Category Archives: Call for Proposals

UCL Press is delighted to share a call for papers for a forthcoming special series in the International Journal of Development Education and Global Learning (IJDEGL): ‘Reimagining teachers’ work and teacher education for our futures – Global perspectives at the intersection of change, hope and crisis.’ Find out more in the full call.

Edited by Arto Kallioniemi, Hannele Niemi and Marianna Vivitsou, this series will explore how teacher education can respond to the profound challenges of our time—climate change, geopolitical instability, technological transformation—while fostering hope and agency for a sustainable future.

Building on UNESCO’s landmark report Reimagining our futures together: A new social contract for education (2021) and the ‘Reimagining Teachers and Teacher Education’ conference (June 2024), the series invites contributions that examine how education can repair injustices and transform learning ecosystems. The Editors welcome theoretical and empirical research addressing questions including:

• What do teaching/learning environments and ecosystems that support engagement with global issues look like?
• What pedagogical thinking best serves engagement with global issues in formal and informal teaching/learning environments and ecosystems?
• What methods and practices best support the purposes of global teaching and learning ecosystems?
• What pedagogical methods and practices best support the purposes of global teaching and learning ecosystems (e.g., pedagogies for relationality, pedagogies of love, liberation pedagogies, wild pedagogies, speculative pedagogies and so on).
• What principles and elements frame processes of co-creation? What are the roles of learners, communities, and other stakeholders in processes of co-creation?
• What is the new role of technology in teaching and learning about global issues?
• In what ways can inclusiveness and disability studies serve the purposes of teaching and learning about global issues? What approaches, methods and practices should be developed for inclusiveness and disability studies?
• What approaches would best serve the purposes of teaching and learning of global and local realities?

Key dates:

• Expressions of interest (300–500 word abstract): 17 October 2025
• Full paper submission: 9 January 2026

Submissions should include an abstract, up to six references, and a short biographical statement for each author. Please send expressions of interest to:

• Arto Kallioniemi (arto.j.kallioniemi@helsinki.fi)
• Hannele Niemi (hannele.niemi@helsinki.fi)
• Marianna Vivitsou (marianna.vivitsou@helsinki.fi)

This is an exciting opportunity to contribute to a global conversation on the future of education. For full details, visit the full call for proposals.

To celebrate World Cities Day, UCL Press is delighted to announce a call for proposals for the open access Engaging Communities in City-making book series, edited by Barbara Lipietz, Sarah Bell, Tadhg Caffrey and Pablo Sendra. Titles published in the series to date include Engaged Urban Pedagogy and Co-designing Infrastructures.

About the series

There is a growing body of urban research that is grounded in partnerships with community-based organisations, but relatively little has been published in scholarly works that provide an intellectually coherent forum. Most academic publication to date leaves little room to consider and create true, equitable community-based partnerships, or even provide opportunities for community-based organisations to lead their own research. This series will fills these gaps by supporting authors and publications that demonstrate meaningful and thoughtful partnerships, and in particular partnerships led by community organisations and their needs. It aims to raise the scholarly profile of community-engaged research, support unorthodox publishing formats, and share innovation in this field. This will provide enhanced visibility and insight for the existing community in this space, and grow the community to include lesser heard voices.

Engaging Communities in City-making answers the urgent need for creativity and rigour in producing and sharing knowledge at the interface of urban communities and universities to support more sustainable, just and resilient cities. It aims to amplify community voices in scholarly publishing about the built environment, and encourages different models of authorship to reflect research and pedagogy that is co-produced with urban communities. It includes work that engages with the theory and practice of community engagement in processes and structures of city-making. The series reflects diverse urban communities in its authorship, topics and geographical range.

Topics of interest

Topics contributing to this series might include, but are not limited to:

• Participatory planning
• Community engagement with infrastructure
• Community-based pedagogy
• Ethics and politics of community-centred urban processes
• Community organisations & networks as agents in city-making
• Environmental and climate justice

The series aims to publish titles from all regions and countries, and invites expressions of interest for both monographs and edited volumes.

Find out more

For more information or to discuss a proposal, contact:

Pat Gordon-Smith,

Commissioning Editor, UCL Press

p.gordon-smith@ucl.ac.uk

The History Education Research Journal (HERJ) invites scholars to contribute to its special series, titled “Democratic Resilience and Regression in History Education since 1945.” This series seeks to explore the intricate relationship between historical consciousness and democratic values within the history curricula.

Context and Purpose:

In an era marked by geopolitical shifts, technological advancements, and evolving social norms, history education plays a pivotal role in shaping democratic consciousness. However, it is equally susceptible to biases, omissions, and distortions. This series aims to dissect historical narratives, examining how they either bolster democratic resilience or contribute to regression.

Key Questions:

1. Historical Narratives:Historical Narratives: How have historical narratives in curricula and syllabi influenced democratic ideals? What role do they play in fostering critical thinking and civic engagement?
2. Challenges and Opportunities: What challenges do educators face in balancing historical accuracy, inclusivity, and democratic values? How can history education be a catalyst for democratic renewal?
3. Global Perspectives: How do different countries address historical events related to democracy, human rights, and social justice? What lessons can be drawn from diverse approaches?

Submission Details:

• Abstract Submission: Expressions of interest are invited from authors in the form of a 300-500-word abstract, along with up to six references and a brief biographical statement, to the handling editors:
  • Heather Sharp (thea@newcastle.edu.au)
  • Jan Löfström (jan.lofstrom@utu.fi)
• Deadline: Expressions of interest are due by 16 September 2024, and full paper submissions by 17 January 2025.

Open access presents the opportunity to revolutionise how – and how widely – knowledge is disseminated. By making research outputs and teaching materials freely available online, readers worldwide can engage with them, regardless of their ability to pay.

Following the successful open access publications of Textbook of Plastic and Reconstructive Surgery and Key Concepts in Public Archaeology, UCL Press is expanding its textbook publishing programme. It now invites applications from UCL academics to submit textbook proposals for any discipline taught at UCL at undergraduate or postgraduate level.

The expansion of our textbook programme demonstrates both UCL’s commitment to harnessing a culture of research-based learning through the Connected Curriculum, and to establishing a world-class digital learning environment.

We are particularly interested in proposals for textbooks that meet one or more of the following criteria:

• Potential to supply large student cohorts for the maximum benefit of the student experience
• Current provision is very expensive or out-of-date
• Where there is currently no textbook provision, because a course is very new, for example
• Potential to create a bespoke textbook tailored to any UCL programme

Multidisciplinary subjects are welcome, as are proposals for textbooks with a digitally innovative approach.

Awards

UCL Press plans to offer 10 awards of £1,500 each to successful applicants. Payment will be on delivery of the final accepted manuscript.

Deadline and evaluation

Please submit a 300-word description of the proposed project by 1 July 2017 to Chris Penfold, UCL Press Commissioning Editor: c.penfold@ucl.ac.uk. Please explain in your description how the project meets the above criteria and what stage the project is at.

UCL Press’s Executive Group (Editorial Board) will evaluate the submissions in the first instance and will then inform authors/editors of the projects it would like to take forward as full proposals. Final acceptance of projects for publication will be dependent on receipt of a full proposal and positive peer review reports.

Production period

Applications are welcome for textbooks that will be ready for manuscript submission between now and July 2019. Publication will follow within approximately 9 months after submission of the final manuscript. Once a textbook has published, the Press will review the potential for updates and new editions where necessary.