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Education Sciences
Special Issues
Re-thinking Global Education during the Times of Emergencies
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Re-thinking Global Education during the Times of Emergencies

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (31 May 2023) | Viewed by 5338

Special Issue Editors

Dr. Heidi Layne

E-Mail Website
Guest Editor
Faculty of Education and Psychology, University of Jyväskylä, 40014 Jyväskylä, Finland
Interests: sustainable and global education; intercultural and social context of education; teacher education and early childhood education
Dr. Haiqin Liu

E-Mail Website
Guest Editor
Faculty of Education and Welfare Studies, Åbo Akademi University, FI-65101 Vaasa, Finland
Interests: international teacher education and professional development; diversities in education; sustainable and global education

Special Issue Information

Dear Colleagues,

In general, global education covers themes concerning the Sustainable Development Goal “education for all” (SDG4). Retrospectively, it covers terms such as intercultural (competency), multicultural education,  social justice, migrant education and peace education, amongst others. Current global emergencies such as conflicts, the COVID-19 pandemic, and climate crisis may have challenged and changed the way in which students, teachers and policy makers think about education. The global andemic and conflicts have also revealed new layers of injustices and racism between humans (and beyond human subjects). The field of global education attempts to respond to the “emergencies” facing humanity (and beyond), and there is a sense that these times call for deep and profound civilizational changes (de Sousa Santos, 2016). Instead of relying on certain ways of knowing and understanding, for example, the SDG4 goal, dialogue and global education research is paramount to the education of future students, teachers, and teacher educators in terms of knowledge and perspectives with which we can understand the world. This Special Issue calls for new types of openings in global education under the umbrella of education for emergencies. We are interested in the challenges and changes that pandemics, wars, climate crises, and other emergencies have caused in terms of global education and teaching methods. We welcome authors with new types of dialogues and ideas that are needed in education to respond to these situations, be they theoretical, conceptual, or methodological. The aim of this Special Issue is to encourage discussion and contribute new knowledge regarding the changes needed relating to pedagogy, methods, and research towards teaching in emergencies, including, but not limited to, pedagogical leadership during times of emergencies, new ideas regarding anti-racism education from diverse parts of the world, and what can we learn from indigenous knowledge. We invite scholars to contribute wide global perspectives and knowledge, such as indigenous knowledge and new ways of researching, thinking, and knowing about global education.

Dr. Heidi Layne
Dr. Haiqin Liu
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • global education
  • education in emergencies
  • indigenous knowledges
  • social justice

Published Papers (3 papers)

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Research

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15 pages, 669 KiB  
Article
A Metaphorical Analysis of Mentoring for Education without Walls in Palestine and Finland with the OLIVE International Project as a Key Example
by Marianna Vivitsou, Fatima Khalil Hamad and Hille Janhonen-Abruquah
Educ. Sci. 2023, 13(3), 290; https://doi.org/10.3390/educsci13030290 - 09 Mar 2023
Viewed by 1870
Abstract
Nowadays, efforts are being made in Finland to develop education across borders through projects that seek to deal with global learning crises. Palestine, being engaged in high-intensity struggle and faced with emergencies in education, is one example of such an initiative. Both actual [...] Read more.
Nowadays, efforts are being made in Finland to develop education across borders through projects that seek to deal with global learning crises. Palestine, being engaged in high-intensity struggle and faced with emergencies in education, is one example of such an initiative. Both actual and virtual walls exist in the collaboration between Palestinian and Finnish universities. By using conceptual metaphor theory and Ricoeur’s metaphor theory, this paper discusses and analyzes metaphors that emerge in the process of building education without walls in the OLIVE international project. Project activities support online teaching and learning methods. Drawing from the experience of first-stage implementation, the paper brings forward metaphors that emerge in developing mentoring. The study explores new perspectives on mentoring to conceptualize the metaphor by considering the need to decolonize engagement with learning through both intellectual and embodied–affective elements. This is done by providing a framework for immersive learning. As a result, one can conclude that mentoring is not only cognitive but also an embodied metaphor with affective elements and needs immersive learning environments. Mentoring is fluid, as the roles of mentors and mentees interchange and intertwine. Mentoring takes place in groups, between and among peers, students, teachers, and researchers both on-line and on-site. Full article
(This article belongs to the Special Issue Re-thinking Global Education during the Times of Emergencies)
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18 pages, 957 KiB  
Article
A Dialogical Exploration of Student Teacher Reflections: From Notions of Insideness and Outsideness to Pedagogical Alongsideness
by Josephine Moate
Educ. Sci. 2023, 13(2), 209; https://doi.org/10.3390/educsci13020209 - 16 Feb 2023
Cited by 1 | Viewed by 1652
Abstract
This article offers a dialogical exploration of student teachers’ reflections on notions of insideness and outsideness, the focal themes of an Erasmus+ ten-day intensive programme (IP). The arts-based, interdisciplinary IP involved 32 student participants and twelve members of staff from eight European universities [...] Read more.
This article offers a dialogical exploration of student teachers’ reflections on notions of insideness and outsideness, the focal themes of an Erasmus+ ten-day intensive programme (IP). The arts-based, interdisciplinary IP involved 32 student participants and twelve members of staff from eight European universities hosted by the University of Jyväskylä, Finland. The data for this paper are based on the final written essays of student participants as they reflected on their understanding of outsideness and insideness at the end of the IP. The dialogic approach used in the analysis allows for a careful exploration of how the students attended to different experiences, surmised the meaning of insideness and outsideness, and used these reflections to develop their pedagogical response. The findings highlight how the participants drew on their own experiences and relationships within and beyond the IP to navigate and negotiate their pedagogical understanding. This study offers useful insights into the formation of pedagogical understanding as well as the role and responsibilities of teacher education in guiding this formative process, all the more important in times of emergencies. Full article
(This article belongs to the Special Issue Re-thinking Global Education during the Times of Emergencies)
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15 pages, 958 KiB  
Essay
The Global Imperative for Higher Education: Cultivating Students’ Ontological Relationships to Multiscalar Spaces through Glonacal Agency
by Patricia K. Kubow and Seonmi Jin
Educ. Sci. 2023, 13(11), 1082; https://doi.org/10.3390/educsci13111082 - 27 Oct 2023
Viewed by 914
Abstract
The COVID-19 pandemic has shown that the cause and treatment of global emergencies are bounded within a space (e.g., local communities, a country, or a region). This establishes a new purpose for higher education, namely to move from the notion that institutions must [...] Read more.
The COVID-19 pandemic has shown that the cause and treatment of global emergencies are bounded within a space (e.g., local communities, a country, or a region). This establishes a new purpose for higher education, namely to move from the notion that institutions must physically house students to that of cultivating students’ glonacal agency through the online learning environment. Such a model intrinsically motivates students to navigate the multiscalar spaces (i.e., global, national, and local spheres) as part of their higher education learning and to lead actions that do not subjugate the interests and rights of communities in diverse spaces. In serving the new purpose of higher education, online graduate education, particularly asynchronous comparative and international education courses, can play an imperative role. This essay, thus, establishes an ontological and pedagogical conceptualization of how comparative and international education can prepare students to develop glonacal agency by interrogating the concept of space and attending to students’ ontological sense of being in the context of education and agency development. Full article
(This article belongs to the Special Issue Re-thinking Global Education during the Times of Emergencies)
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