Events and CFPs

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CFP: Special Issue EPAT. Paulo Freire Centennial: Reinventing Freire for 2021

Deadline: Oct 31, 2020

Special Issue Editorial Team
Greg William Misiaszek (Beijing Normal University; Paulo Freire Institute, UCLA), Editor
Lauren Ila Misiaszek (Beijing Normal University; Paulo Freire Institute, UCLA), Editor
Samson Maekele Tsegay (Roehampton University), Assistant Editor

As we celebrate 100 years since Paulo Freire’s birth in September 2021 and fifty years since the initial publication of Pedagogy of the Oppressed, this special issue of Educational Philosophy and Theory (EPAT) will focus on how Freire’s work continues to reinvent education worldwide and how scholars continue to reinvent his work. We specifically use reinvention because Freire vehemently argued for the “social theoretical recontextualization [of his work] and a rejection of unreflexive, mechanical efforts to ‘import’ his pedagogy into different social and cultural contexts” (Morrow & Torres, 2019, pp. 247-248). Countering fatalistic teaching that reproduces and justifies oppressions, and working towards better futures, Freirean education centers students’ “dream of constant reinvention of the world, the dream of liberation, thus the dream of a less ugly society, one less mean-only dream of human beings' silent adaptation to a reality considered untouchable” (Freire, 2004, p. 85). In the spirit of reinvention towards social justice and planetary sustainability, we are broadly seeking submissions that depart from current Freirean debates on the following themes:
• Contributions of Freire’s pedagogical theories and philosophy to contemporary educational reinvention at all levels of formal, nonformal (including social movements), and informal education;
• Intersections of Freire’s work with previously understudied scholarship, praxis, languages, and/or contexts;
• Issues of mis-representation of Freire’s work and interventions in re/framing; and
• Futures of education rooted in Freire’s work for the next 100 years.
In keeping within EPAT’s focus, the manuscripts should demonstrate clear connection to the themes of educational philosophy and theories. (see
• September 15, 2020: Abstract of 200-300 words
• by October 31, 2020: Decisions on abstract
• January 31, 2021: Submission of manuscript for review
• March 31, 2021: Reviews completed
• May 15, 2021: Resubmissions of manuscript for re-review (if needed)
• July 31, 2021: Final manuscript
• Late 2021 Publication
How to submit
Email abstract to Greg (This email address is being protected from spambots. You need JavaScript enabled to view it.) and Samson (This email address is being protected from spambots. You need JavaScript enabled to view it.)

Freire, P. (2004). Pedagogy of indignation. Boulder, CO: Paradigm Publishers.
Morrow, R. A., & Torres, C. A. (2019). Rereading Freire and Habermas: Philosophical anthropology and reframing critical pedagogy and educational research in the neoliberal anthropocene. In C. Torres, A. (Ed.), Wiley Handbook of Paulo Freire (pp. 241-274). New Jersey: Wiley-Blackwell.

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CFP: CFPS Importance of Education for Global Development

Deadline: Apr 18, 2021

University of California

Special Issue Proposal – Call For Papers

[Importance of Education for Global Development]
Over the years, education has become part of our society and greatly enhances our country as well as people's welfare. Offering quality education is the fundamental right of every human and may contribute to significant progress in the social and economic development of the country. Knowledge is the basis of global development, whereas education empowers the knowledge and acts as a powerful tool to empower the future world with significant advancements. Today's scenario of teaching and learning is highly complex, and it widely varies from one person to the other. Countries around the world adopt their strategies for the education system, which differs considerably. Despite the variations, each nation work towards the common agenda of offering quality education to its citizens.
Even with well-developed strategies and educational planning measures, the outcome of education widely differs between the students. This variation is because education does not solely depend on academic concepts and principles; instead, it is highly determined through individual learning abilities, teaching methods, interest, and dedication. Another global concern in education is that teaching and learning difficulties between the students and the teacher. As a result, students may fail to learn quickly in the same way as their peers, and they find certain aspects of learning to be a challenging process. This impacts, when left unaddressed, can affect an individual's performance in education throughout their life. However, providing qualitative education is the only way to achieve sustainable global development. Moreover, with the increased importance of data that plays an essential aspect of the educational institutions, innovation data analytic methodologies should be used to analyze the potential growth and risks of teaching and learning and improve other pedagogical approaches in education in a global perspective. Further, the rapid development of communication and information-based technologies can also significantly impact global education. Hence, it has become crucial to bridge the gap between present-day teaching and learning strategies, and exploring innovative measures in education based on a future perspective has become a vital requirement.
Besides, education is a powerful tool of revolution, which improves the livelihoods of the people from various aspects and contributes to the socio-economic growth of the country for a longer period of time in a sustainable way. In this context, this special issue aims to address the importance of education and potential drawbacks for sustainable global development. We invite researchers from academic and industrial backgrounds to present novel and innovative solutions on educational systems for global development.

The topics of interest for the special issue include, but not limited to, the following:
 Data analytics in education to maximize knowledge retention: A global perspective
 Enhancement in teaching and learning strategies for global development
 Frontiers in science and technology for education in a global perspective
 Enhancement to pedagogic practices for improved quality of education in the context of global development
 Innovative teaching-learning methodologies for global development
 Opportunities for Data analytics in enhancing the educational ecosystem
 Sustainable developments in education to achieve global development
 Education for migrants and refuges and their influences over global development
 Advances in competency oriented learning education for global development
 Innovative measures on life-long learning and its impact towards global development
 Advances in inter-sectoral educational strategies for global development
 Sustainable policies and regulatory measures to support education across rural areas and under developed countries
 Advances in effective learning environment to empower global development
 Effective methods of knowledge management and its impact towards global educational system
 Advances in pedagogy for collaborative E-learning practices and its impact on global development

Guest Editors Bio
Dr. Gunasekaran Manogaran [Leading Guest Editor]
Big Data Scientist, University of California, Davis, USA
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Google Scholar:
Dr. Gunasekaran Manogaran is currently working as a Big Data Scientist in University of California, Davis, USA. He is also an Adjunct Assistant Professor, Department of Computer Science & Information Engineering, Asia University, Taiwan and Adjunct Faculty, in School of Computing, SRM Institute of Science and Technology, Kattankulathur, India. He is a visiting researcher/scientist in University of La Frontera, Colombia and International University of La Rioja, Spain. He received his Ph.D. from the Vellore Institute of Technology University, India. He received his Bachelor of Engineering and Master of Technology from Anna University, India and Vellore Institute of Technology University, India respectively.

Dr. Hassan Qudrat-Ullah [Co-Guest Editor]
Professor of Decision Sciences,
School of Administrative Studies, York University, Toronto, Canada
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Research Gate:
Google Scholar:
Dr. Hassan Qudrat-Ullah earned his Ph. D. (Decision Sciences) in 2002 from NUS Business School, National University of Singapore. Hassan did post-doctoral fellowship at Carnegie Mellon University, USA, in 2002-2003 before joining York University in 2003. His research contributions from 2011 to 2014 include two books Better Decision Making in Complex, Dynamics Tasks (Springer, 2014), and an edited volume Energy Policy Modeling in 21st Century (Springer, 2013);
Dr. Qin Xin [Co –Guest Editor]
Full Professor of Computer Science, Faculty of Science and Technology,
University of the Faroe Islands, Faroe Islands. Denmark
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Research Gate:
Google Scholar:
Dr. Qin Xin graduated with his Ph.D. in Department of Computer Science at University of Liverpool, UK in December 2004. Currently, he is working as a professor of Computer Science in the Faculty of Science and Technology at the University of the Faroe Islands (UoFI), Faroe Islands. Prior to joining UoFI, he had held variant research positions in world leading universities and research laboratory including Senior Research Fellowship at Universite Catholique de Louvain, Belgium, Research Scientist/Postdoctoral Research Fellowship at Simula Research Laboratory, Norway and Postdoctoral Research Fellowship at University of Bergen, Norway. His main research focus is on design and analysis of sequential, parallel and distributed algorithms for various communication and optimization problems in wireless communication networks, as well as cryptography and digital currencies including quantum money. Moreover, he also investigates the combinatorial optimization problems with applications in Bioinformatics, Data Mining and Space Research.

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