Globally, we are confronted with a critical context in which environmental crises and their influence on ways of life are paramount. The socio-cultural transformations involved make it challenging to distinguish between the environmental and the social aspects of these crises. Consequently, when discussing socio-environmental crises, we are referring to both the changes in the environment resulting from human activities involving the extraction and exploitation of natural resources, and the socio-political and cultural conflicts that emerge in each territory.

Socio-environmental conflicts encompass a range of issues, including climate change, pollution, deforestation, drought, and water scarcity. These conflicts have the potential to precipitate other crises, such as the forced displacement of internal and international migrants, as well as the misappropriation and infringement on indigenous territories. In rural areas, there has been a tendency to consider these crises from the perspective of their impact on adults, without giving due consideration to the effects on children and adolescents who inhabit these spaces.

This call for papers seeks to establish a platform to both showcase and contextualize the knowledge produced by the global south. The objective is to investigate the role that educational institutions and rural community organizations play in the education, training, awareness-raising and guidance of children and young people residing in crisis-affected regions.

The present call for submissions invites articles that focus on the transmission of knowledge, the nurturing of skills and the fortification of attitudes, with a view to enabling children and adolescents to understand the socio-environmental crises present in their territories. The objective is to encourage reflections on how territories in crisis can be reinforced by the discourses, strategies and practices of these socio-educational spaces that encourage environmental sustainability. The paradigm linking rurality with the past and positioning it as a space from which we can learn to prepare for the future should be challenged.

Submissions of a quantitative, qualitative or mixed-design nature must align with the criteria delineated in the 'Guidelines for Authors', which are available at www.psicoperspectivas.cl. Submissions should be original and unpublished, and should be written in English, Portuguese or Spanish. All submissions will undergo a peer-review process under the 'double-blind' criterion.

The deadline for the reception of articles through the journal's virtual platform is 30 April 2025.

Psicoperspectivas Editors: Javiera Pavez, Manuela García Quiroga, Jacqueline Espinoza Ibacache (PUCV)
Guest Editors: Carmen Gloria Núñez (PUCV) and Sara Joiko (UNAP)