
PArtecipazione e COnflitto [PArticipation and COnflict] is an International Journal based in Italy specialized in social and political studies. The journal is always open to empirical contribution on convention theory.

PArtecipazione e COnflitto [PArticipation and COnflict] is an International Journal based in Italy specialized in social and political studies. The journal is always open to empirical contribution on convention theory.
There will be a special issue of the Journal of Social Science Education “Educational Governance of Social Science Education and Citizenship in School: Transformations, Conventions, Justifications and Regulations” which will explicitly address conventionalist perspectives/convention theory.

The issue will be edited by Andrea Szukala (University of Münster, http://www.uni-muenster.de/Soziologie/personen/szukala.shtml) and Reinhold Hedtke (Bielefeld University, http://www.uni-bielefeld.de/soz/ag/hedtke/).
http://jsse.ub.uni-bielefeld.de/index.php/jsse/announcement/view/20
“Recent transformations of the political and socio-economic landscape in Europe and in non-European systems have critical impact on the arrangement and on the justification of civic education in and outside schools. Political, cultural and religious radicalisation, political populism, societal polarisation, inequality, globalisation and migration, challenge educational institutions as well as actors’ common conventional practices and understandings. This translates into conflicts about the educational governance of the political at all levels of the educational system. Domain specific educational governance involves a wide range of modes of regulation of citizenry in school, which we understand in a very broad sense.
This volume addresses ideational, justificatory, regulative and cultural dimensions of this transformation at different levels and in different contexts of the educational system with a special focus on schools, teaching and teacher education. It questions the political and administrative mobilisation of school education for purposes of social inclusiveness, democratic involvement and economic conformance. The thematic issue calls for deeper analyses of the underlying justifications and assumptions, guiding educational conventions and ideologies, processes of quality ascription, corresponding policies, practices and vested interests. It welcomes papers of different formats, such as theoretical and conceptual papers, policy and curriculum analyses, comparative historical analyses, process tracing and discourse analyses as well as actor-centred empirical school and classroom research.
We are reluctant to impose a rigid framework but we would be especially interested in knowing how authors respond to one or more of the following questions:
The issue will contain:
An editorial in which key themes are highlighted and articles are briefly summarized;
6 articles of between 6-9000 words;
2-4 book reviews (each approximately 4-800 words long) on issues to do with transformations of educational governance of social science education and citizenship in school.
The focus of the special issue will be education but the editors will welcome theoretical and other material that allows for consideration of issues using insights from a range of academic disciplines and areas (e.g. économie des conventions or sociology of conventions, sociology of education and sociology of knowledge; political science; ethnography of education etc.).”
Important: deadline was prolonged and will now be 31 of May 2017.