Global Educator (ISSN 2653-0821) is an open access international practice and academic journal.
Global Educator aims to help us re-imagine a just world and seeks to inspire new thinking about better care for people and planet. Currently we are in a world of uncertainty that underlines a lack of equity in access to human essentials. A positive revelation of this time is that systems can change when we collectively identify the need. The journal intends to be a space where all are invited to both contribute and consume new thinking as well as old wisdom; a space to cooperatively explore practical and creative action and reflection on global issues. Hence, Global Educator endorses Paulo Freire’s problem-posing model of education where the teacher and learner discuss and analyse their experiences, feelings and knowledge of the world together.
Global Educator is a platform for educators, practitioners, scholars, and researchers to share contemporary thoughts in the various fields of international development such as health, social policies, economics, indigenous knowledge, language policy, legal issues, teaching and learning, food and nutrition and woman’s education, to name a few. We aim to become a leading journal in development education with a focus on the road less traveled.
Global Educator publishes original papers, book reviews, feature articles, review papers, case studies, empirical research, technical notes, and practitioner reflections and creative suggestions. Each edition takes a key theme around vision, mission and values; a piece contemplating a current global issue; a story highlighting the challenges and outcomes of local community development.
Chief Editor – Arthur Firkins’ bio
Content Editor – John Powell’s bio
Content Editor – Tim Scrase’s bio
Technical Editor – Cassandra Falson, design and functionality, Palms Australia.
CALL for Contributions
Global Educator is now inviting papers for our forthcoming Vol. 3. Issue 2, 2022 edition focusing on the theme of “Education without Schools”, which is scheduled to be published December 2022. Last date of Submission will be 30 November 2022.
There are many ways in which education and schooling is conducted. While we all know about formal or classroom schooling, non-formal education is also crucial especially for those children who, for various reasons, cannot attend schools regularly. Pavement “schools”, classes conducted at parent’s workplaces, outdoor village schools etc. are just a few of the many innovative and alternative ways for children to learn. Schooling and training for older youth and adults, who have previously been denied a formal education, also provides significant social outcomes in terms of improved income generating capacity, access to various employment pathways once previously closed off, and improved empowerment, self-esteem and status within their communities. We welcome submissions that provide examples of such alternative “non” schools and various other training and education programs, and encourage contributions that present and analyze the usefulness and effectiveness of non-formal education.
The Editors invite submissions of Feature Articles around 2000- 6000 words, Reflections from the Field (1000 words), Squaring the Circle focusing on a topical issue (500- 1000 words), Reviews (500-1000 words) and Controversy Corner, (just as it sounds 500- 1000 words). Contributors should refer to the referencing guide and article template.
Arthur Stuart Firkins Ph.D.
Global Educator: Palms Australia