Contemporary phenomena including modernisation, globalisation, and migration have altered the socio-political and cultural conditions of schooling. Schools are called upon to respond to such change through improvement efforts fostering intercultural education. Nonetheless, the process of school improvement still remains something of a “black box” with regards to intercultural education. Although the area of intercultural education, in general, has been widely researched, there is a shortage of published research examining the intersection of school improvement and intercultural education. Improvement in culturally-diverse schools requires the development of collaborative and inclusive school cultures, policies, and practices. Nonetheless, collaborative and inclusive cultures, policies, and practices should be re-conceptualised and re-defined through the lens of cultural diversity. Nowadays, cultural diversity seems to set the context of educational change and reform for the purposes of improvement. For schools to improve, they should become more intercultural. It is thus necessary to understand the (inter)cultural dynamics of school improvement in order to be able to work at other system levels for the purposes of initiating system-level improvement.
To this end, this special issue aims to examine the successful components of school improvement in culturally-diverse schools. We particularly take an interest in manuscripts that illustrate the specific contextual meanings of improving the intercultural school across the macro-level of state policy, the meso-level of the school and the micro-level of the classroom. Articles, which also draw on empirical research, from a range of contexts and perspectives dealing with regional, national, or international developments are welcome.
The topics to be covered include, but are not limited to:
- New conceptions of school improvement within the context of intercultural education.
- State policies for improving culturally-diverse school.
- Types of school cultures needed for improving culturally-diverse school.
- Kind of leadership needed for the improvement of culturally-diverse schools.
- Teaching styles needed for improving the intercultural school.
- Listening to student voice as an essential element for effective and efficient culturally-diverse schools.
- Parental involvement as a component of intercultural school improvement.
- Are schools working towards intercultural school improvement capable of bringing bottom-up structural transformation? What are the ways through which schools may carry on their messages of intercultural school improvement to the macro-levels of policy making?
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Interested authors should contact the Lead Guest Editors with their proposed abstract for a manuscript.
The authors selected for the special issue will then be asked to submit their manuscript to the journal. All submitted manuscripts will then undergo independent peer-review.
Expression of interest to Lead Guest Editors, due: June 1st, 2017.
Manuscript due: December 1st, 2017.
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