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Children at Work

BRIDGING THEORY AND PRACTICE: PARTNERSHIPS AND COLLABORATION IN CHILDHOOD SERVICES

CALL FOR PAPERS

SPECIAL ISSUE
Bridging Theory and Practice: Partnerships and Collaboration in Childhood Services
Guest Editor: ESTHER CHAN, Hong Kong Institute of Education

Partnerships and collaborations between the professions, families and communities are an increasingly important dimension of policy landscapes internationally. Across a range of disciplinary fields whose practitioners work with and on behalf of children, there is an expectation that professional knowledge and service are at their most effective when there is meaningful collaboration with stakeholders.

This has important implications for pre-service education and professional development, as well as for the day-to-day working lives of practitioners working to support children in family and community settings, education, allied health services and the social service sectors. It also raises significant questions about the ways in which partnerships are established and maintained, as well presenting a range of challenges and opportunities pertaining to the future of professional engagement with stakeholders.

This special issue of the new journal Global Studies of Childhood (www.wwwords.co.uk/GSCH) will make a critical contribution to understanding the ways in which practitioners engage with children, families and communities in a variety of contexts. This will involve describing and interrogating current projects, as well as problematizing the issues around partnerships and collaborations. For example, papers may consider the tensions around policy rhetorics that invite partnerships and then are selective in their application of the initiatives to suit personal or political imperatives.

Contributors might consider the following issues and questions: Is collaboration with stakeholders’ project currently an essential element in the process of educational reform? When partnerships and collaborations are instigated, what is the impact on professionals, teachers, children as well as parents? In what way is practice and policy in a given area shaped by the voices of a variety of stakeholders? In what ways can professional educators and/or practitioners work with communities to meet children’s needs?

Contributors are advised to read the ‘How to Contribute’ guidelines on the GSCH website before submission: www.wwwords.co.uk/gsch/howtocontribute.asp

Submissions are due by 30 September, 2011 and should be submitted via email to the Guest Editor: Esther Chan (echan@ied.edu.hk)

TIMELINE
May 31, 2011 – expression of interest with 300 word abstract
September 30, 2011 – Manuscript submission
October – November 2011: Selection Review process
December 2011: Feedback to authors
January 31, 2012: Final papers due
Publication March 2012

—END—

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