Calls & Grants

The special issue aims to bring together innovative, thought-provoking contributions, from different fields, national and regional contexts, exploring a range of topics, including: • Gender and visual political communication • African political communication and visuals • Disinformation, misinformation, and visual political communication • The use/abuse of Artificial Intelligence (AI) in Visual Political Communication in Africa’s Digital Sphere. • Audience research on visual political communication, and digital spaces • Methodological considerations in researching visuals • Theoretical and conceptual concepts of studying Visual Political Communication in Africa/ African Visual Political Communication • Decoloniality and Visual Political Communication in Africa’s Digital Sphere. • Ethical issues in Visual Political Communication in Africa’s • Citizenship, activism, social movements, and visual political communication • Satire/humour, and the use of visuals in political communication • Political campaigns, electoral campaigns and the use of Visual Political Communication

This one-day conference builds on this rich body of scholarship while deliberately shifting the analytical focus from the reproduction of inequality and domination to the possibilities for struggle and social change in and through education. In this light, we invite contributions that critically engage with Bourdieu’s work to understand and work with processes of resistance, transformation, and agency within educational fields and institutions. The conference will foreground the educational experiences, pathways, and trajectories of students from traditionally underrepresented or marginalised backgrounds. Particular attention will be given to empirical and theoretical work examining inclusive pedagogies, compensatory and redistributive policies, institutional approaches, and everyday practices that aim to challenge entrenched inequities. Contributions may address formal and informal educational settings, comparative or single-country perspectives, and different stages of the life course. The conference also welcomes contributions from teachers, practitioners, and educators that, while not explicitly drawing on Bourdieu’s theoretical framework, offer reflexive accounts of practice or practice-based interventions aimed at transforming educational contexts to foster inclusion and social justice.

In this moment of heightened inequity but also intensified creativity and resistance, we invite contributions that engage with equity in discourse and/or praxis. Submissions may address (but are not limited to): Intersections of place-based, racism, ableism, class stratification, gendered and faith-based marginalisation. Practices that disrupt exclusion, including community-led initiatives, youth organising, participatory research, creative and arts-based interventions. New forms of educational inequity in the wake of Brexit, Covid-19 and shifting migration policy. The politics of SEND reform, austerity, privatisation and marketisation. Exclusion, absenteeism, belonging and mental health. Decolonial, anti-racist, crip and feminist approaches to rethinking equity. Critiques of data infrastructures, metrics, AI and algorithmic governance. Policy imaginaries, public discourse and the rise of reactionary politics. Transnational perspectives on war, conflict, forced migration and global inequalities. Changing concepts of merit and social mobility across education systems We welcome diverse formats: research papers, practitioner reflections, multi-media pieces, performances, conversations, workshops, and collaborative presentations. Contributions will be situated within four cluster, which are summarised below. Submissions are invited to identify a relevant cluster and situate their work in the context of the format for the session

The Fourth International Conference of the journal Scuola Democratica is devoted to examining the vital interplay between learning and democracy—two essential pillars for building societies that are just, inclusive, and sustainable. The theme Learning for Democracy/Democracy for Learning not only reaffirms the enduring significance of democratic values but also calls for their critical rethinking and their concrete realization in everyday educational and social practices. In a global landscape marked by democratic backsliding, widening inequalities, and accelerated digital transformation, it has become imperative to reconsider how education and democracy can be reconnected to cultivate conscious, critical, and actively engaged citizens. The Conference brings together Italian and international scholars and researchers in a broad, multidisciplinary conversation aimed at reimagining education and training as instruments of emancipation and as living practices of democratic citizenship—rooted in the present, yet responsibly oriented toward the future.

The Education, Social Justice and Transformation (ESJT) group at the University of Portsmouth is pleased to announce our first mini-conference and call for proposals. We are open to any proposals that speak to the broad focus of the event: past lessons, current challenges, and future horizons for (in)equalities in post-compulsory education. This might include what we can learn from our educational pasts; educators under attack in different contexts; the educational consequences of local and global crises; how we respond to the systemic change around us; and how we can form solidarities and hopeful possibilities for the future of education. The conference is interdisciplinary, so welcomes contributions from any subject specialisms or multi-disciplinary perspectives. We are also interested in showcasing the work and ideas of educators and researchers from all post- compulsory settings, whether that be further education, higher education, community education, alternative provision, or other contexts.

Combining scholarly conversations and collective actions, the Summer School on Anti-Racism, Social Justice and the European City (ARJEC) is an independent, collaborative platform bringing together postgraduate students, activists and scholars. Across one intensive week, participants will engage each morning with advanced seminars in urban studies, critical race approaches and decolonial theory. Afternoons are dedicated to collaborative project work in small groups, learning from and contributing to local grassroots campaigns. -------- Applications are open to Masters and PhD students based at any institution. Limited funding available (see Fees and Application). 3 ECTS + Participation Certificate

We are living in times where profound and intersecting geopolitical, economic, environmental and ideological crises are shaping diversity, mobility and displacement. Armed conflicts and protracted wars—from Ukraine to Gaza—continue to displace millions, while climate breakdown, a widespread drift towards authoritarian rhetoric and far-right politics alongside economic collapse drive large-scale mobility and immobility across and within regions, including from Venezuela, across the Sahel, and throughout Central America. The current world order is thus increasingly characterised by change and instability. These changes have major ramifications including intensifying border violence, the introduction of increasingly selective mobility regimes and the erosion of international protection frameworks. Faced with this disruption, political and activist communities are forging new alliances across difference and mobilising in radical new ways to re-imagine collective power and belonging. In this context, the study of diversity, migration and displacement is both more urgent and more challenging than ever. How can scholarship respond to these transformations without reproducing dominant framings of crisis, threat or invasion? What concepts, methods and alliances are needed to understand—and contest—this moment?

The Arab region and the wider Euro-Mediterranean area are facing interconnected challenges related to climate change, sustainable development, technological transformation and youth employment. Higher education, research and innovation systems are central to addressing these challenges by strengthening human capital, advancing scientific knowledge, promoting entrepreneurship and supporting the transition towards green and inclusive economies. Thematic Areas Contributions are welcome on topics including, but not limited to, the following: Theme 1: Sustainability and Climate Action in Higher Education Theme 2: Open Science and Knowledge Access in the Arab and Euro-Mediterranean Context Theme 3: Research and Innovation for Sustainable and Inclusive Development Theme 4: Green Skills, Youth Employability and Future Careers Theme 5: Entrepreneurship, Innovation and Economic Diversification Theme 6: Arab–Euro-Mediterranean Cooperation in Higher Education, Research and Innovation

Migration, Flucht und Zugehörigkeit stehen im Zentrum gesellschaftlicher Aushandlungsprozesse. Doch jenseits aktueller Polarisierungen stellen sich grundlegende Fragen nach Treibern und Prozessen des gesellschaftlichen und politischen Wandels: Wie sind die Konflikte um Migration historisch und strukturell eingebettet? In welchen Kontexten sind Migration und Vielfalt wenig umstrittene Normalität? Wozu führen „Ungleichzeitigkeiten“, ein Nebeneinander unterschiedlicher Konfliktintensitäten und -logiken? An welchen Konfliktlinien werden rechtsstaatliche Prinzipien zugunsten antidemokratischer oder illiberaler Politik angegriffen? Mit diesem Zugang untersucht die Konferenz aus interdisziplinärer Perspektive, wie globale Krisen, transnationale Verflechtungen, nationale Diskurse sowie lokale Erfahrungen langfristige Verschiebungen von Solidarität, Exklusion und Demokratie formen. Ziel ist es, Konflikte nicht nur als Symptome der Gegenwart zu lesen, sondern als zentrale Dynamiken gesellschaftlicher Transformation und Zukunftsfähigkeit zu analysieren. Die Konferenz versteht sich als interdisziplinäres Forum für Austausch und Vernetzung zwischen Wissenschaft, Politik und Praxis. Eingeladen sind Wissenschaftler*innen aller Karrierestufen sowie Akteur*innen aus Politik, Verwaltung, Zivilgesellschaft und Praxis, die zu den Themen Migration, Integration, Rassismus und Konflikten arbeiten.

La revista recibe artículos con un rango temático variado, que incluye: - Teoría del pensamiento educativo y pedagógico - Estudios curriculares - Procesos didácticos - Actores de la educación - Política pública educativa - Formación docente inicial y continua - Educación pública y justicia social - Tecnologías digitales e inteligencia artificial

It has been just over 30 years since the Salamanca Statement was endorsed by 92 governments and 25 international organisations in 1994, which marked an internationally shared commitment to inclusive education (UNESCO, 1994). The UN Sustainable Development Goals further affirm the indispensable role of quality inclusive education for a peaceful and sustainable future of the globe (UNESCO, 2015). While the definition of inclusive education is often contested, it can be usefully understood as a process that aims to maximise the presence, participation, and achievement of all students regardless of their backgrounds, and minimise any form of marginalisation, discrimination, and exclusion (Ainscow et al., 2006). Inclusive education requires an education system to adapt to student diversity through systematic changes, ranging from policy and resource distribution at a macro-level to classroom pedagogy and support at a micro-level. Inclusive education is to respect a student’s right to dignity, and it is every educator’s responsibility to build a learning environment with the right conditions for inclusion (Cantali et al., 2025). In the past few decades, we have seen landscape shifts in many countries with a growing recognition and valuing of student diversity in classrooms. The ways that countries address equality and equity issues in education systems tend to vary depending on complex economic, social, cultural, and political factors. For instance, in China, a traditional special education system operates as a way to ensure that resources and services are in place for children with disabilities, the country’s most vulnerable group to exclusion in education, while tremendous efforts have been made recently to increase access to regular schools and improve inclusive practice by reshaping teacher education programmes (Wang, 2023). In contrast, in Scotland, its unique Additional Support Needs system reaches nearly 40% of its student population and all teachers are expected to be competent in inclusive practice, whereas it still faces issues that compromise what the support system sets out to achieve (Morgan 2021; Scottish Government, 2025). There won’t be a single unified solution that can be uncritically applied across international contexts. This does not undermine the difference it makes to our understanding when we learn about, in more depth, how progress is made and how challenges are overcome in one another’s social-cultural context. Indeed, there have already been many examples that demonstrate the importance of learning across contexts (e.g., lesson study). Therefore, this special issue will bring together the latest research that adds to the global learning of innovative and transformative approaches to quality inclusive education. The collection is intended to contribute to the conceptualisation of inclusive education and create a positive impact on the future development of policy and practice.

Sección 7 – Perspectivas decoloniales en la enseñanza de dinámicas culturales hispanoamericanas: cruzando umbrales hacia la pluralidad y la post-digitalidad. Formatos para las presentaciones (una propuesta por persona): 1: Ponencia interactiva de unos 45min (30min con 10min de discusión) 2: Taller práctico (90min) Lengua: español o alemán Es crucial que en las escuelas como lugares de socialización y formación, la enseñanza crítica y decolonial sea parte del currículo. No solo en los materiales que se utilizan sino también en la práctica docente. Es notable que haya estudiantes que llegan a su formación universitaria sin haber reflexionado sobre continuidades poscoloniales. Este hecho puede ser un indicador de la ausencia en la sociedad en general de perspectivas críticas sobre estas continuidades, o de un inadecuado tratamiento de éstas en el sistema escolar en particular. El presente panel propone crear un espacio de reflexión sobre cómo incorporar e implementar perspectivas críticas de lo poscolonial en la enseñanza de dinámicas culturales en Hispanoamérica y España, en consideración de todos los ámbitos involucrados en este proceso. Esto es considerar, junto a la enseñanza del idioma español, las transformaciones sociales de los contextos de sus hablantes y cómo éstas son abordadas y/o representadas por miembros de las respectivas comunidades. También significa considerar el contexto de aprendizaje, vale decir la escuela o centros de formación adulta, puesto que las condiciones de la poscolonialidad generan realidades también en el interior de las instituciones educacionales y se manifiestan, entre otras cosas, en los programas de enseñanza. Esta propuesta se enmarca entonces en la necesidad de cruzar umbrales epistemológicos y metodológicos para fomentar una comprensión crítica, diversa y plural que cuestione los imaginarios dominantes (Castoriadis, 2005) y dé voz a narrativas subalternas, propiciando así polifonías decoloniales. Considerando las experiencias de personas que trabajan en los distintos contextos de enseñanza, el panel busca discutir sobre perspectivas y herramientas de implementación para el fomento de una educación crítica y representativa de la pluralidad de los contextos en los que se habla la lengua. De esta manera se busca también contribuir a la necesaria transformación de currículos e inclusión de nuevas metodologías y prácticas. Se propone un abordaje interdisciplinario, que combine los aportes de la teoría poscolonial (Coronil, 2000 / Hall 2013) e interseccional (Lugones, 2008 / Mignolo, 2005 / Spivak, 2017), con un enfoque que reconoce la “mediatización profunda” (Hepp, 2020) y la continuidad entre los mundos “en línea” y “fuera de línea”, es decir, post-digitales (Knox, 2019). En este contexto es que las nuevas tecnologías y los medios pueden servir para explorar nuevas formas de enseñanza con materiales innovadores para los estudios del español, las dinámicas culturales de sus hablantes y la representación y mediatización de éstas. La interdisciplinariedad puede manifestarse también en los acercamientos metodológicos. Se invita a reflexionar sobre cómo las herramientas digitales y las plataformas de redes sociales pueden ser utilizadas para crear espacios de diálogo intercultural (López García, 2024) y de construcción colectiva de conocimiento. Se destaca la utilización del cine y otros medios audiovisuales (Troncoso Salazar, 2021) como vehículos para explorar imaginarios sobre el sur global, la diversidad de voces subalternas y su mediatización. El análisis crítico de producciones cinematográficas y series televisivas pueden reflejar realidades sociales y procesos culturales, entregando imágenes de mayor resolución, vale decir, más complejas, de las comunidades de la lengua estudiada. El panel busca entonces explorar experiencias pedagógicas que reflexionen sobre los siguientes posibles tópicos, sin limitarse a ellos: 1) Metodologías en la enseñanza del español y de estudios culturales sobre Hispanoamérica y España que incorporen una perspectiva crítica poscolonial. 2) Utilización de medios audiovisuales y digitales para explorar imaginarios emergentes subalternos. 3) Análisis crítico de sitios de redes sociales y plataformas digitales como espacios de producción cultural. 4) Desafíos y oportunidades de la post-digitalidad en la enseñanza de lenguas y culturas.

Recherche et Applications en Marketing (English edition) is a peer reviewed academic international journal publishing original research in the field of marketing in French and translated into English. It is a main reference for the development and dissemination of new concepts and new methods in marketing. Recherche et Applications en Marketing publishes articles covering any aspect of marketing, including consumer behaviour, communication, retailing, CRM, new product development and more. The journal publishes research articles, research notes, critical state of the art papers, and also articles offering perspectives from other disciplines which might be applied to marketing. Recherche et Applications en Marketing is an official journal of the AFM (French Marketing Association - Association Française du marketing). It is the leading French research journal in the field of marketing which has been published since 1986, and in both English and French since 2007.

Advances in Developing Human Resources (ADHR) focuses on the issues that help you work more effectively in human resource development. The journal spans the realms of performance, learning, and integrity within an organizational context. Balancing theory and practice, each Issue of the journal is devoted to a different topic central to the development of human resources. ADHR has covered subjects as wide-ranging and vital as performance improvement, action learning, on-the-job training, informal learning, how HRD relates to the new global economy, leadership, and the philosophical foundations of HRD practice.

Human Resource Development Review (HRDR) is an international journal focusing on theory development for scholars and practitioners in human resource development and related disciplines. HRDR publishes high-quality conceptual work using non-empirical research methods. The journal is committed to advancing HRD by providing fresh theoretical insights, new conceptual models, critical examination of literature, and multi-paradigm approaches to theory building.

The journal is peer-reviewed and focuses on international and national issues and is aimed at researchers, professionals and practitioners in all sectors. It publishes both research articles and reflections on policy and practice, and offers opportunities for all concerned with post-compulsory education to make contributions to debate.