The International Journal of Development Education and Global Learning is an internationally refereed journal that publishes the outcomes of research and current debates on development education and related concepts such as global learning, global education, and global citizenship. The journal is now fully open access, including all back issues.
Visit the journal’s page on ingentaconnect to view and download the contents of all issues.
Statecraft and study abroad: Imagining, narrating and reproducing the state
Jade Lansing and Rebecca L. Farnum
Any small change?: Teacher education, compassion, understandings and perspectives on global development education
Meera Varadharajan and John Buchanan
Cultivating layered literacies: Developing the global child to become tomorrow’s global citizen
Debra D. Shulsky, Sheila F. Baker, Terry Chvala and Jana M. Willis
Mahatma – Gandhi’s life in colour
For all previous issues, please visit the journal’s page on ingentaconnect.
Aims and scope
The journal is an academic response to the increased public and educational interest in learning and understanding about the wider world. It offers greater understanding of the reasons for global inequality and how global issues such as poverty affect people’s everyday lives. It critically explores international development issues so as to help people develop the practical skills and confidence to make positive changes, both locally and globally.
This is the first academic journal specifically to address these matters. Development education and related areas such as global learning have their roots primarily in the practice of non-governmental organisations. The journal brings to the international academic and research community the richness and importance of this neglected academic area. Its purpose is to help advance theoretical and empirical understanding of development education and global learning through a focus on research and reviewing policy and practice in the field.
The content will reflect international debates and understanding of public support for global development issues. The journal also carries book reviews.
The criteria for papers are that they are analytical and critical, and that the ideas being discussed are transferable to other educational systems and cultures and accessible to an international audience.
Themes for future issues are: the pedagogy of teacher education and global learning; research from multiple epistemologies; impact and evaluation; and policy and practice.
The journal has an internationally renowned editorial board of academics from around the world and will involve civil society bodies and NGOs through specially commissioned articles that review practice in different countries.
It has been founded at the Development Education Research Centre under its Director, Dr Douglas Bourn at the UCL Institute of Education.
ISSB 1756-5278 (online)
Calls for papers
The editor invites you to submit papers on all aspects of development education and global learning from any educational context worldwide. We especially welcome articles of around 6,000 words that explore the links between research, policy, and practice, as well as those which critically reflect on appropriate approaches to research and pedagogy within development education and global learning. We also particularly aim to publish articles from different parts of the world in order to ensure a diversity of voices and perspectives are heard.
We consider other types of content, such as a research ‘conversation’ between two or more academics, succinct analysis (2,000–3,000 words) of a current issue in development education or global learning, or a report about ongoing research. Please submit articles to the journal’s editor, Dr Clare Bentall.
Every issue of the journal features reviews of books on development education and global learning. Please send your reviews to the book reviews editor, Tania Ramalho: email@example.com.
Special calls for papers
Two 10th anniversary special issues are planned on the following theme. Please follow the link for details of intended content, deadlines, and how to submit contributions:
- From the Past to the Future: Changing roles and developing understandings of development education and global education in an uncertain globalized world – guest editors, Doug Bourn and April Biccum (for publication June and December 2018)
Notes for Authors
Articles should be original. Should any material overlap with material which the author has published elsewhere in another language other than English, this should be made clear when the article is submitted. All articles will be refereed by members of the editorial board and other internationally renowned academics, which may lead to suggestions for the improvement of the article. The author’s final draft will be edited and corrected by the journal’s final editor.
Main articles should be between 3,000 and 8,000 words, including abstracts and referencing. An abstract of 8-120 words in English should be provided at the beginning of the article. It is recommended that an outline of a proposed article is sent in advance of submitting the article.
Authors should prepare and send two versions of their manuscript. One should be a complete text, including author details and short professional biographies of each author, while in the second all document information identifying the author should be removed from files to allow them to be sent anonymously to referees.
Tables and captions to illustrations
Tables and captions to illustrations must be typed out on separate sheets and not included as part of the text. The captions to illustrations should be gathered together and also typed out on a separate sheet. Tables and figures should be numbered in Arabic numerals. The approximate position of tables and figures should be indicated in the manuscript. Captions should include keys to symbols.
Please supply one set of artwork in a finished form suitable for reproduction. Figures will not normally be redrawn by the Publisher.
Reference style and format
The Editorial style sheet contains a full explanation of style and referencing for articles.
References should be indicated in the typescript like so: (Author surname, year: page number). If the book has more than 2 authors, you should us et al. after the first author’s surname instead of listing them all. If several papers by the same author and from the same year are cited, a, b, c, etc. should be put after the year of publication. The references should be listed in full at the end of the paper in the following standard forms:
Gaine, C. (2006) We’re All White Thanks: The persisting myth about white schools. Stoke on Trent: Trentham.
Radia-Bond, B. (2005) ‘Mixed blessings: Understanding children of mixed heritage’. Race Equality Teaching, 24 (1), 25–9.
Devitt, M. (1990) ‘A narrow representation theory of the mind: Subtitles should start with a capital letter’. In W. Lycan (ed.), Mind and Cognition. Oxford: Blackwell.
Newman, M. (1997) ‘In search of food security’. Online. www.marketreport.com/security.htm (accessed 4 December 2007).
End notes should be kept to a minimum. They should be numbered consecutively throughout the article, and should immediately precede the ‘References’ section.
Early Electronic Offprints
Corresponding authors can receive their article by e-mail as a complete PDF. This allows the author to print up to 50 copies, free of charge, and disseminate them to colleagues. A copy of the journal will be sent by post to all corresponding authors after publication.
It is a condition of publication that authors assign copyright or license the publication rights in their articles, including abstracts, to IOE Press. This enables us to ensure full copyright protection and to disseminate the article to the widest possible readership in print and electronic formats as appropriate. Authors are themselves responsible for obtaining permission to reproduce copyright material from other sources.
Clare Bentall UCL Institute of Education, United Kingdom
Book reviews editor
Tania Ramalho State University of New York at Oswego, USA
International editorial board
Vanessa Andreotti d’Oliveira University of British Columbia – Canada
Philip Bamber Liverpool Hope University, United Kingdom
Tine Beneker University of Utrecht, The Netherlands
April Biccum Australian National University, Australia
Douglas Bourn UCL Institute of Education, United Kingdom
Luis Lopez Catalan University Pablo de Olivaide, Seville, Spain
Neda Forghani-Arani University of Vienna, Austria
Catherine Odora Hoppers University of South Africa, Pretoria, South Africa
Su-ming Khoo National University of Ireland, Galway, Ireland
Toni Kirkwood-Tucker Florida State University, USA
Ajay Kumar Jawaharlal Nehru University, India
Gregor Lang-Wojtasik University of Education, Weingarten, Germany
Bogumiła Lisocka-Jagermann Warsaw University, Poland
Silvia Moraes Federal University of Ceara, Brazil
Alun Morgan University of Plymouth, United Kingdom
Tania Ramalho State University of New York at Oswego, USA
Annette Scheunpflug University of Bamberg, Germany
Lynette Shultz University of Alberta, Canada
Matt Baillie Smith Northumbria University, United Kingdom
Hugh Starkey UCL Institute of Education, United Kingdom
Rachel Tallon Victoria University, New Zealand
Haruhiko Tanaka Sophia University, Japan
Liam Wegimont Global Education Network, Europe
Hiro Yumoto Utsunomiya University, Japan