Call for Abstracts for EHASS September 2024 Issue

JOURNAL: E-Journal of Humanities, Arts and Social Sciences (EHASS)
ISSN: Online 2720-7722 | Print 2821-8949
JOURNAL INDEXING AND ARCHIVING: Directory of Open Access Journals (DOAJ), Google Scholar , CrossRef , Portico , EBSCO

THEME: Inclusion, Equality and Social Justice in Education in Africa.
GUEST EDITORS:
Prof. Michael Akinpelu – University of Regina, Canada. Email:  michael.akinpelu@uregina.ca
Prof. Bulelwa Makena – Walter Sisulu University, South Africa. Email: bmakena@wsu.ac.za
Dr. Stella Afi Makafui Yegblemenawo – Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. Email: samyegblemenawo.cass@knust.edu.gh

INTRODUCTION
The importance of education in Africa; a continent known for its rich cultural diversity, historical complexities, and dynamic challenges, cannot be underestimated as it sets the tone for various developments in society. In recent times, the importance of social inclusion, equality and social justice in education have gained prominence in discussions (Badescu, 2012; Mullin, 2023), in the hopes of achieving the UN’s 17 Sustainable Development Goals (SDGs). The 17 SDGs emphasise the importance of social inclusion, equality, and social justice in education. These goals aim to tackle global issues like poverty, inequality, and climate change. Prioritising these values in education can contribute to a sustainable and equitable world. However, limited infrastructure, inadequate teacher training, and social prejudices hinder educational equity and justice in primary, secondary, and higher education. Addressing these disparities requires a comprehensive approach considering social, economic, and political influences. Recognising the context-specific nature of educational inequality is crucial, as systems and social conditions vary across countries and regions. To achieve educational equity and justice, it is essential to create inclusive and equitable educational environments for all students, overcoming barriers and promoting a more equitable education system. In this issue, we intend to shed enough light on current trends related to the various dimensions of social inclusion, equality, and social justice within the context of education in Africa. It is expected that this special issue will provide solid knowledge on the state of complexities that exist in Africa’s educational systems since it provides a rich backdrop to examine the various dimensions of social inclusion, equality and its impact on education outcomes.

This call for papers aims to explore inclusion, equality, and social justice in African education systems. It seeks to reimagine education to cater to diverse learning styles, identify policies for equal access, and explore how African education can contribute to social justice by fostering critical thinking, empathy, and active citizenship, and how educators can engage with these issues. We encourage the submission of original research papers, case studies, theoretical contributions, and critical reviews that cover a variety of subjects pertaining to social inclusion, equality, and social justice in education in Africa.

Potential topics might include, but are not restricted to:

  • Access to high-quality education for underprivileged and marginalised groups.
  • Community involvement and participation
  • Developing and adopting inclusive curricula
  • Frameworks for policies that support social inclusion in education
  • Gender equality in education.
  • Inclusive practises for students with impairments and special needs.
  • Innovative pedagogical approaches for fostering social inclusion in a range of educational contexts.
  • Language diversity and multilingual education.
  • New technologies for inclusive education
  • Policy evaluation to advance social justice in education.
  • Services and education for people with special needs
  • Socioeconomic variables and their impact on educational success.
  • Teacher education and professional development for inclusive education.
  • The impact of intersectionality on educational possibilities and access.
  • The incorporation of indigenous knowledge systems into formal education.

References
Bădescu, G. (2012). Introduction: Social Inclusion through Education. In D. Pop (Ed.), Education Policy and Equal Education Opportunities (pp. 15–48). Open Society Foundations. http://www.jstor.org/stable/resrep27130.4.
Mullin, A. (2023). Children, Social Inclusion in Education, Autonomy and Hope, Ethics and Social Welfare, 17(1), pp. 20-34, DOI: 10.1080/17496535.2022.2112409.

TIMEFRAMES
Call for Papers Announcement: 1st December, 2023
Submission Deadline for Abstracts: 12th March, 2024
Submission Deadline for Full Papers: 30th May, 2024
Peer Review Process: 1st June 2024 – 30th July 2024
Final Manuscript Submission:  20th August, 2024
Publication of Special Issue: 1st September, 2024

ABSTRACT SUBMISSION
Visit this link to submit an abstract: https://forms.gle/5Vnrd9LD2q25afNm8

AUTHORS’ RESPONSIBILITY

  1. Only a similarity/plagiarism index of 10% or less will be considered for review.
  2. Article Processing Charges (APC) – 200 USD (For Authors outside Ghana) and GHC 1500 (For Authors in Ghana). The APC which includes the cost for language editing is payable by the corresponding author/affiliation(s) as the case may be upon acceptance.

PROFILE OF GUEST EDITORS
Prof. Michael Akinpelu is currently an Associate Professor of Sociolinguistics and Applied Linguistics at the University of Regina, Canada. His research interests span education in multilingual settings, language and sustainable development, language planning and language policy, French language learning and teaching in non-francophone environments, language contact, and minority language vitality. ORCID ID – https://orcid.org/0000-0002-9265-3193

Prof. Bulelwa Makena is currently an Associate Professor of Language Education at the Faculty of Education, Walter Sisulu University, South Africa. She holds a PhD in Language Education. She serves as a member of the Faculty of Education Higher Degrees and Ethics Committee, Butterworth Campus, Walter Sisulu University, South Africa. She has widely published several scientific papers, book chapters and conference proceedings on DHET-accredited platforms. She also serves as a reviewer for manuscripts published by DHET-accredited journals and a session chair at both national and international conferences. Her research focuses on Language Teaching, Second Language Acquisition, and Language Learning Strategies in Rural Settings. ORCID ID – https://orcid.org/0000-0001-7340-3001

Dr. Stella Afi Makafui Yegblemenawo is currently a Lecturer at the Department of Language and Communication Sciences, College of Humanities and Social Sciences, Kwame Nkrumah University of Science and Technology, Kumasi Ghana. She is an educator, and a researcher committed to advancing linguistic rights, language education for sustainable development, and the teaching of French. Her research interests revolve around critical issues in linguistics, focusing on the preservation of minority languages in the face of climate change, the promotion of sustainable development through language education, and innovative approaches to teaching foreign languages. Her commitment to education and community service extends to mentoring, curriculum development, and leadership training, where she continues to make a significant impact on education and social inclusion in Ghana. ORCID ID – https://orcid.org/0000-0002-8181-7607

Forward all enquiries to: ehasseditor@noyam.org,  samyegblemenawo.cass@knust.edu.gh