Special Issue Call for Papers – ECEC in Contemporary Super-diverse Societies: Challenges and New Perspectives Concerning Migrants and Refugee Children and their Families
Posted 17th January 2019
Edited by EECERA
Call for Papers
Guest editors: Chiara Bove, University of Milan-Bicocca, Italy & Nima Sharmahd, VBJK, Ghent, Belgium.
In EU countries there is an increasingly high number of children of immigrants and refugee arrivals. Despite the potential richness of this diversity, increasing inequalities and cultural segregations still exist in Europe today. A large proportion of refugee and asylum seekers are young children. As a result, there is a pressing need for early childhood education and care (ECEC) initiatives to be better equipped to serve ethnic-culturally, linguistically and socio-economically diverse learners and their families, including supporting the educational and health development of children who have experienced significant trauma and dramatic situations in their early years. A huge challenge for contemporary ECEC programmes is to improve their reception systems and to work on accessibility and social inclusion, as also stated in the European Quality Framework for ECEC (2014).
The recent OECD report (2018) on factors that shape the wellbeing of migrant children clearly states that “engaging parents in children’s learning experiences”, developing “social cohesion”, and “a sense of community belonging”, all act as protective factors for children who experience vulnerability. Refugee and asylum families, like children of immigrant families who live in poverty and disadvantage situations, can face additional barriers and challenges that compromise their wellbeing and their educational lives in the early years. Developing new strategies to better serve these children and to provide them with support and protective factors that mitigate these risks is a huge challenge in contemporary multicultural societies.
ECEC centres have the potential of offering a variety of unique experiences of education/care and learning and to become resilient contexts for all children and families. Well-designed ECEC services can play a crucial role as supportive, protective and empowering communities that promote social inclusion for all, promoting a ‘progressive universalism’ perspective, high quality learning and well-being, with special attention to migrant/refugee children and families.
This Special Issue aims to explore these themes through research focused on the relationship between ECEC services and children and families with migrant and/or refugee background.
We invite prospective authors to submit proposals on a variety of issues concerning the theme of the special issue. The papers must be based on recent research with a connection to Early Childhood Education and Care, as the aim of the special issue is to bring together a wealth of knowledge that can contribute to the development of theory, methodology and practice and contribute to policy development. There is no restriction on the type of research (theoretical and/or empirical).
Prospective authors are invited to submit a 700-words proposal outlining the theoretical underpinning methodology, findings, and implications of their research. These must be sent to Chiara Bove and Nima Sharmahd no later than February 4th 2019.
*DEADLINE EXTENDED from February 4th to February 25th 2019*
The editors will review proposals and authors will be notified by March 4th 2019.
First drafts of all articles will be due by May 20th 2019 and will undergo a review process by the guest editors of this special issue and will be sent back to the authors by June 20th in order to be ready by July 15th.
Once ready the authors will send them back to the guest editors for final reading. Guest editors will ask authors to send them to EECERA to undergo the regular blind peer review process
The special issue will be published in 2020.