Ethics in Education and Training – GREE Reports
Thejournal *Ethics in Education and Training – GREE Reports* is issuinga call for papers for its September 2019 issue on the theme “Ethical Questions and Issues Related to Gender in Education.”
Objectives of this issue
At a time when the education system no longer shies away from addressing socially sensitive issues—such as the environment and the rights of ethnic or religious minorities—ethical questions and concerns regarding gender and feminist trends and research seem to be largely absent, if not entirely missing, from school education. To what extent does this situation prevail in different school settings? What is the reality of the situation? What does educational research reveal on this topic?
This issue of thejournal *Ethics in Education and Training* seeksto bring together contributions that offer potential answers to these questions, as well as those that examine the practical applicability of feminist, queer, and gender-based ethical approaches in educational settings. For example, contributions that explore from this perspective issues such as the disparity between boys and girls in academic achievement, that address the issue of non-binary and transgender representation in educational resources—whether regarding discrimination in teaching materials or, more broadly, the place of women and gender diversity in education.
Timeline
Mid-March 2019: Deadline for submitting draft articles to the journal (provisional title and abstract—½ page providing an overview of the article’s subject and the issue to be addressed)
End of March 2019: Response to authors regarding draft articles
June 15, 2019: Submission of articles (30,000 to 40,000 characters, excluding references)
June 16, 2019: Articles sent for external review
July 17, 2019: Expert reviews communicated to authors
August 17, 2019: Receipt of final versions of articles and editing of the issue (linguistic revision and formatting)
September 15, 2019: Publication of the issue on the GREE website
September 29, 2019: Publication of the issue on Érudit