The next funding round for the OCIES Fellowships and Networks Grant closes on 1 December 2017. The grant will enable individual researchers and/or groups of researchers to undertake collaborations or networking initiatives between institutions and OCIES members, thereby deepening these exchanges and relationships. Applicants must be current members of OCIES and must not have been awarded a Fellowships and Networks programme grant within the past three years. Application criteria and the application form are available on the OCIES website.
Using the OCIES 45 Conference held in Sydney in 2016 as its conversational springboard, this issue explores emergent gaps in thinking about a number of key issues of concern to comparative and international educationalists.
These provocations challenge our practice and our postcolonial, postmodern theorizing and educational engagement with these ‘gaps’. In doing so, they open up future rewarding and challenging spaces for our future work together. To read this issue, visit:
Please download, enjoy, and remember to cite the work of our authors. As
some of us head to Noumea for our annual conference (OCIES.org), we look
forward to continuing these conversations.
Please also consider submitting your work to us. It is a widely read,
peer-reviewed, open access journal run by volunteers. We don’t charge you to
publish with us but it does take time to have your work properly reviewed.
If you are not impatient for publication, we are a supportive and scholarly
community of passionate people who want to see interesting work emerging in
the field of comparative and international education.
Thanks for the continuing interest in our work,
Associate Professor Zane Ma Rhea
Faculty of Education,
Editor, International Education Journal: Comparative Perspectives
The XVI Annual International Conference of Bulgarian Comparative Education Society
(BCES) will take place in Golden Sands, Varna, Bulgaria, from June, 11- 15, 2018.
The theme of BCES 2018, ‘Education in Modern Society’, aims at understanding the role of education in modern societies and provokes conference participants to reflect on and
contribute to the debate of constant efforts for improvement in the quality of education and thereby to the vibrancy of modern society.
The Conference Thematic Sections are:
1. Comparative and International Education & History of Education
2. Teacher Education
3. Education Policy, Reforms & School Leadership
4. Higher Education, Lifelong Learning & Social Inclusion
5. Law and Education
6. Research Education & Research Practice
7. Global Education and Education Development
Abstract and Full Paper Submission: 28 February 2018
Abstract and Full Paper Acceptance Notification: 10 March 2018
Standard Registration: 30 March 2018
Hotel Room Reservation: 1 May 2018
Late Registration: 11 May 2018
Final Conference Program: 18 May 2018
PowerPoint Presentation Submission: 3 June 2018
For more information, please visit the BCES 2018 website: http://bces-conference.org/
Call for Papers for a Special Issue of ‘Gender and Education’. Decolonizing Gender and Education Research: Exploring the Relationship Between Feminist Research on Education and Decolonizing, Indigenous Knowledges and Cosmologies
Special Issue Guest Editors: Caroline Manion & Payal Shah
Critical scholars across a variety of disciplines and geographic areas express the need to engage in intellectual projects that shift the dominant epistemic perspectives and methodologies used in traditional research (Abu-Lughud 1991; Narayan 1993; Takayama 2011; Smith 2012). Feminist research has had a longstanding commitment of epistemically, theoretically, and methodologically interrogating issues of power and difference with the goal of emancipating women (Benhabib et al. 1995; Fraser 1989). Similarly, decolonizing research seeks to explicitly address colonial structures of knowledge production and the representation of marginalized and indigenous populations. Both feminist and decolonizing research challenge traditional hierarchies of knowledge and incorporate the scholarship and perspectives of non-Western, nondominant scholars to challenge the traditional self-other distinction (Abu-Lughud 1991; Lincoln and Gonzalez 2008; Smith 2012).
This special issue seeks to explore the intersection and overlap between feminist and decolonizing research. Our goal is to bring together and showcase high quality and intellectually provocative papers that theoretically and empirically interrogate why research at the nexus of gender and education needs to be ‘decolonized’, and which illuminate what this means and what it looks like. Additionally, we will welcome suitable papers that address the lineages of critique that shape the practice and underlying theory of decolonizing and feminist research today.
Epistemologically, this issue seeks to make visible and problematize the dominant positioning of the West as the central frame of reference in much social research. Thus, we seek to highlight scholarship that questions the concepts of culture, nation, and difference to challenge the binary logics and essentialism that have long underpinned their articulations across scholarship in the social sciences and humanities. In this special issue, we draw from scholars such as Atlas and Dei, who name and contest this ‘academic neocoloniality’ and “challenge imperial ideologies and colonial relations of knowledge production” (as cited in Takayama 2011, 450).
This decolonizing epistemological orientation is complementary to a critical feminist epistemology where one goal is to reveal the participants’ lived realities deeply contextualized in their socio-cultural milieu (Benhabib, 1987; El Saadawi, 1997). This reflexive lens pushes researchers to reflect upon and gain better insight into the complex intersectionalities that constitute the lives of their participants (Benhabib et al. 1995; Fraizer 1989). Such an orientation can also reposition how researchers engage with the subjectivities and representations of participants who are considered “marginalized” by dominant discourses.
We seek to include papers that engage broadly with research at the intersection of decolonizing and feminist research in education. We seek papers that make both theoretical as well as empirical contributions across a variety of fields including but not limited to: comparative education, geography, cultural studies, anthropology, sociology, women’s and gender studies, etc. Given the nature of the topic, papers that illuminate trans-disciplinary and intersectional perspectives on gender and education would be especially welcome. We are also interested in papers that interrogate and innovate research methods from decolonizing and feminist epistemological perspectives. Aligning with the overarching decolonizing ethos of the Special Issue, our goal is to include a diverse range of contributions from new as well as more seasoned scholars and practitioners from the Global South and Global North.
Contributions might address the following topics:
– Comparative pieces that methodologically and theoretically challenge the colonial binary between Western and non-Western scholarship supporting the essentialist terms of Orientalist constructions, where a “rigid sense of difference” is based on representations of culture or nations as the base of comparison.
– Pieces that challenge the traditional academic knowledge production and circulation process and illuminate research from non-Western, non-English speaking ‘peripheries’.
– Articles that illuminate scholarship that interprets and shares the narratives of their participants in ways that emphasize their agency and strength and not in ways that reinforce their marginalization.
Exploration of the contributions and applications of decolonizing and anticolonial approaches in education research and practice.
– Debates concerning the significance of value pluralism, difference and power in transnational feminist education research and advocacy.
– Examples or case studies that reveal the opportunities and challenges for productively engaging and working across diverse Western and Indigenous feminisms and subjectivities in education research, policy and practice.
– Possibilities for applying intersectionality theory in decolonizing and anticolonial feminist research in education.
– Identity and the politics of decolonizing feminist research in education.
Collaboration and alliance-building in the context of decolonizing feminist research in education.
– Embodied knowledge and decolonizing feminist research approaches.
– Explorations of the contributions of non-dominant and Indigenous knowledge production and application in the context of decolonizing education research and practice.
Proposals should be for original works not previously published (including in conference proceedings) and that are not currently under consideration for another journal or edited collection. 350-500 word abstracts should be emailed to Caroline Manion or Payal Shah by October 1, 2017.
Formats for proposals include full-length papers (5000-8000 words) or viewpoint pieces (3000-5000 words).
If your proposal is accepted for the special issue, a full-length submission will be required by November 16, 2017. The editors are happy to discuss ideas prior to the deadline.
Peer-reviewing and final editorial decisions will be reached by June 1, 2018.
Abstracts and queries should be sent to: Caroline Manion, OISE, University of Toronto, Canada (firstname.lastname@example.org) or Payal Shah, University of South Carolina
with Dr Sarah Jane Moore & Associate Professor Nigel Bagnall
September 26, 27 and 28, 2017
Would you like to be part of a group exhibition that travels from Sydney to Noumea?
Would you like to work on a canvas that shares your cultural wisdom?
Would you like to develop an image that shares your Reconciliation journey?
The Talking Transformation Culture and Wisdom project offers three storytelling and visual art workshops to anyone who would like to be involved and is keen to work together on a collaborative visual arts and storytelling project.
Facilitated by Dr Sarah Jane Moore and Associate Professor Bagnall the project is supported by the Oceania Comparative International Education Society and the School of Education and will be run over three days and held at the School of Education at the University of Sydney.
The project will:
Bring together teachers, researchers, students, academics, creative and visual artists to share and exchange conversations about their cultural wisdoms and experiences in the Reconciliation space. In the free one hour workshops participants will create a small canvas that will be displayed in a group display at the University of Sydney. The canvases will then travel to the University of Nouvelle Caledonie, Noumea, New Caledonia and be exhibited as part of the 45th Annual Conference of the Oceania Comparative and International Society Conference in November 2017.
The free workshops will be held at The University of Sydney in the School of Education.
Tuesday 26th Sept 10-11am Room 325, School of Education at the University of Sydney
Wednesday 27th Sept 12-1pm Room 325 School of Education at the University of Sydney
Thursday 28 Sept 2-3pm Room 459, School of Education at the University of Sydney
All materials are provided
If you would like to book into one or all three of these sessions
please contact Dr Sarah Jane Moore at email@example.com.
The workshops are in the NSW School holidays and all are welcome!
We are thrilled to announce that our latest OCIES newsletter is ready to view. This issue is jam-packed with information about the OCIES 2017 conference, updates from regional events as well as news from the Oceanic region and beyond. This issue also celebrates new books, digital updates and artistic works that have been published and produced by OCIES members. We hope you join with us in celebrating the exciting work that is taking place in our region and beyond.
You can view this newsletter by clicking here