Call for Papers for the Issue: MARGINAL IDENTITIES AND THEIR EDUCATIONAL POTENTIAL | INSTED: Interdisciplinary Studies in Education & Society

About Journal

The journal INSTED: Intedrisciplinary Studies in Education & Society offers a place for multi-field thinking about education, both in terms of theory and practice. The principal task of the journal consists in maintaining, strengthening and coordinating the dialogue between academics working in social sciences and humanities, particularly those who deal with the philosophy of upbringing, study educational processes and institutions from the perspectives of different disciplines and present diverse theoretical orientations.

Current issues in education are everyone's concern because humans are not only social beings, but also learning beings. The social reality in which we live appears to us as a complex, changeable and unpredictable reality. Therefore, without foregoing prospective thinking about education, we would like to focus our attention primarily on the present. This opaque present requires interpretation and understanding. This is the task we set the authors and associates of the journal.

History

The journal was established in 1998, under the title Teraźniejszość - Człowiek - Edukacja, on the initiative of Robert Kwaśnica, Ewa Kurantowicz and Mieczysław Malewski, who was the editor-in-chief from 1998 to 2020. The journal was published as Socio-Pedagogical Thought Quarterly. The quarterly published articles by eminent Polish and foreign researchers, both pedagogues, psychologists, sociologists as well as philosophers, political scientists and cultural studies researchers.

Since the beginning of its existence, the journal Teraźniejszość - Człowiek - Edukacja has been – and still is – a place for current, multifaceted debates in education, humanities and social sciences. The texts published in the journal concerned, and still concern, the most important contemporary problems, which are both transformations and dilemmas in the area of broadly understood education in the changing world, as well as (r)evolutions of research concepts. Openness to – characterising these complex transformations – polyphonicity of discourses, their transdisciplinary character, methodological pluralism, diverse understanding of the legacy of tradition and challenges of contemporaneity, all constitute essential features of the journal's profile. This openness is accompanied by research self-criticism, as well as the acknowledgement of the responsibility of science and the researcher, which is noticeable in the publications dealing directly with such topics as the status of qualitative research, research in action, engaged research, issues of subjectivity, self-understanding, relations between theory and practice, community, dialogue, ethics, European intellectual heritage or international cooperation of teachers and academics.

Since 2021, Tomasz Zarębski has been the editor-in-chief. The journal is published as a biannual, in bilingual versions: texts are published in Polish or English. Apart from the Polish title Teraźniejszość – Człowiek – Edukacja, an equivalent English title INSTED: Interdisciplinary Studies in Education & Scociety has been introduced.

Indexing

The journal is on ERIH PLUS list. It is also included in the Polish Ministry of Education and Science database, issued in 2021, with 40 points. It is indexed on the databases: BazHum and CEJSH (The Central European Journal of Social Sciences and Humanities).

Programme 'Development of Scientific Journals'

In 2022-2024 the journal will be published within the framework of the project 'Development of scientific journals' financed by the Ministry of Education and Science under contract no. RCN/SN/0093/2021/1.

In this issue, we are interested in what lies on the margins of what we call the "canon". We are primarily interested in the aspect of identity, what we call our self, how it is created, and the process of its formation. We are curious about how this identity comes to the fore or is created in relation to educational discourses understood broadly.
We are interested in what is educational both formally, informally, and non-formally.

We want to ask questions about the formation of identity in a broadly understood educational context. We are concerned with the relationship between the subject and education, whether identity must always remain under the power of discourse, and whether counter-identities, marginal existences, are only doomed to negative formation of their identity—thus being only against—or whether they can positively define themselves, creating new quality and influencing education, leading to the redefinition of its concepts and functioning.

Sample topics:

Gender identities, their formation, negotiation, and the relationship between gender and education;
Representatives of marginal and excluded communities in relation to education;
National, ethnic, and religious minorities;
Hegemonies of identity and resistance to them;
Counter-hegemonic practices, bending, distorting, or breaking identities;
Unequal equal – the excluding power of homogenizing discourses;
Posthumanist discourses;
Language as a tool for creating (in)equality;
The discourse of (in)equality: traps and dangers;
Them versus Us – the significance of oppositional discourses;
Recovering forgotten, silenced, marginalized discourses, stories, narratives, and biographies.

This is just a sample list of topics. We are interested in reflection that includes the social, cultural, and political, as well as the pedagogical. Any reflection on identity, its margins, and struggles for recognition is welcome.

Articles should be submitted by February 28, 2025, through the website:

https://insted-tce.pl/ojs/index.php/tce

in the title page file (containing the author's details), please include the information about the submission to the volume: Marginal Identities and Their Educational Potential.