The IAFOR North American Conference on Education (NACE) 2014

  • Conference Call
  • The Inter­na­tional Aca­d­e­mic Forum (IAFOR) in con­junc­tion with its global uni­ver­sity and insti­tu­tional part­ners is proud to announce the First IAFOR North Amer­i­can Con­fer­ence on Edu­ca­tion to be held in Prov­i­dence, Rhode Island, United States on Sep­tem­ber 25 – 28, 2014 at the Prov­i­dence Mar­riott Down­town.

    Trans­form­ing and Chang­ing Edu­ca­tion: Power, In/​equalities and Social Justice”

    IAFOR pro­motes and facil­i­tates new mul­ti­fac­eted approaches to one of the core issues of our time, namely glob­al­iza­tion and its many forms of growth and expan­sion. Aware­ness of how it cuts across the world of edu­ca­tion, and its sub­se­quent impact on soci­eties, insti­tu­tions and indi­vid­u­als, is a dri­ving force in edu­ca­tional poli­cies and prac­tices across the globe. IAFOR’s Con­fer­ences on Edu­ca­tion have these issues at their core. The con­fer­ences present those tak­ing part with three unique dimen­sions of expe­ri­ence, encour­ag­ing inter­dis­ci­pli­nary dis­cus­sion, facil­i­tat­ing height­ened inter­cul­tural aware­ness and they pro­mot­ing inter­na­tional exchange. In short, IAFOR’s Con­fer­ences on Edu­ca­tion are about change and trans­for­ma­tion. As IAFOR’s pre­vi­ous edu­ca­tion con­fer­ences have shown, edu­ca­tion has the power to trans­form and change whilst it is also con­tin­u­ously trans­formed and changed. The theme of trans­form­ing and chang­ing edu­ca­tion con­tin­ues into 2014 in the Euro­pean, North Amer­i­can and Asian Con­fer­ences on Education.

    Glob­al­ized edu­ca­tion sys­tems are becom­ing increas­ing socially, eth­ni­cally and cul­tur­ally diverse. How­ever, edu­ca­tion is often defined through dis­courses embed­ded in West­ern par­a­digms as glob­alised edu­ca­tion sys­tems become increas­ingly deter­mined by dom­i­nant knowl­edge economies. Poli­cies, prac­tices and ide­olo­gies of edu­ca­tion help define and deter­mine ways in which social jus­tice is per­ceived and acted out. What counts as ‘edu­ca­tion’ and as ‘knowl­edge’ can appear uncon­testable but is in fact both con­testable and par­tial. Dis­courses of learn­ing and teach­ing reg­u­late and nor­malise gen­dered and classed, racialised and eth­ni­cised under­stand­ings of what learn­ing is and who counts as a learner.

    In many edu­ca­tional set­tings and con­texts, there remains an assump­tion that teach­ers are the pos­ses­sors of knowl­edge which is to be imparted to stu­dents, and that this hap­pens in neu­tral, impar­tial and objec­tive ways. How­ever, learn­ing is about mak­ing mean­ing, and learn­ers can expe­ri­ence the same teach­ing in very dif­fer­ent ways. Stu­dents (as well as teach­ers) are part of com­plex social, cul­tural, polit­i­cal, ide­o­log­i­cal and per­sonal cir­cum­stances, and cur­rent expe­ri­ences of learn­ing will depend in part on pre­vi­ous ones, as well as on age, gen­der, social class, cul­ture, eth­nic­ity, vary­ing abil­i­ties and more.

    In this con­fer­ence – one of a series of three to be held in 2014 on trans­form­ing and chang­ing edu­ca­tion – par­tic­i­pants are invited to explore the ways in which learn­ing and teach­ing can be chal­lenged and re/​created through change and transformation.

    This con­fer­ence will explore the trans­for­ma­tive effects of edu­ca­tion through cri­tiques of power, in/​equalities and social jus­tice, including:

    Identity

    • how con­structs of learner iden­ti­ties as ‘self’ and ‘other’ are defined and acted out through spaces of marginalisation
    • how con­struc­tions of learner iden­ti­ties shape pos­si­bil­i­ties for social jus­tice and transformation

    Con­struc­tions of knowledge

    • how under­stand­ings of ‘knowl­edge’ are con­structed for learn­ers and teach­ers through chal­leng­ing and trans­form­ing edu­ca­tional inequalities
    • how hier­ar­chies of ‘knowl­edge’ are deter­mined and played out through con­structs of power

    Trans­for­ma­tive pedagogies

    • how trans­for­ma­tive ped­a­go­gies can chal­lenge edu­ca­tional inequalities
    • how learn­ers and teach­ers can trans­form and change edu­ca­tion through chal­leng­ing social injustices

    The role of edu­ca­tional institutions

    • how edu­ca­tional insti­tu­tions endorse and/​or chal­lenge edu­ca­tional inequalities
    • how hid­den dif­fer­ences and inequal­i­ties are played out in edu­ca­tion, and the ped­a­gog­i­cal chal­lenges this raises

    Con­fer­ence Topics

    All abstracts should clearly state how the pro­posal is related to the con­fer­ence theme of NACE, “Trans­form­ing and Chang­ing Edu­ca­tion: Bor­der­lands of Becom­ing and Belong­ing” and the sub-theme(s) which are being addressed. IAFOR con­fer­ences aim to be multi-​, inter– and trans-​disciplinary and pre­sen­ters should not feel con­strained by dis­ci­pli­nary bar­ri­ers. Papers will be located in one or more of the fol­low­ing streams, and this should be indi­cated in the abstract:

    Learn­ing and teach­ing in times of transformation

    • Edu­ca­tion and social and polit­i­cal movements
    • Edu­ca­tion, post-​colonialism and globalisation
    • Edu­ca­tion for sus­tain­able development
    • Con­tested per­spec­tives in learn­ing and teaching
    • Vir­tual spaces: dig­i­tal tech­nolo­gies and communications
    • Edu­ca­tional change through technologies

    Chal­leng­ing, trans­form­ing and pre­serv­ing cul­tural differences

    • Eng­lishes’ and cul­tural communication
    • Bi-​cultural, bi-​lingual and bi-​national education
    • Lan­guages edu­ca­tion and applied lin­guis­tics (ESL/​TESL/​TEFL)
    • Lan­guage preservation
    • Lin­guis­tics
    • Lit­er­acy, lan­guages, multiliteracies

    Learn­ing and teach­ing through edu­ca­tional structures

    • Pri­mary and sec­ondary education
    • Higher edu­ca­tion
    • Adult and life­long learning
    • Tech­nol­ogy enhanced and dis­tance learning
    • Inter­na­tional School­ing and Education
    • Edu­ca­tional Vision, Pol­icy, Lead­er­ship, Man­age­ment and Administration
    • Cur­ricu­lum and Pedagogy
    • Eco­nom­ics of Education
    • Insti­tu­tional Accred­i­ta­tion and Ranking
    • Orga­ni­za­tional Learn­ing and Change
    • Pro­fes­sional Con­cerns, Train­ing and Development
    • Spe­cial Edu­ca­tion, Learn­ing Dif­fi­cul­ties, Disability
    • Stu­dent Learn­ing, Learner Expe­ri­ences and Learner Diversity
    • Stu­dent affairs

    Dis­ci­plines and inter­dis­ci­pli­nary approaches

    • Arts, drama, design and music
    • Edu­ca­tional research and development
    • Psy­chol­ogy and soci­ol­ogy of education
    • STEM (sci­ence, tech­nol­ogy, engi­neer­ing and maths) learning
    • Tech­nol­ogy in learning
    • Work­ing through and beyond the disciplines

    Pub­lish­ing Opportunities

    Authors of accepted abstracts will have the oppor­tu­nity of pub­lish­ing their asso­ci­ated paper in the offi­cial con­fer­ence pro­ceed­ings, and a selec­tion of papers will be con­sid­ered for inclu­sion in the inter­na­tion­ally reviewed IAFOR jour­nals asso­ci­ated with the conference.

    Inter­na­tional, Inter­cul­tural, Interdisciplinary

    The IAFOR North Amer­i­can Con­fer­ence on Edu­ca­tion 2014 is orga­nized as part of a five week series of aca­d­e­mic events in the US orga­nized by IAFOR. Those attend­ing the NACE2014 will have the oppor­tu­nity of attend­ing The IAFOR North Amer­i­can Con­fer­ence on Psy­chol­ogy & the Behav­ioral Sci­ences (NACP2014) for no extra charge.

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