04 SES 13 A, Inclusion at Risk: The Linchpin of Relational Interdisciplinarity
Educational institutions are pivotal in the dissemination of categories, of standards of individualisation that underpin the development of knowledge. These predominantly catch-all schemas of individuality are complicit in producing risk of educational marginalisation, which can and do impact the work of practitioners and researchers across diverse disciplines and national contexts. This symposium, which is aimed at the network specific call for 2019, investigates the affordances of disorientation—the conditions for openness to observing and working with what we encounter, in research and practice from Australia and the United Kingdom, which transgress theoretical, national, and sectoral boundaries. We recognise that existing international systems that emphasise improving literacy, numeracy and learning achievements on one hand, while infringing on equitable ways of being and knowing on the other, are insufficient to stem the flow of educational inequities. We are motivated to put into question Western notions of the independent, autonomous Subject, by dissolving hierarchical understandings of vulnerabilities among specific student groups in education. Four papers comprise this symposium that examine how risks of being marginalised can impact members of different communities in different contexts, and how research and practice that pays attention to relationalities produce new conditions of possibility.
Each of the papers concentrates on the onto-epistemological preferences that emphasise relationality, in a ‘move from what needs to be opposed to what can be imagined out of what is already happening, embedded in an immanence of doing’ (Lather, 2016, p. 129). Taking the lead from Lather and colleagues of her ilk who seek to trouble dominant knowledges through new empiricist inquiries, the papers in this symposium acknowledge "the incalculable, the messy, and the responsibilities of not knowing" (ibid), to learn what possibilities emerge in the interconnectedness of persons, technologies and the environment in which we find ourselves. In the first paper, Dr Whitburn develops a discussion of the inherent risks to inclusive participation when inclusion in education is understood in terms of universal human rights. Dr Whitburn advances theoretical work in teacher education that seeks to prepare them to locate alternatives in collective action. In the second presentation Dr Levy argues that it is important to understand how families develop their own shared reading practices with young children and use this knowledge to ensure that these valuable practices are not eroded by narrow, yet dominant, schooled constructions of reading. In the third presentation, Dr Hyatt proposes a troubling of the traditional power dynamics of doctoral supervision, constructing more collaborative relations through embracing decentred and decolonizing pedagogies designed for the critical inclusion of students into academic/professional discourse communities. In the final presentation, Dr Corcoran invokes paradox as a prospect of relationality created in Australian educational practice between the family of a 10-year old student and the National Assessment Program – Literacy And Numeracy (NAPLAN). Each of the papers considers risk from diverse perspectives, and innovative ways of responding to its ubiquity.
Lather, P. (2016). Top Ten+ List: (Re)Thinking Ontology in (Post)Qualitative Research. Cultural Studies ↔ Critical Methodologies, 16(2), 125–131.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.