Call for Papers

Reconstruction of Ethnic and Cultural Studies in Education in the post-COVID 19: Igniting the new Perspectives

Guest editors

Dr. Bekithemba Dube

University of the Free State, South Africa

dubeb@ufs.ac.za

Dr. Alexandra D’Urso

 Swedish University of Agricultural Sciences, Sweden

Dr.  Hlalele Dipane

University of KwaZulu-Natal, South Africa

The global pandemic, known as COVID 19, has reconfigured the world in many ways. COVID 19 has led many nations of the world to adopt different measures to curb the spread of the pandemic. One of these measures is a lockdown, which, unfortunately, while desirable and doable, has halted the economic services which has included shutting down of schools and resorting to online learning (Ebrahim, Ahmed, Gozzer, Schlagenhauf & Memish 2020). Various researchers have confirmed that the most measures against the spread of COVID-19 are ensuring social distancing, self-isolating, and prohibiting people from gathering in large numbers (Krishnakumar & Rana, 2020).

While the strategies mentioned above are implemented to address COVID 19, they also have an impact on the psychology of people because human beings are social beings, and our development is intertwined with social interactions. As such, many countries have experienced various trajectories such as an increase of gender-based violence, abuse of drugs, and suicides during the period of lockdown. Equally, learners have been deprived of sporting activities, quality learning time, and social interactions with their peers. All these speak of the weakened social fabric, which must be addressed from every possible angle, including scholarship. In this context, many African governments have found it more challenging to supply quality education services, and various factors have weaken the quality of learning and teaching (Du Plessis & Mestry, 2019).

The above situations call for scholars to begin to respond to critical issues raised by COVID 19. As Du Plessis and Mestry (2019), argue, a need exists to put strategies in place to improve the working conditions of teachers, to enhance learner achievement, and to ensure a better future for and development of human capital. Thus, ethnic and cultural studies in education as a pedagogical subject are positioned to contribute to a reconstruction of a better future and social interactions that have been destroyed or weakened by the COVID 19. Cognisant of this, there is need for ethnic and cultural studies in education that respond to the needs of rural people, and should consider their diversity – agro-ecological, geographical and socio-economic and cultural (Connell, 2012, p. 681; Shibeshi, 2006).

In light of this, this special issue calls for scholars to contribute various papers on how ethic and cultural studies in education in the post-COVID 19 can be reconceptualized to create a social fabric that addresses the impact of COVID 19 on the social fiber. We welcome scholars to submit their empirical, conceptual, and case study research papers. In particular, we encourage in-depth case studies that offer a thorough understanding of and first-hand insights into the challenges and reconstruction of ethnic and cultural issues in education during or in the post-COVID-19 pandemic. Also, conceptual papers and well-grounded theoretical pieces are welcome to open up the discourse on the new possibilities surrounding global value chains in the post- COVID-19 pandemic.

Papers can also deal with curriculum reforms needed post-COVID 19 to address new needs and social expectations. Papers can address one of the following issues but related topics will be considered

• Gender issues in post-COVID 19 and curriculum innovation
• Ethics, moral education and domestic violence
• Social safety education in the context of immigration
• COVID 19, trajectories of xenophobia and new thinking
• COVID 19, online learning and use of artificial intelligence
• Social distancing, cultural values and psychological effects on teachers and learners
• Ethnic, culture, religious education and new forms of worship in post-COVID 19
• COVID 19, cyber-crimes, and there impacts on society
• Policy formulation and integration post-COVID 19
• Education and new normal in higher education
• COVID 19, Work from home and psychological impacts
• Early childhood education, COVID 19 and future implications on education
• Entrepreneurship education post-COVID 19 and ethics
• Curriculum reformations post-COVID 19
• Grieving and support for family post-COVID 19

Paper submitted to this issue must demonstrate a quality understanding of the theoretical framework, literature review, research methodology, discussion and conclusion. Only manuscripts of sufficient quality that meet the aims and scope of the Journal of Ethnic and Cultural Studies will be reviewed.

As part of the submission process, you will be required to warrant that you are submitting your original work, that you have the rights in the work, that you are submitting the work for first publication in the journal and that it is not being considered for publication elsewhere and has not already been published elsewhere, and that you have obtained and can supply all necessary permissions for the reproduction of any copyright works not owned by you. Journal of Ethnic and Cultural Studies adheres to the APA reference style (7th edition).

All papers must be submitted through the official Journal of Ethnic and Cultural Studies submission system (http://www.ejecs.org/index.php/JECS/about/submissions#onlineSubmissions) with clear selection indicating that the submission is for this Special Issue. Before submission, authors should carefully read over the journal’s “Guide for Authors.” 

The guest editors would screen all papers to ensure they adhere to journal requirements and high standard scholarship. Successful papers will be sent for blind peer review. For submission guidelines, please see the journal guidelines for authors.

Authors are encouraged to adhere to journal style

Important Due Dates

• Submission of Abstract:    15 August 2020
• Submission of Full Papers:  30 September 2020
• Notification of Acceptance/Rejection:  30 November 2020
• Revised Manuscript due:  31 December 2020
• Publication date is: 31 January 2021

All queries about the special issue should be sent to the Guest Editors or journal’s editor (info@ejecs.org)

Reference

Connell, R. (2012). Just education. Journal of Education Policy, 25(5), 681–681. https://doi.org/10.1080/02680939.2012.710022

Du Plessis, P. & Mestry, R. (2019). Teachers for rural schools – A challenge for South Africa. South African Journal of Education, 39(1), 1-9.

Ebrahim, S. H., Ahmed, Q. A., Gozzer, E., Schlagenhauf, P., & Memish, Z. A., (2020). COVID-19 and community mitigation strategies in a pandemic. BMJ, 2020(368), 1066. https://doi.org/10.1136/bmj.m1066

Krishnakumar, B. & Rana. S. (2020). COVID 19 in India: Strategies to combat from combination threat of life and livelihood, Journal of Microbiology, Immunology and Infection. https://doi.org/10.1016/j.jmii.2020.03.024

Shibeshi, A. (2006). Education for rural people in Africa. FAO/IIEP.