We are calling for papers - from academics, policy makers and professionals - from education and related fields of social sciences and policy areas to examine the implicit conceptual building blocks of educational comparisons spanning from large scale comparisons of education systems and international policies, to curriculum, pedagogy and everyday experiences of schooling and education.
The conceptual categories of ‘space’, ‘place’ and ‘time’ have served as the implicit conceptual building blocks of educational comparison from the days of ‘traveller’s tales’ to the current discussions about de- and re-territorialisation in Comparative and International Education (CIE). In our contemporary space of imagination and investigation - which some scholars refer to as globality - “social science is something far more demanding and consequential, than an interest in ‘globalization’, in challenges to the sovereignty of the nation-state, or in transoceanic shifts of production and capital” (Therborn, 2000: 51). In globality, our understanding of place - in which space and time are contained (Casey, 2009) - is central to our way of being in the world and with the world. In the space of globality there is no naturally given privileged observation post and no absolute time.
Into the new millennium, national education policies around the world had international, transnational, and global dimensions (Rizvi 2006), and claimed to prepare citizens for supra-national society (Meyer, 2006). At the same time, education systems struggle to respond to many features of globality, including intensified mobility of people, ideas and objects. To study education in globality means to complicate how we think about space, place and time in ways that move beyond simply looking for the global in the local and vice versa.
If we take as a given that the varied processes of globalisation have fundamentally transformed our individual imaginations and social imaginaries (Appadurai 1996; Taylor 2004), then we are challenged to critically examine (and possibly revise) our own standpoints. We need to consider how globality has reconfigured our points of reference and, of course, our comparative inquiries.
The Australian and New Zealand Comparative and International Education Society (ANZCIES) is pleased to invite educationalists to participate in its 41st Annual Conference on the theme of Learning and Living in the world and with the world.
Possible lines of inquiry include:
****** What theories have the explanatory power to conceptualise education in contemporary conditions?
****** How does globality shape our intellectual imaginations, theoretical arguments and empirical investigations, and how might these constitute a new identity for CIE?
***** What are the relationships between the epistemologies of indigenous knowledges and other conceptions of knowledge?
***** How can we rethink units of analysis in CIE, such as the nation-state, civil society, world-systems?
***** How can social movements, researchers, activists, and policy-makers engage with and respond to growing inequalities on a global scale?
***** How can we reconceptualise the idea of mass / universal education (its organisation, curricula, pedagogical practice) and ‘development’ in contemporary conditions?
***** How are histories written and represented in educational thinking, research, policies and practices?
Papepr proposals due: 15th of October 2013
Dr Zsuzsa Millei
The University of Newcastle, Australia
Callaghan, NSW 2308
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