Submission Preparation ChecklistAs part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
- Copyright (c) belongs to Sisyphus – Journal of Education (However, we encourage issued articles to be published elsewhere, provided that Sisyphus authorization is asked for and that authors integrate our original source citation and a link to our website).
- It's an original article, not yet published nor under consideration for publication elsewhere (excluding abstracts or writings extracted from conferences or theses). Any modification should be communicated and justified in the "Comments to the Editor" section.
- This article has been sanctioned by all authors (no more than five) and may be published as it has been submitted.
- This article will be uploaded without references to acknowledgments, financial support, authors’ names or affiliation.
- This article has been written in Portuguese, English (U.K.) or Spanish.
- This article does not exceed 10,000 words, it has an abstract with a word count between 100 and 150 words, and has 3 to 5 keywords.
- This article has been submitted in an editable format (docx, doc) and according to the template available at the journal’s website.
- This article follows APA Style, 6th edition.
Addresses the diversification, modernization and improvement of education. It studies the development of educational structures, processes and practices, including the integration and use of digital technologies, oriented towards the promotion of socially relevant learning. Attention is given to two central problems: quality of learning, considering issues related to the acquisition and development of competences and skills; and inclusion, addressing the ongoing engagement with diversity.
Change Forces in Education
Deals with the issues of coordination, steering and monitoring of change in education systems. Attention is given to two central problems: the professional development in education professions, particularly focusing on the socialization and training processes of teachers and other educators; and the processes and effects of participation and accountability in the governance of education systems, particularly focusing on the construction, implementation and assessment of educational public policies.
Linguistic and cultural diversity in educational contexts
[thematic issue] Edited by Ana Sofia Pinho (Universidade de Lisboa, Instituto de Educação), Ana Raquel Simões (Universidade de Aveiro, Departamento de Educação e Psicologia) and Nikolett Szelei (Ghent University, Faculty of Psychology and Educational Sciences).
New deadline for submission of proposals: April 22, 2021
Summary: This special issue accepts submissions from delegates that participated in the Congress of EDiLiC 2019 only, and addresses challenges and opportunities posed by linguistic and cultural diversity to formal and non-formal educational contexts. Authors who wish to submit to this special issue are invited to consider following overarching themes: intercultural pedagogies and awakening to languages, looking at the intersections between interculturality and plurilingualism and, consequently, considering the connections between plurilingual and intercultural education; language education policies, schools and non-formal education, thus addressing the macro, meso and micro levels of plurilingual and intercultural education as a policy; and educators/teachers’ professional learning and development, focusing on pre- and in-service teachers’ learning and preparation to teach in and for linguistic and cultural diversity, and making a link to teacher education and professional development policies.
Contact person: Ana Sofia Pinho (firstname.lastname@example.org)
Thinking education from the periphery
Lifelong learning and digital transitions in low-density territories
[thematic issue] Edited by Ana Isabel Madeira and Helena Cabeleira [Instituto de Educação da Universidade de Lisboa, Portugal]
Deadline for submission of proposals: June 30, 2021
Keywords: Public History / Public Memory / History of the Present / Living Archives / Life-long learning / Digital Divide / Digital Literacy / Active ageing / Community-based Education / Inclusive education / Territories of low density / Public Space for Education
Summary: Ageing dynamics in the 21st Century, particularly in low-density territories, are compromising the economic and social cohesion and sustainability of rural contexts. The effects of the SARS-CoV2 pandemic have further accentuated the digital divide and the participation of adults in lifelong learning processes, highlighting educational inequalities and the exclusion of older people from civic and social participation. The development of historiographical practices within the scope of Public History has played an important role in the production of historical knowledge and the strengthening of community identity, namely through Oral History, activating collective memory, rescuing historical heritage, and giving visibility to local culture. This call for articles aims to contribute to the (re)collection of empirical data, experiences and case studies that evidence the construction of a public space for education, by showcasing good-practices and exemples of regional-local educational innovations in the field of curriculum development. We also wellcome author’s contributions in the framework of continuing teacher education and training, or in the establishment of partnerships between higher education institutions, local communities of practice and public authorities regarding issues of ‘local’ educational heritage.
Policy and practices in adult education: comparative analysis
[thematic issue] Edited by Paula Guimarães (Instituto de Educação da Universidade de Lisboa, Portugal), Regina Egetenmeyer (Institut für Pädagogik, Fakultät für Humanwissenschaften, Julius-Maximilians-Universität Würzburg, Germany) and Natália Alves (Instituto de Educação da Universidade de Lisboa, Portugal)
submission deadline: September 30, 2021
| This special issue only accepts submissions from PhD students, teaching staff and adult educators/practitioners that joined the INTALL – Adult Education Academy 2021, whose abstracts were already reviewed by this issue guest editors.
| To be published in June 2022
Summary: This thematic issue of Sisyphus aims at contributing to understanding diversity, fragmentation and complexity of comparison in adult education research, focussing on policy and practices developed in different parts of the world. The articles to be include in this issue are the outcome of the vivid discussion held in the INTALL Adult Education Academy, promoted by the University of Würzburg, when the COVID-19 pandemic had a significant impact on every ones’ lives, in special in those attending this educational initiative. Joined by more than 60 students and 20 teaching staff from higher education institutions of 5 continents, the INTALL Adult Education Academy is a significant event to reflect critically about the adult education diversity, fragmentation and complexity within education comparison when a health situation constrained mobility and face-to-face teaching.
Copyright (c) belongs to Sisyphus - Journal of Education. However, we encourage issued articles to be published elsewhere, provided that Sisyphus authorization is asked for and that authors integrate our original source citation and a link to our website.
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