Call for papers

Monday, 9 November, 2020 - 14:55

Submit your chapters for new book in Sustainable Development Goals Series.

ANGEL member Mustafa Öztürk (Assoc. Prof. of Curriculum & Instruction, Hacettepe University, Ankara, Turkey) is currently editing a forthcoming publication entitled “Educational Response, Inclusion and Empowerment for SDGs (Sustainable Development Goals) in Emerging Economies: How do education systems contribute to raise global citizens?” , to be published by Springer.


Along with the 21st century goals building on the idea ‘the earth we want to live on,’ a global route map has been established to construct sustainably developing societies that are able to ensure the welfare of the current as well as future generations. The world needs many of its citizens to have the knowledge, values, attitudes, and skills necessary to tackle the greatest challenges of the 21st century, and shape a sustainable future. By increasing quality and content of education and supporting educators, we can enable the creation of learning environments which equip learners with the values and skills that are critical for their development and success in a rapidly changing world.

Since the declaration of the Decade (2005-2014) of Education for Sustainable Development by the UN in 2002, many nations have started to invest money, time, and energy on Education for Sustainable Development (ESD) and Global Citizenship Education (GCE) with the intention of shaping the education of tomorrow. These investments have increased further with the declaration of the 2030 Agenda for Sustainable Development and Sustainable Development Goals (SDGs) in 2015.

Nations’ engagement with sustainable development goals differ considerably on the basis of their socio-political priorities as well as their vision of globalization, because educational policies and practices of a particular society is shaped by the forms of democracy surrounding educational institutions of that society as well as other historical, socio-cultural, political, ecological and economic factors.

One way of getting a broader understanding of the value attached to globally acknowledged or internationally prioritized issues, such as ESD, GCE, or SDGs, is to study and observe the local and regional initiatives, implementations and achievements regarding those issues. In this regard, this edited book aims to look into cases from emerging economies in relation to a global endeavor, which is promoting the vision of sustainable development in all forms and at all levels of education. The rationale behind the intended publication is twofold: (a) the significance of hearing local voices and understanding local discourse attached to a global phenomenon as well as strategies for action and change; and (b) the role of educational
systems as a means to communicate, promote and educate for SDGs.

In this publication, emerging economies is defined as newly industrialized countries that have not reached developed status yet, but have, in a macro-economic sense, outpaced their developing counterparts. As a preliminary base, they typically have a lower-to-middle per capita income - generally lower than the developed countries. Although they often have lower per capita income than developed countries, they see rapid growth and thus have a significant influence on the global growth and become more important in world economics. Being in the progress of becoming a developed country by transitioning from a low income, less developed, and pre-industrial economy towards a modern, industrial economy with a higher standard of living, they appear as a transitional zone or a linking bridge between the developed and the developing.

Considering the best known definition of sustainable development in Our Common Future - development that meets the needs of the present without compromising the ability of future generations to meet their own needs - conventional economic progress might fail in meeting the needs of millions of people today and compromise the ability of future generations to meet their own needs. The current emerging economies are to reflect the growing worldwide demand for new ways of life and conserve the Earth and its resources and empower people to meet their own needs and the needs of others. In this line, this edited book will highlight how education in emerging economies fail/succeed in extending conventional economic methods to sustainable issues or departing from money-based calculations and business-dominated values to real-life considerations and ethical, environmental and humanistic values.

For this edited book, papers from the emerging economies will be considered to be reviewed and published. Being at the forefront of economic growth, those countries tend to utilize technology and innovation faster and more enthusiastically than many other countries. Crucially, they want to create a better quality of life for their people. On the other hand, while they often have a higher rate of growth compared to developed countries, they are often plagued by higher sociopolitical instability and unease. And these issues make them critical cases to be discussed in detail. With the help of this publication, the readers will have a chance to look at the educational response, inclusion and empowerment for SDGs in those countries and grasp the synthesis of the ESD’s or GCE’s place within the overall national educational systems, in particular from pre-school to higher education along with the dimension of policy, curriculum, and teacher education.

Key dates

Proposal Submission Deadline: January 15, 2021
Full Chapter Submission Deadline: May 30, 2021

ANGEL Network,
Development Education Research Centre (DERC)
UCL Institute of Education
33 Bedford Place
London WC1B 5JU

Partner organisations

Carousel image attribution: "panoramio (2525)" by William “Patrick” Ma. Under CC 3.0

The establishment of this network and website has been made possible with funding support from the European Commission.
The activities and publications of the network are the responsibilities of the organisers, the Development Education Research Centre, and can in no way be seen as reflecting the views of the European Commission.