2016 Call For articles
Volume 14, #1, Issue 53
Submissions due: Feb 15 2016
The Social Economy: De-growth, Divestment & the Economics of Happiness
Across the globe, the desire for a high level of wealth and material goods is largely a cultural standard. The vast majority of governments focus their economic policies on increasing Gross Domestic Product (GDP), using the underlying assumption that increased wealth and materialism is good for societies.
In contrast to this global trend, a movement is growing that counters the focus on materialism and unabated economic growth. The ‘inherent good’ of economic growth is being questioned and the social and environmental consequences of our collective materialism are being scrutinised. We are finally interrogating our mega-structures and economic models. We are designing new models that bring social and environmental justice into the equation.
Welcome to the age of de-growth, divestment and social-economies; where communities include the ‘economics of happiness’ and sustainability into our new designs of economic structures.
We welcome you to critically investigate and write on the new forms of economic justice. Large or small, what projects exist that stretch us into the new paradigm of social and environmental justice-focussed economic exchanges? How have you seen communities change their ways of engaging with the economy to new models? What theories and principles underlay this transformation?
Volume 14, #2, Issue 54
Submissions due: April 18 2016
LGBTIQ & Community Development
The Australian people have indicated a desire for equal marriage rights for the lesbian and gay community members. Several governments across the world have adopted laws to create equal access to marriage, de-facto status, social security, life insurance and superannuation rights. The Australian federal government is yet to pass laws that grant fair and equal rights.
While progress is being made in some areas, some groups within our communities are left out of the discussion on social justice. In Australia, silence prevails over justice matters concerning transsexual and intersex community members.
What community initiatives are active in seeking justice for LGBTIQ community members? How have the numerous endeavors to challenge injustices to these communities already made progress both locally and globally? What is motivating the attitude changes across the world?
We invite you to critically investigate and write on the LGBTIQ movement; the intersection between community development and social justice for LGBTIQ-identifying citizens.
Volume 14, #3, Issue 55
Submissions due: July 25 2016
The polarisation of men and women into two distinct groups has plagued human history. Although some major changes on role expectations have occurred in the last half-century, many men are still bound to rigid concepts of masculinity.
The socially-defined and normative expectancies on men can limit their life experiences. Expected masculine traits of courage, independence, power-holding and assertiveness encourage men to hold thoughts, beliefs and behaviors that compete against community connectedness.
Yet there are voices in our communities seeking to loosen the bounds placed on men.
What roles do we need to play as a wider community to engage men in a more diverse narrative of masculinity? How can we challenge and change the expectations placed upon men worldwide? What initiatives are occurring in your communities that support positive changes in this area?
Volume 14, #4, Issue 56
Submissions due: October 24 2016
Education and De-Education
This issue investigates the debate over whether our global education systems are dehumanising and exploitative or, alternatively (or concurrently), helpful to humanity and justice.
Some argue that education is merely a means to train the populous for a labour-driven life and a largely economic experience of the world. In this perspective of education, students (or parents/ primary carers) are asked to pay for potentiality; the child’s / young person’s potential after education to be a contributor to the economic system. Schooling and ‘the market’ have become unreservedly intertwined. Under this understanding, little room is left for the child to explore and interact with the world outside of the economic drivers, while older students are often encouraged to understand existing knowledge’s without first exploring their own imagination and inquisitiveness.
On the other hand, structured education has transformed humanity; the advances in technologies, health and medicines etc have largely been built on the columns of educational systems. Education is used to build layers of knowledge so that advancements on human understanding and ingenuity are able to continue to grow.
What then, are the injustices inherent in our current education systems both locally and internationally? Are their models of education that are empowering to communities? Where are the existing examples of ethical education and what philosophies underpin them? What initiatives are going on in your communities that are ‘healthy’ education?