Call for Papers: DUT 41

Call for papers: special section and open section

Submit a manuscript to:
The Danish Journal of Higher Education #43 
 
for a special section on:
Inclusion in Higher Education
 
Special issue editors: 
Katrin Heimann, Aarhus University

 

Inclusion in Higher Education

What does it mean to teach inclusively — and for whom? This special section invites empirical and theoretical contributions that examine inclusive teaching and learning design in higher education, including in supervision contexts.

We welcome work engaging with established frameworks such as Universal Design for Learning (Star, Chik & Tan, 2025; Domenech et al., 2025) alongside more critical and insurgent approaches — cripping (Kafer, 2013; Hubrig & Barritt, 2024) or neuroqueering (Walker, 2021) the classroom, relational pedagogies (Gravett, 2023) that foreground concepts such as care (Bozalek, Zembylas & Tronto, 2021), and examinations of how inclusion as a concept and practice may reproduce the very norms it claims to challenge. 

We are particularly interested in contributions that take an intersectional lens (Crenshaw, 1989; Mitchell et al., 2019), recognising that disability, neurodivergence, race, class, gender, and other identities compound in ways that mainstream inclusion discourse too often flattens.

Contributions may address individual teaching practices and supervision as well as systemic and institutional conditions, including the role of technology as enabler or barrier. 

We welcome perspectives from both educators and students — including work that examines how students experience, negotiate, or resist inclusive teaching designs. We are also interested in work that explores educator training and teacher identity — for instance, how educators' own positionalities, biographical experiences, or professional formation shape their understanding and enactment of inclusive practice.

 

Submit a manuscript to:
The Danish Journal of Higher Education #43 

for:
The open section

This open call for papers invites contributions from all those who practice, research, or develop pedagogy, didactics, and learning in higher education in various ways. We encourage a diversity of voices, disciplines, approaches, methods, and topics – for research, development, and practice in higher education broadly.
  
Please see the journal's Aims & Scope for information about its focus.
 

Submission instruction

  • Manuscripts should be submitted by: February 20, 2027
  • The journal has adopted a system of continuous publication. Final manuscripts should be submitted by August 30, 2027

 

The Danish Journal of Higher Education works with four different article genres, providing opportunities for diversity, including genres and types of articles.

  • Articles
  • Debating Articles
  • DUT Guides*
  • Inspirational Articles*

*Authors may be invited or can contact the editorial team before submitting a potential contribution.

Follow the journal's guidelines for formatting, anonymization, and submission in relation to the four article genres, ensuring that the submission meets the specified criteria for the article genre. Guidance is available on our website: https://tidsskrift.dk/dut/Kriterier 

Contributions should be submitted through our online submission system, specifying the article type and using the appropriate article template: https://tidsskrift.dk/dut/about/submissions 

 

We look forward to receiving contributions to the ongoing development of knowledge and practice in higher education.

 

Best Regards,
Maria Hvid Stenalt
Editor-in-Chief
The Danish Journal of Higher Education



References

Bozalek, V., Zembylas, M., & Tronto, J. (Eds.). (2021). Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies. Routledge.

Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 139–167.

Domenech, A., et al. (2025). Transforming higher education: A systematic review of faculty training in UDL and its benefits. Teaching in Higher Education, 1722–1739. https://doi.org/10.1080/13562517.2025.2465994

Gravett, K. (2023). Relational Pedagogies: Connections and Mattering in Higher Education. Bloomsbury.

Hubrig, A., & Barritt, A. (2024). Cripping Writing Processes: Composing (Neuro)Divergently. In A. Cicchino & T. Hicks (Eds.), Better Practices: Exploring the Teaching of Writing in Online and Hybrid Spaces (pp. 211–233). The WAC Clearinghouse; University Press of Colorado.

Kafer, A. (2013). Feminist, Queer, Crip. Indiana University Press.

Mitchell, D., Jr., Simmons, C. Y., & Greyerbiehl, L. A. (Eds.). (2019). Intersectionality & higher education: Theory, research, & praxis (2nd ed.). Peter Lang.

Star, A. A., Chik, A., & Tan, D. W. (2025). Universal design for learning in higher education and its impact on neurodivergent students' experiences: A systematic review. OSF Preprints. https://doi.org/10.35542/osf.io/jpvud_v2

Walker, N. (2021). Neuroqueer Heresies: Notes on the Neurodiversity Paradigm, Autistic Empowerment, and Postnormal Possibilities. Autonomous Press.