Call for Papers for Themed Section – Covid-19: New Portals, New Pathways, New Ways of Seeing Education


South Africa’s Minister of Basic Education, Angie Motshekga, makes a telling remark about the coronavirus. The minister describes her ministry’s approach to the pandemic as a “mainly health problem, then a social, economic and political problem”.[1] This statement by a senior minister in the South African government reveals a contested view of the world that artificially draws boundaries between politics and education, between economics and education, between education and society, and between health and education. The overarching objective of the minister is a return to “normality”, to pre-Covid times, to a status quo marked by extreme poverty and by the conspicuous wealth of the very few.

Opposing this world view, novelist, philosopher and political activist Arundhati Roy[2] presents new ways of thinking about the coronavirus. Grounded in the language of dissent and opposition to the continued hegemony of ruling elites, Roy disrupts the comfort zones of acquiescence and acceptance. Setting new horizons, she not only challenges governments and business interests propping up ruling elites, but, and far more importantly, she repeatedly emphasises the value of the lived experiences of people working in factories and on the farms, the underemployed, the unemployed, the oppressed and the exploited people.

Education as Change (EaC), taking a cue from Roy, invites South African and international, transdisciplinary scholarship that critically analyses the impact of Covid-19 on education, with particular emphasis on the consequences for poor and marginalised urban and rural communities in their efforts to educate children, youth and young adults. In this compendium of articles, whose linking theme is “Covid-19: New Portals, New Pathways, New Ways of Seeing Education”, the journal hopes to capture scholarly reflections challenging localised variations of world views that place presumed economic imperatives above people’s lives.

For this themed section, Education as Change will consider submissions that cover one or a combination of the following:

  • Covid and Political Economy of Education
  • Covid and Alternative Educational Practices: Reconfiguring Education
  • Covid and Student Struggles and Movements
  • Covid and Commercialised and Public-Private Education
  • Covid and “Race”, Gender, Class and Education
  • Covid and School and University Governance
  • Covid and Food Security for Schools and Universities
  • Covid and Face-to-Face and/versus Online Teaching and Learning
  • Covid and Non-formal and Informal Teaching and Learning
  • Covid and Rethinking Curriculum
  • Covid and Community, Adult and Worker Education
  • Covid and Parents as Supervisors/Teachers in Lockdowns
  • Covid and the Politics and Economics of Technology
  • Covid and Ecological Education and Learning.

All submissions are to be made online at


  • Deadline for Submissions: 15 November 2020. You must register as an author on the journal’s website ( and submit your article, which should be between 6 000 and 9 000 words
  • Peer Reviews and Reviewer Feedback: 30 November 2020 to 28 February 2021
  • Revised and Reworked Submissions: latest by 31 March 2021
  • Copy-editing and proofreading (March, April 2021)
  • Publication date: 20 April 2021.

Use the Education as Change author guidelines at

Please note that there is an Article Processing Charge of R6 500 if the manuscript is accepted for publication by Education as Change, and after peer reviews are completed.

Articles submitted must align with the Journal’s Focus and Scope:

Focus and Scope of Education as Change

Education as Change (EAC) is an accredited, peer-reviewed scholarly online journal that publishes original articles reflecting critically on issues of equality in education and on the ways in which educational practices contribute to transformation in non-formal, formal and informal contexts. EAC's Management Committee understands critique, mainly understood in the tradition of critical pedagogies, as a constructive process contributing towards a better world.


Contributions from and about marginalised communities, and from different knowledge traditions are encouraged. The articles could draw on any rigorous research methodology, as well as transdisciplinary approaches. Research of a very specialised or technical nature should be framed within relevant discourses. While specialised kinds of research are encouraged, authors are expected to write for a broader audience of educational researchers and practitioners without losing conceptual and theoretical depth and rigour. All sectors of education are covered in the journal. These include primary, secondary and tertiary education, adult education, worker education, educational policy and teacher education.

All correspondence and enquiries are to be addressed to:
Dr. Na-iem Dollie (Editor-in-Chief: Education as Change)
Phone: +27 76 8818317 (mobile)

Editorial Team for the Themed Section:
Prof. Leila Kajee (Guest Editor, University of Johannesburg,
Prof. Aziz Choudry (Guest Editor, McGill University,
Dr. Anne Harley (Guest Editor, University of KwaZulu-Natal,
Dr. Na-iem Dollie (Editor-in-Chief: EaC, University of Johannesburg,


[1] Cited in Sara Black, Carol Anne Spreen and Salim Vally’s article, “Education, Covid-19 and Care: Social Inequality and Social Relations of Value in South Africa and the United States” (Southern African Review of Education 26 (1), page 41).

[2] See Arundhati Roy’s “The Pandemic is a Portal” in the Financial Times (April 3, 2020. Accessed August 11, 2020.