Call for Papers: The Construction of Knowledge in Higher Education Studies: A Southern Perspective


Special Issue Topic: The construction of knowledge in higher education studies: A Southern perspective

Guest Editors: José Joaquín Brunner (Universidad Diego Portales) and Carolina Guzmán-Valenzuela (Universidad de Chile)


Education Policy Analysis Archives (EPAA/AAPE) calls for papers for a special issue whose aim is to problematize policies in the construction of knowledge in higher education studies with a special focus on the South and Latin America.


Higher education, as an area of study, has been developing since the 1960s, (Brunner, 2009; Khem, 2015; MacFarlane & Grant, 2012; Teichler, 2000, 2005; Tight, 2012, 2013, 2015) especially in Anglo-Saxon countries. Although in Latin America, there has been an interest in higher education for the last 100 years—with academic work being largely in book form—only recently has higher education studies emerged as an area of study as such. Particularly, in the last decade, journal papers in higher education studies have witnessed a spectacular growth in Latin America (Guzmán-Valenzuela, 2017, 2018; Nussbaum & Gonzalez, 2015).


For this special issue, the main focus is on the construction of knowledge in the South in relation to topics such as academic capitalism, educational reform, the role of public universities, privatization of higher education, internationalization, women in academia, patterns of publication, among others. Also, papers critically examining policies in the construction of knowledge in higher education from a geopolitical perspective are welcome. It is intended to select a well-balanced group of papers in terms of topics, languages and author’s country affiliations.


Original papers (not sent to other journals or published in books or journals) in English, Portuguese or Spanish are sought. Articles should not exceed 40 double-spaced pages. More information about the EPAA guidelines can be found here:, All articles will be evaluated through a double-blind process and by at least one of the editors.


About the Journal: Celebrating its 25th year, EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place.


Submission Information: Interested contributors are invited to submit 1000-word outlines/proposals aligned with the special issue themes for review by June 15, 2018. All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines:



Submission of outlines/proposals (1,000 words): 15 June 2018

Invitation to submit a full paper: 1 August 2018

Submission of full papers: 15 November 2018

Paper feedback plus editorial comments/suggestions: 15 February 2019

Submission of final papers: 15 April 2019

Expected publication date: June/July 2019


Guest Editors:

José Joaquín Brunner,

Carolina Guzmán-Valenzuela,