NW 14 Communities, Families and Schooling in Educational Research: Reconciling school-community and formal education

Reconciling school-community and formal education

Respecting the conference theme, ’Education and Society: Expectations, Prescriptions, Reconciliations’, ECER/EERA Network 14 invites contributions raising the issue of tensions between the realities on school-community relationships in all locations, in particular those involving families and schools in the socio-educational development of the community and the stated aims of formal education. For example: what can be learned in/from these spaces to create a fairer and more inclusive nation? How does the curriculum contribute to reconcile community engagement and society’s ambition? How can families and schooling work together towards a reconciled society?

The Call
This call invites work on school-community relationships in all locations. It unites the key concepts of ECER/EERA Network 14’s research mission: communities, families, schooling and place. These foci provide a mapping for an understanding of who reconciliates with whom – individuals, groups, organisations – and how those reconciliations can be promoted by learning and teaching.

Within this call, the concept of reconciliation is broad, but its process has to be education-led. Reconciliation is understood as repairing issues that have led to division and created barriers to the achievement of a respectful, peaceful and forward-looking society. For instance, it could be about the ‘development of positive inter-group relations after violent conflicts’ (Mitchell and Miller, 2019; Bar-Tal and Bennink, 2004). It could also be about the aim of ‘establishing and maintaining mutually respectful relationships’ between Indigenous (First Nations or Aboriginal Peoples) and non-Indigenous (or non-Aboriginal) People (Samuel et al., 2020; TCR, 2015), or strategies for challenging binaries or inequities.

Network 14 welcomes contributions on (1) how cooperation or partnerships between schools and/or other organisations can be initiated and sustained to reconciliate community within society and (2) on how schools, other organisations and groups are reconciliating with communities. Such considerations might build on existing work, challenging commonsense understandings about binaries relating to place (White & Corbett, 2014; Cuervo, 2016), problematizing notions of community and place (Pini & Mayes, 2015), the rewriting of curriculum, reconciliatory pedagogy and/or retraining of non-Indigenous teachers (Nesterova, 2019; Pratt & Danyluk, 2019; Williams, 2019).

This call revisits the theme of socio-educational development, but expands it beyond schools to other groups and organisations, in wider contexts beyond the rural to the regional, remote, urban, local, and even virtual places.

It is expected that the papers submitted as part of this call will be diverse, representing a range of interrogations, which might address:

  • What can be learned in/from different places and spaces?
  • How do schools and other organisations promote the reconciliation of communities?
  • How education could be rewritten in order to eliminate tensions?
  • How have schools and/or organisations/groups overcome some of the challenges of reconciliation?

Contact Person(s)
Laurence Lasselle, University of St Andrews, UK, laurence.lasselle(at)st-andrews.ac.uk, link convener in ECER/EERA NW14.

Bar-Tal, D., & Bemmimk, G. (2004). The nature of reconciliation as an outcome and as a process. In from Conflict Resolution to Reconciliation, edited by Yacod Bar-Simon-Tov, 11-38. Oxford: Oxford University Press.

Cuervo, H. (2016). Understanding social justice in rural education. Palgrave Macmillan.

Mitchell, D., & Miller, M. (2019) Reconciliation through language learning? A case study of the Turas Irish language project in East Belfast. Ethnic and Racial Studies, 42(2), 235-253.

Nesterova, Y. (2019) Teaching indigenous children in Taiwan: Tensions, complexities and opportunities. Global Studies of Childhood, (2), 156-166.

Pini, B., & Mayes, J. (2015). Australian rural education research: A geographical perspective. Australian and International Journal of Rural Education, 25(3), 26-35.

Poitras Pratt, Y., & Danyluk, P. (2019). Exploring reconciliatory pedagogy and its possibilities through educator-led praxis. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3). doi.org/10.5206/cjsotl-rcacea.2019.3.9479

Samuel, A., Whatman, S., & Blue, L. (2020) Indigenizing education, Discussions and cases studies from Australia and Canada. Springer.

Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. Retrieved from www.trc.ca/assets/pdf/Honouring_the_Truth_Reconciling_for_the_Future_July_23_2015.pdf

White S. & M. Corbett, M. (2014). Doing educational research in rural settings: Methodological issues, international perspectives and practical solutions. London: Routledge.

Williams, H. (2019). Towards being inclusive: Intentionally weaving online learning, reconciliation, and intercultural development. New Directions for Teaching and Learning, 157. doi.org/10.1002/tl.20330

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Interview with Link Convenor 2019