viewed as a cultural society, as viewed in world polity theory (Meyers, 2010). Accordingly, global educational governance promotes a shared conception of world society, humanity, development, and sustainability. To build consensus about development priorities, IOs position themselves as policy activists and advocates (Mundy, 2006).

    The third trajectory explains how global governance primarily uses the power of ideas or knowledge for organizational legitimacy and impact. This is referred to in the literature as soft governance (Niemann & Martens, 2018; Zapp, 2020), as it relies on the authority of scientific knowledge as opposed to hard, financial preconditions to govern education.

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