You are invited to submit a paper for publication in a special Issue on teaching and teachers in conflict-affected settings during COVID-19 for the Education and Conflict Review (ECR) journal housed at the Center for Education and International Development, Institute of Education, University College London. The journal provides a forum for knowledge exchange to build synergies between academics, practitioners and graduate students who are researching and working on education issues in conflict-affected settings.
The special issue welcomes a broad range of empirical research, rigorous reviews and theoretical/conceptual analyses on teaching and teachers in conflict-affected settings during COVID-19. Areas of interest for this special issues include, but are not limited to, the following topics:
- Teachers and teaching in conflict settings during the COVID-19 pandemic
- Use of educational technology for teaching and teacher professional development
- Teacher professional development
- Teacher well-being
- Role of parents and family members as ‘teachers’
- Indigenous approaches to education delivery
- Collaborations and partnerships to support teaching and learning
- Equity and inclusion
- Innovations in pedagogies
- Innovations in research methods and ethical considerations in educational research
Please submit an abstract (a maximum of 500 words) that clearly outlines the context of research, methodology, key findings and implications for policy and practice. Please also share this call for submissions with your networks. See flier for more details.
This special issue of ECR will be co-edited by Dr Tejendra Pherali (Editor – ECR, University College London) and Dr Mary Mendenhall (Guest Editor, Teachers College, Columbia University).
Please send your proposal to: firstname.lastname@example.org by 30 January 2022.