Monthly Archives: December 2014

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:


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:

Kind regards,

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



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.

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.