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CFP: Philosophical perspectives on teacher education: East meets West
Deadline: Aug 30, 2017
Across the world, teacher education is in a state of flux. While in some countries, investment in teacher education continues apace, with particular reference to its academic dimension, in other countries it is being downsized and its academic dimension fragmented. Private tutoring, long used in Asian societies, is becoming a worldwide trend, alongside related movements of educational privatization and marketization. Yet it is unclear how soundly these trends are thought through and/or rooted in evidence in relation to various goals of education.
Anticipating the value of a philosophical contribution to thinking through such matters, the Philosophy of Education Society of Australasia (PESA) in association with the University of Hong Kong and the Education University of Hong Kong are sponsoring a symposium to foster dialogue across cultural and theory-practice divides about the potential of philosophies of education positioned in both ‘Western’ and Confucian Heritage Cultures (CHCs). The focus of the dialogue would be thinking about ‘best’ teaching and teacher education practice in the future for the Asia-Pacific region.
We are looking for contributions under two headings:
1. Broad analysis of the role philosophy might play in teacher education from a range of perspectives.
2. Philosophical analysis of specific issues stemming from the question ‘What makes a good teacher?’
This could be concerned with professional/practitioner knowledge: e.g. what do good teachers need to know? Or pedagogy: e.g. by what means does professional/practitioner knowledge develop? What role does experience play in teacher formation? What knowledge do those who teach teachers need to have? Is it distinctive to the role of the teacher educator?
Contributions might also be made on the theme of the role that values play in the development of teachers’ professional knowledge: e.g. What values ought teachers to acquire and by what means?
Small, informal and organised to promote a collegial and mutually supportive environment, the symposium will involve whole-group discussions of previously circulated papers in addition to a small number of keynote and other presentations. Participants will remain together in conversation for the duration with no parallel sessions.
A post-symposium publication of 5-8 contributions is envisaged. The main cost of the event will be borne by the sponsoring bodies with most meals provided.
Accommodation and some travel expenses may also be reimbursed at a subsidised rate for some participants.
Submitting your proposal
Abstracts should include a title and detail the question or questions as well as the particular philosophical and cultural perspective driving the paper’sargument.
Works in progress and proposals for workshops and presentations with alternative formats are also most welcomed.
Please include your name, institutional affiliation and a contact email address at the bottom of the abstract.
Proposers will be notified of decisions by 30th September 2017.
Draft 2000-word papers will need to be submitted by 1st November 2017 so they can be read by participants in advance of the symposium itself and in order to maximise discussion time.
We hope very much that you will be able to join us in Hong Kong in November and look forward to hearing from you.
With best wishes,
The Symposium Committee
Dr Liz Jackson, University of Hong Kong (Chair)
Dr Shu Fun Fung, Education University of Hong Kong Dr Raymond Kong, Education University of Hong Kong Dr Janet Orchard, University of Bristol
CFP: Future pedagogies: Critical questions concerning ELearning and Digital Media (Special issue)
Deadline: Sep 30, 2017
A proliferation of data abides in the field of ELearning and Digital Media, with a particular focus on instructional design. From online collaboration in higher education to the use of language learning apps in early childhood education, researchers are a hive of quantitative and qualitative industry. But, what for? And where will this data lead communities and societies? As Biesta (2009) argues, good measurement can make significant contributions to pedagogical practices, however without good questions concerning education, such measurement become mistaken for evidence of what education should be about – data becomes both evidence of the aims of education and the aim itself. This special issue invites writers on education and new media to move beyond the accumulation of more data in order to ask good questions about the future of pedagogy. ELearning and digital technologies provide a context through which to ask good questions about educational aims. For instance, when researchers study the benefits of collaboration online, good questions can be asked about collaboration in a wider educational sense – revealing assumptions about the ‘real’ and ‘physical’ experiences of collaboration in face to face teaching and learning spaces. For this special issue, the editors invite thinking about the future of pedagogy beyond the apparent problem of possible and impossible technological innovation, to challenge thinking about flipped, blended, innovative, enhanced classrooms, and to critique the imagined future. Hence, writers are invited take up the task of imagining and critically questioning the as yet unimagined manifestations of elearning and digital media in a broad range of educational contexts. This special issue invites writers on education and new media to move beyond the accumulation of more data and analytic modelling, in order to ask questions about the future of pedagogy.
Submissions may employ a range of devices including but not limited to:
· Photo essays
· Science Fiction
· Thought experiments
· Interviews and dialogues
Full Papers are due September 30, 2017 Peer reviews completed by October 31, 2017 Revised papers due November 30, 2017 Special Issue published December, 2017
Biesta G (2009) Good education in the age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability 21: 33-46.
CFP: SPECIAL ISSUE: MORAL VALUES AND EDUCATION FOR A LIBERAL DEMOCRATIC SOCIETY
Deadline: Dec 15, 2017
Moral and/or values education is a controversial topic in contemporary society because there is little consensus about what should be taught, how it should be taught, when it should be taught, who should teach it, or if it should be taught at all. In many minds, moral education is connected to religious education, so that religious instruction in schools is justified for the contribution it makes to the inculcation of moral values. For others, the teaching of moral values can be done just as well through the teaching of ethics, and, especially in state run schools, ought to replace religious instruction, citing state neutrality in relation to the teaching of religion in state schools. This raises challenging questions about the role of religious education in moral education, particularly within education and schooling systems.
Apart from this, a variety of issues arise when we talk of moral and/or values education. It is evident that teaching or instructing students in moral values will have no lasting effect if it does not result in students making moral commitments. Indeed, to paraphrase Aristotle’s statement about moral development, pupils are brought to the threshold of moral commitment through the halls of habituation to the virtues. This suggests that there is no neutral stance to be taken in relation to moral values because it is not simply a matter of values clarification in which students choose their own from a smorgasbord of values. There are the cardinal virtues of temperance, courage, justice and prudence that can be mentioned, but there are other ways of characterising the virtues also. So it raises the question of which virtues are the most important for human flourishing. In addition to these, there are the virtues and values required of citizens in a liberal democratic society, such as tolerance, individual autonomy and respect for persons, which are required in the public space.
A number of questions naturally arise, for instance: Is moral education synonymous with the teaching of ethics? Do moral values need to be founded on universal principles? What role does religion play in moral and/or values education? What moral values are required in a liberal democracy? Should schools concentrate only on those values required in the public space or develop rounded human beings? Does the state need to be neutral in relation to the teaching of moral values?
This special issue of Educational Philosophy and Theory calls for papers addressing these and related questions about moral values in a liberal democratic society.
Any questions should be directed to the guest co‐editors at the email addresses found below:
Australian Catholic University, Australia
La Trobe University, Australia
CFP: AVPC 2016: Visual Pedagogies and Digital Cultures - Deadline 1 Feb
During the past decades, traditional media have undergone major transformations. Hierarchical models of one-way dissemination of information, knowledge and culture have been replaced by horizontal models of two-way communication, and everyone has become a producer and a consumer. One by one, traditional media gave in to new modes of production and dissemination.
In the beginning, the Internet enabled people to produce and share text. Soon after,technological development enabled people to produce and share images and music. Finally, following rapid increase in computing power and bandwith, video has joined the long line of digitally transformed media.
The Association of Visual Pedagogies Conference AVPC 2016: Visual Pedagogies and Digital Cultures explores these transformations in the context of human learning around three broad dialectically intertwined themes. The first theme is concerned with practical issues. How to produce suitable video learning materials? When, and under which conditions, can we videotape children? The second theme is related to video pedagogies. What is the role of video in physical and virtual classrooms? How to seize the pedagogical potentials of video? Finally, the third theme is related to digital cultures, politics, and emancipation. What is the new role of video in production and dissemination of culture and knowledge? What are the unique features of video research metodologies? What is the role of visual cultures in new social movements and social transformations at large?
We invite contributors to join the debate about various aspects of the new movement towards visual cultures in education and academic publishing. Working at the intersection of technology, psychology, sociology, history, politics, philosophy, and visual arts, we welcome contributions from wide range of disciplines and inter-, trans- and anti- disciplinary research methodologies. Possible ideas and areas of involvement include:
• Visual cultures and (academic) publishing • The concept of video articles • Video production • Video ethics • Visual cultures and research • Visual methodologies • Visual pedagogies • Visual culturesand the society • Philosophy of visual cultures
Peer reviewed conference articles will be published in The Video Journal of Education & Pedagogy (Springer) and a invited selection from the conference will be published as a special issue by conference organisers in consultation with the Editor-in-Chief, Michael A. Peters.
2ND INTERNATIONAL CONFERENCE PAULO FREIRE: THE GLOBAL LEGACY
Where: BELO HORIZONTE, BRASIL
When: Apr 28, 2018 - May 1, 2018
Paulo Freire is one of the most influential educators in the 20th century and a leading advocate of education for social justice. This conference, which was organized for the first time in 2012 in New Zealand, is appropriate for those who are interested in sharing ideas and practices about social justice education as well as discussing about Freire’s work.
Belo Horizonte is the capital of the state of Minas Gerais. For getting a taste of this charming city in Brasil, please, watch this video below:
We are looking forward to seeing you in “Belo”!