At a time of significant global shifts — rising authoritarianism, the expansion of anti-gender discourse, declining international support for gender-focused education, and increasing emphasis on digital futures — there is a need to revisit how we understand, study, and engage with girls' education. Feminist, postcolonial, and decolonial scholarship has long pointed to the epistemic asymmetries that structure this field, calling for approaches that attend more carefully to context and lived realities.

This special issue invites contributions that critically and creatively engage with the meanings, assumptions, and practices that shape work on girls' education and gender justice, as well as those that explore new directions in theory, method, and engagement. We particularly welcome submissions from early-career scholars and practitioners across the Global South and North (while acknowledging the limitations of these terms) and encourage a range of formats, including scholarly articles, essays, and creative or artistic work.

Deadline for submission of papers: September 1, 2026

Please read the full Call for Papers here.