Call for papers 57
Call for papers Sinéctica 57
Theme: Learning to live together and living together to learn:
Possibilities in a troubled world*
Submission deadline: December 31, 2020
Verónica López Leiva (Pontificia Universidad Católica de Valparaíso, Chile)
Claudia Guadalupe Arufe Flores (ITESO, México)
Learning and coexistence are a social binomial that acquires particular configurations according to the spatio-temporal context in which they take place: one learns to coexist, but, at the same time, one also coexists to learn. The socio-educational phenomena built in this binary relationship is influenced by micro and macro-factors, in an increasingly interconnected world. Therefore, any attempt to understand, intervene, or transform this phenomena will unquestionably consider these factors.
In the 1990s, learning to live together has been recognized as one of the pillars of education (Delors, 1996). Since then concepts, approaches, interventions and proposals have changed. Although it is possible to identify historical achievements and advances, learning to live together continues to be an educational challenge. Today, social inclusion, participation of students, peaceful resolution of conflicts and effective exercise of human rights are pending issues in many classrooms and schools.
Likewise, living conditions in general have changed: socioeconomic problems have worsened as poverty and inequality gaps have increased; violence has increased inside and outside educational establishments; contents have been globalized; coexistence has crossed the physical limits of the school and also placed virtual education as a forefront space.
Covid-19has intensified and exacerbated latent or explicit social conflicts between students’ relationships, their teachers, as well as schools and families. School closures and house confinement have revealed great inequities in the educational conditions in which teachers and students work (access to technology, educational resources, and adequate physical spaces), furthermore unemployment, stress, lack of basic goods and services, infections and deaths, have impacted the educational and coexistence processes, inside and outside schools. The new forms of non-contact education have transformed the means through which these conflicts are expressed and managed.
Given this unexpected situation, what have the impacts on learning been? How has coexistence among educational actors changed? Can we talk about new learning behaviors? Moreover, from the new forms of coexistence, and what new learnings can we determine?
For this issue, we underscore that coexistence is one of the great promoters of learning; the essential construct of its social dimension, since we learn with others and for/from others (Fierro-Evans & Carbajal-Padilla, 2019). However, learning to live together and living together to learn in a world convulsed by social outbreaks, health emergencies, police repressions, organized crime violence, weakening public policies, a failing social fabric, represents a challenge that must be made visible.
As members of the Latin American School Coexistence Network, we invite researchers and scholars focused on coexistence and learning to share research results and systematization of interventions. Contributions may involve pedagogical-curricular, organizational-administrative or socio-community domains (Fierro-Evans & Carbajal-Padilla, 2019). Analytical articles are welcome, mainly with research results, that present the tensions and opportunities of new forms of living together and learning in a highly convulsed world like the one we are living. These contributions may include the following topics:
· Experiences’ regarding systematization and innovative educational proposals
· Teacher and professional training in school coexistence
· Punitive versus formative perspectives
· Peaceful conflict resolution
· Peace education
· Coexistence in virtual education
· Intercultural education and coexistence
· Inter- and extracurricular violence
· Diversity and coexistence
· Debates around pedagogy of coexistence
· Coexistence on the stage of social transformation
· Community perspectives for addressing school coexistence
· Coexistence management: planning, operation and evaluation
· Coexistence indicators
· The school and its agents
· Micro- and macro analysis of coexistence
· Educational policies of school coexistence
· New methodologies to inquire and investigate coexistence
· Coexistence in times of pandemic
· School coexistence and social, economic and political upheaval
· Relations between political coexistence, social coexistence, and school coexistence
· Girls, boys and adolescents: community builders
Education, learning, coexistence
Delors, Jacques. Learning, the Treasure Within: Report to Unesco of the International Commission on Education for the Twenty-First Century. Paris: Unesco Pub, 1996.
Fierro-Evans, C. & Carbajal-Padilla, P. (2019). Convivencia escolar: una revisión del concepto. Psicoperspectivas, vol. 18, núm. 1, pp. 1-14. http://dx.doi.org/10.5027/psicoperspectivas-vol18-issue1-fulltext-1486
* Articles must be sent through this portal, prior author registration. We receive texts in Spanish, English and Portuguese. Only unpublished works are accepted. All articles, no exception, will be blind peer reviewed by external specialists.