Special Issues - What's to come!
We are pleased to announce the following special issues and their associated editors. Please feel free to contact these editors for further information on the special issue.
Special Issue #1: March 2021
Editor: Chad Morrison chad.morrison@curtin.edu.au
Title: Implications of a global pandemic for regional, rural and remote education
The complexities, constraints and realities of regional, rural and remote education impact on all aspects of teaching and learning. The global pandemic of 2020 has exposed gaps within the knowledge and practice of teachers having to migrate quickly to new ways of working. It has also exposed gaps in digital infrastructure and pedagogies and emphasised inequity that plagues diverse students and communities. These experiences have resulted in considerable activity throughout the world and a proliferation of resources, perspectives and agendas aimed at ameliorating students from periods of stagnation. This activity has expanded our collective field of vision about contemporary teaching and learning within the context of challenge and uncertainty. Additionally, the global pandemic may have inadvertently highlighted that the needs of many vulnerable, diverse students residing in regional, rural and remote communities continue to be overlooked in the rush to provide workable solutions for the majority of students based in metropolitan or large regional centres. Understanding the broad implications (both positive and negative) of the COVID-19 pandemic for regional, rural and remote students and educators is critical to adding their voices and perspectives to the chorus for increased opportunity, accessibility and outcomes for these students in a post-pandemic education landscape.
Special Issue #2: November 2021
Editor: Melyssa Fuqua melyssa.fuqua@gmail.com
Guest Editors: Cheryl Glowery c.glowrey@federation.edu.au
Robyn Henderson Robyn.Henderson@usq.edu.au
Karl Maton karl.maton@sydney.edu.au
Title: Connecting with rural education research
The central theme for this special issue of AIJRE is connecting rural education research and urban-based research. The field of rural education research is embedded in understandings of context, place, and space, but is often treated as sitting on the margins. The special issue will shift such perceptions and locate the rural as a key and constituent part of the wider field of education. The issue foregrounds connections and will challenge existing notions of a rural-urban divide and associated thinking leads to a deficit view of the rural. Papers will show how the spatial and contextual considerations of rural education research have developed perspectives and methodologies that can inform and enrich the broader research community. The special issue welcomes both Australian and international contributions that examine how contemporary rural education research is challenging traditional perceptions.
Call for abstract proposals
Closing date: 10 October 2020
Notifications following peer review of abstracts: 9 November 2020
Submission of papers to editorial team: 19 April 2021
Special Issue #3: March 2022 –
Editor: Professor Jayne Downey jdowney@montana.edu
Guest Editors: Associate Professor Jennifer Collings collinsjen@uwplatt.edu
Associate Professor Lindsay Hollingsworth hollingswoli@uwplatt.edu
Building Partnerships for Rural Teacher Pathways: Processes and Outcomes of Contextually Responsive School-Community-University Collaborations
This Special Issue of the AIJRE will explore theoretical and practical components of partnerships that have been formed to support and sustain rural teacher pathways around the world. The articles in this issue will honour the diverse nature of international rural contexts and recognize distinctive forms of partnership that are needed to support career exploration at the secondary level, professional preparation at the university level, employment decisions upon graduation, and retention strategies post-induction.
The issue investigates critical aspects of mutually beneficial partnerships between rural schools, communities and universities and how each contributes to address specific, situational demands. Authors are invited to submit works that explore collaborations at any point in their development; of specific interest is research describing innovative approaches, detailing responsiveness in the face of internal and external challenges, and revealing processes that sustain and strengthen relationships. We believe the sharing of evidence-based strategies, principles, and approaches will provide insight for us all; learning from our international colleagues can both inform and transform our practice in innovative and valuable ways.
For this Special Issue, we invite the submission of manuscripts for review that address the following theoretical and/or practical aspects of partnerships relevant across the rural teacher pathway, including:
- key elements in the process of initiating and sustaining collaborative rural school-community-university partnerships;
- innovative endeavours by schools and universities to create a teacher workforce responsive to the needs of rural/remote schools and their communities;
- expanded definitions of ‘partnership’;
- how partnerships respond to changing demographics of rural places;
- comparative or historical studies of rural school-community-university partnerships.
Submission Process
Prospective authors are encouraged to contact the Special Issue editors regarding potential topics of interest or any questions/suggestions regarding the special issue. Manuscripts for review must be submitted by October 15, 2021 using the AIJRE online review submission and peer review system https://journal.spera.asn.au/index.php/AIJRE/about/submissions#authorGuidelines
Timeline
Paper Submissions Due: October 15, 2021
Review Decisions: December 15, 2021
Revisions Due: February 1, 2022
Publication: March, 2022
