We are delighted to announce that the 53rd Annual Conference of the Oceania Comparative and International Education Society (OCIES) will be hosted by Te Whare Wānanga o Waitaha | University of Canterbury in Otautahi/Christchurch in Aotearoa New Zealand.
It will be held from 23-26 November 2025, and the theme will be “Education, Knowledge and Power in the Asia-Pacific”.
Register for the Conference here (link will be available soon)
Education, Knowledge and Power
in the Asia-Pacific
Call for Papers: OCIES 2025 Annual Conference
University of Canterbury / Te Whare Wānanga o Waitaha
Ōtautahi Christchurch, Aotearoa New Zealand
23–26 November 2025
Abstract Submission Deadline: Friday 1 August 2025
The Oceania Comparative and International Education Society (OCIES) warmly invites scholars, educators, practitioners, and community thinkers and leaders to join us in Ōtautahi Christchurch for our 53rd Annual Conference.
With this year’s theme “Education, Knowledge and Power in the Asia-Pacific” we invite critical reflection and research on the shifting dynamics of education and power in a region marked by cultural richness, geopolitical complexity, and urgent calls for justice, sustainability, and transformation.
As we gather on the lands of Ngāi Tuahuriri, we honour indigenous knowledge systems and relational ways of being that challenge dominant paradigms of education and research. We invite contributions that engage with the following subthemes:
Conference Subthemes
- Technology, AI, Equity, and Educational Futures
How are emerging technologies reshaping education in the Asia-Pacific? What are the implications for equity, access, and culturally appropriate innovation? - Liberating Pedagogies: Knowledge, Power and Transformative Teaching
How can curriculum and pedagogy challenge systemic inequities and foster inclusive, decolonising, and anti-racist educational practices? - Education for Sustainability, Climate Justice, and Cultural Resilience
How can education respond to environmental crises while sustaining cultural knowledge and intergenerational resilience? - Decolonising Education and Centering Indigenous Knowledges
What does it mean to centre Indigenous epistemologies in education? How can we transform institutions to support sovereignty, language revitalisation, and cultural resurgence? - Geopolitics, Critical Thought, and South–South Educational Co-operation
How are shifting global power relations influencing education and knowledge production? What role can South–South collaboration play in disrupting colonial hierarchies?
Presentation Formats
We welcome a range of presentation styles that reflect the diverse ways of knowing and sharing knowledge across Oceania:
- Roundtables: Short individual papers (7–10 mins) grouped for collective discussion.
- Conversation Circles: Dialogic sessions using formats such as talanoa, tok stori, or yarning.
- Symposiums: Thematically linked presentations with audience engagement.
- Practice Circles: Interactive, arts-based, or skills-focused workshops.
Abstracts
Abstracts (300–400 words) should indicate the format and subtheme(s) addressed. Submit your abstract by Friday 1 August 2025 via our online portal [link to be inserted]
Inquiries
For inquiries and further information about OCIES and this conference,
- go to our website https://ocies.org/ocies-53rd-annual-conference-2025/ or
- email conference@ocies.org
Outline of sub-themes:
- Technology, AI, Equity, and Educational Futures in the Asia-Pacific
This subtheme explores the disruptive impact of emerging technologies, particularly artificial intelligence, on education across the Asia-Pacific. AI is rapidly reshaping teaching, learning, and assessment, raising urgent questions about equity, ethics, and educational purpose. As digital tools become increasingly embedded in educational systems, issues of access, inclusion, and digital literacy become central to ensuring that technological advancements do not exacerbate existing inequalities. We invite contributions that critically examine the promises and pitfalls of edtech, the role of AI in shaping educational futures, and the implications for marginalized communities. Papers may address digital inclusion and exclusion, indigenous-led innovation in technology, policy responses to rapid technological change, and resistance to extractive or surveillance-based digital models. We are particularly interested in research that reimagines educational futures in diverse regional contexts, foregrounding socially just, culturally responsive, and community-driven approaches to technology integration.
- Liberating Pedagogies – Knowledge, Power and Transformative Teaching
This subtheme brings together critical explorations of curriculum, pedagogy, and teacher professional learning in the Asia-Pacific region. It highlights how educational content and practice are shaped by cultural contexts, power relations, and ongoing struggles for equity and social justice. We invite contributions that examine decolonising and anti-racist pedagogies, inclusive teaching practices, and the complexities of teacher education and professional development in diverse settings. Papers may address the politics of knowledge production and dissemination, as well as how educators and systems can respond to issues of gender, language, ethnicity, disability, and marginalization through transformative teaching and curriculum design. We especially welcome research that explores innovative approaches to fostering culturally informed critical consciousness and social transformation within educational institutions.
- Education for Sustainability, Climate Justice, and Cultural Resilience
This subtheme examines how education can engage with the pressing challenges of environmental sustainability, climate change, and cultural resilience. The Asia-Pacific region faces acute environmental crises, from rising sea levels and extreme weather events to biodiversity loss and resource depletion, all of which intersect with issues of social justice and cultural survival. We invite papers that explore education for sustainable development, ecological and place-based pedagogies, and community-led responses to environmental crises. Contributions may highlight the impact of youth activism in driving change, and the importance of integrating climate justice into curricula and policy. We also welcome research on educational initiatives that foster climate resilience, cultural continuity, and intergenerational learning, particularly in communities most affected by ecological disruption. How can education empower learners to become agents of sustainability and resilience?
- Decolonising Education and Centering Indigenous Knowledges
This subtheme invites contributions that critically engage with Indigenous epistemologies, methodologies, and pedagogies across the Asia-Pacific region. Education systems have often perpetuated colonial legacies, marginalizing indigenous ways of knowing, being, and doing. This subtheme foregrounds efforts to challenge and transform these legacies by centering indigenous knowledge, language, and cultural practices in educational contexts. Papers may explore the role of education in cultural revitalisation, language renewal, sovereignty, and self-determination, as well as the challenges and opportunities of integrating indigenous perspectives into mainstream curricula and institutional structures. We welcome work that examines how decolonial approaches are reshaping educational institutions, research practices, and curriculum design. What are the possibilities and limitations of decolonising education in the Asia-Pacific, and how can educational research and practice support indigenous aspirations for recognition and justice?
- Geopolitics, Critical Thought, and South–South Educational Co-operation
This sub-theme examines how shifting global power relations – driven by the rise of China, India, and other regional actors – are reshaping education, knowledge production, and development paradigms in the Asia-Pacific. As education becomes a key arena for geopolitical competition and diplomacy, and the region faces complex questions around equity, mobility and influence, what are the implications for critical thought and analysis. In this context, the sub-theme explores the potential of South-South collaboration and partnerships to challenge colonial knowledge hierarchies and build more reciprocal, contextually grounded models of educational cooperation and development. Can educational cooperation and exchange disrupt dependency and foster critical analysis and more equitable models of knowledge exchange?