IAP BOOK SERIES
International Education Inquiries: People, Places, and Perspectives of Education 2030
International Education Inquiries is a book series dedicated to realizing the global vision of The United Nations’ (2015) Transforming Our World: The 2030 Agenda for Sustainable Development. As resolved by the UN General Assembly (on 25 September 2015; see UN 2015, October):
The 17 Sustainable Development Goals and 169 targets which we are announcing today demonstrate the scale and ambition of this new universal Agenda. They seek to build on the Millennium Development Goals and complete what they did not achieve. They seek to realize the human rights of all and to achieve gender equality and the empowerment of all women and girls. They are integrated and indivisible and balance the three dimensions of sustainable development: the economic, social and environmental.
The Goals and targets will stimulate action over the next 15 years in areas of critical importance for humanity and the planet…. We are determined to end poverty and hunger, in all their forms and dimensions, and to ensure that all human beings can fulfil their potential in dignity and equality and in a healthy environment.
Of particular interest in volume two of this series is how educators and those engaged in education are implementing and assessing Education 2030 Agenda components.
Call for Chapters
Manuscripts must contain a clear link to the Education 2030 Agenda. The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes.
Education 2030 topics of interest include, but are not limited to, implementing and assessing the following:
- Ending poverty.
- Ending hunger.
- Improving access to quality early childhood development, care and pre‑primary education.
- Ensuring equal access for all women and men to affordable and quality education.
- Increasing the number of youth and adults who have skills relevant for sustainable living and livelihoods.
- Ensuring equal access for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations. Achieving levels of literacy and numeracy required to engage in communities and employment.
- Acquiring the knowledge and skills needed to promote sustainable development, including:
- education for sustainable development and sustainable lifestyles,
- human rights,
- gender equality,
- promotion of a culture of peace and non-violence,
- global citizenship education, and
- the appreciation of cultural diversity and of culture’s contributions to sustainable development.
- Providing safe, non-violent, inclusive and effective learning environments for all.
- Recruiting, preparing, supporting and retaining quality teachers.
- Title Page and Abstract submissions due by 2019 September 27.
- Preliminary acceptance granted by 2019 October 11.
- Full chapter drafts due by 2019 Nov 8. Refereed Peer-Review Process begins within the week of full submission.
- Editorial decision of acceptance, acceptance with revisions or rejection by 2020 Feb 1.
- Page proofs by 2020 Summer.
- Anticipated publication in 2020 Fall.
Include the following information on the title page:
- Title of manuscript (ms.).
- Date of submission.
- Author’s/authors’ name(s), school/institutional affiliations, mailing address of the lead author including zip code, telephone number(s), and e-mail address.
- Abstract word count and, ultimately, manuscript word count.
- Each submission must include the names and contact details of two content experts who have agreed to review the manuscript. The Book Series Editor will also secure at least two reviewers for a comprehensive set of feedback, guaranteeing external peer-review in the publication process. Manuscripts will NOT be reviewed without this information.
- Statement that the manuscript has neither been previously published nor is under consideration (in review or in press) by another publication. Manuscripts will NOT be reviewed without this statement. If part of a manuscript was previously published, that information and appropriate copyright clearance and citation format must be provided for the manuscript to be considered.
- Electronic submissions required with Microsoft Word attachments.
- Please use “IEI” in the subject line.
- A definitive abstract of no more than 250 words.
- Keywords in alphabetical order.
- Running head with page number on all pages of the manuscript, including the title page, tables and figures.
- Tables, figures, charts, vignettes, or representations of visual artifacts should be placed in text, if possible. Clarity and meaning should be the key determinants.
- Double space all text except tables, figures, or visuals.
- Maintain one-inch margins at top, bottom, and sides.
- Recommended length of no more than 12,000 words unless otherwise determined in consultation with the Editors.
- Manuscripts should include a one-paragraph author note of no more than 150 words for each author.
- We also ask that authors have their final chapters professionally proof‐read and provide evidence of having done so to avoid delays in the publishing process.
International Education Inquiries: People, Places, and Perspectives of Education 2030 is copyrighted by Information Age Publishing Inc. All rights are reserved. No written or oral permission is required to reproduce an excerpt of fewer than 500 words, excluding tables, figures, and adaptations of tables and figures. Nor is permission necessary to make copies for free distribution in classroom use or internal distribution within your own institution. Copies must include a full and accurate bibliographic citation and the following credit line: “Copyright [year] Information Age Publishing Inc.; reproduced with permission from the Editor.” Written permission must be contained and provided to reproduce or reprint material in circumstances other than those just described. Forward requests for permission to the Editor.
- Editorial style and reference must follow guidelines set in the Publication Manual of the American Psychological Association (6th ed., see www.apastyle.org), unless otherwise noted.
- The history of colonialism and hegemonic oppression includes renaming peoples, tribes, nations, and places. In an anti-colonial, anti-racist, indigenous positioning to reject this practice, the Editor requires full names with the initial introduction of people, as well as for all authors and editors, whenever available, in all references. This is a modification of APA 6th edition guidelines.
- Full names of authors and editors, as they appear on the work being cited, should be used in references.
Tonya Huber, PhD, Professor
IEI Book Series Founding Editor
Texas A&M International University
College of Education
KLM 432, 5201 University Blvd.
Laredo, TX 78041
Series Assistant Editor
George Johnson, Information Age Publishing, Charlotte, North Carolina
Tonya Huber, Professor of Education, Texas A&M International University, Laredo, Texas
Founding Associate Editor
James G. O’Meara, Dean of the College of Education, Texas A&M International University, Laredo, Texas
Alexandra Reyes, Graduate Student, Texas A&M International University, Laredo, Texas
Legal Advisor to the Publication
Trevor Liddle, Associate Vice President for Administration, Texas A&M International University, Laredo, Texas
Editorial Advisory Board
Lynn Butler-Kisber, Professor of Education, Faculty of Education, McGill University, Montreal, Quebec, Canada
Peter Haruna, Professor, Texas A&M International University, Laredo, Texas
William Howe, President of Multicultural Dimensions, Adjunct Professor of Education, Quinnipiac University, Past President of the National Association for Multicultural Education (NAME), Hamden, Connecticut
Janice Huber, Professor, Department of Elementary Education, Faculty of Education, University of Alberta, Edmonton, Alberta, Canada
Krystof Kozak, Head of the Department of North American Studies, Institute of International Relations, Faculty of Social Sciences, Charles University, Prague, Czech Republic
Anasthasie N. Liberiste-Osirus, Associate Director, ACE Haiti Language and Literacy Education, University of Notre Dame, Notre Dame, Indiana
Darren Brendan Lortan, Professor, Department of Mathematics, Faculty of Applied Sciences, Durban University of Technology, Durban, South Africa
Bea Noble-Rogers, Director, Teacher Education Solutions, Newcastle upon Tyne, UK
JoAnn Phillion, Professor of Curriculum Studies, Department of Curriculum and Instruction, Purdue University, West Lafayette, Indiana
Mahmoud Suleiman, Professor, Teacher Education Department, School of Social Science and Education, California State University, Bakersfield, Bakersfield, California
Kim Tran, PhD Candidate, Computer and Information Science, University of Arkansas at Little Rock, Little Rock, Arkansas
Samantha Twiselton, Professor, Director of Sheffield Institute of Education, Sheffield Hallam University, Sheffield, South Yorkshire, England
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