Call for Papers - Thematic Dossier: REMHU, n. 68 (august 2023), and n. 69 (december 2023)

Issue 68 of the Journal, August 2023, will include a dossier on the theme: "Fleeing from armed conflicts". The deadline for submitting articles is April 10, 2023.

The recent invasion of Ukraine by the Russian army, as well as the ongoing conflicts in Mozambique, Yemen, and Syria, have raised, at the media level, an old problem: human mobility induced by wars and other forms of armed combat. Despite the actions and good intentions of the post-World War II era, numerous conflicts have developed in recent decades at the international, regional, national, or local level. Some are extremely mediatized, while others remain largely invisible.

According to the Armed Conflict Location & Event Data Project (ACLED, 2022) there are 59 active armed conflicts in 2022, which are either between nation states or sometimes involve local armed groups. Some of these conflicts are already of low intensity, with a sudden resumption is always possible. In other cases, even if they have ended, the consequences are still very much alive, especially for the civilian population. And it is precisely the civilian population that suffers the most: in recent years, the number of civilians killed during fighting or due to the consequences of conflicts (shortages of food, shelter, and health care, forced displacement, etc.) has been increasing. In addition to deaths, the conflicts have an impact on the quality of life of millions of people, who are often forced to survive in degrading conditions and without prospects for the future, even with serious consequences in terms of mental health.

Human mobility, in this context, represents a possible strategy for survival and social inclusion. In many cases it is a true escape, without any kind of previous preparation that could mitigate the dangers of the displacement. Even in the land of arrival, to the challenges of integration, which they share with all types of migrants, is added the need to deal with the memories and possible traumas of past events.

This Dossier is interested in articles that address the following topics, in a non-exclusive way:

1. a) violation of the rights of people fleeing from armed conflict
2. b) survival strategies of the people involved
3. c) trajectories of reconstruction of their own lives
4. d) reception policies and accompaniment by the host countries (including organized civil society).
5. e) specific situations of women and unaccompanied children.

Submitted articles should be between 35,000-45,000 characters with spaces (including notes and bibliography) and can be written in English, Italian, Portuguese, French or Spanish.

***

Submitted articles should be between 35,000-45,000 characters with spaces (including notes and bibliography) and may be written in English, Italian, Portuguese, French or Spanish. They must describe original research which is not published nor currently under review elsewhere. All submissions will go through the REMHU’s regular peer (double blind) review process. Other information such as bibliographic standards with which all authors are obliged to comply may be found on the REMHU website or on the website of SciELO: http://remhu.csem.org.br/index.php/remhu/about/submissions 

Manuscripts should be submitted online at: http://www.csem.org.br/remhu.

*******

Issue No. 69 of the REMHU Journal, December 2023, will include a dossier on the theme: “Educational challenges of contemporary human mobility”. The deadline for submitting articles is August 10, 2023.

Education plays a huge role in our society. At school, in addition to learning content, reading, writing, and numbers... it is where we get in touch with part of our cultural and moral codes, and we learn to live with different people and realities. Educational training is part of the construction of human identity. In the words of Edgar Morin, "Education must contribute to the self-training of the person (teaching to assume the human condition, teaching to live) and teaching how to become a citizen" (2003, p. 65).

Therefore, educational institutions are also spaces of power relations and conflicts, where there are disputes related to the specific interests of the people involved. From this perspective, pedagogical practices may follow "banking" or "liberating" dynamics, as Paulo Freire (1983) pointed out.

In this context of extreme relevance and conflict in educational spaces, the figure of the migrant person is inserted. When we think about the possible relations between migration and education, some issues are focused on and discussed in positive terms: the school system can be a place of incorporation of migrants; it allows interaction and coexistence, with the possibility of promoting reciprocal recognition; it contributes to learning the local language, as well as the typical values of the place of residence; it enables social mobility, especially of new generations.

However, school institutions, in their different spheres, can also be the stage of rights violations: difficulties encountered by migrant people, children, young people, and adults, in the receiving countries with regard to access to the educational system; the bureaucratic processes of revalidation of diplomas; experiences of discrimination and bullying; shortcomings of specific psycho-pedagogical pathways for newly arrived non-national students; reduced appreciation of the cultures and knowledge of the lands of origin; poor training of teaching staff in relation to intercultural training pathways; school dropout or low performance as a result of the need for activities for sustenance, among others.

The objective of number 69 of REMHU, Revista Interdisciplinar da Mobilidade Humana (December 2023) is precisely to deepen and reflect on the challenges of the presence of migrants and refugees in educational institutions, at different levels of education, aiming at the promotion of inclusive, intercultural, and liberating pedagogical processes.

It is possible to list several themes related to education, which are associated with the challenges of migrants in the societies of destination. This Dossier is interested in articles that address the following topics, in a non-exclusive way:

- Public policies for access and inclusion of migrants in the education system

- Migrants and their challenges in basic education (including gender-related challenges)

- Revalidation of diplomas

- Popular education and migration

- Discrimination, xenophobia, and bullying in educational institutions

- Challenges of learning the local language

- Intercultural and liberating education

- School education for migrants and social mobility

- Sérgio Vieira de Mello Chair (CSVM)

***

Submitted articles should be between 35,000-45,000 characters with spaces (including notes and bibliography) and may be written in English, Italian, Portuguese, French or Spanish. They must describe original research which is not published nor currently under review elsewhere. All submissions will go through the REMHU’s regular peer (double blind) review process. Other information such as bibliographic standards with which all authors are obliged to comply may be found on the REMHU website or on the website of SciELO: http://remhu.csem.org.br/index.php/remhu/about/submissions 

Manuscripts should be submitted online at: http://www.csem.org.br/remhu.

Bibliographic references

FREIRE, Paulo. A pedagogia do oprimido. Rio de Janeiro: Paz e Terra, 1987.

MORIN, Edgar. A cabeça bem-feita: repensar a reforma, reformar o pensamento. Rio de Janeiro: Bertrand Brasil, 2003.