________________________________ From: Stephen McCloskey stephen@centreforglobaleducation.com Sent: Tuesday, October 13, 2020 7:39 PM Subject: Policy and Practice Issue 31 has been published

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Hello everyone,

Please find below Issue 31 of the Centre for Global Education’s bi-annual, open access, peer reviewed, development education journal Policy and Practice: A Development Education Reviewhttps://www.developmenteducationreview.com/. The theme of Issue 31 is ‘The Policy Environment for Development Education’ and the Guest Editor, Liam Wegimont, Executive Director of Global Education Network Europe (GENE), finds grounds for optimism for development education policy – the future of which is unwritten - despite the challenging context in which it is currently being practiced. Liam highlights several positive policy initiatives at European Union level, including a growing number of national global education strategies within EU member states. At OECD level, he cites the ‘increasing influence of PISA’ and other ‘policy-focused research initiatives of the Education Directorate of the OECD’. And at a UN level, he finds encouragement in the good practice in global education supported by UNESCO, the SDGs and Bridge 47. I thank Liam for his editorial and longstanding support of the journal.

This special issue of the journal marks our 15th year in publication and has been launched in partnership with our sister development education journals, Sinergias in Portugal, ZEP in Germany and the International Journal on Development Education and Global Learning in England. I extend sincere thanks to Orla Mc Breen, Director, Civil Society and Development Education Unit, in Irish Aid for writing the Foreword to this special issue. Policy and Practice would simply not have the audience and platform that it enjoys today where it not for Irish Aid’s sustained support. I thank all of the contributors to, and readers of, the journal since our launch in 2005 and particularly commend all of the members of the journal’s Editorial Board and International Editorial Board who contribute enormous energy to each new issue.

I hope you will share the journal with colleagues and friends on social media. Please ‘like’ the journal’s facebook page at facebook.com/policyandpracticehttps://www.facebook.com/policyandpractice and feel free to leave comments on articles.

Best regards

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Stephen McCloskey

Editor,

Policy and Practice

Policy & Practice: A Development Education Review Issue 31:

“The Policy Environment for Development Education”

PREFACEhttps://www.developmenteducationreview.com/issue/issue-31/preface-policy-environment-development-education

FOREWORD

The Policy Environment for Development Educationhttps://www.developmenteducationreview.com/issue/issue-31/foreword-policy-environment-development-education

Orla Mc Breen

Director, Civil Society and Development Education Unit, Irish Aid

GUEST EDITORIAL

The Policy Environment for Global Education, Development Education and Awareness Raising: Reasons to be Cheerful While the Future is Unwrittenhttps://www.developmenteducationreview.com/issue/issue-31/preface-policy-environment-development-education

Liam Wegimont

FOCUS

The Wrong Tool for the Job? The Application of Result-Based Approaches in Development Education Learninghttps://www.developmenteducationreview.com/issue/issue-31/wrong-tool-job-application-result-based-approaches-development-education-learning

Mags Liddy and Susan Gallwey

A Policy at a Standstill: A Critical Analysis of Global Education in the Polish National Curriculumhttps://www.developmenteducationreview.com/issue/issue-31/policy-standstill-critical-analysis-global-education-polish-national-curriculum

Dobrawa Aleksiak and Magdalena Kuleta-Hulboj

The Power of Language and the Language of Power: Exploring Discourses on Development Education in Policies Underpinning Adult and Community Educationhttps://www.developmenteducationreview.com/issue/issue-31/power-language-and-language-power-exploring-discourses-development-education-policies

Meliosa Bracken

PERSPECTIVES

Poverty is a Political Choice: A UN Rapporteur Has Delivered a Withering Critique of the International Systemhttps://www.developmenteducationreview.com/issue/issue-31/poverty-political-choice-un-rapporteur-has-delivered-withering-critique-international

Stephen McCloskey

E-Tick: The Piloting and Development of a New Course in Ethical Communicationhttps://www.developmenteducationreview.com/issue/issue-31/e-tick-piloting-and-development-new-course-ethical-communication

Sive Bresnihan

VIEWPOINT

What are the Challenges for Development Education Arising from the Merger of the UK Department for International Development and the Foreign and Commonwealth Office?https://www.developmenteducationreview.com/issue/issue-31/what-are-challenges-development-education-arising-merger-uk-department-international

Douglas Bourn

Fighting the Pandemic in the Global Southhttps://www.developmenteducationreview.com/issue/issue-31/fighting-pandemic-global-south

Phethani Madzivhandila

RESOURCE REVIEWS

War, Suffering and the Struggle for Human Rightshttps://www.developmenteducationreview.com/issue/issue-31/war-suffering-and-struggle-human-rights

Review by Piaras Mac Éinrí

Important Work in a Time of Volatility: Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Educationhttps://www.developmenteducationreview.com/issue/issue-31/important-work-time-volatility-transnational-perspectives-democracy-citizenship-human

Review by Benjamin Mallon

Less is More: How De-Growth Will Save the Worldhttps://www.developmenteducationreview.com/issue/issue-31/less-more-how-degrowth-will-save-world

Review by Stephen McCloskey

Global Justice Education in Critical Viewhttps://www.developmenteducationreview.com/issue/issue-31/global-justice-education-critical-view

Review by Gerard McCann

The E-TICK Course on Ethical Communicationhttps://www.developmenteducationreview.com/issue/issue-31/e-tick-course-ethical-communication

Review by Aislin Lavin

Policy and Practice Issue 32: Call for Contributors

Development Education and Transnationalism

Centre for Global Education is inviting contributions to Issue 32 of our bi-annual, peer reviewed, open access journal Policy and Practice: A Development Education Reviewhttps://developmenteducationreview.com/ on the theme: “Development Education and Transnationalism”. Transnationalism is definedhttps://www.bloomsbury.com/us/transnational-perspectives-on-democracy-citizenship-human-rights-and-peace-education-9781350052338/ as “a set of processes relating to social, economic and political connections between people, places and institutions, across national borders, potentially spanning the world”. The breadth of this theme enables the journal to focus on issues that have dominated global relations in 2020 including: globalisation, health, racism, education and migration.

The COVID-19 pandemic has reminded us, probably like no other issue before it, of our interconnectedness and interdependence with the wider world. As Oxfamhttps://reliefweb.int/report/world/no-one-safe-coronavirus-until-everyone-oxfam-coronavirus-response-report-june-2020 put it: ‘no-one is safe from coronavirus until everyone is’ which highlights how globalization has increasingly integrated us economically and, at the same time, made us more vulnerable to global recessions and invisible viruses.

Transnationalism also affords us an opportunity to explore how we are bound by shared histories and social movements. The Black Lives Matter protests in the United States following the killing of George Floyd have resonated across the world. The removal of statues and monuments dedicated to figures linked to slavery and racism, and the resistance to this, reminds us that racism is steeped in our history and, regrettably, very much part of our present. Issue 32 enables authors to discuss how development education should contribute to this discussion and how the question of racism should be tackled through education policy and practice.

The question of economic justice is also central to transnationalism. During the COVID-19 pandemic, we discovered just how dependent we all are on frontline workers in a range of occupations – health, retail, social care, public transport – and how precarious and poorly remunerated these workers are. How can we ensure that frontline jobs are not ruthlessly discarded in the economic slowdown that will assuredly follow the pandemic? How can migrant workers be protected when forced to operate in informal settings without employment rights and protections? More positively, how can we capture and preserve the best aspects of the community response to COVID-19 and mobilise government resources in a similar fashion to address the climate emergency?

Contributors could consider, through empirical work or theoretical discussion the following:

* The human and environmental impact of transnational capital and corporations locally and globally. Has DE critically interrogated the role of TNCs in society? * The contrasting government responses to COVID-19 and what they told us about the role of the state in a pandemic and the need for public health? * How do we deolonise global health and upend traditional research hierarchies which are often dominated by the global North? How can health research be re-oriented toward local social goals? How can medical and global health curricula be imbued with DE values and goals? * The role of Big Pharma in pricing medicines beyond the reach of the poor and how can it be challenged. * The role of DE in supporting learning on health from the global South. For example, Cuba’s widely praised health service and emergency medical response brigades? The success of many African states in combatting SARS, Ebola and COVID-19. * How can DE challenge the ‘othering’ of migrants and value their contribution to societies across the world, for example, through remittances? * The role of DE programmes in challenging racism locally and internationally.

Authors interested in submitting an article to Issue 32 should send a 300-word abstract to journal editor, Stephen McCloskey, by Friday, 23 October 2020. Please email: stephen@centreforglobaleducation.commailto:stephen@centreforglobaleducation.com. The submission date for commissioned articles is Friday, 4 December 2020.

Article Types

There are four kinds of article published in Policy and Practice. Focushttp://www.developmenteducationreview.com/sites/default/files/jennas_pics/Focus%20article.pdf articles are peer reviewed, between 3,500 and 6,000 words, and should have a strong critical analysis of their topic. The second is a Perspectiveshttp://www.developmenteducationreview.com/sites/default/files/jennas_pics/Perspectives%20article.pdf article which is 2,000 – 4,000 words in length and is normally more descriptive, addressing an aspect of practice. Viewpointhttp://www.developmenteducationreview.com/sites/default/files/jennas_pics/Viewpoint%20article.pdf articles are designed to provoke debate a given topic and more subjective in the presentation of their argument. Resourcehttp://www.developmenteducationreview.com/sites/default/files/jennas_pics/Resource%20reviews.pdf review articles are 1,000-2,000 words in length and offer an opinion of a new book, film, teaching resource or online site on development issues.

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Policy and Practice is funded by Irish Aid:

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The views expressed in Policy and Practice can in no way be considered to be the official opinion of Irish Aid.

For further information contact: Stephen McCloskey Editor Centre for Global Education 9 University Street Belfast BT7 1FY Tel: (0044) 2890 241879 E-mail: stephen@centreforglobaleducation.commailto:stephen@centreforglobaleducation.com Web: www.centreforglobaleducation.comhttps://centreforglobaleducation.us6.list-manage.com/track/click?u=5a08924cdc02ee3bfbd1c146c&id=7a945ea069&e=2365f79a08 Facebook: www.facebook.com/centreforglobaleducationhttps://centreforglobaleducation.us6.list-manage.com/track/click?u=5a08924cdc02ee3bfbd1c146c&id=f94edfb002&e=2365f79a08