Silvio Scanagatta
Barbara Segatto

Executive Committee
Ursula Apitzsch, Jean-Louis Derouet, Luisa Ribolzi, Alison Taysum, Carlos Alberto Torres, Catherine Yan Wang

International Scientific Board

Management Staff
Managing editor
Anna Dal Ben

Book review editor
Maddalena Colombo



For Italian Law
Iscrizione n.2165 - 13.02.2009 - Registro Stampa Tribunale di Padova

Direttore Responsabile: Giulia Golo




Thematic issue on




Mariagrazia Santagati (Università Cattolica del Sacro Cuore di Milano, Italy)

Rita Bertozzi (Università di Modena e Reggio Emilia, Italy)

José Beltrán Llavador (Universitat de València, Spain)

Alícia Villar Aguilés (Universitat de València, Spain)


Aims and contents

The aim of this special issue of IJSE (Italian Journal of Sociology of Education) and RASE (Revista de Sociología de la Educación) is to create a state-of-the-art sociology of education from a Southern European perspective. The time is ripe to reflect on whether a Southern analysis of educational problems should be suggested, both at the European level and in each country of the EU, considering the South within the North or the many South within the North.

Over the last decades, the European Union has focused its attention on education, considering the rise of qualifications a strategic lever to boost both economic development and social cohesion, as well as to consolidate the cultural basis of Europe. As a matter of fact, each member state has improved its performance in different educational areas. At the same time, different levels of educational inequality still persist across European countries (Barone & Ruggera, 2018). Furthermore, in the last decade, the economic recession has exacerbated these conditions and highlighted structural weaknesses. Meanwhile, Southern European countries have reacted to crisis in very different ways, based on their respective welfare and educational policies (Beblavý et al., 2011; Landri, 2008).

Can we identify common or different educational questions in Southern European contexts? Can we share any common interpretive frameworks for a better understanding of education in these societies? Can we imagine common or different solutions for the same educational problems?

This call for articles aims at presenting national mainstream on educational topics, comparative researches on socio-educational challenges in Southern European countries as well as new issues of research and alternative conceptual categories. The idea is to shed light on emerging trends from a theoretical, methodological, empirical point of view, in order to identify new issues for the research agenda. In this framework, the issue stresses the importance of an in-depth analysis of the Southern perspective in social sciences and education, in order to question the concepts and the categories normally used, bringing out new knowledge projects and different perspectives about educational realities (Connell, 2007; Hickling-Hudson, 2009; Hickling-Hudson & Mayo, 2012; Takayama, 2018). The challenge is to re-think social sciences in a more democratic and inclusive way, including the possibility to question the relevance of terms, concepts and practices of different standpoints and worldviews (Sousa Santos, 2007).

Thereby, the issue focuses on the implications of adopting a Southern perspective in sociological theory and research (Connell, 2014). In recent years, there has been a growing debate on the so- called «theories of the South», which has made visible the need to seek new theoretical contributions to think about the social realities of the «Global South», including different sociological voices, and this has been perceived in several fields of sociology, including in sociology of education. We think that it is constructive to highlight the limits of «Northern» sociological theories to explain «Southern» educational realities. This would not only indicate a need for the development of new theoretical contributions from a Southern perspective, but also to recognize that we need to rethink «Northern» theories reframing them in other social contexts (Borg & Mayo, 2006; Sultana, 2012; Silova et al., 2017; Oliveira, 2018). It is time to cooperate as sociologists of education in the ambitious project of public sociology “as a critical tool in an intellectual world that is rapidly losing its critical abilities” (Burawoy, 2016).

We welcome all contributions that would broadly address these topics and offer a theoretical and empirical analysis of the following key issues:

  • Sharing socio-educational problems in Southern Europe. How are educational inequalities analyzed? How are the social condition of the young population, school-to-work transition and ESLs and NEETs issues addressed? What kind of attention should be focused on early childhood education? What is the impact of the economic and humanitarian crisis on educational analyses?
  • Reflecting on social theory and research in Southern contexts. Which theoretical or conceptual frameworks are used in sociological research on education in Southern European countries? Which methodological approaches are most widespread in the analysis of consolidated educational issues? What are the main research traditions? Systematic review of theoretical and research traditions in the sociology of education in Southern European countries are welcome.
  • Designing solutions and policies from the Southern point of view. Which educational policies have been designed to face educational problems? Which impact does educational research have on policies? What are the resilience factors and resources of the educational systems? Comparative research on policy models and policy effects are also welcome.

Key dates:

  • May 15, 2019: Submission of papers
  • July 30, 2019: reviewers’ feedback* sent to authors (accepted/revise and resubmit/rejected).
    * IJSE adopts a blind reviewing policy, where both the referees and author(s) remain anonymous throughout the process. Each article is reviewed by at least two referees.
  • September 15, 2019: Submission of the revised paper (if needed)

Author Guidelines


  • Must be submitted in English
  • Should be original, not under review by any other journal and not published elsewhere
  • Should not exceed 10.000 words
  • If English is not your native or first language, before submitting your manuscript to IJSE you may wish to have it professionally edited
  • Should be organized in the following order:
    • Title
    • Author(s)
    • Abstract (max 200 words)
    • 4 keywords
    • Main text (table, figures and illustration on separate pages)
    • Acknowledgement
    • References
    • Appendices


All manuscripts must follow the Author guidelines:

IJSE: https://ijse.padovauniversitypress.it/manuscript_submission_form

RASE: https://ojs.uv.es/index.php/rase/about/submissions#authorGuidelines

Manuscripts must be submitted electronically to: