Proposal for Special Issue – Journal on Education in Emergencies
Call for papers
Submission deadline: May 1, 2018
Leaders across the globe--from Nixon in 1971 to Duterte in 2016--have declared war on drugs. Consequently, national and international drug control efforts have prioritized eradication of production, criminalization of consumption, and militarized interventions to impede distribution. Under this international policy regime, drug trafficking has become a primary revenue source for organized crime across the world, accompanied by black market incentives to use violence as a means of controlling territory and trade. The involvement of both organized crime and militarized state responses have provoked devastating violence, gross human rights violations, and corruption. This has weakened state institutions and the rule of law, and carried heavy human costs. This transnational war transcends borders, constantly shifts form, and seems to be largely resilient to efforts to reduce harm, despite the growth of a movement to transform drug policies in recent years. This situation has diverse and far-reaching effects for education. Children and youth from marginalized class and racial backgrounds are especially vulnerable to its impacts.
While the field of education in emergencies has engaged aspects of this transnational war by examining attacks on education, urban violence and armed conflict in settings affected by the illicit drug trade (Carapic, Phebo & dos Ramos, 2014; Novelli, 2015; O´Malley, 2010), attention to the complex interplay between the war on drugs and education remains disperse and limited in scope. The aim of this special issue is to highlight the relevance of the war on drugs to the field of Education and Emergencies. We seek articles that shed light on the multiple crises generated by this phenomenon and broaden the scope of analysis with critical reflections on cross-cutting issues related to geography, political economy, militarization, and development. This issue aims to position the war on drugs as a key area of research and practice within the field of Education and Emergencies.
Possible themes for papers include, but are not limited to:
Recognizing the global scope of these issues, we welcome submissions from all regions of the world.
Deadline for submitting manuscripts is May 1, 2018. Inquiries regarding topic or scope for the special issue can be sent to email@example.com or firstname.lastname@example.org For further information regarding submission process please refer to: www.ineesite.org/en/journal/manuscript-submission-instructions
The Journal on Education in Emergencies (JEiE) seeks to publish groundbreaking scholarly and practitioner work on education in emergencies (EiE), defined broadly as “quality learning opportunities for all ages in situations of crisis, including early childhood development, primary, secondary, non-formal, technical, vocation, higher and adult education” (INEE 2010).
JEiE calls for papers that contribute to the broader work of the EiE community and address educational challenges in humanitarian and/or development settings. We welcome both theoretical and empirical research articles that address any aspect of education in emergencies or in relation to peace, conflict, or natural disaster. We also seek field notes submissions that present innovative tools or approaches related to EiE initiatives, or observations and commentary on research work.
We also welcome books for review on topics related to education in emergencies. Authors or publishers are requested to submit two copies to the Journal’s Book Review Editor for consideration for review in an upcoming issue.
All manuscripts are subject to a double-blind peer review process and must have a 200-word abstract. Research articles should be 9,000 words or fewer, and field notes submissions should be 4,000 words or fewer. Format and references should follow the Chicago Manual of Style, 16th edition.
Submissions are reviewed on a rolling basis.
For detailed information, instructions, and to submit your article, please visit www.ineesite.org/journal.