Special Topic: Policies for Management of Compulsory Public Education in Ibero-America: Main Debates and Challenges

 

Education Policy Analysis Archives (EPAA/AAPE) announces a call for a special issue exploring policies for management of compulsory public education in Ibero-America. The substantive idea is to identify the main characteristics, trends, problems and challenges facing, and possibly to face, compulsory public education in the coming decades. What has been propositionally defined as a cycle of policies in an uncertain scenario, compulsory public education in Ibero-America has been increasingly influenced by new and powerful social demands, a making of the State with different parameters from those of the last years, and with some exceptions, a decline in traditionally public schooling, in favor of what has been called private education with public financing.

 

The current decade has been characterized by a large and diverse set—not always articulated—proposals for educational policy in the field of management of the public education systems, in parallel with various policies concerning the massification and universalization of education, the integration and attention to diversity, and strong demands for quality results, an area of great dissatisfaction. Furthermore, processes of globalization have had a less direct influence on the multilateral agencies as they attempt to standardize systems, while at the same time, have increased the number of proposals in various territories. These developments present contradictions for researchers, policymakers, practitioners, and the general public.

 

Although massive criticisms of and disagreements about compulsory school system in Latin America are increasingly widespread, the region shares – to an important degree- significant expectations about the capacity for education to provide a solution to the main disjunctive of society currently: the construction of a social pact (governance), the role of the State in this new governance, and its associated labor development. This special issue hopes to shed light on this situation in the macro-region of Ibero-America, including but not limited to Portugal, Spain, Brazil, Argentina, Mexico, Colombia, Peru, Chile; Uruguay, Bolivia, Ecuador, Costa Rica, and Panama. Submissions should  seek to analyze policies and policy cycles using exploratory and/or comparative frameworks with strong empirical and theoretical foundations, that also emphasize expected and achieved results.

 

Submissions will be accepted in the following languages:  English, Español, and Portuguese

 

About the Journal: Celebrating its 26th 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: All materials should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/.  We will not consider manuscripts submitted for publication or published elsewhere.


Timeline

Submit 500-word abstracts: August 16, 2018

Invitation to submit full manuscripts: September 20, 2018

Full manuscript submissions: November 30, 2018

Revised manuscript submissions: by February 28, 2019

Anticipated publication: May 2019

 

Questions concerning this call for papers should be directed to Sebastián Donoso (Universidad de Talca – Chile, donoso.sebastian@gmail.com) or Ângelo Ricardo de Souza (Universidad Federal de Paraná, Brasil, angelosou@gmail.com) or Joaquín Gairín (Universidad Autónoma de Barcelona, joaquin.gairin@uab.cat)