• Post-Humanism and Social Science Education


    Editors: Werner Friedrichs, Bamberg/Germany; Inken Heldt, Kaiserslautern/Germany; Noora Pyyry, Helsinki/Finland; Jan Löfström, Turku/Finland.

    The Journal of Social Science Education will publish a Theme Issue on Post-Humanism in social science education (JSSE 1-2025). In this Call for Papers, we warmly invite readers to contribute to the issue!

    The world is at a tipping point. The much-discussed Anthropocene (or ‘Chthulucene’; Haraway, 2015) points to a ‘quake in being’ (Morton, 2013). Whether or not one accepts the concept as a factual description of a new geological era, there is very little disagreement about the significant impact on the planet’s ecosystems that humans, or specific human-made systems, are responsible for: climate change, global warming, alterations to the Earth’s carbon and nitrogen cycles, ocean acidification, and catastrophic biodiversity loss (Crutzen & Stormer, 2000; Latour et al., 2018). Such trends can no longer be described as a crisis only but could be understood as a ‘bifurcation’ (Bonneil & Fressoz, 2017): a call to dislodge and critically re-think the premises of the modern (Western) human subjectivity. A re-orientation is needed in thinking of what it means to be human: a post-human de-centering of the autonomous knowing subject (Braidotti, 2019). Further, this entails a need to also critically examine what learning is and how it is realised in different situations, in the spirit of resisting the instrumentalization and economization of education.

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  • Postcolonial Social Science Education


    Editors: Katarina Blennow, Lund/Sweden; Tilman Grammes, Hamburg/Germany

    Deadline for first submissions: 15 February 2024

    In recent years, a vibrant global discourse on postcolonialism has emerged in many subdisciplines of social sciences. While the collective memory of the colonial past and its legacy in today’s global world is relatively well researched (e.g. in heritage education), issues concerning how the postcolonial condition and postcolonial perspectives affect social science education in a more narrow sense have received less attention. This issue therefore strives to investigate concrete instances of postcolonial encounters and experiences as well as decolonization efforts in the present social science education. The volume thereby aims to inspire research on the relationship between postcolonial studies and the field of social science education. A special focal point is the integration of postcolonial perspectives and decolonization practices in social science classrooms. How are postcolonial or decolonial perspectives reflected in social science education? What issues and problems are discernable when studying social science education through the lens of postcolonial theory (and practice)?

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  • Call for JSSE Special Issue Proposals


    The JSSE is looking for innovative research topics and ground-breaking ideas in the field of social science education, civic education, and economic education. We particularly aim to promote the development of new ideas and areas of research and to contribute to a dynamic scientific agenda setting in the field. This aims to encourage international teams of younger scientists to set topics together and to initiate a conversation about current challenges and issues. We therefore welcome submissions on any topic within the social science education that fit the academic profile of the journal, see here . We are particularly interested in receiving proposals that consider topics from an interdisciplinary and comparative perspective.

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  • Change in Citizenship and Social Science Education in (post)War Time


    Editors: Violetta Kopińska (Nicolaus Copernicus University, Toruń, Poland) and Mehmet Açıkalın (Istanbul University - Cerrahpasa, Turkey).

    How does education respond to current, future, and past armed conflicts? This question seems to be of particular relevance to citizenship education and social sciences education, as the concept of a citizen is highly sensitive to such situations.

    The main aim of this special issue is to identify and describe the relationship between war/armed conflict and citizenship education/social science education (formal, informal, non-formal) in a broad perspective.

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