CFP: Teachers and Educational Policy
EPAA/AAPE Call for Papers:
Teachers and Educational Policy: Professionalism, Expertise, and Choice in an Age of Populist Politics
Guest editors: Meghan Stacey (University of New South Wales), Jessica Holloway (Deakin University), Jessica Gerrard (University of Melbourne), Anna Hogan (University of Queensland) and Mihajla Gavin (University of Technology Sydney)
Topic: Teachers and Educational Policy: Professionalism, Expertise, and Choice in an Age of Populist Politics
With market-oriented schooling systems now a common component of educational policy ensembles across the globe, teachers can work across highly variegated settings and be subject to considerable accountability and performance pressures. At the same time, the rise of global populism is raising new questions about the role and nature of teacher expertise, as what it means to be a teaching ‘professional’ is re-articulated alongside the shifting role and nature of the state and, conversely, non-state-based actors and institutions.
The collection of papers in this special issue will address these pressing issues around the ways in which current educational policy positions, and may shape futures for, teachers’ work. The editors seek research from diverse international contexts which collectively engage with a range of theoretical and empirical perspectives. The central argument of papers should explicitly relate to the impact of present educational policy settlements on teachers’ work, and may address, in whole or in part, key aspects of the current climate such as the following:
- Teachers’ work and wellbeing as subject to policy technologies of school choice, competition, autonomy, accountability, standards and regulation
- The role of professional associations, trade unions, private providers and philanthropists on policies of teacher professionalization
- Teacher value, expertise and professionalism in an age of populist educational policy and politics
Ultimately, this special issue asks what it means to be a teacher in current political contexts around the globe. We seek papers that engage with timely and significant questions about how teachers’ work is understood, experienced, and imagined from the perspective of and as subject to current educational policy settlements. In doing so, the articles in this issue should also consider how such work might be imagined differently.
Interested contributors are invited to submit 1000-word outlines/proposals aligned with the special issue themes for review by October 2, 2020 via the EPAA website, in the section Teachers and Educational Policy, and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/.
Submission of outlines/proposals (1,000 words): 2 October 2020
Invitation to submit a full paper: 6 November 2020
Submission of full papers: 7 May 2021
Editorial decisions: 2 July 2021
Submission of final papers: 3 September 2021
Expected publication date: 4 February 2022
Please direct any questions about this special issue to Meghan Stacey (firstname.lastname@example.org).