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.
Clare BENTALL – Editorial
Laura SCHEINERT, Kerstin GUFFLER, Jan Tobias POLAK & Martin BRUDER – International development volunteering: An instrument for promoting education in line with the Sustainable Development Goals?
Heather KERTYZIA & Katerina STANDISH – Looking for peace in the national curriculum of Mexico
Victoria VACCARI & Meg P. GARDINIER – Toward one world or many? A comparative analysis of OECD and UNESCO global education policy documents
Ruth REYNOLDS, Suzanne MacQUEEN & Kate FERGUSON-PATRICK – Educating for global citizenship: Australia as a case study
Visit the journal’s page on ingentaconnect to view and download the contents of all issues.
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.
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.
Open access and self archiving
- The International Journal of Development Education and Global Learning is an open-access journal in which new contributions are made available under a Creative Commons Attribution (CC-BY) licence. This means that authors retain copyright in their own work, but make it available for others to distribute, remix, tweak and build upon their work, even commercially, as long as credit is given for the original creation. Authors also warrant that any work by third parties reproduced within their own work may be shared or adapted in the same way.
- UCL IOE Press makes no charges of any kind for submission to, publication in, or access to the International Journal of Development Education and Global Learning. Once published, your article will be online on the ingentaconnect journals platform, where it will be available for anyone to read or download without charge.
- Authors may self-archive both preprint and accepted versions of their article at any time provided that, on publication, it is replaced by the final published version.
Clare Bentall UCL Institute of Education, United Kingdom
Book reviews editor
Tania Ramalho State University of New York at Oswego, USA
International editorial board
Philip Bamber Liverpool Hope University, United Kingdom
Tine Beneker Utrecht University, The Netherlands
April Biccum Australian National University, Australia
Nicole Blum UCL Institute of Education, United Kingdom
Douglas Bourn UCL Institute of Education, United Kingdom
Pei-I Chou National Sun Yat-sen University, Taiwan
Neda Forghani-Arani University of Vienna, Austria
Katarzyna Jasikowska Jagiellonian University in Krakow, Poland
Su-ming Khoo National University of Ireland, Galway, Ireland
Ajay Kumar Jawaharlal Nehru University, India
Gregor Lang-Wojtasik University of Education, Weingarten, Germany
Elina Lehtomäki University of Oulu, Finland
Karena Menzie Central Queensland University, Australia
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
Chris Shiel Bournemouth University, UK
Lynette Shultz University of Alberta, Canada
Rachel Tallon Wellington Institute of Technology, New Zealand
Massimiliano Tarozzi UCL Institute of Education, United Kingdom & University of Bologna, Italy
Yusuf Waghid Stellenbosch University, South Africa
Liam Wegimont Global Education Network, Europe
Su Yeon Park Korea International Cooperation Agency, South Korea
Hiro Yumoto Utsunomiya University, Japan