The final issue of 2023 shows a diverse range of topics taken up by international studies of sociology of education. The 15 articles in this issue feature diverse contexts, including Ireland, Australia, China, Brazil, Japan, Germany and Russia. They present multiple perspectives and topics of interest to the field internationally, from global citizenship, to career preparation, to issues of identity and belonging. The articles offer a diversity of conceptual orientations and methodological approaches. Collectively, this issue illustrates the contributions of international studies in sociology of education to understanding the complexities of education and the human beings who engage in these systems in the changing global world.
This being the final issue of our time as editors of ISSE, it ignites a kind of contemplative reflection about the field – its contributions, shortcomings, and future directions. During our terms as editors of International Studies in Sociology of Education, the world has endured a global pandemic, continued devastation brought by the climate crisis, challenges to national sovereignty, and the horrors of war and terrorism. Amidst global conflict, massive migration, and planetary shifts, societies and communities are shifting so rapidly that it can be difficult to both live these changes, whilst trying to understand their impacts in our education systems – it is like looking for balance during an earthquake.
As we look back at our term and the scholarship published in ISSE, we are convinced that international studies in sociology of education are a significant field to engage in these rapidly changing global, national, and local dynamics; and yet, with full candor, we find it challenging to mark precisely where we think the future directions of sociology of education ought to go – as there continue to be so many priorities that require closer investigation and theorising. It seems that educational systems worldwide are grappling more than ever with dilemmas related to social and economic inequalities, the role of the teacher, the types of content that should be taught, incorporating multiple modes of learning, addressing ‘learning loss,’ methods of instruction and learning, among other issues. At times when our field engages in these debates, it is all too easy to lose sight of the humanistic essence of education and to allow diverse points of view to form separate echo chambers.
If we are to point to any hopes amidst the chaos, it is for the field to continue to press forward the basic rights of education for all and enhance the understanding of education as a core system through which each individual may contribute to their immediate community and the world. We hope that future research in the field will offer the discipline of sociology of education and the field of education rich insights, based on solid research. We hope that the use of theories will be done appropriately and with the required caution, and researchers will embrace nuances in applying theories to different contexts. We also hope that researchers in the field will continue to be committed to universal standards that uphold human rights and the right to education. We hope that international collaborations, like the ones we have created as editors, as an editorial board, and as a community of readers, reviewers, and authors worldwide, will continue to enrich the field with new insights, taking care not to marginalise colleagues due to their ethnic or national positioning, and that these research dialogues will serve as fertile ground for innovation and promoting human dignity.
Above all, we are grateful for the opportunity to engage with the field in our capacity as editors of the International Studies in Sociology of Education. We thank the Editorial Board for their reflective and collective work in support of the mission of the journal. Members of the editorial board undertake the critical role of offering generative and supportive comments to authors, but also in participating in meetings to discuss the future direction of the journal and in selecting our annual ‘Best Paper Award’. Our impressive turn-around in sending back reviews to authors was only possible because of the generous commitment made by our editorial board colleagues who are doing the hidden labor of reading, reviewing, revising, and engaging with authors and editors.
We thank the book editors for their work. Dr Luke Lu from NTU Singapore worked tirelessly for the journal for over 4 years, innovating how book reviews were created by introducing interviews with authors, alongside the more traditional forms of book reviews. Prof. D. Brent Edwards has kindly stepped in as book review editor during 2023 and will support the incoming editorial team.
ISSE places great emphasis on seeking submissions from across the world. The publishers have supported us in monitoring this closely, and we have tried to reach out to our networks to ensure we have a broad representation of scholars on the editorial board, as well as colleagues seeking to submit their work to the journal. This is an area that will always require commitment and focus, and while Global North scholars still dominate, even in this issue of ISSE we can see how colleagues from Latin America, Asia and Eastern Europe are sharing their work through the journal.
Editing a journal is a huge privilege, which we have been most grateful for; but it is also a lot of work, which goes largely unrecognised by the universities that employ us. When we realised that our enthusiasm had dimmed and when our other work commitments became even less flexible in offering us the generosity of spirit required to edit a journal, we knew it was time to hand on the baton. We are therefore thrilled that this exciting team of experienced colleagues will now spearhead ISSE, in alphabetical order – Dr Cristina Costa (Durham), Dr Aline Courtois (Bath), Dr Denise Mifsud (Bath), Dr Mark Murphy (Glasgow), and Prof. Jonathan Tummons (Durham).