Call for proposals in East, West, and Southern Africa: Generating and mobilizing knowledge and innovation for early learning Eligibility This call is open to individual African organizations (organizations with independent legal registration in an African country) or consortia of up to three organizations. The applicant organization/lead institution must have legal corporate registration and the capacity to administer foreign funds.  Proposals from consortia must name one lead organization that can subgrant to additional organizations. The lead organization must be a Southern organization with independent legal registration in an African country. Other consortium members may include organizations from within the region; national, regional, or international offices of multilateral organizations or international NGOs; or other organizations from outside the region.  This call is NOT open to individuals, governments, or organizations interested in using this grant to conduct research on the for-profit provision of core education services.  Scope The IDRC, the Global Partnership for Education (GPE) and the LEGO Foundation invite proposals from individual organizations, or consortia of organizations, for projects to generate and mobilize knowledge to enable national education systems in developing countries to address challenges associated with two targets of the Sustainable Development Goals (SDGs). These are targets 4.1 (“By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes") and 4.2 (“By 2030, ensure that all boys and girls have access to early childhood development, care and pre-primary education so that they are ready for primary education”). Projects funded through this call will generate and mobilize evidence on how to adapt and scale up approaches that strengthen quality early learning for all children, supporting smooth transitions from pre-primary to primary education.  Projects will build on existing promising or proven approaches that:  adapt and further test the approaches to assess how to scale up positive impact in GPE-member countries; and  mobilize knowledge and strengthen capacity so the approaches can be taken up in policy and practice.   Projects funded through this call will not finance the implementation of the approaches More details Please refer to the detailed call for proposals for more information about the call objectives, eligibility, timelines, selection criteria, review process, application guidelines, and challenge. You are strongly encouraged to read the detailed call for proposals document  before applying. Register for a webinar about this call on June 28, 2021.  Please e-mail your questions in advance to kixcalls@idrc.ca by June 21, 2021.  Please consult the Frequently Asked Questions. Read more

Call for papers for: English Teaching: Practice & Critique   Submission deadline: 15th August 2021 Guest Editors (listed alphabetically by last name):  Denise Dávila Mary M. Juzwik (lead editor) Robert Jean LeBlanc Eric Rackley Loukia K. Sarroub    Overview of special issue  Religion continues to be an important part of global life in the 21st century, as it has been in centuries past. While the Eurocentric “secularization thesis” of the mid 20th century predicted its decline in sociocultural life as nation-states and their economies developed, religion and spirituality have not faded from the global scene. Indeed, they continue to significantly shape (and be shaped by) culture and politics as well as on our focal interests in this special issue -- language, literacy, and schooling. In educational settings around the globe, students today grapple with tensions arising as they navigate academic, social, and spiritual life worlds. Literacy educators also face numerous challenges in understanding and enacting their roles and responsibilities in relation to often-contested terrain surrounding religion, spirituality, and literacies and language/ing in schools. From a scholarly standpoint, understanding and unpacking tensions, underlying assumptions, and influences of the religious in the lives of young people and teachers across diverse educational spaces is becoming increasingly important in today’s interconnected and rapidly changing world. As scholars have begun to turn attention to issues of religion and spirituality, much of the extant work has focused on clearly defined fields of study, on bounded religious communities, and on case studies of individual students. Some of these boundaries are beginning to blur as language and literacy scholars theorize new relationships, examine emergent religious phenomena in relation to literacy, and begin to take more seriously the role of the religious across students’ and teachers’ lives, experiences, communities, geographical locations, etc.  Global in scope, this special issue invites diverse perspectives on religion, literacy, and English education and seeks to invite them into dialogue with each other. While conversations around various intersections of religion, literacy, and English education have provided generative insights for English education and literacy scholarship, this special issue aims to stimulate a broader global dialogue across faiths, disciplines, and communities. We invite papers developing theory, reporting empirical work, narrating pedagogies, and expanding educators’ repertoires of instructional practice. We invite epistemological, ontological, and theological consideration of the religious in relation to language/ing, literacies, and English education. By cultivating a global dialogue about religion, literacy, and English education, this special issue is uniquely situated to generate new understandings across religious and educational traditions from around the world. This special issue aims to create a forum in which stakeholders will wrestle with boundary-crossings among areas of study that hold the promise of reimagined global possibilities in education.  In keeping with our theme, we are particularly interested in contributions from scholars studying religion/literacy/English education in connection with and across locales beyond the United States, including those foregrounding transnational perspectives. Because such work is relatively rare among US-based language and literacy researchers, we also invite papers from scholars working in related fields (e.g., anthropology, linguistics, religious studies, etc.) who take an interest in the intersections of language, literacy, learning, and the religious. We invite manuscripts that address urgent questions and topics related to the new frontiers in religious practice, English, and literacy, including: Religion, spirituality, and English teacher education Digital faith and religious literacy practices Motivations, practices, and ideologies shaping the reading of religious texts English education in schools Preparation of literacy educators with global religious knowledge and understanding Gender, sexuality, and religious literacies Insider/outsider perspectives on conducting research in religious communities Transnationalism and ethno-religious global movements Rising global ethno-nationalism and religious movements and their impact on literacy teaching and learning Historical legacies of Christianity, White Supremacy, and anti-Black racism in relation to literacy education in US contexts Relations among imagined religious communities, literacies, and schooling Conceptions of the ‘good’ in religious literate traditions Tensions in conducting literacy research in and across religious communities Communities troubling or disrupting existing research conceptions of religion and/in literacies Challenges to existing theories of religion and/in literacies Religion and spirituality in relation to  equity issues confronting language, literacy, and English education Emergent religious phenomena in relation to literacy studies Other relevant topics We will consider submission of research papers, practitioner narratives, conceptual/theoretical essays, and creative work pertinent to the theme. Submission Details   Please see the ETPC “Author Guidelines” for guidelines on both kinds of submissions, including word limits: https://www.emeraldgrouppublishing.com/journal/etpc#author-guidelines Submissions for this Special Issue must be made through the ScholarOne online submission and peer review system. When submitting your manuscript please ensure the correct special issue title is selected from the drop down menu on page 4 of the submission process: https://mc.manuscriptcentral.com/etpc    For questions, contact Dr. Denise Dávila (ddavila@utexas.edu), Dr. Mary Juzwik (mmjuzwik@msu.edu), Dr. Robert LeBlanc (robert.leblanc@uleth.ca), Dr. Eric Rackley (eric.rackley@byuh.edu), or Dr. Loukia Sarroub (lsarroub@unl.edu). Submission deadline: August 15, 2021   Publication date: Approximately June 2022 Read more

JHoK CALL FOR PAPERS by Max Bautista Perpinyà   The Journal for the History of Knowledge is inviting submissions for stand-alone articles.  To find out more about the journal, or to submit your paper, visit www.journalhistoryknowledge.org. You can check author guidelines here: https://journalhistoryknowledge.org/about/submissions/ The Journal for the History of Knowledge is an open access, peer-reviewed journal devoted to the history of knowledge in its broadest sense. This includes the study of science, but also of indigenous, artisanal, and other types of knowledge as well as the history of knowledge developed in the humanities and social sciences. Special attention is paid to interactions and processes of demarcation between science and other forms of knowledge. Contributions may deal with the history of concepts of knowledge, the study of knowledge making practices and institutions and sites of knowledge production, adjudication, and legitimation (including universities). Contributions which highlight the relevance of the history of knowledge to current policy concerns (for example, by historicizing and problematizing concepts such as the "knowledge society") are particularly welcome.   JHoK is affiliated with Gewina, the Belgian-Dutch Society for History of Science and Universities. It is supported by the Descartes Centre for the History and Philosophy of the Sciences and the Humanities, the Huygens Institute of the Royal Netherlands Academy of Arts and Sciences, the Vossius Centre for the History of Humanities and Sciences, and the Stevin Centre for History of Science and Humanities.  Read more