Announcing a Special Issue: The Responsibility of the School for Promoting Students’ Social-Emotional, Character, and Moral Development and Preventing Bullying: Implications for Educational Policy.
This is a Call for Papers for a Special Issue of the Korean Journal of Educational Policy. The purpose of the Special Issue is to determine whether there should be an imperative for all educational policymaking authorities to integrate some aspect of what is most commonly referred to as Social-Emotional Learning (SEL), Character Education (CE), and Citizenship Education into their statutes and requirements. If there were to be such an imperative, what forms could it take in the interest of optimal, feasible implementation? What would be the implications of such an imperative for academics and prevention of Harassment, Intimidation, and Bullying (HIB), and the creation of constructive, engaged, ethical, and productive future citizens? Papers are sought that address the primary question below and one or more of the following questions from a variety of perspectives. How should educational policy makers at local, state/province/region, and national levels understand the difference between key terms: of ‘social and emotional learning,’ ‘character education,’ ‘youth development,’ ‘citizenship education,’ ‘moral education,’ emotional education, social-emotional competence, ‘whole person development,’ ‘Whole child education SECD, and how these relate to the prevention of harassment, intimidation, and bullying in schools? What is the relationship of this aspect of education and academic achievement? What are the implications of this understanding for policy-driven approaches to improve students’ preparation for their roles in higher education, family life, community engagement, and the workplace and careers? How should this policy extend to student with special educational needs? What are the implications of increased ethnic, cultural, and/or economic diversity for policy formation? Is there any difference in the responsibilities and expectations for character education in private, vs. public, schools? Are there case studies in educational policy implementation related to social-emotional and character development and HIB prevention that can be analyzed as to whether and how the policy-making had an impact on stakeholders?
Abstracts of 500 words maximum will be accepted until February 15. At that time, those who are selected for the Special Issue will be asked to write and submit papers by April 1. You will receive feedback by mid-April 2013 and will be asked to submit the final manuscript within 2 weeks of receiving feedback. These are hard deadlines, so that if you cannot agree to keep to this timeframe, please do not submit your abstract. Those who submit abstracts may be invited to serve as respondents, writing 3-5 page comments on some of the articles accepted for publication. This is likely to take place in early June 2013, with response pieces due no later than June 30. Papers can be no longer than 25 double-spaced pages with standard 1” margins and font size, including references, tables, and appendices. Specific guidelines for formatting manuscripts will be sent to authors once the Abstract has been accepted. Please send Abstracts as WORD documents in .doc or .docx format, and any inquiries, to the Special Issue Guest Editor, Maurice J. Elias, Ph.D., Professor of Psychology, Director of the Social-Emotional Learning Lab, Rutgers University, at RutgersMJE@AOL.COM .
