CALL FOR APPLICATIONS: “History of education” Summer School 2017

This conference invites applications from postgraduate students in the History of Education with an interest in the histories of educational spaces and discourses and new ways of working with images, artefacts, and archives.

Participation in the conference is free of charge. Accommodation and meals will be provided, but delegates will have to cover the cost for their travel to Porto Conte (venue: http://www.portocontericerche.it/en). Travel bursaries are available to students from low-GDP countries.

Closing date for applications is 31 December 2016.

Successful applicants will be notified in February 2017.

For more information please check the application form:

cfa_hist-of-ed-doc-summer-school_sassari-2017

 

CALL FOR ARTICLES: “Connecting the Entangled History of Education via Scientific Journals”

Journals specializing in the History of Education constitute one of the main sources that document the development of our discipline from a comparative and international perspective.

The Standing Working Group Mapping the Disciline History of Education of the ISCHE  seeks to investigate the international evolution of the discipline. It invites contributions based on different perspectives that focus on one or several international journals of History of Education or that engage in comparison between more than one regional or national journal.

Deadline: 31 January 2017

More info: connecting-the-entangled-history-of-education_swg-mappinghe-2

 

CALL FOR PAPERS: “Geneva, a platform of 20th century educational internationalism”

The Archives Institut Rousseau and ÉRHISE (Research Team of Social History of Education), the University of Geneva and the association A part of “Heloise” invite to submit an abstract for presentation to the international conference “Geneva, a platform of 20th century educational internationalism” (Geneva, 14-15 September 2017)

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The abstract in English or French has to include a research issue and related questions (ca. 300 words), mentioning function, institutional affiliation and complete address of the presenter.

Deadline for submissions: 15 November 2016 to aijjr@unige.ch

For more info:

– You can write to Rita.Hofstetter@unige.ch or Frederic.Mole@unige.ch

– You can download this brochure cfpcolloquegeneve2017itineraire-appelanglais

– You can visit the conference website

CALL FOR APPLICATIONS: Two doctoral student positions at the University of Geneva

The University of Geneva invites applications for two three-years doctoral student positions (From January 1st 2017 or later). The selected candidates will contribute to develop the collective project title «Le Bureau International d’Education (BIE) : un laboratoire de l’internationalisme éducatif (1919-1952)».

Deadline for applications: November 10th 2016

More info:

candidature_-unige_ibe

Picture This: A Visual Conversation on Education across Europe through a Temporally-Inflected Lens

Network 17 proposes to organise at the Emerging Research Conference (http://www.eera-ecer.de/ecer-programmes/conference/21/contribution/39174/) a workshop centred around audio-/visual materials as entranceways into current debates to do with education in (and beyond) Europe.

That is, through a temporally-inflected lens the workshop aims to investigate what the analysis of such artifacts could add in terms of surplus value to cross-/inter-/disciplinary European dialogue concerning education. Concretely, it would offer participants a selection of essays on images analysed in NW 17’s e-/book “Education across Europe: A Visual Conversation” for them to discuss in groups of five.

Each group would receive a different set of visual essays and report their findings (reflections, ideas for further research, critical feedback, and the like) back to the whole group. In order to facilitate discussion, all groups would be given a series of questions which could (but need not) inspire their analysis.

Among such questions would be the following: what could careful scrutiny of the images used for the essays in “Education across Europe” offer to contemporary reflection on issues relating to education in (and beyond) Europe today and on challenges for European education/educational research of tomorrow? How do the images and essays relate to your own research and could they possibly help produce new avenues of research? What aspects touched upon in the essays or observed in the images deserve to receive (more?) attention in educational research? What theoretical and methodological frameworks underlie the analysis of these visual essays; do you find them entirely adequate; if not, what novel or other theories and methodologies would be required to paint a picture that does more justice to the complexities of education/educational research touched upon therein? In the conversation following the reporting back in the whole group, aspects and approaches of research around which NW17 has acquired notable experience and expertise would then be highlighted (e.g., underexplored research “data” like “materialities” and related routines and technologies of education).

Picture This: A Visual Conversation on Education across Europe through a Temporally-Inflected Lens
Network Workshop

Time:2016-08-22
15:30-17:00
Room: OB-E2.38 (ALE 4)
Chair:Helena Ribeiro de Castro

NETWORK 17 CALL FOR CONTRIBUTIONS | European Conference on Educational Research Dublin 2016

ECER/Network 17: Histories of Education

UNIVERSITY COLLEGE DUBLIN |August 22 – 26, 2016

Deadline for submissions (extended): January 22, 2016
To submit an abstract and for more information about fees and registration: http://www.eera-ecer.de/ecer-2016-dublin/submissions-registration/

Histories of educational research and educational researchers

Throughout history, research and education have become intertwined in complex and diverse ways. Schools, for instance, have been envisaged as scientific laboratories putting to the test ideas and insights, as well as very practical novelties, for ever more pupils but also for educators. Likewise, scientists have devised accountability and evaluation instruments with a view to optimising teaching and learning processes. Educational researchers and educators have thereby not always been considered competent. Indeed, historically, clergymen, physicians, engineers, natural scientists and members of other professions have sometimes been deemed better equipped for the task of leading education. The convenors of Network 17 would like to invite scholars to reflect not only on the history of educational research or on the lives of particular educational researchers but, among other things, also on the complex and manifold tensions between history, educational theory and praxis, private initiatives and scientific endeavours, professional concerns and academic agendas. For example, to what extent and how have teacher-training centres come to function as scientific laboratories? Or, how have research agendas of well-known educational research centres developed across time and space influenced educational praxis and responded to societal forces? To what extent and how have educational researchers managed to profile themselves, through their research or otherwise, as competent in advancing education? How have certain professional educators become leading educational researchers or how have educational researchers in turn become leading educational activists? What networks of educators and educational researchers have emerged in response to different societal challenges and/or visions?

Histories of the history of educational research

With this special call for contributions the convenors of Network 17: Histories of Education further encourage scholars to focus on the changes and/or continuities that can be discerned in histories of the history of educational research. What have they been about, historically, and who has produced them for what reasons? What may be gained from considering the history of the history of educational research through such prisms as those of gender, class, ethnicity and disability? These are the kind of questions we convenors would like to see discussed at the gathering in Dublin. Apart from looking back, we would also like to seize the opportunity to look forward and therefore especially welcome insights, thoughts, comments and/or warnings concerning ways of performing the history of education in the 21st century. What are the main challenges for historians of education in the decades to come, what kind of source material has so far been underexplored and how should it be addressed. What do we want the community of historians of education and their activities to look like within the next 100 years? Can we imagine new ways of making public the results of our research and, if so, how?
Network 17 encourages researchers from within and across the history of education to submit proposals for full presentations, symposia, workshops or posters that deal with the above-mentioned themes. For more information about these different formats, see the ECER-website. In order to ensure high-quality conference sessions, for the next round of review, reviewers will be asked to pay particular attention to the general criteria for good scientific research for abstracts stipulated by the EERA council (e.g., clear research questions and/or hypotheses, explicit theoretical and methodological framework, European dimension).

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Network convenors: Beatrice Haenggeli-Jeni, Iveta Kestere, Marta Padovan-Özdemir, Helena Ribeiro de Castro, Elena Tabacchi, Geert Thyssen & Pieter Verstraete

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CALL FOR PAPERS | European Conference on Educational Research 2016

ECER 2016 | UNIVERSITY COLLEGE DUBLIN |August 22 – 26, 2016

Deadline for submissions (extended): January 22, 2016

Leading Education: The Distinct Contributions of Educational Research and Researchers

For educational researchers, being professionally responsible requires decision-making and action in the public interest as well as in the interest of professions, and implies discretionary judgement For educational researchers, being professionally responsible requires decision-making and action and relative autonomy. Consequently, there is a particular challenge for researchers within a policy environment that increasingly requires knowledge on ‘what works’. They are faced with short-term and performance oriented forms of accountability and tendencies of privatization and commercialisation in education research. These trends compete with a wish for rigour and public commitment of educational research and thus questions arise on who and what can and should lead educational research, as a contribution to a quality education for all and at all levels.
There is general recognition that leadership encompasses beliefs, values and the cultivation of dispositions; that leadership formation is not just the preserve of the few, the born leaders, but everyone has a contribution to make in this regard. Consequently, researchers have an individual and collective responsibility to meet this leadership challenge through their work.
In addition to reports on their research and scholarship from conceptual, theoretical and practical perspectives, participants are invited to address in what ways their work sheds light on the contemporary educational research landscape. By contributing from this perspective, you are being provoked into finding new compass readings that have generative potential towards the cultivation of a language of education and its leadership formation that promotes educational research as a common good while finding continuity in the challenges and changes that this represents, and in the process contributing to the leading capacity of education, the distinct contribution of research while exercising your responsibility in this regard.

To submit an abstarct:

For more information about the conference and the keynote speakers:

Call for applicants |Cultural Learning, Identity and the European Project Workshop

A new interdisciplinary workshop organized by NW 17 and NW 20 on Cultural Learning, Identity and the European Project will take place at the University of Vic-UCC (Barcelona, Spain) and Riga (Latvia).

Deadline for applications: 18th October

Boursaries for GBT countries are available.

Please, read more on the EERA website:

http://www.eera-ecer.de/networks/network20/network-activities/workshop-cultural-learning/

Cultural Learning, Identity and the European Project

The European Educational Research Association (EERA) is pleased to announce: Cultural Learning, Identity and the European Project. Organised jointly by EERA’s Network 20 (Research in Innovative Intercultural Environments), Network 17 (Histories of Education) and the universities of Latvia and Vic-UCC this initiative will explore two key concepts which are being promoted within European educational policy discourse, that of the Engaged University and Cultural Learning. The aim of the Cultural Learning, Identity and the European Project is:

To stimulate reflection and debate about the relationship between cultural learning and public engagement;
To understand the working practices of academics engaged in cultural learning and the nature of researcher-community interactions and to share this knowledge with early career researchers;
To reflect upon the process of generating evidence that documents the impact of cultural learning;
To consider the impact of temporalities and spatialites in shaping cultural learning.

Using a mixture of seminar and workshop formats it will generate transnational knowledge by bringing academic ‘experts’, early career researchers and cultural practitioners together so as to enable exploration of the commonalities and tensions between current European approaches to cultural learning and how these experiences are shaped by national and local circumstances.

Event 1: ‘Cultural Learning’ 27-28 November 2015, 2 days (Barcelona: University of Vic-UCC; Cultural partners: Espais Escrits). Prior to the event a series of papers will be circulated to delegates and invited ‘experts’ from N20/17 will be asked to respond drawing on national discourses and practices as a way of opening up a critical dialogue with participants.

Event 2: ‘Cultural Learning and the Culturally Engaged University’ 17-18 March 2016, 2 days (Riga: University of Latvia; Cultural partners: Ministry of Culture of Latvia, Council of Museums, Art Museum ‘Riga Bourse’, Museum of War, Museum of Photography and Museum of Cinema) Building on the first workshop academic experts with an experience of delivering cultural learning projects will present case studies of university cultural learning projects involving public engagement.

The results of these two transnational conversations will be presented at a joint session at ECER Dublin, 2016.
How to become involved

15 places have been reserved under this open call. The event is free of charge but participants will cover their own travel, accommodation and subsistence costs.

Five 400 euro travel bursaries are offered for promising academics/early career researchers from low GDP countries to enable their participation.

Application for bursaries should include

a short supporting statement,
a CV and a statement how the workshops’ scope fits to the academic profile of the applicants.

The deadline for applications to attend and for bursaries is 18th of October. Successful applicants will be informed by: 25th of October
Applications

Application should be sent to: pataki.gyongyver@gmail.com

ECER 2015 and the Refugees Crisis

In the same weeks in which the European Conference on Educational Research has taken place in Budapest, Europe has been a theatre of dramatic and violent conflicts amongs migrants and police forces.

As researchers and European citizens, the convenors of the Network 17 “Histories of Education” do not want to look away.

For this reason, we share the statements discussed during The Moot – EERA Council and now published in an edited version on the blog Refugees Ecer 2015 | Amplifying the voices of refugees (https://refugeesecer2015.wordpress.com/statement/).

Recurring crises have transformed Europe and its peoples throughout the centuries. The current refugee crisis and its human and educational implications were discussed intensively at the annual European Conference on Educational Research (ECER) in September 2015. Educational researchers emphasize that research and education are central to the framing of ideas and the construction of life chances. We collectively call upon educational researchers across Europe and beyond to reflect on and act according to our moral and intellectual responsibilities.

Educational researchers are responsible for paying attention as best as they can, to be as discerning as they can about the particular situation. And this means that on the one hand we should absolutely avoid a hierarchy between ‘migrants’, ‘strangers’, ‘refugees’, but we should nevertheless recognize the need of efforts to not conflate the issues they name, particularly also in the present situation
Educational researchers could try to find/invent ways to be objected or contradicted not only by ‘facts’ and ‘arguments’ (that is based on its own rules and languages defining on beforehand what is taken as valid way of objecting) but also by those that are affected by it (and which do not speak the language or know the rules)

Educational research should not only follow contemporary issues, be they national or European. Instead of only keeping pace with societal developments, our research agenda should challenge and actively rework that what is happening today.
We, as educational researchers, recognize that within the overall population of displaced persons, there will be many who are educators and students of various kinds. We should find opportunities to collaborate with them and involve our institutions in these kinds of collaborations.

CALL FOR APPLICATIONS | HISTORY OF EDUCATION DOCTORAL SUMMER SCHOOL 2016

CALL FOR APPLICATIONS | HISTORY OF EDUCATION DOCTORAL SUMMER SCHOOL 2016

University of Groningen, The Netherlands, 9-12 June 2016

This conference invites applications from postgraduate students in the history of Education with an interest in the histories of educational spaces and discourses and new ways of working with images, artefacts, and archives. Leading international historians of education will give lectures and workshops, and offer advice concerning the research process. There will be opportunities for students to discuss their dissertation projects with fellow doctoral candidates and receive comments from prominent scholars in the field.

The summer school started as an initiative of EERA’s Network 17, ‘Histories of Education’, and is the seventh conference in a series of successful events that started in Ghent in 2010 and was followed by meetings in Birmingham 2011, Lisbon 2012, Hamburg 2013, Umeå 2014 and Luxembourg 2015. This edition of the summer school is organised by the University of Groningen.

The conference is supported by the

• Stichting Paedagogica Historica;
• History of Education Society, UK;
• European Educational Research Association (EERA);
• International Standing Conference for the History of Education (ISCHE);
• Faculty of Behavioural and Social Sciences, University of Groningen.

The number of participants is limited to 30 students. The conference language is English.

Participation in the conference is free of charge. Accommodation and meals will be provided, but delegates will have to cover the cost for their travel to Groningen. Application forms can be retrieved from http://www.eera-ecer.de/index.php?id=1470 and should be sent to summerschool-groningen@eera-ecer.de. Closing date for applications is 31 December 2015.

Successful applicants will be notified in February 2016.

Advisors/Tutors: María del Mar del Pozo Andrés (University of Alcalá, Spain), Ian Grosvenor (University of Birmingham, UK), Fabio Pruneri (University Degli Studi di Sassari, Italy), Noah Sobe (Loyola University Chicago, US), Frank Simon, Angelo Van Gorp (Ghent University, Belgium), Hilda Amsing, Nelleke Bakker, Jeroen Dekker, Sanne Parlevliet, Piet van der Ploeg (University of Local organisers: Jeroen Dekker (chair), Hilda Amsing, Nelleke Bakker, Linda Greveling, Sanne For formal queries (e.g., regarding eligibility criteria, application form),
contact: Angelo Van Gorp, Summer School lead (angelo.vangorp@ugent.be).

For practical queries (e.g., regarding travel, venue, meals, accompanying persons), contact: Hilda Amsing, representative of the LoC (h.t.a.amsing@rug.nl).

‘Data and Educational Research’ Summer School – University of Sheffield

Another EERA Doctoral Summer School will be organised in June 2015!

70 European doctoral research students will be selected to attend a five day Summer School focusing on the role of data in educational research.

The Summer School will be held at the School of Education, University of Sheffield from June 22 – 26, 2015.

Deadline for applications: 31 January 2015

How to apply

From November 15, 2014, those interested in attending the Summer School can register through the EERA conference management system:

https://www.conftool.net/eerss2015/

First you need to register as a user on Conftool and then you can fill out your application. The application consists of:
a 600 word (maximum) abstract of your research study
a 400 word (maximum) reference list
a one page CV (including publications if appropriate)
a letter of endorsement from your supervisor
The application submission deadline is 31 January, 2015.

NB This is an earlier deadline than last year to enable the Summer School organisers to notify applicants of their acceptance in time for participants to take advantage of cheap flights.

For more information: http://www.eera-ecer.de/season-schools/data-and-educational-research/

Call for proposals – ‘Education and Transmission’ – Snodi. Public and Private in Contemporary History

The 15th issue of the journal Snodi. Public and Private in Contemporary History will be dedicated to ‘Education and Transmission’ (19th and the 20th c.).

The deadline for proposals is 7 February 2015.

You can find more information on http://www.snodipubbliciprivati.com/cfp-educazione

Call for papers – Symposium on transitory learning spaces (ECER 2015)

Symposium on transitory learning spaces (revisiting space as virtual, in-between and dangerous?)

At ECER 2014 we held a roundtable on the study of children’s and youth’s educational spaces in network 17.
There was a general interest in exploring the notion of space further and in doing so together. One of the more concrete suggestions that came up was to arrange a symposium for ECER 2015 – and that it could be done in relation to the overall ECER conference theme 2015 (transition). This is primarily what this email is about:

For the ECER 2015 we would like to make a symposium framed by the notion of “transitory (learning) spaces”.
If your research already link to or you wish to explore it under the theme of transitory spaces let us know.
Send an abstract for the paper you would wish to give and we will see if we can make it come together in a symposium. We welcome researchers within the field of educational history but also researchers dealing with transitory spaces in a contemporary perspective and researchers from various disciplines within social science and humanities are welcome to join.

Transitory (learning) spaces could be understood in manifold ways. It could be understood as the possible unacknowledged spaces such as in-between spaces, temporary spaces, and informal spaces, examples within an institutional framework could be school corridors, school camps, and school yards and in non-institutional areas it could be urban settings or maybe virtual spaces.

Transitory spaces are also possible to comprehend in terms of moving across different space(s). That could be moving between different institutional settings, e.g. from kindergarten to school or from high school to university or from various kinds of schooling into work life. Then the question is about what is played out in these temporary spaces of possible limbo? It could also be moving horizontally between different institutional and/or non-institutional settings: from school to home, from schools to museums. This movements across spaces asks for and analysis of the in-between spaces, the road to school or on the bus but also of the relations between the spaces in play and how these relations are likely to have changed over time: e.g. how museums are used (and formed) by their use in various forms of schooling.

As such transitory spaces could also be explored as the transitory and to some extent non-solid character of space itself. That could be how the conception, décor and use of specific spaces change over time – may it be classrooms, school architecture, museum exhibitions or cityscapes etc. As it goes this opens up to consider the more immaterial dimensions of educational spaces – themes of learning strategies and learning processes intertwined with (and sometimes sought prompted by) a specific – or more random – architecture. It also links to the relations between spaces and emotions and how spaces can be regarded and experienced as friendly, easy, forbidden obscure and/or dangerous.

Finally, the way space has been studied and theorized has also gone through a transition, not least within research of educational history. The study of space has been important to many of the methodological innovations within educational history. These transitions would be interesting to analyze and also take into consideration how the study of transitory spaces on the one hand might require the development of new methods and on the other hand one might ask if the very notion of transitory spaces follow the a growing interest in theoretical notions of process, movement and change.

If we succeed in putting together a symposium we suggest to have ‘work-meeting’ on the day before the conference and maybe a seminar sometime after the conference when the presentations have been turned into written texts.

We look forward to hear from you on the 25th of January at the latest. Please, email to vgd148@hum.ku.dk

Best wishes

Björn Norlin (Umeå University) and Lisa Rosén Rasmussen (University of Copenhagen)

On symposiums at ECER: A symposium provides opportunities, not afforded by a single paper, to examine a specific education research problem or topic through an international, comparative, or worldwide lens and to bring to bear diverse perspectives, intensive discussion, or a wide range of expertise. Symposium abstracts are a maximum of 600 words. Submissions also include 400-word summaries for each presentation/paper in a symposium, and allow for up to ten references for each presentation (200 Words references per presentation). References cited in the summaries must be set forth in the reference list.

Call for Papers – Education & Transition (ECER Budapest, 7 – 11 September 2015)

The new ECER call for paper is now open! ECER 2015 will take place in Budapest (7 – 11 September 2015). Here below, you can find more information and the Special Network 17 Call for Paper inspired by  the main conference theme:

EDUCATION & TRANSITION 

Contributions from Educational Research

Deadline: 1 February (h 23:59 Central European Time)

Research of transitions in educational history

Historians of education have always been interested in transitional processes. Many studies in the history of education have dealt with the introduction of educational reforms or examined how transitions from, for example, childhood to adulthood have been conceived in the past. Researchers are encouraged to submit proposals that will enable participants of the conference to enhance their understanding and knowledge of historical changes with regard to educational methods, instruments and goals and this on both national as well as international level. Although these changes can be located within the walls of a school, one also can think about how in Western and non-Western cultures alike one has come to think in terms of educational spaces. The school then is only one actor among many competent in matters of education. One of the educational spaces Network 17 would like to put forward in this call is the museum. How can we understand the evolution from museums as educational spaces where objects were collected to the museum as a space for the creation of citizens or production of entrepreneurial selves? Societal transitions of course also have played an important role in how education was and still is conceived. One for example can think in this context of how colonization and decolonization affected the content and style of learning within a particular geographical area, how military conflicts impacted and changed physical spaces of learning and education and how people resisted or went along with the goals of educational discourse.

Transitions of historical research in education

Transition, however, is not only something that deals with history itself. It not only can be considered as what happened in the past and what historians are interested in. It also applies to a meta-historical level: to the theories, the sources and the methods a historian of education uses and can use. Apart from proposals around the (audio)visual and material as entranceways for research into past educational processes, Network 17 also is eager to welcome proposals that deal with how sources change over time, how a historian of education can deal with new upcoming sources, what the consequences of digitalization are for histories of education, etc. But also: what theories have been used in the past to end up with a historical narrative and what kind of new output can a historian of education imagine to make the results of his research public. Is historical research inevitably bound to printed articles or books or can one imagine new ways of publishing.
Network 17 encourages researchers – not limited to historians of education – to submit proposals for full presentations, symposia, workshops or posters that deal with the above-mentioned themes.

For more information about these different formats see here below and check the ECER-website:

http://www.eera-ecer.de/networks/network17/upcoming-ecer/nw17cfp2015/

Kind regards,

Network convenors: Cathy Burke, Beatrice Haenggeli-Jeni, Helena Ribeiro de Castro, Elena Tabacchi, Geert Thyssen & Pieter Verstraete

 

GUIDELINES FOR SUBMISSION

Paper Submissions:

Paper summaries are a maximum of 1300 words on:

  • “Proposal information /Research /Questions and Theoretical Approach” (600);
  • “Methods;
  • “Conclusion & Findings, Scientific Significance” (300 words) in addition to the paper title, information on the authors, and so forth.
  • Up to ten references may be included in the summary, and must be set forth in the reference list (up to 400 words).

The submitter of the paper is responsible for submission, even if that individual is not the paper presenter.

Symposium Submission:

A symposium provides opportunities, not afforded by a single paper, to examine a specific education research problem or topic
through an international, comparative, or worldwide lens and to bring to bear diverse perspectives, intensive discussion, or a wide range of expertise.

  • Symposium abstracts are a maximum of 600 words.
  • Submissions also include 400-word summaries for each presentation/paper in a symposium, and allow for up to ten references for each presentation (200 Words references per presentation).
  • References cited in the summaries must be set forth in the reference list

Symposium proposals are submitted by an organizer who may or may not be a chair, presenter, or discussant. A WERA symposium
can include a maximum of four presentations in addition to the chair. Participants include all presenters and any discussants.

Peer Review: All submissions are peer reviewed by the WERA Review Committee. Criteria include the worldwide significance of the research questions, the soundness of the methodology, the appropriateness of the methods to the research questions, the importance of the findings, and the overall logic and clarity of the conclusions and implications of the research.

Guidelines for Accepted Submissions: Presenting authors of accepted papers AND all participants in accepted symposia are expected to attend and register for the ECER 2015, site of the WERA Focal Meeting. Combined ECER and WERA Conference registration will open at the beginning of April and will be available at https://www. conftool.com/ecer2015

Discounted early bird booking rates apply until 31 May 2015 after which full conference rates will apply.
Narrative papers for submissions must be submitted by online form by August 3, 2015.

Also, a 250-word abstract suitable in publication must be included in this full-length submission.

Submitted papers will be eligible for consideration for publication in the World Education Research Yearbook.

 

 

Histories of Education Summer School 2015 – Call for application

Histories of Education Summer School Conference for Postgraduate Students
RESEARCHING HISTORIES OF EDUCATIONAL SPACES, DISCOURSES AND SOURCES

Luxembourg University, Luxembourg, 18-21 June 2015

This conference invites applications from postgraduate students in the history of education with an interest in the histories of educational spaces and discourses and new ways of working with images, artefacts, and archives. Leading international historians of education will give lectures and workshops, and offer advice concerning the research process. There will be opportunities for students to discuss their dissertation projects with fellow doctoral candidates and receive comments from prominent scholars in the field.

The conference language is English. Participation in the conference is free of charge. Accommodation and meals will be provided, but delegates will have to cover the cost for their travel to Luxembourg. The number of participants is limited to 30 students.

Advisors/Tutors:

Cathy Burke (University of Cambridge, UK)
Inés Dussel (DIE/CINVESTAV, México)
Ian Grosvenor (University of Birmingham, UK)
Karin Priem (University of Luxembourg, LUX)
Siân Roberts (University of Birmingham, UK)
Frank Simon (Ghent University, Belgium)
Angelo Van Gorp (Ghent University, Belgium)

How to apply

Please download application from below and send to summerschool-luxembourg@eera.eu.

Closing date for applications is 31

December 2014. Successful applicants will be notified in February 2015.

Application form:

APPLICATION_FORM_Lux2015_01

You can find more information here:

http://www.eera-ecer.de/season-schools/histories-of-education-summer-school/