From our journals: Graduate schools of education, climate change and a call for student submissions
By: Marilyn Cochran-Smith, Reid Jewett Smith and Jeremy Alexander, Boston College
Published in: Education Policy Analysis Archives, November 2022
This article explores how teacher education operates within market-organized environments. The authors argue that the forces of the market have acted against institutional isomorphism in teacher education, as evidenced by the emergence of new graduate schools of education, or nGSEs, which are a new population of teacher preparation providers. They suggest that nGSEs are animated by logics based on highly-specialized missions, alternative funding models and membership in powerful networks that set this population apart from others within the organizational field of teacher education. According to the article, there is remarkable variation and diversification among nGSEs, which has resulted in highly specialized teacher preparation niches that distinguish each nGSE from other members within the same population through mission-specific branding, publicity and funding, which in turn prompts increased demand for specialized programs. Most nGSEs, the authors say, combine elements of the logic of markets with elements of other powerful logics, forming hybrids that create tensions, some of which are highly productive, prompting rapid organizational evolution, including name changes, reorganizations and new partnerships.
Review of Education and climate change: The role of universities
By: Nathan Willig Lima, Universidade Federal do Rio Grande do Sul (UFRGS) Brazil
Published in: Education Review, December 1, 2022
Climate change, as well as other socio-scientific global issues like pandemics, will be the greatest challenges of the 21st century, says Nathan Willig Lima. He recommends this open-access book, by Fernando Reimers, to those interested in thinking about how education can contribute to this scenario and engage in pedagogical practices that can contribute to the mitigation or even reversal of climate change. “Education and Climate Change,” says Lima, “is an important source of reflection, insight and encouragement.
Special issue: Student journals and editors — call for papers
Published in: Current Issues in Education, November 8, 2022
CIE is seeking student contributions that expand the knowledge of undergraduate and graduate student journals’ publishing. Potential topics for submissions include:
- Student editor narratives: Learning experiences and professional perspectives of editors and editorial boards
- Historical overview of student-led journals
- The impact of editorships in student trajectories
- National and international comparative studies of student journals
- Student journals as spaces that break down barriers between research, teaching and practice
- Publication pedagogies, mentorship, collaborative learning, institutional support and student journals
- Student journals and digital technologies
- Open access and student-led publications
About our journals
MLFTC sponsors three innovative, open-access journals on education scholarship. EPAA is a peer-reviewed, international, multilingual and multidisciplinary journal designed for researchers, practitioners, policymakers and development analysts concerned with education policies. Education Review publishes reviews of books on education topics and Acquired Wisdom essays by esteemed educational researchers, and CIE is a peer-reviewed journal led by MLFTC graduate students.
Contact Stephanie McBride-Schreiner to learn more about our journals.