Call for Papers #1: Special Issue on Culturally Responsive Pedagogy: Towards an Ethnomathematics Initiative for Social Justice
Guest Editors
Safura Meeran, PhD (University of South Africa, South Africa)
Piera Biccard, PhD (University of South Africa, South Africa)
Mncedisi Christian Maphalala (University of South Africa, South Africa)
The Scope
The Journal of Pedagogical Sociology and Psychology invites submissions for a special issue on Ethnomathematics through a culturally responsive pedagogy for social justice. With the ongoing debate on decolonisation, Ethnomathematics can provide a solution to mathematics education. Mathematical concepts with their abstraction can be challenging to the diverse, diasporic, and indigenous learners in the classroom. The subject would be less complex if they are exposed at home to the application of the content and realise personally that the principles, they learn at school can be used and come from their daily lives. It is one of the aims of the curriculum to make mathematics context-relevant, yet learners are hardly exposed to this way of learning, as teachers focus on the syllabus they must complete. Ethnomathematics is considered a Culturally responsive pedagogy that aligns with learners' backgrounds and cultures. Furthermore, a Culturally Responsive Pedagogy relates to a critical pedagogy as it serves a social justice perspective. Freire (1971) argued that critical pedagogy encourages critical thinking and democratic values. Teachers should create a critical pedagogy in their classrooms so learners can understand the forces shaping their lives and make decisions using a critical outlook (Freire, 1971). Through Ethnomathematics, learners can find value in their own cultures, which was previously ignored through the Colonised and Westernised way mathematics was taught in the classroom.
With regard to the background above, you are invited to contribute an article based on your research on Ethnomathematics. Some points that will assist you in keeping to the theme are as follows:
- Decolonising mathematics education, providing a timely response to current debates on the subject. Therefore, showing utilisation of ethnomathematics to make mathematics teaching more inclusive and relevant for diverse learners.
- Focusing on African Indigenous Knowledge, integrating cultural practices such as Morabaraba and Ndebele mural art to contextualise mathematical concepts within local traditions.
- Framing as a social justice-oriented pedagogy, considering mathematics education as a tool for social justice, guided by Freirean critical pedagogy aimed at empowering marginalised learners.
- Empirical case studies from classrooms, featuring real-world examples from rural and township schools in South Africa. These showcase the practical application of culturally responsive mathematics teaching.
- A foundation for an interdisciplinary theoretical approach, combining various educational and social theories, such as ethnomathematics, critical pedagogy, and situated learning, to create a comprehensive pedagogical framework.
- Addressing teacher training and professional development, focusing on teacher readiness, identifying gaps, and offering recommendations to assist educators in implementing ethnomathematical approaches.
- Promotes community engagement through participatory action research, involving community members, parents, teachers, and learners as co-researchers. This highlights how collective cultural knowledge can enrich mathematics education.
We invite submissions from researchers, educators, and practitioners that contribute to how ethnomathematical education can influence how mathematics is taught at schools and in higher education institutions. Research articles are welcome.
Submission Instructions
The full-text manuscripts addressing the special issue’s focus should be submitted through the Editorial Park manuscript submission system (https://www.editorialpark.com/jpsp/login), which can also be accessed through the website (https://www.j-psp.com/ ). Please carefully review the Author Guidelines and Submission Preparation Checklist before preparing your manuscript.
The Guest Editors would welcome contributions of up to 8000 words, references and appendices included. Longer manuscripts will need to be approved.
Important Notes:
When submitting your final manuscript, please select the issue type as “special issue” and “Ethnomathematics as a culturally responsive pedagogy”. You can also include a note in the field ‘Comments for the Editor’ indicating that the paper addresses this special issue.
An Article Processing Charge (APC) applies to accepted manuscripts. For this special issue, authors may be offered a reduced APC as part of the journal’s special issue policy. Authors are encouraged to contact the editorial office for further information regarding available discounts and eligibility.
Deadlines for Authors
| Stage |
Deadline |
| Manuscript submission |
20 June 2026 |
| First review decision |
10 July 2026 |
| Second review decision |
10 August 2026 |
| Final version submission |
30 August 2026 |
| Expected publication |
September 2026 |
Note: Early submissions may be processed before the final submission deadline. Papers accepted and finalized earlier may be published online first prior to the publication of the complete special issue.
Call for Papers #2: Special Issue on Language Teaching in the Digital Era
Guest Editors
Ammar Tekin, PhD (Düzce University, Turkey)
Muhammad Ahkam Arifin, PhD (Washington State University, USA)
The Scope
The Journal of Pedagogical Sociology and Psychology invites submissions for a special issue on Language Teaching in the Digital Era. As we continue to navigate an increasingly digital world, the landscape of language teaching is evolving at an unprecedented pace. This special issue aims to explore the transformative impact of digital technologies on language education and to present innovative approaches and research findings in this dynamic field.
The integration of digital tools and platforms into language teaching has opened new avenues for enhancing learning experiences and outcomes. Digital technologies are reshaping how languages are taught and learned. As these technologies continue to advance, it is crucial to understand their implications for pedagogy, curriculum design, and learner engagement.
This special issue seeks to address (but not limited to) the following topics:
- The effectiveness of digital tools in language teaching and learning.
- Innovations in digital language teaching methodologies and practices.
- The role of artificial intelligence in language education.
- Strategies for integrating digital technologies into traditional language teaching frameworks.
- The impact of digital communication platforms on language acquisition and intercultural competence.
- Challenges and opportunities related to digital equity and access in language education.
We invite submissions from researchers, educators, and practitioners that contribute to a deeper understanding of how digital technologies are transforming language teaching and learning. Research articles are welcome.
Submission Instructions
The full-text manuscripts addressing the special issue’s focus should be submitted through the Editorial Park manuscript submission system (https://www.editorialpark.com/jpsp/login), which can also be accessed through the website (https://www.j-psp.com/ ). Please carefully review the Author Guidelines and Submission Preparation Checklist before preparing your manuscript.
The Guest Editors would welcome contributions of up to 8000 words, references and appendices included. Longer manuscripts will need to be approved.
Important Notes:
When submitting your final manuscript, please select the issue type as “special issue” and “Language Teaching in the Digital Era”. You can also include a note in the field ‘Comments for the Editor’ indicating that the paper addresses this special issue.
An Article Processing Charge (APC) applies to accepted manuscripts. For this special issue, authors may be offered a reduced APC as part of the journal’s special issue policy. Authors are encouraged to contact the editorial office for further information regarding available discounts and eligibility.
Deadlines for Authors
| Stage |
Deadline |
| Manuscript submission |
10 July 2026 |
| First review decision |
30 July 2026 |
| Second review decision |
30 August 2026 |
| Final version submission |
20 September 2026 |
| Expected publication |
October 2026 |
Note: Early submissions may be processed before the final submission deadline. Papers accepted and finalized earlier may be published online first prior to the publication of the complete special issue.
Call for Papers #3: Special Issue on the Educational Impacts of Immigration and Refugees
Guest Editors
Dr. Abdi Güngör (Düzce University, Turkey)
Dr. Halil İbrahim Sarı (Texas A&M University, USA)
Dr. Jessie Shepherd (University of York, United Kingdom)
The Scope
Immigration has been a social reality throughout history, driven by wars, disasters, economic challenges, and political conflicts. Migration creates multifaceted challenges for both migrant populations and host communities across economic, cultural, educational, psychological, and public health domains.
In recent decades, immigration and refugee movements have become defining global issues, underscoring the need for sustained research and cross-sector collaboration to promote mutual adaptation and social cohesion.
This special issue aims to examine the multidimensional causes and consequences of immigration on education systems, addressing both challenges and effective strategies for adaptation and inclusion.
Cross-sectional and longitudinal survey studies can elucidate the dynamic relationships between psychological, social, and educational variables across different stages of migration. Qualitative research can provide in-depth insights into the adaptation experiences of migrants and the responses of host communities across various phases of resettlement.
Experimental designs can evaluate the effectiveness of targeted interventions aimed at improving adaptation outcomes and addressing co-occurring psychosocial and educational challenges. Key research questions may include, but are not limited to:
- What are the short-, medium-, and long-term effects of migration on students’ educational access, learning outcomes, and academic trajectories?
- How does migration reshape instructional, linguistic, and psychosocial support needs within host education systems?
- How do host community attitudes toward refugee learners influence classroom dynamics, teacher expectations, and student achievement?
- Which educational policies support or hinder the academic integration of refugee and migrant learners into host school systems?
- Which school-based or education-focused interventions have demonstrated effectiveness—or limitations—in improving academic participation, inclusion, and learning outcomes among refugee and migrant students?
We invite both empirical and theoretical contributions on topics including, but not limited to:
- Experiences of refugees
- Experiences of locals
- Ethnic conflicts
- Discrimination
- Assimilation
- Adaptation
- Impacts of migration on education
- Potential prevention and intervention on negative consequences related to migration
Submission Instructions
The full-text manuscripts addressing the special issue’s focus should be submitted through the Editorial Park manuscript submission system (https://www.editorialpark.com/jpsp/login ), which can also be accessed through the website (https://www.j-psp.com/ ). Please carefully review the Author Guidelines and Submission Preparation Checklist before preparing your manuscript.
Manuscripts should not exceed 9,000 words (including references and appendices). Longer manuscripts may be considered upon approval.
Important Notes:
When submitting your final manuscript, please select the issue type as “special issue” and “Special Issue on the Educational Impacts of Immigration and Refugees”. You can also include a note in the field ‘Comments for the Editor’ indicating that the paper addresses “Special Issue on the Effects of Immigration and Refugee on Education” special issue.
An Article Processing Charge (APC) applies to accepted manuscripts. For this special issue, authors may be offered a reduced APC as part of the journal’s special issue policy. Authors are encouraged to contact the editorial office for further information regarding available discounts and eligibility.
Deadlines for Authors
| Stage |
Deadline |
| Manuscript submission |
15 July 2026 |
| First review decision |
15 August 2026 |
| Second review decision |
15 September 2026 |
| Final version submission |
15 October 2026 |
| Expected publication |
November 2026 |
Note: Early submissions may be processed before the final submission deadline. Papers accepted and finalized earlier may be published online first prior to the publication of the complete special issue.
Previous Special Issues
1.Critical and emergent issues in education: 21st-century skills
2.The use of AI in Education