PROPOSAL FORMATS FOR ALL ACADEMIC SUBMISSION (Blind Peer Review)
The following types of conference presentation proposals may be submitted for blind peer-review via the All Academic online submission system. These submissions should not contain any information that would identify the authors. At the time of submission, you will be asked to indicate which session format best fits your proposal. Please read the following information before you decide which format you will propose.
Formal Paper Presentation (Individual Submission)
Proposals for formal paper presentations are submitted by individuals, then reviewed and formed into a panel by conference organizers (either through a CIES Special Interest Group, CIES Standing Committee, or the CIES 2020 Program Committee). In these 90-minute sessions, presenters discuss their research briefly, followed by audience discussion. A maximum of 4 presenters will be assigned to each panel, and each presenter will have 12-15 minutes to present. In the case of multi-authored studies, more than one person may present within these 12-15 minutes. Each session of paper presentations is assigned a chair who moderates and monitors time; a discussant may also be assigned by conference organizers to offer commentary and critique and to elicit discussion following the individual presentations. Submissions for formal paper presentations include an abstract of up to 1000 words.
* Available as onsite or online presentation
Formal Panel Session (Group Submission)
Formal panel sessions provide an opportunity for coordinated interaction and exchange among presenters working on a common set of themes, questions or problems related to either research or practice. Proposals for these 90-minute sessions are submitted by a group of presenters (at least 3) who also designate their own chair and discussants (who must also register for the conference). Panel sessions follow a conventional format of individual paper presentations followed by discussant comments and audience discussion (see above). Submissions for formal panel sessions should include an abstract of up to 1000 words, as well as abstracts of up to 500 words for each of the individual formal papers included.
* Available as onsite, online, or hybrid presentation; English or Spanish languages
Poster Presentation (Individual Submission)
Poster sessions combine a visual summary of the findings of a paper/study with the opportunity for individualized, informal discussion of the presenter’s work. Individual poster presenters set up displays representing their papers/studies in a large area with other presenters. Posters will be set up in a prominent space throughout the day, while dedicated 90-minute poster sessions will facilitate interaction between poster presenters and interested conference participants. Audio-visual equipment is not provided for poster sessions, but presenters may choose to distribute handouts. Boards and pins will be provided for poster display. Submissions for poster sessions should include an abstract of up to 500 words.
* Available as onsite or online presentation; English or Spanish languages
Refereed Round-Table Presentation (Individual Submission)
Round-table sessions allow for enhanced research collaboration and substantive discussion among participants. Proposals for round-table contributions are submitted by individual authors and then formed into a round-table discussion by conference organizers (either through a CIES SIG, CIES Standing Committee, or the CIES 2020 Program Committee) based on their discussion of common themes or shared research interests. These 90-minute sessions feature 3 or 4 presenters as well as conference attendees seated around large round-tables. After each presenter gives a short presentation on their study, collective discussion by presenters and attendees follows, providing an interactive setting for those who seek to engage in discussion about their work. Audio-visual equipment is not provided for round-table sessions. Submissions for individual round-table presentations should include an abstract of up to 500 words.
Refereed Round-Table Session (Group Submission)
This is similar to an individual submission for a round-table presentation, but in this case one organizer submits three or four summaries of individual round-table contributions. The individual presenters’ contributions should be united by a common topic or theme. In this 90-minute session, each presenter gives a short presentation, followed by collective discussion with other conference attendees. Round-table session proposals should also designate a chair whose role is to facilitate interaction and participation. Audio-visual equipment is not provided for round-table sessions. Submissions for group round-table paper sessions should include an abstract of 1000 words describing the overall theme and objectives of the discussion, as well as abstracts of up to 500 words for each of the individual presentations.
*English or Spanish languages
In addition to proposals that undergo blind-peer review via the CIES 2020 All Academic submission system, proposals for four other kinds of contributions — (1) Fishbowl Session; (2) Visual or Performance Art Session; (3) Book Launch; or (4) Pre-conference Workshop — should be emailed directly to the CIES 2020 Program Committee, which will make decisions based on quality and available space. Please note that these kinds of proposals will be reviewed on a rolling basis but have a submission deadline of September 25, 2019.
PEER REVIEW SUBMISSION UNITS
Prospective conference participants are invited to submit their proposals to the General Pool for double-blind peer review managed by the CIES 2020 Program Committee. Please note that all virtual conference proposals (hybrid and online), as well as Spanish language proposals, should be submitted to the General Pool.
In addition, any participants may instead choose to have their proposals reviewed by specialists working within a Standing Committee or Special Interest Group (SIG). Below, leaders from these groups have explained the types of proposals they are seeking:
Gender and Education Committee
The CIES Gender and Education Standing Committee encourages submissions for the CIES 2020 Conference that analyze issues pertaining to women and girls, gender equity and equality, feminist theory, constructions of gender, and gender identity within the field of comparative and international education. In connecting these themes to the CIES 2020 Conference theme “Education Beyond the Human”, we invite papers that reflect upon how patriarchal, colonizing, and otherwise hegemonic practices in education that have contributed to gender inequality have also led to the destruction of the planet, and how feminist, critical, and anti-oppressive movements in education can foster new visions for a more equitable and sustainable world. These new visions could be situated within or build upon Sustainable Development Goals 4 and 5, which position inclusive and equitable education and gender equality and empowerment of all women and girls as essential for a prosperous planet. We invite abstracts that use a range of methodological, analytical, and theoretical perspectives in education research and connect gender with other forms of social and political discrimination. We particularly encourage submissions that highlight promising best practices and rigorous research informed by theory.
UREAG Committee (Under-represented Racial, Ethnic, and Ability Groups)
The UREAG Committee (Under-represented Racial, Ethnic, and Ability Groups) welcomes proposals for the 2020 conference supporting the theme Education Beyond the Human. Scholars, practitioners, and stakeholders from around the world are encouraged to submit proposals for round-tables, papers, and panels to present applied, theoretical, or empirical research which are relevant to under-represented racial, ethnic and ability groups in the US and abroad. In line with the 2020 CIES theme, this standing committee invites submissions that focuses on encouraging the voices of those that are often marginalized but will be most affected due to different factors: race, color, gender identity, disability, planetary crisis to name a few. The focus of the submission is mainly on underrepresented minorities. Submission could also elaborate on ways to bring about a more humanistic education especially focusing on empowering of these groups as they are one of the most vulnerable ones.
The Africa SIG aims to foster a sense of community among its members, inform the membership of promising practices and current research in the field, and provide a valuable space for networking and dialoguing on African education. During CIES 2020, we will reiterate the understanding of humanthat uBuntu brings to the table and aim to challenge our community to engage in uBuntu-driven philosophical, theoretical, methodological and non-modernistic/non-colonial historical outlook to climate change. uBuntu deals essentially with a re-definition of humanand our relationship to land and earth. In uBuntu, humans are not at the center of the universe and life but parts of a whole, just like other elements of the universe and forms of life. This idea of sympoiesis is not new to daily realities in Africa; it is inherent in uBuntu, even if the word is not used in African quotidien language. With the premise that uBuntu is to be understood as ‘a person is a person unto persons’ (not ‘unto others’), members of the ASIG community are encouraged (to continue) to embrace the understanding of human and humanness through the lens of sympoiesis and through our ancestral wisdom regarding humans’ relationship to the planet and the universe, which was almost erased by modernity’s colonial/imperial epistemic destruction.
African Diaspora SIG
The African Diaspora SIG seeks to foster a community of scholars and practitioners to engage with the historical contexts and contemporary educational experiences of Black communities across the globe. A broader analysis of the educational realities of African descendants within and outside the United States offers the opportunity to review similar and different challenges, lessons, and new possibilities. ADSIG encourages submissions dedicated to countering the Western narratives about what it means to be human.
Citizenship and Democratic Education SIG
The Citizenship and Democratic Education SIG (CANDE) aims to create an active community that encourages and fosters productive debates on various aspects of citizenship and democratic education. We encourage contributions that explore the relationships between education and the social, political, and economic structures, contexts, and experiences shaping citizens’ understandings and practices of citizenship. We invite proposals for papers, panels, round tables, posters, and workshops that explore questions including, but not limited to: How do formal and non-formal education shape young people’s understandings and practices of citizenship? How do broader social structures, institutions, and discourses contribute to shaping these understandings and practices? And, given this year’s conference theme, Education Beyond the Human, in what ways are educational contexts and practices sites in which citizenship and belonging are being contested and re-defined?
Contemplative Inquiry and Holistic Education SIG
The mission of the Contemplative Inquiry and Holistic Education SIG is to address holistic development and integration of learners’ minds, bodies, and spirit through holistic education and contemplative means. We explore philosophical, spiritual, pedagogical, and practice-oriented approaches for cultivating and studying inner growth, combining knowledge and understanding of external realities with awareness of individuals’ internal selves. We encourage you to submit proposals speaking to the SIG mission for CIES 2020. Proposals that focus on exploring theories of and approaches to cognitive, emotional, intuitive, creative, relational, ecological, ethical and spiritual learning through a range of contemplative practices and pedagogies are welcome. Themes include but are not limited to:
- Contemplative inquiry as a practical tool and, more importantly, a deep philosophical, spiritual, and educational approach to lead students, teachers, and researchers to a greater understanding of humanity’s oneness;
- Innovative pedagogies for inner growth and development through right-brained approaches, such as meditation, qigong, tai chi, yoga, movement, music, dance, storytelling, the visual arts, and reflective writing (e.g., diaries, journals, essays, and poetry), combined with left-brained approaches, instead of merely focusing on the left-brained pedagogical practices that often dominate due in part to the global emphasis on standardized testing;
- Creative forms of holistic education that encourage learners to become engaged in society and become a transformative force (poetry, movement, drama, and arts in classrooms);
- Indigenous spirituality and healing through Education: study and compare educational systems in different parts of the world in terms of how well and how often they engage learners in holistic learning; and
- Cultivate contemplative and holistic research methods/methodologies; suggest innovative, traditional and non-traditional, and unique ways to understand the true meaning of inner growth and holistic human development.
Cultural Contexts of Education and Human Potential SIG
The Cultural Contexts of Education and Human Potential (CCEHP) SIG invites individual paper submissions, group panels, and posters that align both with the conference theme “Education Beyond the Human” and CCEHP’s thematic focus on unheard “voices”. We welcome a broad range of research methodologies and policy analyses that cut across cultural, disciplinary, methodological, and geographical boundaries. We particularly encourage submissions that not only speak to the context of education but also highlight interdisciplinary, transdisciplinary, or transnational research, including but not limited to: anti-racism research, Indigenous knowledges, decolonial perspectives, anti-colonial praxis, cultural and ethnic studies, (in)visible disability, gender, equity, and mental health.
Early Childhood Development SIG
The Early Childhood Development SIG seeks to foster exchange & strengthen linkages between ECD research and practice; help keep members abreast of new developments in the field; build linkages among various ECD networks nationally and internationally; and prepare ECD thematic sessions for each CIES conference. For CIES 2020, we encourage our members to submit studies that engage with the conference theme, Education Beyond the Human.
East Asia SIG
The East Asia SIG welcomes applied, theoretical, or empirical research contributions on educational issues in East Asia. Our SIG panels and round-tables will be venues where scholars of East Asia from various disciplines can discuss shared research interests and establish collaborations among our SIG members. We further aim to increase knowledge of East Asian societies and education among the general CIES membership, and it is not necessary to be a member to submit through this SIG.
Economics and Finance of Education SIG
The Economics and Finance of Education (EFE) SIG seeks submissions from researchers, policy makers, and practitioners. The EFE-SIG links Economics, Finance, and Education Policy globally. We invite applied, theoretical, or empirical research proposals for paper or round-table presentations relating to our focus, and we also welcome proposals relating sustainability to the economics or finance of education. This year’s conference theme offers economists of education a unique challenge and opportunity because the SDGs go beyond economic productivity as a goal of development and as a goal of education. How will economists respond?
Education, Conflict, and Emergencies SIG
The Education, Conflict, and Emergencies SIG invites (but does not require) paper and panel submissions for CIES 2020 that draw connections between the conference theme, Education Beyond the Human, and education during armed conflict and natural disasters; educational reconstruction post-conflict and post-disaster; and the relationships between educational provision and peace-building, transitional justice, and resilience. In the face of irreversible planetary change and climate crises, which contribute to and affect the proliferation of conflict and natural disasters around the globe, what role does education play? How can education respond to these planetary changes and what are its limitations? How can we conduct research in the field of education, conflict, and emergencies that accounts for these changes and repositions humans within the ecological model? As the CIES community prepares to grapple with the urgency of the current planetary changes and ensuing global crises at CIES 2020, the ECE SIG hopes to open dialogue and debate about the interrelationship between education and these planetary changes in the context of conflict and emergencies.
Environmental and Sustainability Education SIG
The Environmental and Sustainability Education SIG promotes scholarly research and professional activities that touch upon the education-sustainable development nexus. The ESE SIG invites submissions that address diverse issues and questions – e.g., how does formal or non-formal education influence learner knowledge, skills, behaviors, values and attitudes related to sustainability? How have local, national, global discourses around sustainability included a schooling/education dimension? How is education for sustainability taught, and by what kinds of teachers, at different levels? In which settings do whole school approaches to sustainability take root and why? What role do NGOs play in promoting sustainability practices and environmental justice and with what impact?
The Eurasia SIG brings together scholars, researchers, and practitioners concerned with all levels of education in Eurasia (focused on countries from Eastern/Central/Southern Europe, Russia, the Caucasus, and Central Asia, sharing Soviet/socialist legacies). Acknowledging the CIES 2020 theme of Education Beyond the Human, the Eurasia SIG encourages authors to submit proposals that relate to educational reforms and initiatives in the region that help alleviate the negative human impact on Earth and aim to redefine the relationship between humans and the planet. To be more specific, such proposals could critically engage the implementation of the Sustainable Development Goals (SDGs), translation of global education frameworks in the region, establishment of theories, methods, and practices in education in the region to respond to political, economic, social, and environmental consequences of the planetary changes and other related topics. Furthermore, the Eurasia SIG welcomes submissions that discuss alternative forms of knowledge and modes of education present in different parts of Eurasia. In doing so, the SIG hopes to bring attention to non-traditional educational practices that challenge human exceptionalism, (neo)liberal individualism, and other forms of anthropocentric forms of knowing in the region.
Global Literacy SIG
The Global Literacy SIG invites scholars and practitioners to submit abstract that expand upon CIES 2020’s them of Education Beyond the Human: Towards Sympoiesis. Specifically, we seek to abstracts that wrestle with the role of literacy in addressing the global challenges confronting the world’s population in the 21st century. Potential questions include: How do different definitions and uses of literacy impact our approach to education? What are the spheres in which literacy is practiced, and how do those practices differ depending on the location, population, and purpose behind the practice of literacy? How can our efforts to spread literacy worldwide improve through the inclusion of local knowledge and culture? The Global Literacy SIG will consider abstracts that outline a variety of theoretical and methodological approaches to understanding literacy and its role in our rapidly changing world.
Global Mathematics Education SIG
In keeping with the CIES 2020 theme of Education Beyond the Human: Towards Sympoiesis, the Global Mathematics Education (GME) SIG is issuing a call for empirical and theoretical papers that contribute to the conversation on creating approaches to math teaching and learning that draw upon local experiences and expertise, reflect the local curriculum and math standards, and can be sustained and taken forward by national and local governments and ministries of education. We are looking for papers that explore issues related to how mathematics identity is understood and experienced by students of all grade levels, how teachers support the development of students’ mathematical identities, and how we can incorporate teaching math for social justice to address wider challenges such as climate change, human rights, or other pertinent global issues. We encourage submissions that address ways mathematics can create a more harmonious and unified planet.
Global Migration SIG
The Global Migration SIG showcases emerging work on migration in the comparative and international education field. The SIG takes up questions related to traditional assimilationist/integrationist paradigms in the field of migration and provides a space for critical examination of dimensions of migration such as context, historicity, temporality and space, policy, identity/belonging, movement and bordering, public discourses, representation, racialization, language minoritization, surveillance/criminalization, transnationalism and translanguaging, problematization of legal and political classifications, and complicating notions of the nation-state. This moment of epochal precarity, noted in the conference theme, extends in many directions, through the human, the less-human and the non-human, as well as through new forms of meaning-making, existence-making and destruction-making. Migration – itself a coexisting moment and non-moment, a space/time compression, an experience of identity de- and re- and co-construction – can beautifully and profoundly reflect this theme. The Global Migration SIG invites proposals that investigate, document, and explain migration in all its forms, and this year will particularly seek papers that question those Enlightenment era ontological and epistemological, theoretical and methodological, concepts and practices we perhaps take for granted or rely on too heavily. The SIG invites individual papers, group panels, roundtables, posters, or other formats in response to the CIES 2020 call.
Globalization and Education SIG
The Globalization and Education SIG seeks to provide a forum where researchers and practitioners involved in interdisciplinary global study of comparative and international education have meaningful conversations and exchanges of ideas related to globalization and education. The Globalization and Education SIG welcomes submissions covering all facets of globalization, such as shifts in “global governance” of education, the role of international frameworks and organizations, NGOs and civil society in education, global educational concepts, policies and practices, education and international development, global citizenship and migration. For CIES 2020, we encourage our members to submit studies that engage with the conference theme, Education Beyond the Human, with a particular focus on the impact of globalization on contemporary planetary changes, such as climate disaster and mass migration, and what these changes mean for education. These could be studies that address hegemonic and counter-hegemonic globalization, the dialectics of the local and the global, critically examine global frameworks (such as the Sustainable Development Goals), global governance tools (such as large-scale assessment surveys and accountability mechanisms), and global educational policy ideas (such as lifelong learning, global competence and global citizenship).
Higher Education SIG
The Higher Education SIG (HESIG) invites all comparative researchers, policymakers, practitioners, representatives of international organizations, local and global non-governmental organizations, and members of the civil society to share their Higher Education comparative and international theory, methods and practice insights to stimulate our discussions. This year’s theme, Education Beyond the Human, explores the end of human exceptionalism and invites us to reimagine education within the relational flow of life. Scholarship that explores precarity among students and faculty, the role of universities amidst declining student enrollments, the impact of mobility on the biosphere, the role of universities and other higher education institutions in educating for epochal change, how to build resilient higher education institutions, as well as the interaction among human and non-human actors in postsecondary education endeavors is highly encouraged.
Inclusive Education SIG
The Inclusive Education SIG seeks to provide a forum for meaningful conversations on a wide spectrum of issues pertaining to inclusion in educational institutions of all forms and at all levels. We call for critical reflection and research on the ways in which inclusion is understood by governments and policymakers, implemented by educational institutions, and experienced by individuals and groups within them. We invite scholars, practitioners, and students to submit proposals for individual, group panels, roundtables, workshops and poster presentations that relate to inclusion in education. We identify the following critical areas of conversation:
- Conceptual:What is included and what is excluded from the contemporary conceptualisations of inclusion in education? What are the main cultural, political and economic challenges faced by the pursuit of inclusion in education? Inclusion in education: redistribution or recognition
- Institutional and organizational:Inclusion has been increasingly perceived as a mission of educational institutions. What have been the accomplishments and the weaknesses of this model? What can be learned from the existing inclusion policies and practices in education around the world?
- Individual and group levels:What can be learned from the experiences of individuals and groups facing issues of inclusion in education and after education? Has the growing participation in educational institutions improved social mobility among traditionally underrepresented groups?
Indigenous Knowledge and the Academy SIG
The Indigenous Knowledge and the Academy (IKA) SIG provides a space for indigenous communities’ voices to be heard. IKA seeks to create a community of practitioners who want to dialogue about ways to use indigenous knowledge to interact with and transform the academy. The IKA SIG invites you to submit proposals that further the conversation on Indigenous knowledge and the Academy.This year’s theme provides us with an opportunity to pause, reflect and consider ways to transform the Academy through Alternative Ways of Knowing and Doing. We seek to engage in conversations that examine, explore and address the interaction and intersection of indigeneity and Education Beyond the Human as it relates to the impact of indigenous knowledge on contemporary planetary changes, such as climate disasters, mass migration, artificial Intelligence, emerging technologies, andwhat these changes mean for education, and indigenous people. These could be studies that discuss alternative frameworks, learning, epistemologies, ontologies, and engage indigenous communities with others. We request proposals that reflect the conference theme, in relation to Indigenous Knowledge in the Academy and beyond. As you submit your proposals, we also encourage you to join or renew your IKA SIG membership. Additionally, please sign up to review submissions and ensure that we have excellent presentations.
Information and Communication Technologies for Development (ICT4D) SIG
The Information and Communication Technologies for Development (ICT4D) SIG promotes innovative and critical research on the use of information and communication technologies for achieving human development in different parts of the world. This year, the ICT4D SIG invites submissions focused on the best research studies and practices in ICTs for education development originating from innovations in local contexts that make use of locally sourced technologies, ideas and human resources. National and international collaborations in ICT4D needs to radically shift its focus from a top-down approach to a more local one – promoting research, practices, and innovation that are considered more eco-friendly and sustainable. This year, ICT4D SIG welcomes researchers, academics and practitioners to share their work highlighting local ICTs for education and human development.
Language Issues SIG
The Language Issues SIG promotes the exchange of ideas on research, policy, and practice in the field of language and education, to expand knowledge, address critical problems and envision a more equitable education for the well-being of multilingual communities and societies. The CIES 2020 theme, Education Beyond the Human: Toward Simpoiesis, aims at promoting inquiry and understanding of ways of being in the world as making-with or worlding-with in order to reimagine life on a damaged Earth. LISIG welcomes submissions that draw on the examinations of the relations of languages not only as part of a multilingual world but also as a world of multiple knowledges and ways of being in the world during precarious times. LISIG invites the submissions of individual papers, group panels, roundtables, posters, or other formats, which may – although not exclusively – feature the contributions of: non-western knowledges, other ways of being and well-being in multilingual societies, new language concepts and practices, and other ways of inquiry and knowing about language and education. It is of particular interest to learn of contributions that in the present context can challenge conventional approaches and help reimagine research, policy and practice in our field.
Large-Scale Cross-National Studies in Education SIG
The Large-Scale Cross-National Studies in Education (LCSE) SIG focuses on the research, implementation and implications of large-scale assessments in education. Large scale studies include, yet are not restricted to, PISA, TALIS, PIAAC, TIMSS, PIRLS, ICCS, TERCE, among other Large-Scale studies. Empirical, conceptual and applied research contributions to the LCSE SIG are highly welcomed, especially if they address rigorous analysis, critique, and development of large-scale cross-national assessment methods and results coupled with a focus on implications for education policy. A connection to the theme of the conference (Education Beyond the Human) is encouraged but not required.
Latin America SIG
Celebrating its 10thanniversary in 2020, the Latin America SIG emphasizes a decade of change as it welcomes roundtable, panel, paper and poster submissions in accordance with the CIES 2020 theme: Education Beyond the Human: Toward Sympoiesis. LASIG educators, leaders and scholars foster the historical, political, and cultural inquiry of education in Latin America. The overarching rationale for the LASIG is to open a space for dialogue regarding Latin America’s educational experiences, achievements and challenges. Latin American educators, leaders and scholars share their research and experiences as they celebrate the accomplishment of goals and the launching of innovative projects in the region. In 2020, as the Latin America region confronts right-wing populist movements, growing antipathy toward the humanities, inconsistent educational quality, fluctuating student mobility, and market-driven education, LASIG welcomes specific research, policy and practice submissions that feature ongoing conversations and raise critical questions about the political, economic and social educational consequences of planetary change. Members can consider among these topics for their proposals:
- Creative alternatives to research and learning
- Artificial intelligence and/or technological educational development
- Formal and non-formal educational practices and power relationships
- Human and environmental interactions
- Regional migration
- Sustainability initiatives
- Earth-friendly research initiatives
- Collaboration and partnerships
- Investment innovations and reforms
- Educational policies and environmental
Middle East SIG
The Middle East SIG brings together scholars, educators, and development practitioners interested in the study of the region. Through high quality scholarship, dissemination, and service we seek to enhance educational policy, programming, and pedagogy, and to foster understanding of the region’s peoples more generally. For CIES 2020, we encourage our members to submit proposals that address the conference theme, Education Beyond the Human, and to consider the following research questions:
- As the region experiences the effects of climate change with extreme heat lasting for longer periods, how can we as educational scholars, educators, and practitioners redefine our ‘usual’ ways of knowing and being in the world while also drawing on the region’s unique history, culture, and knowledge?
- By drawing on regional cases and pedagogical practices, how can comparative education bridge worldviews – and hence worlds – to turn divides into living contrasts that illuminate our everyday entanglements?
- By drawing on critical theories and stances (e.g., intersectionality, sociology of science and technology, discourse analysis, de/coloniality, and political economy), how can we interrupt the normative, business-as-usual frame in regional educational research and scholarship to respond to both the planetary and regional crisis?
- Which education policies, practices, and pedagogies that are emerging from the region and in the diaspora can help re-situate the human within the relational flow of life where everyone and everything are deeply interconnected?
Peace Education SIG
The Peace Education SIG aims to cultivate a space for the exchange of knowledge, research, and practice related to the intersectional themes of peace, conflict, development, justice, gender, and human rights in and through education. The SIG supports research and teaching collaboration between its members, and partnerships with local, national, and global agencies involved in peace, conflict, and educational development in local and global contexts. For CIES 2020, the SIG invites current members (and those interested in becoming future members) to submit individual and group abstracts on empirical, theoretical, and applied research and practice that engages the themes of the SIG and the conference theme Education Beyond the Human.
Philanthropy and Education SIG
The Philanthropy and Education SIG promotes academic discourse on the topic of philanthropy and education with an emphasis on exploring sustainable, socially responsible and effective giving of individuals, corporations, and foundations. In line with the 2020 CIES theme, Education Beyond the Human, the P&E SIG invites submissions that examine the economic, environmental, and social impact of philanthropy in education on recipients and their local community. It is well known that global economic growth has been far from equal, and vast amounts of wealth are now largely concentrated in the hands of very few actors many of whom have established philanthropic organizations. This has resulted in a great deal of debate and discussion regarding philanthropic flows from north to south, the impact of these on local contexts and whether or not sustainability is at the heart of this giving. At the same time, new mechanisms and actors are entering and changing the global philanthropic landscape, including the emergence of southern philanthropic actors and the rise of venture philanthropy. The P&E SIG seeks to understand this changing landscape and explore the current challenges in philanthropy, including the giving culture, institutional structures, governance, and other mechanisms, that help or hinder a sustainable approach to addressing the needs and strategic priorities of recipients.
Post-foundational Approaches to Education SIG
The theme for the 2020 Comparative and International Education Society Annual Conference is Education Beyond the Human, a provocative call to go beyond the Enlightenment subject (i.e. “Western Man”) as the organizing conception of rationality and historical experience, and to reconsider what constitutes sameness and difference in comparative educational research. The call’s themes querying education for sustainable development, critiquing the legacies of human rights and humanism, and provincializing Western paradigms bespeak a broader need to ask about epistemological and ontological boundary-making in comparative and international education. The call aligns with our SIG’s commitment to go beyond the limitations inherent in the field’s philosophical and theoretical foundations, such as the subject/object divide, the self, society, and development. In short, the Post-foundational Approaches SIG is uniquely situated to offer a space within which this important call may resonate, particularly as it invites us to embrace notions of relationality, relativity, complexity, paradox, and aporia.
To supplement the general call for papers, we invite scholars to attend to questions of how posthumanist, postcolonial, new materialist, feminist, queer, and poststructuralist theories can make visible the taken-for-granted qualities and assumptions that undergird comparative and international education. For example, how might post-foundational approaches critique research methodologies, notions of the empirical (i.e., the “data” of comparative education), global learning metrics and outcomes, institutional norms and rules, or prevailing best practices? How might they help the field reckon with legacies of racialization, setter coloniality, and calls for decolonization? How might they draw attention to the practices that divide self/Other, mind/body, ideal/real, and social/natural in order to interrogate the field’s representational taxonomies, essentialized identity categories, and progress narratives in ways that make possible their revisioning? We invite authors to submit their work to the Post-foundational Approaches SIG who consider these and other related questions.
Religion and Education SIG
The Religion and Education SIG seeks to provide a forum where researchers and practitioners involved in studies on the interplay between religion or religious identity and various forms of education in diverse global contexts. As such, intersectionality is the major angle that we highlight and recommend in regard with the research related to religion and education. For CIES 2020, we encourage our SIG members to submit proposals that relate to the conference theme. Education Beyond the Human, with a special focus on the evolving meaning of religion, religious identity and impacts of religious education on society and vice versa. Moreover, we want to stress the role of religious education in our postmodern era in which humanity is facing increasingly complicated challenges in maintaining peace and stability. On the other side of the coin, we urge researchers not to overlook various types of anti-religious education that have been creating equally or more complex dilemmas for humanity. Thus, we suggest scholars to consider all these academic facets in order to further deepen our understanding of the role of religion and education in shaping our current and future social realities.
Sexual Orientation, Gender Identity and Expression SIG
The Sexual Orientation, Gender Identity and Expression (SOGIE) SIG explores the intersection of SOGIE issues and education. We seek to promote scholarly research and professional activities around these themes. The SOGIE SIG invites submissions that address questions such as: What are the experiences of lesbian, gay, bisexual, transgender, and intersex (LGBTI) individuals in schools and other educational arenas? How do struggles for LGBTI rights coincide with or diverge from other human rights struggles globally? How are SOGIE histories and themes taught in schools around the world? What is the role of international organizations and NGOs in changing attitudes and behaviors towards SOGIE minorities? How do ideals about LGBTI rights circulate through global networks, and how are they localized?
South Asia SIG
The South Asia SIG (SA SIG) welcomes papers drawing on diverse epistemological, methodological, and theoretical perspectives. The SA SIG provides a platform that brings together scholars, artists, policymakers, development aid professionals, and education practitioners who focus on South Asia (Afghanistan, Bangladesh, India, the Maldives, Nepal, Pakistan, and Sri Lanka), and the South Asian diaspora. We invite participants to engage with the CIES 2020 theme Education Beyond the Human. This exploration may include (though is not limited to) research examining ecological challenges in South Asia and its implications beyond man-made borders; the potential of education and educational spaces to overcome these challenges; the possibility of community led initiatives that permit a re-imagining of education; environmental activism and education; intersectional perspectives on social justice, education and planetary challenges. The SA SIG also invites papers exploring multiple dimensions of education in relation to South Asia. Participants may submit the following proposals: individual papers, panels, roundtables, posters, PechaKucha presentations, and pre-conference workshop.
Study Abroad and International Students SIG
The CIES Study Abroad and International StudentSIG seeks to create a professional network of researchers and practitioners working to understand the issues and challenges as well as share the best practices related to international student mobility in K-12 and beyond, education abroad, and exchange programs globally. The mission of this SIG is to promote interdisciplinary scholarship opportunities and critical dialogues by connecting professionals and academics who are involved in serving the international student population. For CIES 2020, we encourage our members to submit proposals that address the conference theme, Education Beyond the Human, with a particular focus on the impact of student-faculty mobility issues and challenges in the 21st century education in the following areas:
- Emerging trends and issues of international student and scholar mobility
- Study abroad and study away in K-12 and postsecondary institutions
- Cross-cultural studies of immigrant students’ acculturation, intergroup relations, and intercultural communication
- Multiculturalism, diversity, hybridity, and the development of diaspora networks
- Globalization, migration flows and education policy, including the politics of migration in sending and host countries
- Immigration issues and visa policies related to international students
- New forms of mobility including educational contexts that involve the use of new technologies and modes of learning
- Experiences of globally mobile LGBTQ+ students and other student populations
- International student experiences in cross-border higher education institutions and programs, including private, public, and for-profit institutions
- Recruitment, retention, transfer, support, and student success
- Career preparation, employability, and career outcomes of short- and long-term mobility
Submissions from presenters that focus on under-researched aspects of the field, as well as countries or contexts about which little is known are of particular interest. Proposals that include under-utilized theories, such as Postcolonial Theory, Southern Epistemologies, Indigenous Scholarships, or new frameworks, discourses, and methodologies are also encouraged.
Teacher Education and the Teaching Profession SIG
The TETP SIG invites academics, practitioners, and students from around the world to submit proposals for individual, group panels, roundtables, workshops or poster presentations that relate to teacher education and the teaching profession. We have about 11 years remaining to achieve the Sustainable Development Goals (SDGs) passed in 2015 by the United Nations. Of particular interest is SDG 4C: By 2030, substantially increase the supply of qualified teachers. Including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states. Therefore, within the theme for the conference and the focus of our SIG, we strongly encourage the submission of papers on the following range of topics:
- Exploring issues with teachers for inclusive and equitable education globally
- Highlighting innovative practices and reforms in teacher education at school, district, provincial, national, regional and international levels
- Studies that examine culturally-responsive pedagogy in different contexts
- Exploring gaps in teacher education and professional development around the world
- Teachers’ practices and approaches for refugees and IDPs learners
It is expected that discussions from the above study areas will further enrich the conference theme, Education Beyond the Human, and highlight the key role of teachers for achieving the 2030 Agenda.
Teaching Comparative Education SIG
The Teaching Comparative Education SIG focuses on the research and practice of teaching comparative and international education (CIE). The SIG welcomes submissions that explore the contours of teaching and learning in CIE and is particularly interested in proposals that reflect diverse and global perspectives and connect to the conference theme of Education Beyond the Human. Submissions may include, but are not limited to:
- Conceptual or theoretical explorations of curriculum development;
- Case studies related to the implementation of novel, innovative or transformative techniques in the teaching of CIE;
- Empirical research studies investigating the outcome and/or impact of new modalities of teaching;
- Entries showcasing practitioner-focused reflections on processes teaching;
- Theoretical and/or empirical examinations on communities of practice in teaching CIE;
- Other related topics embracing multiple and varied epistemologies of teaching CIE.
Youth Development and Education SIG
The Youth Development and Education SIG is a forum for researchers, practitioners, and youth involved in the global study of comparative and international education to engage in discussions on the pressing issues confronting young people. Our SIG encompasses in-school and out-of-school youth in complex environments, and all ages and definitions of youth. We grapple with topics such as youth social movements and activism; youth’s wellbeing, futures and aspirations; livelihoods and workforce development; and learning and skills development.
The Youth Development and Education SIG encourages submissions for CIES 2020 that focus on how youth engage with the theme of Education Beyond the Human. Submissions may examine how youth are affected by the current planetary boundaries and environmental changes, and/or how youth will serve as the change makers, leaders, and visionaries for the next era. Key issues may include: migration and immigration; environmental and social movements; violence; and education and employment equity. Submissions that examine intersectionality between youth; environmental issues; race; ethnicity; citizenship; gender; sexual orientation and identify; class; and inclusion are encouraged, as are submissions where youth voices and narratives are front and center. The Youth Development and Education SIG hopes that the topics and conversations at CIES 2020 will demonstrate the centrality of youth in forging a future that embraces a “more than human” worldview.