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Call for Papers

Versión en español

• Call for proposals for a new monograph: Environmental education, culture of sustainability and climate emergency
• Call for proposals for a new monograph: Higher education, community and service-learning
• Call for proposals for monographic issues

Call for proposals for a new monograph: Environmental education, culture of sustainability and climate emergency

Presentation

The European Parliament declared a climate emergency in November 2019. The Spanish government did so on 21 January 2020. In both cases, the goal is to achieve climate neutrality by 2050. To this end, it is considered that education, in all its manifestations, must play a key role in two ways: firstly, in achieving social acceptance of the seriousness and threat potential of the climate crisis to generate public involvement and the necessary consensus to promote more ambitious mitigation and adaptation policies and, secondly, as a cultural strategy to promote profound changes in lifestyles that will significantly reduce the environmental impact they generate, in addition to facilitating the transition towards more sustainable and fairer ways of life. In coherence with these objectives, it is necessary to promote basic and applied research aimed at strengthening social responses to the climate crisis, in general, and responses from school education and social education, in particular. This is a pressing need, as we need to accelerate the social and cultural changes necessary to significantly reduce greenhouse gas emissions and to minimise human vulnerabilities to the already unavoidable impacts of the increasingly evident and damaging destabilisation of the Earth's climate. Given the inherent urgency of this situation, it is surprising that the climate crisis plays a relatively minor role in educational research programmes.

Another relevant dimension for focusing educational responses to the climate crisis is the temporal dimension. In this regard, the UN's Intergovernmental Panel on Climate Change (IPCC), in its latest reports, highlights the imperative need to boost the resources of education, information and community approaches in order to accelerate the social and cultural changes that will allow us to have any chance of achieving the goals set in 2015, within the framework of the Paris Agreement, to limit the increase in the planet's average temperature to 1.5ºC or, as a lesser evil, to 2ºC by the end of this century.

The climate emergency is one of the main exponents of the socio-environmental crises we have suffered since the Industrial Revolution, placing us before a new era characterised as the Anthropocene, whose scientific evidence is linked to the exponential increase in the levels of emissions over the last hundred years. The culture of sustainability is an essential part of sustainable human development, in interaction with a wide and diversified range of socio-environmental, ethical, territorial and technological elements, to which educational research will have to pay priority attention. In correspondence with this reality, the monograph that we present here aims to bring together articles of research and pedagogical reflection that contribute to inspiring and guiding educational responses congruent with the magnitude of the climate crisis, with the structural nature of the social changes necessary to confront it and with the urgent need to address these changes in order to avoid the worst future scenarios of a hostile climate, the evidence of which is already part of the present.

Descriptors

The articles presented can respond to the following items:

• Pedagogical challenges to educate in time in the face of climate emergency and socio-ecological transition processes.
• Transnational and intercultural patterns of perception of causes and consequences of climate change.
• Realities and challenges for education in curricular and social contexts to address the resistance of popular culture in the face of scientific evidence.
• Training actions in contexts of vulnerability and environmental risks: strategies, programmes and resources for adaptation and mitigation.
• Climate literacy, training and resistance to change.
• Disruptive training, quality teaching materials and resources as catalysts for climate emergence.
• Educational and community experiences for the transformation of lifestyles in the socio-ecological transition.

 

Questions

The following are some guiding questions on the topics of interest in the monograph:

• What are the main challenges to be considered for educating in the face of the climate emergency and the socio-ecological transition process?
• Are there transnational and intercultural patterns that help to increase perceptions of the causes and consequences of climate change?
• What are the main challenges to be taken into account in order to educate in curricular and social contexts, in favour of environmental education, the culture of sustainability and the climate emergency, in contexts dominated by the resistance of popular culture?
• What training actions, materials and educational resources should be favoured to promote environmental education in people, throughout the different levels of education?
• What educational and community experiences favour the transformation of lifestyles in the current socio-ecological transition, marked by the climate emergency?

Guest Editors

José Gutiérrez Pérez (Universidad de Granada, Spain). Professor of Research Methods and Diagnosis in Education, Universidad de Granada. He directs the Research Group HUM-890, "Evaluation in Environmental Education". He has been responsible for the Institutional Evaluation and Accreditation Area of the Andalusian Knowledge Agency (2014-2022). He collaborates with FECYT in the quality seal of Scientific Journals, coordinating the Commission of Social and Legal Sciences. He is currently part of the Project Management Team of the Scientific Area of Educational Sciences of the State Research Agency (2021-). His main lines of research in the last three decades focus on the evaluation of the quality of education programmes, centres and resources for sustainability, education and communication of climate change, environmental literacy, environmentalisation of the curriculum and professional development of teachers in Higher Education.

Pablo Ángel Meira Cartea (Universidad de Santiago de Compostela, Spain). Lecturer in Environmental Education (EA), Universidad de Santiago de Compostela. Member of the Research Group in Social Pedagogy and Environmental Education (SEPA). His lines of research focus on the foundations of EA, the design of EA public policies, social representations of climate change and education for climate emergency. María Barbeito Pedagogical Research Award (2009). Creator and coordinator of the Resclima Project (www.resclima.info). Co-founder of the Sociedade Galega de Educación Ambiental and president of the same at various stages. Promoter of the Rede de Pesquisadores Internacionais em Educação Ambiental e Justiça Climática (REAJA) and the Rede Lusófona de Educação Ambiental (RedeLuso). Author and co-author of more than 200 publications in national and international journals and publishers. Member of the Advisory Committee for the Assessment of Teaching Staff of ANECA (2023-).

Edgar González Gaudiano (Universidad Veracuzana, México). Senior researcher at the Institute for Research in Education of the Universidad Veracruzana. He is currently Director General of Postgraduate Studies. He is a postdoctoral fellow at the Universidad de Santiago de Compostela, Spain. He is a member of the National System of Researchers (SNI), Level 3, of the Mexican Council of Educational Research, of the Mexican Academy of Sciences and a founding member of the National Academy of Environmental Education. He is also a member of the Veracruz Council for Scientific Research and Technological Development and of the international group RESCLIMA. He has published twenty individual and collective books, as well as a hundred chapters in books published in Mexico and other countries, and numerous articles in national and foreign journals. In 2004 he received the Ecological Merit Award in the Academic Sector category; in 2007 the UANL Award for research in the humanities and in 2012 the "Gonzalo Halffter" Ecological Merit Medal. His current line of research is in climate change education, vulnerability, risk and social resilience.

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Call for proposals for a new monograph: Higher education, community and service-learning

Presentation

The greatest challenge facing the world today and in the future is to activate patterns of responsible development in support of preserving and/or promoting a dignified and healthy life in the different latitudes of the globe. The aim is, among others, to create a shared pathway for generating commitments in the social and community fabric, including and strengthening civic and ethical dimensions in the teaching and learning processes of young people who are the leading players in higher education systems in the current complex situation, from both a national and international point of view.This monograph aims to address issues related to the theory and practice of social responsibility in higher education, with an emphasis on pedagogical innovations and formats in line with the principles of equity and quality in higher education institutions, such as service-learning, project-based learning, challengebased learning, community-based research, among others.

In this line of work, the main focus of this monograph is the analysis of the role and impact of the community in any innovative teaching proposal. Paying attention to the social actors, who are seen as the receiving community for which these projects are intended and in which they participate in various ways. We should also determine how the idea of 'community' is understood in the academic setting, those social actors that we address and with whom we must count on in the design, development and evaluation of each proposal, who must be aware of their shared responsibility for the training processes in which they participate. In other words, how the social actors are being integrated into our designs, their level of participation or how the impact on them is being evaluated,and at the same time, as a university, to determine whether or not we are meeting their demands, interests or needs. That is, to determine whether the university truly demonstrates a transformative capacity that enhances the convergence and participation of all the actors and agents of the territory, aiming to build an educational environment for all, cooperating in the development of the community and, therefore, of society.

The research carried out so far has focused on the social actors that participate in these designs that are addressed with and for the community, referring to the third sector, to educational, social, recreational, sports, political, and religious entities, among others. But, are these the communities our teaching innovation projects aim at? How do we define ‘community’? What are the features that identify and differentiate them from other groups? By referring to ‘community’, do we mean society? The concept of 'community' is undoubtedly complex and must necessarily be approached from a transdisciplinary perspective. If we identify and define this concept, we will be able to analyze it during the implementation of projects, such as those based on the service-learning methodology. This leads to the visibility of the social responsibility of the educational proposals of our universities, which are not limited to evaluating the knowledge acquired by their students, but must also analyze and assess the impact achieved by the service. That is to say, to offer a service that addresses a community, not as something external given by some agents that intervene in this context, but making the community participate and co-responsible in the design, implementation and evaluation of the project, with the aim of responding to their needs, interests, problems... A service focused on achieving an improvement both for the students and the educational institution itself as well as for the community. The list of works in this monograph will enable a broader viewpoint to be considered in the decision-making required by strategic policies in higher education that focus on a rather tight relationship and collaboration with the environment - more or less close -, to reach the greatest possible consensus.

Descriptors

The papers presented respond to the following lines of inquiry:

• Social responsibility and higher education.
• Higher education and the formation of a new citizenship.
• The 2030 Agenda and higher education. Community and sustainable development.
• Service-learning and social responsibility in higher education
• The community's role in service-learning projects.
• From the social actors to the community.
• Assessment of the impact of service-learning projects on the community
• Cultural diversity and community development in higher education.
• Higher education and social innovation.

Questions

Some guiding questions on the topics of interest in the monograph:

• Is the university responding to the needs of preparing the student body for the demands of forming a democratic and pluralistic citizenship?
• Does incorporating the service-learning methodology in higher education institutions revitalize the social responsibility of our universities?
• What are the community's roles in service-learning projects?
• How is 'community' defined in service-learning projects? What are its features? Can we identify the community with social actors?
• How do we assess the impact of service learning projects on the community? Who are the participants in this evaluation? What instruments do they employ?
• What service-learning educational experiences emphasize the community's role? Do they succeed in creating educational environments?
• How does the university contribute to social innovation? Are we preparing our students for it?
• What are the challenges in incorporating the 2030 Agenda into higher education?

Guest editors

Miguel A. Santos Rego. University Professor in the Faculty of Education Sciences, Universidad de Santiago de Compostela (USC), where he has been Vice-Rector for Teaching Staff and Director of the Institute of Education Sciences (ICE). Coordinator of the ESCULCA Research Group (Competitive Reference Group of the Galician University System), of the RIES Network at Autonomous Community level, and of a Network of Excellence (UNIASC) of the Ministry of Education made up of eight Spanish universities. Author of twenty-five books and more than one hundred and eighty articles in high impact journals. Visiting Professor at several universities in Europe and America (University of Illinois and Johns Hopkins University, among others). Director of 24 doctoral theses. He has been awarded the National Prize for Educational Research by the Spanish Government. Currently, he is Director of the Department of Pedagogy and Didactics at the USC and President of the Galician Commission of Reports, Evaluation, Certification and Accreditation (CGIACA-ACSUG). He has been awarded six six-year research periods by the National Commission for the Evaluation of Research Activity (CNEAI). Its priority lines of research are: educational success, intercultural pedagogy, theory of educational processes, cooperative learning, funds of knowledge, and service-learning in higher education.

Marta Ruiz-Corbella. Associate Professor of Theory of Education at the Universidad Nacional de Educación a Distancia (Spain). Member of the On-site and Distance Higher Education (ESPYD) Research Group and of the Teaching Innovation Group for the Development of Ethical and Civic Competence and Community-Based Methodologies (APS-CBR) in Higher Education - COETIC (GID 2016-43).

Her lines of research have focused, as a priority, around two topics: The first of them, as a result of her work as Vice-Dean and Head of Department, has focused on higher education, bringing together the descriptors of moral education and political education with higher education, with special emphasis on virtual institutions. Her research lines have focused on the transformation that the university is undergoing, its mission, the organisational and methodological changes that are derived from it, together with the social responsibility of this institution approached from its ethical and civic perspective. In this last line, she incorporates the methodology of servicelearning in university institutions, while at the same time deepening and reflecting on its theoretical foundations. She has published more than sixty contributions on these topics, has coordinated five monographs in scientific journals and three monographs. She has participated in more than forty-five national and international conferences and, linked to this area, she has coordinated and/or participated in seventeen teaching innovation projects linked to the subjects she teaches.

The second line of research revolves around scientific journals in education, derived from her management as editor from 2004 to 2021 of Educación XX1, Revista de la Facultad de Educación. This publication is indexed in SSCI (WoS) and ranked in quartile 1 of the JCR (2023) and Citescore (2023) of Scopus. On this topic, she has published six scientific articles with the aim of advancing the consolidation of scientific journals in education, identifying good practices and addressing new metrics. Since 2015, she has been editor of the blog Aula Magna 2.0, which focuses on the dissemination of scientific journals in education and, in particular, on reflection and debate on practices in the dissemination of research results and the evolution of these publications.

She has given seminars, conferences and training workshops on these two areas, and recorded radio and television programmes.

Fernando M. Reimers. Director of the Master's Program in International Education Policy and the Global Education Innovation Initiative at Harvard University (USA). Ford Foundation Professor for the Practice of International Education. Elected member of the U.S. National Academy of Education and the International Academy of Education, as well as a member of the Council on Foreign Relations. He was a member of UNESCO's Commission on the Futures of Education. His current work focuses on educational innovation and the impact of educational policy, curriculum, leadership, and teacher professional development on education, which supports the holistic development of children and youth. He leads the Global Education Innovation Initiative, a crosscountry research collaboration and practice focused on education for the 21st century. Out of his numerous publications, we mention a recent special issue focused on the relationship between education and the challenges facing democracies worldwide, with contributions from members of the International Academy of Education: “Education and the challenges for democracy” (Education Policy Analysis Archives, 2023). He is a member of several boards and advisory committees at Harvard, mainly focused on promoting the University's global mission and efforts to address climate change. Prior to joining Harvard University, he taught at the Universidad Central de Venezuela, was a policy fellow at the Harvard Institute for International Development, and was a senior education specialist at the World Bank. He received an Honorary Doctor of Humane Letters degree from the Emerson College. He also received the Global Citizenship Award from the Committee on Teaching about the United Nations and the Centennial Medal of the International Institute of Education for his work promoting global citizenship education

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Call for proposals for monographic issues

The Revista Española de Pedagogía accepts proposals for monographic issues that address current issues in pedagogical research. The proposals should have a non-localist and plural approach, contributing to a deeper understanding of our time’s most relevant educational challenges. The proposals will be evaluated by a committee based on the following aspects:

1. Quality of the presentation and justification of the relevance and timeliness of the proposal.
2. Proposers must have at least the accreditation of Associate Professor or equivalent and six years of research recognized by the CNEAI. Monographs proposed by a maximum of 3 editors may be evaluated, provided that they do not belong to the same university. The geographical diversity of the proposers will be positively valued.
3. Inclusion of international authors in the proposal of articles, from different universities and backgrounds, allowing for a broad discussion of the topic of study.
4. Contribution to other sections of the journal, such as recent book reviews linked to the monograph topic.
5. Proposal of different dissemination strategies for the monograph, once published in the journal, through presentations, academic blogs entries, recording of short videos, information on university websites, conferences in the field, and social media, among others.

The proposals should be approximately 2,000 words and should include the following sections:

1. Full name of the proposer or proposers and the university to which they are affiliated. It is recommended that there be 2-3 proposers, at least one of which should be international (not affiliated with a university in Spain). Preference will be given to proposals submitted by a geographically diverse number of proposers.
2. Academic category, ANECA accreditation or equivalent, and the number of six-year research periods granted indicating dates.
3. List, with a brief description, of the five most relevant publications made in the last five years by each of the proponents.
4. Presentation of the proposed topic for the monograph.
5. Description of the development lines that would be published in the call (between 4 and 7).
6. Proposal of several authors likely to participate in the monograph (between 4 and 7). Priority will be given to those proposals that present at least 70% of the potential participants with a diverse geographical profile.
7. Contributions to other sections of the journal.
8. Dissemination strategy. If the proposed topic is related to a research project, it would be interesting to point out whether part of those funds could be allocated to the translation of the articles that are eventually published.

The proposals should be sent to and . Please write to us before submitting the proposal to confirm whether or not the academic direction in charge of the journal is receiving new proposals.

The Editorial Team
Revista Española de Pedagogía

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