The one day conference will focus on the seminal work of Professor Christopher Colclough and continuing his legacy.
Developments on key themes of Professor Colclough’s work will be discussed, including:
- States or Markets in International Development Debates
- Gender and Primary Schooling in Africa
- Global Monitoring of Education Goals
- Educational Outcomes and Poverty
Organised by the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge
SUSTAINABILITY, PEACE AND EDUCATION – exploring promise and practice
Hosted by the Centre for Comparative and International Research in Education (CIRE)
Sustainable development and education’s role within it is an important contemporary priority for Comparative and International Education. The Sustainable Development Goals (SDGs) now command widespread global attention. At the same time actors across educational institutions and community settings, have responded creatively to the social and environmental challenges of sustainability with innovative programmes, practices and pedagogies.
To celebrate the 20th Anniversary of the British Association for International and Comparative Education (BAICE), the one-day symposium will bring together diverse perspectives on education and sustainability, including those drawn from the study of Education for Sustainable Development (ESD), sustainability within development studies, and sustainable peace. The Symposium aims to critically interrogate the SDG agenda, but also to explore the creative possibilities through which educational policies, practices, pedagogies and processes might embody or enable improved sustainability.
The day will be a mixed format of keynote presentation and interactive break-out sessions. A call for quick fire presentations will follow shortly.
Further information: Angeline.Barrett@bris.ac.uk
Convenors: Julia Paulson and Angeline Barrett
Higher Education and International Development
Call for papers
Higher education has been included in the Sustainable Development Goals, and there is broad acknowledgement of its role in building just and prosperous societies. However, there is a lack of rigorous research on higher education in most lower income countries, meaning that evidence is often insufficient to bring about policy changes. Furthermore, there are a number of contested trends in policy and practice, such as the growing presence of private providers, the emergence of new technologies (including MOOCs), international rankings and concentration of research capacity in elite institutions. Hosted by the Centre for Education and International Development (UCL Institute of Education), this conference brings together academics and policymakers to present cutting-edge research in the field, discuss key issues and debate the role of higher education in sustainable development.
The conference will address the following key themes:
- The role of higher education in the Sustainable Development Goals
- Expanding access to quality higher education in the context of resource constraints
- Research gaps and priority areas for research investment
- Impact of existing interventions and the role of external development agencies
The event will allow space for the presentation of original research papers, developmental workshops and an open forum. There will also be a keynote presentation by Prof. Teboho Moja of New York University (USA).
Proposals are welcome for presentations on diverse aspects of higher education in low and middle-income countries, involving empirical research, policy analysis or theoretical engagement. Papers can be submitted explicitly to one of the following five themes, each affiliated with one of CEID’s thematic focus areas:
- Equity in access and outcomes
- Conflict and peace building
- Gender equality
- Health and well-being
- Migration and mobility
Alternatively, papers can be submitted to the general pool on other topics (e.g. funding, technology, internationalisation, teaching and learning, curriculum, the academic profession, employability, governance, research capacity building and partnerships).
Proposals can be submitted either for a full paper presentation, a quickfire session (shorter in length, and designed to highlight work in progress), a poster presentation or a symposium (3-5 papers on a common theme). Please indicate in your submission which of these formats is preferred. For those unable to travel to London, there may be an opportunity to present via video link: please also indicate if you are interested in this opportunity.
Guidelines for submissions
Proposals should include the following:
- Title, author(s), affiliation(s) and contact details
- Abstract of 250 words (max.): The abstract should include brief treatment of the following: aims and objectives of the paper, existing knowledge on the topic, research design and methods, key findings and implications. For symposium submissions there should be an abstract for each of the papers, as well as an abstract outlining the overall theme.
- Preferred format (full paper; quickfire; poster; symposium)
Proposals should be sent to the following email address: email@example.com
The deadline for submissions is Thursday 1st February 2018. Presenters will be notified by 1st March.
Selected presenters may be invited to submit their full papers for a special issue of a journal (to be confirmed).
Conference Theme: Education and Social Cohesion
The challenge for education to prepare young people for life in an increasingly diverse society is as pertinent as ever. European societies have become steadily more heterogeneous due to immigration, the incorporation of refugees and the fragmentation of traditional social classes into a plethora of social groups differing in education levels and lifestyles. Countries that have suffered disproportionately from the recent economic crisis have become more polarized. The education system at all levels, primary, secondary and tertiary, is expected to socialize youngsters of all these different groups into the norms and values of society in order to retain social cohesion. This does not only concern integrating children of migrant origin but also enabling native majority children to engage with and manage cultural difference. However, over the last ten years or so, attention has increasingly focused on integration at the expense of “learning to live together”, as governments have been quick to enlist schools in their strategies to counter alienation and radicalisation among segments of the migrant population.
This edition of the Sociology of Education mid-term conference aims to critically interrogate this recent trend and to explore all other issues related to the socialization function of education. We welcome all contributions that broadly address this theme whatever the phase of education focused on (from early childhood to adult). The following list includes research questions that we would typically expect contributions to explore:
- How compatible are the recent civic integration policies with the requirement for schools to maintain ideological neutrality?
- Are such policies effective in preventing radicalization, fostering support for key democratic values and promoting more inclusive identities?
- At primary, secondary and tertiary levels, which educational practices are capable of enhancing tolerance towards people of a different racial, ethnic, religious or language background?
- Do refugee children benefit more from integration in mainstream classes or from separate tailor-made education?
- How does teacher education in Europe prepare students for work in diverse schools?
- Can cooperation between families, local communities and schools add to social cohesion?
- Can educational practices be identified that only deepen divisions and intergroup hostility?
- How do societies and institutions in Europe differ in the ways in which they incorporate minorities who hold multi-layered identities?
- How do national school curricula address migration-related diversity issues?
- How is religion integrated in schools and education systems across Europe?
- What are the main educational challenges arising from growing cultural, linguistic and ethnic diversity in European societies?
- How do schools and societies at large balance migration-related diversity and social cohesion (in policies, practices)?
Abstracts max. 250 words should be sent by 14th of February to: firstname.lastname@example.org and should include author name(s), affiliation and email address.
The abstract should clearly outline the theme of the paper and the research question as well as the theoretical perspective and research design that has been used to pursue the research question. It should also include a brief discussion of the main results. We will evaluate abstracts based on these criteria. Incomplete abstracts may be disqualified as there will not be enough information to make a decision. More information: Germ Janmaat, email@example.com
Abstract submission: 14th of February 2018
Author notification: 1st of April 2018
Registration: 1st of July 2018
Programme notification: 31th of July 2018
Conference registration fee:
Non-ESA members €75
Ph.D students ESA-members €50
Ph.D students non-ESA members €65
Price includes conference material, lunch and coffee breaks.
**Conference waiver for the first 5 (five) Ph.D candidates with limited or no institutional support who will apply for before 1st of May, on basis of first come first served (separate call will follow)**
Local Organising Committee
Germ Janmaat (coordinator), UCL Institute of Education, firstname.lastname@example.org
Alison Fixsen, University of Westminster, email@example.com
Jocelyn Morales Verdejo, UCL Institute of Education, firstname.lastname@example.org
British Association of International and Comparative Education (BAICE)
Conference 2018 – 20th Anniversary
12th -14th September 2018 – University of York
Comparative Education and Development Alternatives
Critiques, innovations and transitions
The aim of this conference is to consider how central concepts in the field of comparative and international education – such as development, sustainability and global social justice– can be reimagined in order to offer new trajectories for educational research, policy and practice. We want to unpick what we mean by the idea of education for sustainable development and examine the different ways education might play out to meet – or challenge – the sustainable development goals (SDGs). This means searching for alternative approaches and reimagining the intersections between the many debates. Through this dialogue we hope to challenge dominant frameworks in order to imagine new possibilities for the future.
We welcome papers that discuss comparative and international education, formal and non-formal learning at primary, secondary and tertiary education, in all contexts including high, middle and low income countries across all global regions. Papers which reflect on innovative or alternative approaches that speak to the SDGs and the role education has to play in meeting these are particularly welcome, as well as analyses that explore the contributions of indigenous knowledges, postcolonial approaches, de-growth, civic agency and social movements. Transformative or innovative education initiatives that challenge inequalities in any context, break boundaries, or provide solutions to social challenges in times of uncertainty or crisis, are all encouraged.
We welcome papers that touch on any of the following areas (these are not sub-themes set in stone, rather they are to demonstrate the sort of areas we would like to encourage):
Social movements, indigenous knowledges and collective learning
- Post development/postcolonial/ indigenous approaches to education
- Problematizing concepts of development and challenging assumptions of education
- Sustainable lifestyles and buenvivir
- Grass roots movements and civil society as sites for learning
Global policy agendas and the Sustainable Development Goals
- Divergence, convergence and policy priorities
- Challenging dominant frameworks of education and sustainable development
- Interdisciplinary initiatives and alternative conceptualisations of the SDGs
- The roles of education in meeting the SDGs
Intersectional inequalities and social exclusion
- Inclusion, exclusion, social justice, mental health and well-being
- Gender and education
- Integrated early childhood education and care to adult education
- Interdisciplinary approaches to inequalities
Education in conflict, crisis and times of uncertainty
- Education and migration
- Education, conflict and peace building
- Multidisciplinary responses to social uncertainties
- Crossing borders and boundaries with education
Using technologies and breaking boundaries in education
- Integrating frameworks and systems of education
- Understanding new technologies and their impact on learning
- Exploring geographical boundaries through new technologies
- Bridge IA’s approach, OERs/OEPs, MOOCs, BOCs and blended approaches to learning
Approaches to education for social justice, citizenship and sustainability
- Conceptualisation and practice of global citizenship education in different contexts
- Education for conscientization and civic agency
- Education for de-growth and economies of global social justice
- Peace and peace building education
This conference will be hosted by the University of York and is supported by the Research Centre for Social Sciences and the York International Development Network.
Information on registration and submission of panels and abstracts will be updated in due course.