Conference Call for Proposals: AESA 2017 Annual Meeting opens
2/1/17 and due 4/3/17
AESA President-elect Hilton Kelly (Davidson College) and the 2017
Program Committee are pleased to announce the theme for the 2017
Annual Meeting:
“Memory, Remembering & Forgetting: Re-Envisioning Educational Worlds”
The Annual Meeting will be held November 1-5, 2017 at the Omni William
Penn Hotel in Pittsburgh, Pennsylvania.
The ontological vocation of educational studies scholars must be to
co-construct, deconstruct, and reconstruct educational worlds (spaces,
practices and knowledge) so that schooling experiences become more
equitable and just in our democratic society (Freire, 1993, 2000).
The problem of memory looms large in our ability to do this
work—whether we acknowledge it or not. Memory work, which includes
remembering and forgetting our own educational experiences, shapes
every aspect of our jobs as teachers, researchers, and/or activists
committed to maintaining public schools and communities that serve us
all equitably. Emerging educational research suggests that teachers’
memories of childhood influence their teaching philosophies, classroom
practices, and everyday interpretations in schools (Biklen, 2004;
Chang-Kredl, 2015; Chang-Kredl & Wilkie, 2016; Miller & Shifflet,
2016). Linking memory studies to educational studies raises both new
and enduring questions. The 49th annual meeting of the American
Educational Studies Association will explore the role of memory,
remembering, and forgetting as key features of teaching, learning, and
work in and outside of schools.
Conference participants might consider the following questions:
What is the place of memory, remembering and forgetting in educational
research, practice and performance?
How do individual and collective memories affect educational
innovation in schools and school communities?
How do our childhood memories shape our teaching, research, and service?
How does autobiographical memory shape experiences of school?
How does our society remember watershed moments and teach about them in schools?
What are the collective voices of remembering about schooling
inequalities (race, ethnicity, class, gender, disability, . . .) in
the United States and abroad?
How does student or teacher remembering affect student achievement?
What are conflicts in memories of educational policies and practices?
How do social memories shape current educational policies and
practices in classrooms, schools, communities, and cultures?
How might remembering facilitate student achievement in STEM? All disciplines?
How do both individual and collective remembering affect parental
participation, or nonparticipation, in schools?
What novel perspectives might we gain from the collective remembering
of marginalized groups in classrooms and schools?
How does remembering or forgetting impact support for public education?
How might the politics of memory impact policy agendas?
What is the role of culture in remembering?
How might forgetting hinder or facilitate educational innovation?
How does forgetting contribute to inequalities in education?
How do different generations recall our educational past?
How does trauma or tragedy shape experiences of learning and working in schools?
What is the potential of cyberspace for remembering and for creating a
new educational world?
What are forgotten alternatives, policies, and practices that might
envision a more equitable and just educational world?
The 2017 Program Committee invites educational studies scholars across
various disciplines to consider these questions and more that link
memory, remembering, and forgetting to schooling and education in the
United States, as well as to re-envision educational worlds (what
schools have been, should be, or could be).
General Call: Proposals may be submitted for individual papers,
symposia, panels, and alternative format sessions through April 3,
2017. The committee welcomes proposals from a full range of
theoretical, disciplinary, and interdisciplinary perspectives that
include, but are not limited to, the following: Social, historical,
psychological, and philosophical foundations of education, cultural
studies in education, curriculum theory and curriculum studies,
comparative and international education, eco-justice and education,
labor and education, queer studies in education, educating women and
girls, critical race studies in education, critical multiculturalism,
disability studies in education and educational policy and leadership.
While all proposals that deal with educational studies issues and
debates are welcome, especially encouraged are those that specifically
address this year’s theme.
Submission deadline: All proposals must be submitted electronically
to All Academic Inc., the online conference system that we use, via
the AESA website (www.educationalstudies.org) where detailed
information on how to submit a proposal can be found. All Academic
will open February 1, 2017 (5:00pm EST) and close on April 3, 2017
(11:59pm CST). Participants are encouraged to plan ahead as it is not
likely that extensions will be granted. Notifications of acceptance
or rejection will sent by July 15, 2017.
For more information about AESA and the conference, email
aesa2017conference@gmail.com (NOTE: Submit only questions and
information. Conference proposals will not be accepted via this
e-mail address). Before you submit your conference proposal, please
make note of the following:
Request accessibility and technology requests needs at the time of submission.
Register for the conference. Membership is REQUIRED for all
presenters, and we encourage everyone to seek lodging in the
conference hotel.
Consider giving a donation to the Graduate Student Fund when you
become a member and register for the conference.
Consider becoming an institutional sponsor of the conference. We
guarantee free advertisement of your institution, especially graduate
programs in educational studies.
Remember that participants may only appear on 3 submissions.
About AESA
The American Educational Studies Association (AESA) was established in
1968 as an international learned society for students, teachers,
research scholars, and administrators who are interested in the
foundations of education. AESA is a society primarily comprised of
college and university professors and students who teach and research
in the field of education utilizing one or more of the liberal arts
disciplines of philosophy, history, politics, sociology, anthropology,
or economics as well as comparative/international and cultural
studies. The purpose of social foundations study is to bring
intellectual resources derived from these areas to bear in developing
interpretive, normative, and critical perspectives in education, both
inside of and outside of schools.
References:
Biklen, S. K. (2004). Trouble on memory lane: Adults and
self-retrospection in researching youth. Qualitative Inquiry, 10(5),
715-730.
Chang-Kredl, S. (2015). Teachers conceptualizing childhood:
Conversations around fictional childhood texts. Teachers and
Teaching: Theory and Practice, 21(2), 203-220.
Chang-Kredl, S., & Wilkie, G. (2016). What is it like to be a child?
Childhood subjectivity and teacher memories as heterotopia.
Curriculum Inquiry, 46(3), 308-320.
Freire, P. (1993). Education for critical consciousness. NY: Continuum.
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.).
NY: Continuum.
Miller, K., & Shifflet, R. (2016). How memories of school inform
preservice teachers’ feared and desired selves as teachers. Teaching
and Teacher Education, 53, 20-29.
No comments:
Post a Comment