ECER 2020 - Call for Proposals & Network Calls

The ECER 2020 Theme is 'Educational Research (Re)connecting Communities'. However, EERA welcomes contributions from the broad range of educational research.

In addition to the general call, some networks would like to encourage discussion on specific thematic topics and have therefore issued a special call. However, they will remain open for all other submissions within their area.

In order to submit to one of the NW Special Calls listed below, select the network first and then please ensure to choose the topic "Special Call ECER 2020" when you make your submission.

Network Special Calls

NW 04 Inclusive Education – A Plural Self: (Re)connecting Communities Through Research on Inclusive Education

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A Plural Self: (Re)connecting Communities Through Research on Inclusive Education

Today, many students feel disconnected from the school community because of barriers related to factors such as disability, gender, sexuality, ethnicity, and socioeconomic status. Research on inclusive education focuses particularly on reducing exclusionary pressures that impede students’ participation in school life and, as such, the building of a richer and more democratic community. The special call provides an opportunity to foster study and debate concerning the role inclusive education can play in developing educational communities that welcome diversity as an essential element of their practices and of the policies that frame them.

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NW 07 Social Justice and Intercultural Education + NW 17 Histories of Education: Refugees in/and Education ...

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Refugees in/and Education throughout Time in Europe: Re- and Deconstructions of Discourses, Policies and Practices in Educational Contexts

This joint call aims to contextualise and historicise discourses and voices of refugees in education. Recent debates tend to see the so-called refugee crisis from 2015/2016 as a singular event which implies new and unexpected challenges for education systems in host countries. The result is over-dramatization and a neglect of already existing resources of both communities and the education system. The aim of this call is to bring refugee immigration and its specific histories back on the agenda and to highlight research that generates a positive impact on improving the situation and opportunities of newcomers. Refuge needs to be understood not only as a single event but also as an intergenerational process related to particular contexts.

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NW 08 Health and Wellbeing Education: How can health and wellbeing education expand opportunities to lead a valuable life ...

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How can health and wellbeing education expand opportunities to lead a valuable life, in the context of a co-operative democratic society?

The theoretical and empirical emphasis of school-community partnerships in the network has a special potential in relation to exploring the 2020 ECER conference theme of educational research (re)connecting communities. We welcome submissions that are engaging with critical discussions of notions of community, the nature of citizenship and the role of values in health and wellbeing education research. We have also outlined three emerging spaces for theoretical and empirical development that is of relevance for the overall conference theme of (re)connecting communities, focusing on school-community development, relationship building, and school leadership.

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NW 13 Philosophy of Education: Education and Psychoanalysis

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Education and Psychoanalysis

Fragmentation and instability of links are today encountered in many domains. Education has to face the dilemma of the necessity of making connections, especially between generations and communities, in the context of mistrusts and unbindings.

In a psychoanalytically oriented approach, the idea of ‘reconnection’ invites us to question the process of linking and ‘unlinking’ in educational and training relations. In this special call, we focus on research trying to enlighten how movements of binding and unbinding may be strong issues in education. The arising questions can be answered considering relations between different ‘communities’: groups of professionals, teachers and students, cultural communities, etc.

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NW 14 Communities, Families and Schooling in Educational Research: Reconnecting communities: creating and sustaining...

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Reconnecting communities: creating and sustaining the relationships between communities, families and schools

Respecting the conference theme, ‘(Re)connecting Communities’, ECER/EERA Network 14 invites contributions on school-community relationships in all locations, in particular those involving families and schools in the socio-educational development of the community. For example: what can be learned in/from these spaces? How do schools promote the participation and engagement of families and the community? How do local organisations foster the contributions of schools? What are the benefits of (re)connecting schools, families and communities? How far does enhancing a social media presence facilitate community engagement and parental involvement? How have social media affected parental involvement and facilitated community engagement?

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NW 15 Research on Partnerships in Education: Trust in partnerships in education

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Trust in partnerships in education

Trust in partnerships in education involves various stakeholders with different levels of power and interests. Trust supports the establishment of relationships and partnershipwhere those involved make promises to each other and if those are not kept, partners feelbetrayed. In this special call we invite contributions to critically examine the role of trustin partnerships in education. This could include topics that examine the trust teachers mayhave in the relationships that are formed with researchers, the trust society has in education or how through digitalisation machines and algorithms become powerful players with access to information entrusted to them.

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NW 17 Histories of Education: Understanding Communities in Europe and beyond by (Re)Connecting with Histories of Education

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Refugees in/and Education throughout Time in Europe: Re- and Deconstructions of Discourses, Policies and Practices in Educational Contexts

This joint call aims to contextualise and historicise discourses and voices of refugees in education. Recent debates tend to see the so-called refugee crisis from 2015/2016 as a singular event which implies new and unexpected challenges for education systems in host countries. The result is over-dramatization and a neglect of already existing resources of both communities and the education system. The aim of this call is to bring refugee immigration and its specific histories back on the agenda and to highlight research that generates a positive impact on improving the situation and opportunities of newcomers. Refuge needs to be understood not only as a single event but also as an intergenerational process related to particular contexts.

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NW 17 Histories of Education + NW 07 Social Justice and Intercultural Education: Refugees in/and Education ...

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Refugees in/and Education throughout Time in Europe: Re- and Deconstructions of Discourses, Policies and Practices in Educational Contexts

This joint call aims to contextualise and historicise discourses and voices of refugees in education. Recent debates tend to see the so-called refugee crisis from 2015/2016 as a singular event which implies new and unexpected challenges for education systems in host countries. The result is over-dramatization and a neglect of already existing resources of both communities and the education system. The aim of this call is to bring refugee immigration and its specific histories back on the agenda and to highlight research that generates a positive impact on improving the situation and opportunities of newcomers. Refuge needs to be understood not only as a single event but also as an intergenerational process related to particular contexts.

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NW 24 Mathematics Education Research: Towards a more united citizenship: Mathematical competencies as a trust ...

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Towards a more united citizenship: Mathematical competencies as a tool against mistrust and fragmentation

This special call invites attendees to discuss utilising mathematical competencies to overcome mistrust and fragmentation. How can mathematics and mathematics education provide individuals with tools to deal with uncertainty and the challenges of the contemporary world? How can mathematics education researchers construct knowledge of mathematics learning that is inclusionary, and promotes a general understanding of data- and mathematics-based decision making? How can we use research to identify and address obstacles to mathematical competencies? Those are a few questions to open discussion on this special call. Although this call highlights some topics, all contributions to mathematics education are welcomed.

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NW 27 Didactics - Learning and Teaching - On the collaboration between researchers and teachers in didactical research

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On the collaboration between researchers and teachers in didactical research

There is an increasing interest in didactical research for studies of teaching and learning performed in collaboration between researchers and teachers. With this special call, Network 27 wants to highlight the results produced in this line of research, as well as the challenges it leads to. The main topics will be the following: (1) empirical findings relating to the unfolding of dialogue between teachers and researchers (2) comparisons between different models for design-based didactical research, (3) epistemological and ethical views of knowledge, participation, recognition and symmetry and asymmetry between participants and (4) development of methodological issues.

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NW 28 Sociologies of Education: Return of the nation? Sociologies of education in an era of rising nationalism and populism

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Return of the nation? Sociologies of education in an era of rising nationalism and populism

Nationalism remains a supreme force of contemporary societies and is thus ironically endemic to what is often described as a global world. Historically education has been a central vehicle of the reproduction of nationalism both strategically and by way of being embedded in national structures and discourses. In this year's call, we ask participants to examine the return of nationalism and the rise of populism in global and national politics and everyday practices of education. We also encourage thinking about how sociological research could harness productive means of critique and practical ways of overcoming antagonisms to (re)build shared humanity.

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NW 30 Environmental and Sustainability Education Research: The role of activism in educating communities about sustainability...

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The role of activism in educating communities about sustainability issues

Protest and activism in relation to climate change and other sustainability issues amongst young people in particular but also across generations is becoming a common experience within and beyond educational settings. This phenomenon has the potential to be both divisive and connective within communities at local, national and international levels. Protests have involved a range of formats such as walking and striking (e.g. Fridays for Future and Youth Strikes for Climate), artivism (e.g. Art for Extinction Rebellion), political petitions (e.g. the Green New Deal) and a plethora of online petitions. We seek submissions that look at this phenomenon from a range of points of view, for example: formal learning, informal learning and public pedagogy; focusing on what these new movements mean for education and education research in relation to sustainability and disrupted climates.

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NW 31 Network on Language and Education: Multiliteracies in multilingual societies

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Multiliteracies in multilingual societies

This special call addresses the educationally relevant yet still largely unexplored issue of multiliteracies in multilingual societies. We would like to encourage discussion on the complex phenomenon of multiliteracies from multiple perspectives which include, but are not limited to: teaching and learning of multiliteracy in contexts of diversity, multiliteracy as linguistic and communicative practice, digitalization & multiliteracy as a resource for language learning, as well as consideration given to multiliteracies in formal education.

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NW 32 Organizational Education: Communities, Lifeworlds, Social Arenas, Networks, Systems – Research on Organizations and ...

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Communities, Lifeworlds, Social Arenas, Networks, Systems – Research on Organizations and their Learning

Relating to ECER 2020 theme, EERA-network 32 ”Organizational Education” will gather contributions which focus on organizations as communities, social arenas/worlds, lifeworlds, networks, or systems to get more understanding of learning in, by, and between organizations, of organizational development and change as educational processes.

Interested colleagues are cordially invited to submit papers for sessions of NW 32 Organizational Education.

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NW 33 Gender and Education: (Re)connecting feminist, queer and trans* communities and allies through educational research

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(Re)connecting feminist, queer and trans* communities and allies through educational research

Network 33 welcomes papers addressing any issues relating to gender and education. This special call aims to address concerns of those often marginalized in mainstream gender perspectives by bringing together scholars and educators, activists and allies to discuss the theme of (re)connecting feminist, queer and trans* (FQT*) communities through educational research. Hence, we invite contributions that address: 1) The interconnections and tensions between FQT* theories; 2) Pedagogical curriculums and practices addressing FQT* issues; and, 3) Activism resisting patriarchy, heteronormativity and cisnormativity. The special call aims to continue to grow N33’s community of practice.

 

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Important Dates ECER 2020

01.12.2019
Submission starts
31.01.2020
Submission ends
01.04.2020
Review results announced
01.04.2020
Registration starts
15.05.2020
Early bird ends
25.06.2020
Presentation times announced
01.07.2020
Registration Deadline for Presenters
iCal Download

Address for online search:

University of Glasgow
Glasgow G12 8QQ