Scuola Democratica and all partners of the Third International Conference focusing on education and/for social justice encourage researchers and practitioners to submit panel proposals on any relevant topic for the conference.
In particular, we welcome panel proposals about (but not limited to) these areas:

• inequality in education and the crises of democracies. This area explores the destabilization of historically democratic states in relation to social and educational poverty.
• the globalization of social injustice. Proposals are welcomed that explore educational inequalities in relation to the growing interdependency of the world’s economies and politics.
• the equity/quality links in education. This area tackles the debate on the equity/quality nexus with emphasis on issues such as merit and meritocracy as grounding principles for policy-making and decision-making in education.
• evaluation and education between equity and inequality. Panel proposals focusing on evaluation and/in education between empowerment and neomanagerial cultures are encouraged in this area.
• educational policy and inequality contrast: outcomes and criticalities. This area wishes to analyze educational policy as an important driver of social justice, highlighting criticalities and opportunities.
• educational regulations at school level. This area explores the educational micro-policies and the modalities through which school actors mobilize for social justice.
• governance, subjectivities, and the forms of education. We welcome panel proposals that critically focus on the fabrication of governance dispositifs, educational epistemologies, normative ideals, and subjectivities that inscribe inequitable forms of education.
• teachers and educational (in)equality. This theme regards both teaching and learning environment strategies between inclusion and equality, on the one hand, and the reproduction of systemic discrimination, on the other.
• intercultural education, democratic citizenship education, and non-racism. Panel proposals are welcomed that explore practices, policy, and strategies to engage students in active and responsible citizenship within a non-racist and democratic society.
• disability, education and social justice. This theme explores the inclusion or marginalization of disabled students between educational policies and practices.
• young people and social (in)justice. This macro-theme concerns both the entrapment of young people in webs of intragenerational and intergenerational educational inequalities, and the ability of education to support their agency and autonomy.
• education, art, and social justice. This area explores how artistic languages can become resources for inclusive and democratic education.
• gender inequality, homo-transphobia, and sexist education. This area wishes to analyze how heterogeneous actors in the educational field may break with or (re)produce symbolic violence dynamics with respect to gender and sexual orientations.
• de-colonizing education. In this area, we wish to deconstruct policies, practices and knowledge systems which incorporate Eurocentric, anthropocentric, and colonial visions in education.
• education, technology, and social (in)justice. In this area, we wish to explore educational materiality and the effects of digitalisation processes whose development has been accelerated by the pandemic, and which have impacted the educational sphere pervasively with their unresolved ambivalence.
• social justice and the ecological crisis. In this area, analyses will be carried out about the ways in which education is becoming an area of debate on the relationship between climate justice and social justice.