Events and CFPs
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CFP: Call for Papers for Special Issue of Educational Philosophy and Theory Title:
Deadline: Oct 29, 2021
Call for Papers for EPAT Special Issue
Title: Teaching About Climate Change in the Midst of Ecological Crisis: Professional and Ethical Responsibilities
Editors: Dr Jennifer Bleazby; Dr Ilana Finefter-Ronsebluh; Associate Professor Gilbert Bugh; Associate Professor Mary Graham; Associate Professor Alan Reid; Dr Simone Thornton.
Abstract: As UNESCO (2019) states, “climate change is the defining challenge of our time” and education is “an essential element for mounting an adequate response to it”. As part of our collective moral responsibility for addressing climate change, teachers have specific responsibilities, including helping students to understand climate science and encouraging students to develop pro-environmental values and behaviours. However, these responsibilities can give rise to ethical or professional dilemmas, which may impede quality climate change education. For example, because of the politicised public debate about climate change, teachers may fear accusations of political indoctrination if they encourage students to accept, and act on, climate science (Kissling and Bell, 2020). Problematically, this leads many teachers to adopt a ‘teaching the controversy’ approach – i.e., they teach ‘both sides’ of the debate in neutral a manner (Colston, N.M. & Vadjunec, J.M., 2015). Such dilemmas can be even more pronounced when teaching within the context of ecological crises, like the 2019-2020 Australian bushfires, as such crises can further provoke intense feelings and public debate about climate change. Educational philosophy is pertinent to understanding and responding to these issues, especially literature on indoctrination; values education; the teaching of controversial topics; epistemological criteria and curriculum content; student voice and student participation rights; and teacher professional ethics.
We invite submissions that explore any of the following themes or related topics:
• What sorts of ethical responsibilities, if any, do teachers have, and what sorts of dilemmas might they encounter, when teaching about climate change, especially in the context of ecological crises?
• Should teachers support students’ environmental activism, such as the School Strike 4 the Climate?
• Do some forms of climate change education constitute political indoctrination and, if so, does this make them unethical?
• Should teachers teach the claims of climate change deniers, alongside climate science? If so, how should they be taught and what is their epistemological status?
• How can teachers foster their students’ capacities for independent thinking and autonomy while actively encouraging them to adopt pro-environmental values?
• Should teachers use ecological crises, like the 2019-2020 Australian bushfires, to promote pro-environmental values and behaviours or is this emotionally manipulative or insensitive?
• What philosophies, policies and practices might educators use to overcome these issues with climate change education (in particular, we welcome papers that examine indigenous philosophies and pedagogies; Philosophy for Children/Community of inquiry; pragmatist, feminist and non-Western theories).
Colston, N.M. & Vadjunec, J.M. (2015). A critical political ecology of consensus: On ‘‘Teaching Both Sides” of climate change controversies. Geoforum, 65, 255-265.
Foss, A.W. & Yekang, K. (2019) Barriers and opportunities for climate change education: The case of Dallas-Fort Worth in Texas, The Journal of Environmental Education, 50(3), 145-159.
Hand, M. (2008). What should we teach as controversial? A defense of the epistemic criterion. Educational Theory, 58(2), 213-228.
Humphreys, C. & Blenkinsop, S. (2017). White Paper Concerning Philosophy of Education and Environment. Studies in Philosophy and Education, 36, 243–264.
Kvamme, O. A. (2019). School Strikes, Environmental Ethical Values, and Democracy, Sustainability and Education: Philosophical Perspectives, 8(1), 6-27.
Kissling, T. & Bell, J.T. (2020). Teaching social studies amid ecological crisis, Theory & Research in Social Education, 48(1), 1-31.
UNESCO (2019). Country Progress on Climate Change Education, Training and Public-Awareness: An analysis of country submissions under the United Nations Framework Convention on Climate Change. Paris: UNESCO.
• April 9th, 2021: Due date for submission of abstract of 200-300 words
• by April 30th, 2021: Decisions on abstracts
• October 29th, 2021: Submission of 6000 word manuscript for review
• December, 10th: Reviews completed
• January 7th, 2022: Resubmissions of manuscript for re-review (if needed)
• Mid 2022: Publication on line in hard copy as soon as space available
CFP: Journal: Educational Philosophy and Theory
Deadline: Jul 1, 2021
Humility in Educational Philosophy and Theory
Special Issue Editors:
Key Words: humilities, virtues, comparative philosophy, moral education, Confucianism, Buddhism
Humility is regarded as beneficial for individuals, relationships, and society. It is believed to increase personal well-being and tolerance of difference, and enhance interpersonal relationships. Scholars recommend that schools educate young people for “cultural humility”, “democratic/civic humility”, and “intellectual humility”. Cultural humility involves self-reflection when interacting with individuals from different cultural backgrounds (Haynes-Mendez & Engelsmeier, 2020). Button (2016) recommends democratic humility as “recognition that we are in need of ethical dispositions in accordance with which we can live within the multiple and increasingly heightened tensions of our ontological-historical condition” (p. 855). Intellectual humility refers to accurate and sincere recognition of epistemic limitations of oneself and others (Pritchard, 2020; Spiegel, 2012; Tanesini, 2018).
Educating for humility could be regarded as an important element and goal of education as it helps students realise their limitations and consider different (even opposite) perspectives (Pritchard, 2020; Spiegel, 2012). However, as with other virtues, humility may be conceptualised and expressed differently across diverse cultural communities. In relation, how to educate for humility may look different in schools around the world. Meanwhile, some evidence suggests that education actually decreases people’s level of humility, particularly in western societies, at odds with the goals of those interested in moral and values education.
In western philosophy, humility is seen to have two components, as inwardly and outwardly directed: as a personal state, and a disposition toward others. Before the late nineteenth century, many western philosophers, such as Spinoza, Nietzsche, Kant, Sidgwick, and others following Aristotelian and liberal traditions, saw humility as a lack of rational understanding, self-abasement, or underestimation of moral worth. Since the last few decades, more scholars identify humility with non-overestimation of moral self-worth. In view of human vulnerabilities, they state that it is important to recognise human imperfections and develop a realistic sense of self.
Similar to western ideas, humility in Confucianism is an inner virtue and outward demeanour (Rushing, 2013). The fundamental ideas concerning human life purposes start with self-cultivation (修身) (Tu, 1985). With a view that “the self is both the seeker and the impeder” (Li, 2016, p. 153) in self-cultivation, Confucianism contends that self-conceit (自大), hubris (自负), arrogance (傲慢), and complacence (自以为是/洋洋得意) impede this process (Li, 2016; Rushing, 2013). These feelings are dangerous as they lead people to become self-satisfied, overestimate themselves, and make mistakes that can lead to moral and other kinds of failure.
Few researchers have comparatively examined philosophies of humility, and while many recommend its benefits, how to teach for humility within a particular cultural context, in light of the political challenges it may pose (e.g., political submission), has also not yet been systematically explored.
This call for papers invites explorations of the philosophical and theoretical roots underpinning different conceptions of humility, and their implications for education. We particularly invite contributions which:
• Compare the role of humility across different philosophical traditions (for example, East and West, or different religious and metaphysical views)
• Develop critical analyses of the political implications of promoting humility in education in different cultural and social contexts
• Trace how distinctive philosophical and political views of humility link to educational models and practices
• Consider humility in connection to views of self-other relations and amidst other complementary or competing virtues (for instance, vulnerability, courage, openness, prudence, and gratitude)
Final papers for peer review should be no more than 6,000 words in length, including references. A guide for authors, sample issues, and other relevant information is available on the EPAT website https://pesa.org.au/our-publications.
CFP: Special Issue EPAT. Paulo Freire Centennial: Reinventing Freire for 2021
Deadline: Oct 31, 2020
Special Issue Editorial Team
Greg William Misiaszek (Beijing Normal University; Paulo Freire Institute, UCLA), Editor
Lauren Ila Misiaszek (Beijing Normal University; Paulo Freire Institute, UCLA), Editor
Samson Maekele Tsegay (Roehampton University), Assistant Editor
As we celebrate 100 years since Paulo Freire’s birth in September 2021 and fifty years since the initial publication of Pedagogy of the Oppressed, this special issue of Educational Philosophy and Theory (EPAT) will focus on how Freire’s work continues to reinvent education worldwide and how scholars continue to reinvent his work. We specifically use reinvention because Freire vehemently argued for the “social theoretical recontextualization [of his work] and a rejection of unreflexive, mechanical efforts to ‘import’ his pedagogy into different social and cultural contexts” (Morrow & Torres, 2019, pp. 247-248). Countering fatalistic teaching that reproduces and justifies oppressions, and working towards better futures, Freirean education centers students’ “dream of constant reinvention of the world, the dream of liberation, thus the dream of a less ugly society, one less mean-only dream of human beings' silent adaptation to a reality considered untouchable” (Freire, 2004, p. 85). In the spirit of reinvention towards social justice and planetary sustainability, we are broadly seeking submissions that depart from current Freirean debates on the following themes:
• Contributions of Freire’s pedagogical theories and philosophy to contemporary educational reinvention at all levels of formal, nonformal (including social movements), and informal education;
• Intersections of Freire’s work with previously understudied scholarship, praxis, languages, and/or contexts;
• Issues of mis-representation of Freire’s work and interventions in re/framing; and
• Futures of education rooted in Freire’s work for the next 100 years.
In keeping within EPAT’s focus, the manuscripts should demonstrate clear connection to the themes of educational philosophy and theories. (see https://www.tandfonline.com/loi/rept20)
• September 15, 2020: Abstract of 200-300 words
• by October 31, 2020: Decisions on abstract
• January 31, 2021: Submission of manuscript for review
• March 31, 2021: Reviews completed
• May 15, 2021: Resubmissions of manuscript for re-review (if needed)
• July 31, 2021: Final manuscript
• Late 2021 Publication
How to submit
Freire, P. (2004). Pedagogy of indignation. Boulder, CO: Paradigm Publishers.
Morrow, R. A., & Torres, C. A. (2019). Rereading Freire and Habermas: Philosophical anthropology and reframing critical pedagogy and educational research in the neoliberal anthropocene. In C. Torres, A. (Ed.), Wiley Handbook of Paulo Freire (pp. 241-274). New Jersey: Wiley-Blackwell.
CFP: CFPS Importance of Education for Global Development
Deadline: Apr 18, 2021
University of California
Special Issue Proposal – Call For Papers
[Importance of Education for Global Development]
Over the years, education has become part of our society and greatly enhances our country as well as people's welfare. Offering quality education is the fundamental right of every human and may contribute to significant progress in the social and economic development of the country. Knowledge is the basis of global development, whereas education empowers the knowledge and acts as a powerful tool to empower the future world with significant advancements. Today's scenario of teaching and learning is highly complex, and it widely varies from one person to the other. Countries around the world adopt their strategies for the education system, which differs considerably. Despite the variations, each nation work towards the common agenda of offering quality education to its citizens.
Even with well-developed strategies and educational planning measures, the outcome of education widely differs between the students. This variation is because education does not solely depend on academic concepts and principles; instead, it is highly determined through individual learning abilities, teaching methods, interest, and dedication. Another global concern in education is that teaching and learning difficulties between the students and the teacher. As a result, students may fail to learn quickly in the same way as their peers, and they find certain aspects of learning to be a challenging process. This impacts, when left unaddressed, can affect an individual's performance in education throughout their life. However, providing qualitative education is the only way to achieve sustainable global development. Moreover, with the increased importance of data that plays an essential aspect of the educational institutions, innovation data analytic methodologies should be used to analyze the potential growth and risks of teaching and learning and improve other pedagogical approaches in education in a global perspective. Further, the rapid development of communication and information-based technologies can also significantly impact global education. Hence, it has become crucial to bridge the gap between present-day teaching and learning strategies, and exploring innovative measures in education based on a future perspective has become a vital requirement.
Besides, education is a powerful tool of revolution, which improves the livelihoods of the people from various aspects and contributes to the socio-economic growth of the country for a longer period of time in a sustainable way. In this context, this special issue aims to address the importance of education and potential drawbacks for sustainable global development. We invite researchers from academic and industrial backgrounds to present novel and innovative solutions on educational systems for global development.
The topics of interest for the special issue include, but not limited to, the following:
Data analytics in education to maximize knowledge retention: A global perspective
Enhancement in teaching and learning strategies for global development
Frontiers in science and technology for education in a global perspective
Enhancement to pedagogic practices for improved quality of education in the context of global development
Innovative teaching-learning methodologies for global development
Opportunities for Data analytics in enhancing the educational ecosystem
Sustainable developments in education to achieve global development
Education for migrants and refuges and their influences over global development
Advances in competency oriented learning education for global development
Innovative measures on life-long learning and its impact towards global development
Advances in inter-sectoral educational strategies for global development
Sustainable policies and regulatory measures to support education across rural areas and under developed countries
Advances in effective learning environment to empower global development
Effective methods of knowledge management and its impact towards global educational system
Advances in pedagogy for collaborative E-learning practices and its impact on global development
Guest Editors Bio
Dr. Gunasekaran Manogaran [Leading Guest Editor]
Big Data Scientist, University of California, Davis, USA
Google Scholar: https://scholar.google.com/citations?user=hO2LWCIAAAAJ&hl=en
Dr. Gunasekaran Manogaran is currently working as a Big Data Scientist in University of California, Davis, USA. He is also an Adjunct Assistant Professor, Department of Computer Science & Information Engineering, Asia University, Taiwan and Adjunct Faculty, in School of Computing, SRM Institute of Science and Technology, Kattankulathur, India. He is a visiting researcher/scientist in University of La Frontera, Colombia and International University of La Rioja, Spain. He received his Ph.D. from the Vellore Institute of Technology University, India. He received his Bachelor of Engineering and Master of Technology from Anna University, India and Vellore Institute of Technology University, India respectively.
Dr. Hassan Qudrat-Ullah [Co-Guest Editor]
Professor of Decision Sciences,
School of Administrative Studies, York University, Toronto, Canada
Research Gate: https://www.researchgate.net/profile/Hassan_Qudrat-Ullah
Google Scholar: https://scholar.google.com/citations?user=Ua7vaHQAAAAJ&hl=en
Dr. Hassan Qudrat-Ullah earned his Ph. D. (Decision Sciences) in 2002 from NUS Business School, National University of Singapore. Hassan did post-doctoral fellowship at Carnegie Mellon University, USA, in 2002-2003 before joining York University in 2003. His research contributions from 2011 to 2014 include two books Better Decision Making in Complex, Dynamics Tasks (Springer, 2014), and an edited volume Energy Policy Modeling in 21st Century (Springer, 2013);
Dr. Qin Xin [Co –Guest Editor]
Full Professor of Computer Science, Faculty of Science and Technology,
University of the Faroe Islands, Faroe Islands. Denmark
Research Gate: https://www.researchgate.net/profile/Qin_Xin3
Google Scholar: https://scholar.google.co.in/citations?user=ox7IO1YAAAAJ&hl=en
Dr. Qin Xin graduated with his Ph.D. in Department of Computer Science at University of Liverpool, UK in December 2004. Currently, he is working as a professor of Computer Science in the Faculty of Science and Technology at the University of the Faroe Islands (UoFI), Faroe Islands. Prior to joining UoFI, he had held variant research positions in world leading universities and research laboratory including Senior Research Fellowship at Universite Catholique de Louvain, Belgium, Research Scientist/Postdoctoral Research Fellowship at Simula Research Laboratory, Norway and Postdoctoral Research Fellowship at University of Bergen, Norway. His main research focus is on design and analysis of sequential, parallel and distributed algorithms for various communication and optimization problems in wireless communication networks, as well as cryptography and digital currencies including quantum money. Moreover, he also investigates the combinatorial optimization problems with applications in Bioinformatics, Data Mining and Space Research.