Monthly Archives: January 2016

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: