Announcements

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  • [call for papers] Thinking education from the periphery: Lifelong learning and digital transitions in low-density territories

    2021-04-15

    [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.

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  • [call is now open] Policy and practices in adult education: comparative analysis

    2021-04-13

    [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.

    Read more about [call is now open] Policy and practices in adult education: comparative analysis