You are in:  
  1. Issue 381

Call for papers

Call for papers

Educational Settings and the Construction of a Shared sense of Community in Democratic Countries: Epistemological and Pedagogical debates

Zvi Bekerman. Hebrew University of Jerusalem
Gonzalo Jover. Complutense University of Madrid
Tamar Shuali. Catholic University of Valencia

Keywords: Immigration, Minorities, Diasporas, Education, Culture, Identity, Integration

I. Introduction:

Educational settings serve as primary locations for socialization into collective identities (religious, ethnic, other), civic identities, and democratic attitudes and behaviours. Educational settings are highly influential in the negotiation and formation of individuals’ personalities, values, attitudes, and behaviour patterns as citizens. The negotiation of ethnic/religious/cultural identities in educational settings is an important problem that focuses and underlines the current discussion on, human rights, anti-racism and marginalization in the public sphere and the concern about the development of civic identities among individuals who come from immigrant and minority families. By implication it raises the question of how the multiple agents involved put to work educational discourses and practices which define who has the capacity to govern (or not) themselves, and how such capacities become effective elements in the formation of active citizens and political subjects and their subjectivities.

II. The proposed issue is concerned with three main topics.

A) The growing concern in western societies with the failure of social integration and social cohesion among majority and minority (indigenous, migrant and diaspora) groups. This failure is mostly interpreted as a result of cultural, religious, and ethnic differences among groups and the ‘clash of civilizations’ which blatantly ignore structural and institutional factors;
B) The anxieties and phobias this lack on integration creates and the strong inclination of western societies to focus on new or recent immigrant waves as a major threat to western values and the western “way of life” while disregarding the interactional and contextual complexities upon which these tensions evolve and;
C) The need to problematize identity and culture theorizing which seem, for the most part, not to recognize the crucial influence of nation-state structures in the shaping of individual and group identities and culture while at the same time disregarding religion, ethnicity, gender, and class as foundational issues in the formation of group and individual identifications.

Given that different patterns of individual and social identity are co-constructed in majority-minority relations as these are situated in specific socio-political contexts. This issue will focus on the role of educational stake holders (teachers, moderators, participants, parents, ministry officials, policy makers, etc.) as much as on currant epistemological debates in education, in the process of recognition of complex identities and their contribution to mitigating/transforming societal conflicts and promoting the recognition of diversity and a shared sense of community.

III. Proposal submissions

A) Articles should contribute to enrichment of theoretical, empirical as well as comparative knowledge on the potential influence that various educational agents and settings have on the co-construction of individual and group identifications in the context of globalized and culturally diverse societies.
Authors are encouraged to submit studies that contribute to the development of innovative strategies/policies/practices and theoretical perspectives that might help reinvigorate the multicultural dream of strengthening and sustaining a shared sense of community in a plural society. It is also expected form authors to problematize present identity and cultural theorizing while showing how local, regional and national dialogical processes and educational practices have the potential to transform assumed essentialzed identities in differential ways.

Deadline for submission: March 2019


All originals should be sent exclusively through the RECYT Platform of the Science and Technology Foundation (
Manuscript Submission Guidelines for Revista de Educación, can be consulted in

All originals will be peer reviewed.

Revista de Educación

Quarterly Journal.  Starting year:  1952

Ministry of Education, Culture and Sport

State Secretariat for Education, Vocational Training and Universities

National Institute for Education Evaluation

C/ Paseo del Prado, 28, 4ª planta, 28014 Madrid.

Tel: +34 917459239. e-mail:

Publishing entity: © Ministry of Education, Culture and Sport. General Tecnhicall Secretariat.

Subdirectorate-General for Documentation and Publications.

DOI: 10.4438/1988-592X-0034-8082-RE

ISSN: (on line) 1988-592X 0034-8082; (print) 0034-8082

Depósito Legal: M.57/1958

Logotipo W3C/WAI doble A (WCAG 1.0) Accesibilidad Titulares RSS disponibles