Large-scale educational reforms and policies Vol. 20, No. 1 (January-June 2025)

CALL FOR PAPERS
Vol. 20, No. 1 (January-June 2025)

Monographic Section

Large-scale educational reforms and policies

Reformas y políticas educacionales a gran escala

Thematic Editors:

Dr. Manuel Area-Moreira, Universidad de La Laguna (Spain)
Dr. Gonzalo Muñoz, Universidad Diego Portales (Chile)

Approach

Improving the quality of education and doing so on a large scale is an ongoing challenge for school systems. This has led governments worldwide to make efforts in recent decades towards systemic educational change and research to try to understand the factors that contribute to the success or failure of policies and reforms. The evidence is strong regarding the complexity of large-scale change, although little is known about some of the dimensions involved in this type of processes (Fullan, 2007; Hargreaves and Shirley, 2009; Cohen and Mehta, 2017; Reimers, 2020).

In Latin America, research on large-scale reforms, their effects and associated factors is scarce (Rivas and Sánchez, 2020), especially regarding their implementation cycles and the ability of these policies to translate their objectives into concrete practices at the base of the educational system, a topic widely studied in other countries (Spillane, Reiser & Reimer, 2002; Honig, 2006; Viennet and Pont, 2017).

Descriptors

The case study will focus on the following thematic lines, although these represent only a reference and can be extended by means of the proposals.

Large-scale educational reforms and their results according to the evidence
Role of different actors (national and international) in policy design and implementation
Cases of educational policy, specially the Ibero-American context
Evaluation of educational policies implemented in the last decade
National and local policies on digital literacy in both formal and non-formal settings
Design, evaluation and implementation of teaching policies

Issues

The main questions raised in this monograph are the following:

Are there common and/or shared characteristics among educational policies in Latin American countries? What are the differential aspects or features between these policies?
Which educational and institutional agents are involved in the planning of the various educational policies in Latin America? Who finances the implementation of these policies?
Which dimensions of educational policies are evaluated and which methodologies or strategies are used? Who funds such assessments and for what purposes?
What are the dominant or most widespread models in relation to the design, development and evaluation of educational policies aimed at digital literacy in Ibero-American countries?
What are the most notable effects or evidence of both initial and ongoing teacher training policies implemented in the last decade? To what extent have these policies favored the professional development of teachers?
Are there successful cases, local, national or regional, in the design and implementation of educational policies? What are its unique characteristics and the factors that have influenced the results obtained in these cases?

About the Thematic Editors

Dr. Manuel Area-Moreira, Universidad de La Laguna (Spain), (manarea@ull.edu.es)

PhD in Pedagogy and Professor at the University of La Laguna (Canary Islands. Spain) in the Department of Didactics and Educational Research at the Faculty of Education. His field of research and teaching is Educational Technology (Digital Culture and Education, Teaching with Media and Technologies, eLearning, Literacy and ICT, Educational Policies and Digital Citizenship). He was president of the University Network of Educational Technology (RUTE). He is currently the main researcher of the Laboratory of Education and New Technologies (EDULLAB) and Director of the Chair of Technology and Education of Mapfre-Canarias. He has written more than two hundred academic publications on Education and Technologies in the form of books, essays and articles, as well as directed several research projects on this subject.

Dr. Gonzalo Muñoz, Universidad Diego Portales (Chile), (gonzalo.munozs@mail.udp.cl)

Sociologist and Master's Degree in Sociology from the Catholic University of Chile. Assistant Researcher, Faculty of Education, Diego Portales University, and the Educational Leadership Program of the same university. He was head of the General Education Division of the Chilean Ministry of Education and a member of the Board of the Education Quality Agency. He has collaborated as a consultant and researcher in different projects in Chile and Latin America. His areas of specialization are educational policies, school improvement and educational leadership. He is currently finishing his PhD studies in Education Sciences at the University of Granada. He is a member of the Evaluation Council of New Public Education, a body created to monitor the implementation of this Reform process in Chile.

Instructions and submission of proposals

“Alteridad” preferentially publishes results of empirical research, written in Spanish, English or Portuguese; studies and selected state-of-the-art are also admissible. For the Miscellaneous section there are permanent contributions within the educational subject.

Articles must be sent exclusively through the journal's website. The procedure requires all authors to register, but only one will be responsible for correspondence. Two files must be submitted simultaneously:

1. The article in accordance with the guidelines of “Alteridad”.

2. Cover page and cover letter according to the attached model.

Links

Website of «Alteridad»
Register of authors
Guidelines of «Alteridad»
Cover page and cover letter
Revission protocol

Important dates

Deadline for submitting articles: September 30, 2024
Date of publication: January 01, 2025