News

Call for Papers for a Special Issue of Gender and Education: Decolonizing Gender and Education Research

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 (carly.manion@utoronto.ca) or Payal Shah, University of South Carolina

Talking Transformations Culture and Wisdom Visual Arts Sharing Sessions

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.

Where?

The free workshops will be held at The University of Sydney in the School of Education.

When?

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 sjmoore1970@yahoo.com.au.

The workshops are in the NSW School holidays and all are welcome!

www.sarahjanemoore.com.au

This slideshow requires JavaScript.

Latest OCIES newsletter now available

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

Day Seminar at Monash University: Pedagogic Possibilities of New Diaspora Formations and Transnationalism

Tuesday September 26th 2017 10.00 – 3.30 pm Monash Club, Clayton

Migration is not what it used to be. Advances in transport and communication technologies have transformed the nature of migrant experiences, enabling globally mobile people to remain in touch with each other across vast distances and national borders, transforming their sense of belonging, stretching their imagination and aspirations. It has also ‘transnationalized’ the nature of our classrooms and schools. Examine the pedagogic challenges and opportunities associated with the dynamic conditions and logics of transnational mobility with Professor Fazal Rizvi.

Fazal Rizvi is a Professor of Global Studies in Education at the University of Melbourne, as well as an Emeritus Professor at the University of Illinois at Urbana-Champaign. Fazal has written extensively on issues of identity and culture in transnational contexts, globalization and education policy and Australia-Asia relations. His book, with Bob Lingard, Globalizing Education Policy (Routledge 2010) is used widely in courses around the world. A collection of his essays is published in: Encountering Education in the Global: Selected Writings of Fazal Rizvi (Routledge 2014). Fazal is a Fellow of the Australian Academy of the Social Sciences, a past Editor of the journal, Discourse: Studies in Cultural Politics of Education, and past President of the Australian Association of Research in Education. He is a co-author, with Jane Kenway and others, of Class Choreographies: Elite Schools and Globalization (Palgrave 2017), and of a major report, Australia’s Diaspora Advantage, produced for the Australian Council of Learned Academies (ACOLA 2016).

9.30 – 10.00am Morning tea

10.00 – 12 noon Presentation

12 noon – 1.30 pm Buffet lunch

1.30 -2.30 pm ECR Workshop

2.30 – 3.30 pm HDR workshop

Registrations essential for all three events: http://bit.ly/2vOu5Ia

Contact: Dr Niranjan Casinader (niranjan.casinader@monash.edu)  or Assoc Prof Lucas Walsh (lucas.walsh@monash.edu)

Transnational Pedagogy Seminar Poster 26 Sept (1) (1)

Keynote Speaker Announced

We are delighted to announce that Professor Roger Dale will be a keynote speaker at the OCIES 2017 conference. Roger Dale is Professor of Sociology of Education at the University of Bristol, UK. He was previously Professor of Education at the University of Auckland, New Zealand. He was President of BAICE (British Association for International and Comparative Education) in 2015, and has been active in the Globalisation and Education Special Interest Group in CIES. He is co-editor and co-founder of the journal Globalisation, Societies and Education.

For more information about our keynote speakers, please visit the OCIES website

OCIES 2017 proposal deadline extended

The proposal deadline for the 2017 OCIES conference has been extended to 10 August 2017. Please visit www.ocies.org for further information about the Call for Proposals, the online submissions procedure and details about the OCIES 2017 conference.

 

For those who have already submitted a proposal, we encourage you to register for the conference as soon as possible. Please note that the deadline for early bird registration closes on 1st August 2017. We also suggest that you make arrangements for your flights and accommodation as early as possible to avoid any last minute disappointment.   Information about registrations, accommodation and flights can be found on the OCIES website (www.ocies.org).

 

We look forward to seeing you in Noumea in November for OCIES 2017.