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Children & Schools invites submissions for a special issue dedicated to exploring innovative school-based interventions and programs that address the structural determinants of health (SDOH), with a particular focus on tackling structural racism and going beyond individual-level interventions to examine the root causes of health disparities in educational settings. We welcome original research articles, systematic reviews, case studies, and conceptual papers that address topics such as school-based interventions that directly confront structural racism and its impact on student health outcomes; collaborative models between schools, systems, and community organizations to confront structural health inequities; school-based programs that address intergenerational trauma and historical injustices; and the role of school social workers and health professionals in addressing structural barriers to health equity. We particularly encourage submissions that employ rigorous quantitative, qualitative, or mixed-methods approaches; present innovative theoretical frameworks for understanding SDOH in educational contexts; offer practical implications for educators, school health professionals, policymakers, and community partners; highlight the voices and perspectives of students, families, and communities most affected by structural health inequities; or address the long-term impacts of SDOH interventions
Postdoctoral researchers (hereinafter referred to as postdocs) have become an important workforce in the global higher education system, and these scholars play a significant role in knowledge production, teaching and learning practices, and oversight of universities (Yadav and Seals, 2019; Dorenkamp and Weib, 2018; Cantwell and Taylor, 2013). While there is no universal consensus on what the term "postdoc" means or who it refers to, there appears to be some agreement that postdocs are a category of early-career researchers who are employed on a short-term contract, are generally appointed within the first five years of obtaining their PhD degree, and their primary role and responsibilities are the production of a specified number of research articles published in internationally accredited and South African journals per year (Hlatshwayo, 2024). In South Africa, postdocs tend to receive a monthly tax-free stipend, and their contract renewal is based on satisfactory research performance per year. Research on postdocs has largely focused on job insecurity, casualization, or exploitation of postdocs; lack of mentoring and support; the absence of women and Black postdocs in the fields of science, technology, engineering, and mathematics; the systemic deprofessionalization of the postdoctoral system; the need for institutional policies and practices focused on postdocs to protect them at work (Kahn and MacGarvie, 2024; Dirnagl, 2022; Elvidge, Spencely, Williams, 2024; Kerr, 2022a, 2022b). Largely absent from the literature are the complex voices, narratives and experiences of postdocs in the context of higher education in the global South and how they are negotiating these complex realities.
Recent rewrites of the English curriculum (Te Mātaiaho, 2023, knowledge-rich version, 2024) point to two different conceptions of the subject; each version informed by his own convictions. The different and controversial approaches of these curricula suggest that now is the time to set out the questions, problems and challenges at stake in the subject of school English. In this special issue, we engage in a probing conversation that considers a wide range of perspectives. Although school English has long-standing traditions, it remains a nebulous topic to pin down. Is it about appreciating literature, a search for identity and personal growth, understanding the relationships between language and society, or encouraging imaginative and creative activities? What is the place of knowledge? In contemporary times, what does it mean to study English in the context of decolonizing and indigenizing activities? Following this approach, the topics that will be discussed in this special issue include, among others, the following: - Thematic English and knowledge - Literary canons and reading publics - Decolonizing the subject: is it necessary to deanglishize English? - Mātauranga Māori and Secondary English - Teachers as Thematic English Curriculum Creators - Thematic English in Primary and Middle School Settings - Thematic English Curriculum Policy - Responses to the Two Recent English Curriculum Rewrites - Thematic English and Educational Equity - Thematic English, Culture, Society and Democracy
The special issue endeavours to shed light on the contextual nuances that shape how young people understand youth activism and their role within it. By addressing the multifaceted (and conflicted) nature of youth activism across diverse and hybrid contexts, the special issue aims to offer insights into the challenges and opportunities faced by young activists across different geographical, cultural, and institutional landscapes. Ultimately, the special issue aspires to inspire critical dialogue, inform educational practices, and influence policy decisions to create more inclusive, supportive, and empowering environments for youth activism within schools. Topics of interest within this proposed special issue include: Educational policies related to the promotion, education, and restriction of youth activism Integration of youth activism in school curricula Pedagogies fostering resistance Global and local activist dynamics within schools Institutional barriers, support systems, and key tensions Role of teachers and educators in facilitating student activism Youth leadership development programs Case studies of successful youth activism initiatives
Honors programs and colleges are increasingly common in American higher education, offering talented students enriched learning experiences beyond standard classrooms. Over the past two decades, the number of honors colleges at US universities has increased by 140%, more than doubling their size. However, despite its growth, there is a lack of comprehensive research on honors education. The specific relevance and role of honors programs in the current academic landscape remains unclear. As higher education enrollment declines, some institutions have cut their honors programs, raising concerns about their future and importance. Additionally, public honors programs often struggle to attract a diverse range of students, as many perceive them as elitist and exclusive. This situation underscores the need for a deeper understanding of the place of honors education in modern colleges and universities, particularly as they adapt to changing student demographics and educational demands. In an era when today's teenagers are more likely to question the value of higher education than previous generations, the future of honors colleges and programs seems uncertain. This problem is compounded by the perception that public honors programs are elitist and exclusive, making them less accessible to a broader range of students. However, many institutions are actively reinventing their honors offerings, recognizing their potential to attract high-achieving students and enhance institutional reputation. For example, some colleges have rebranded their honors programs as the “Honors Experience” to foster a more inclusive atmosphere. Furthermore, these programs are increasingly emphasizing transdisciplinary and interdisciplinary perspectives, fostering collaboration between diverse academic fields. The leadership structure within honors programs has also evolved, with roles such as Associate Dean of Research and Innovation in Programming and Coordinator of Student Engagement and Recruitment now common. These changes reflect a significant transition in honors education in recent decades. Therefore, it is crucial to explore this changing landscape in higher education. This research topic aims to examine the characteristics of 21st century honors education, focusing on its demographics, origins, growth, relevance, challenges, and opportunities in today's academic environment. This research topic invites submissions on all aspects of honors education, with a focus on the challenges and solutions facing honors colleges and programs at institutions with significant underrepresented minority populations. We especially encourage contributions from administrators at historically black colleges and universities (HBCUs). Article types aligned with the journal guidelines are welcome. Topics of interest include, among others: - Demographics and characteristics of honors programs - The impact of honors education on student success - Curriculum development for honors education - Fundraising strategies for honors colleges - Student Self-Efficacy and Identity in Honors Environments - Diversity, equity and inclusion in honors education - Professionalization of honors education - Transformative student outcomes - Perceptions of teachers and students - The influence of honors education on academic performance and career prospects - Faculty and leadership development in honors colleges
We welcome submissions for this special collection of articles that explore development of academic identity among early career academics in or across higher education systems worldwide. The early career phase is critical in developing academic identity. Conceptually, identity is "a continuing sense of self through a whole human life, in which there may have been significant, even dramatic, changes, but the past, present, and future are integrally linked" (Henkel, 2012, p. 156). Academic identity, a subset of self-identity, can be described as a professional identity and shares common traits with it (Henkel, 2000). Those in the early career phase include doctoral and postdoctoral researchers who aspire to work in higher education in a longer term and academics who are working as lecturers/assistant professors (or other equivalent roles). The development of academic identity among early career academics may be influenced by a confluence of disciplinary, institutional, and societal factors (Dai & Hardy, 2023; Henkel, 2005; McAlpine et al., 2009). Early career academics often encounter a variety of challenges, including managing the competing demands and expectations of their academic roles. They may experience inherent tensions: within themselves, for example, constant self-negotiation between who they want to be and who are ‘currently being’ to cope with the professional odds; between individuals’ professional aspirations and their institutional requirements; and with the societal and neoliberal demands. We welcome contributions that centrally address, but are not limited to, the following high-level questions: How do early career academics address the challenges they face in their academic fields? How do external factors such as governmental, institutional, and disciplinary influence the academic identity of early career academics? How do social-cultural contexts influence the academic identity development of early career academics within the academic community? We are open to submissions that offer theoretical and/or empirical insights to advance understanding of the issues on academic identity development. We hope that these collective insights will support early career academics’ process of identity development and inform university management to formulate and implement more effective support policies and structures for this group of academics in a rapid changing academic landscape. Challenges in academic identity development; Role of contextual factors (social context, governmental, institutional, disciplinary) in shaping academic identity; Impact of neoliberalism and related issues; Academic identity development in transnational context; Management and governance in academic identity development