Educational Equity 2024 : Fostering Educational Equity through Linguistically and Culturally Responsive Education

Dear colleagues,
We would like to invite you to submit an abstract for our upcoming special issue entitled ‘Fostering Educational Equity through Linguistically and Culturally Responsive Education’, scheduled for publication in Education Sciences (ISSN 2227-7102).

This volume aims to consolidate existing research and successful practices in global contexts, focusing on enhancing positive learning experiences for multilingual learners in marginalized positions. Building on our experience with "pockets of possibility" and evidence-based multilingual learning practices despite challenges, we seek insights into effective linguistically and culturally responsive education. The volume addresses challenges at individual and structural levels, exploring how they are overcome in various projects. It includes accounts of small-scale multilingual communities developing sustainable systems to manage diversities while preserving languages, cultures, and identities.

This Special Issue seeks to address the following questions:
• What types of linguistically and culturally responsive education programs are being implemented globally to better foster social integration and (language) learning in schools? How do they support learners’ achievement in education generally and/or language education more specifically?
• How are educational programs successfully addressing challenges around demands for language learning at school, i.e., learning the language of education, achieving in required “foreign” languages and sustaining “first/identity” languages?
• How can linguistically and culturally responsive pedagogy support inclusion and whole-school improvement? How are conceptions of “multilingual identity” (Forbes et al., 2021) and/or a “collective multicultural consciousness” (Halse, 2022) being harnessed in such initiatives?
• What are the ways that linguistically and culturally responsive education is being interpreted and implemented at the level of courses, the classroom, teacher education, and educational/school leadership and policy?

Submission
We kindly request interested authors to submit a proposed title and an abstract of 400-600 words summarizing their intended contribution. Submissions can be made through the online system or sent directly to the Guest Editors ([email protected]) and the Education Sciences Editorial Office ([email protected]). Abstracts will be reviewed by the Guest Editors for the purposes of ensuring proper fit within the scope of the Special Issue. Full manuscripts will undergo double-blind peer-review.

Key dates:
• Abstract submission deadline: 31 May 2024
• Notification of abstract acceptance: 15 July 2024
• Full manuscript deadline: 31 December 2024

We are looking forward to receiving compelling submissions from around the globe that will enrich this Special Issue.

Please feel free to circulate the CfP within your network!

Miriam Weidl & Elizabeth J. Erling