The second CIES Symposium will be held from October 26-27, 2017, at the Arlington campus of George Mason University. Hosted by members of the Gender and Education Committee, the South Asia SIG and faculty at GMU, the theme for the 2017 symposium is, “Interrogating and innovating CIE research”.
Anchoring this symposium is the notion that how comparative and international education phenomena are studied, the questions we ask, the tools we use and the epistemological, ontological, and ideological orientations they reflect, shape the nature of the knowledge produced, the value placed on that knowledge, and of critical importance, its pedagogy and implications for practice in diverse societies globally. Moreover, that from both within and beyond the field of Comparative and International Education (CIE), scholars and practitioners have raised concerns about the colonial and neo-colonial practices and dynamics that have been reproduced and/or have characterized (in part) the history of CIE.
Through distinguished plenary speakers, breakout sessions, concurrent paper sessions and workshops, we will provide spaces and resources for students, junior and senior scholars, practitioners and policymakers to not only interrogate and challenge existing practice, but to learn and develop new ways of thinking about and doing CIE research.
Please click here to register.
The 62nd CIES Annual Meeting will take place in Mexico City, Mexico, from March 25-29, 2018.
The theme of CIES 2018, “Re-mapping Global Education,” aims to shift the traditional starting point of research to a greater extent toward the global South. This shift not only enables South-North dialogue, but also enhances North-South dialogue and the expansion of South- South collaboration. The new map requires us as scholars and practitioners to expand our awareness of the voices, actors and knowledge producers that have historically been marginalized in educational research and institutions. Taking advantage of the widening epistemological parameters of our field, we will focus the conversation on theories and methodologies produced in the global South, with a view toward exploring new voices around the globe. This perspective impels us to forge commitments with greater dedication more than ever across all kinds of borders and to re-envision possibilities for cooperation and mutual support in advancing education research and practice.
For more information, please visit the CIES 2018 website.
Proposal Submission System Opens: mid-August 2017
Proposal Submission Deadline: Wednesday, October 11, 2017
Registration Opens: Monday, October 2, 2017
Early Registration Deadline: Wednesday, January 31, 2018
Registration Deadline for Presenters: Wednesday, February 14, 2018
The Comparative and International Education Society (CIES), through the Standing Committee on Publications, calls for proposals for an editor and editorial team for the Comparative Education Review (CER). Every five years the CER editorship is up for bid. This RFP is open to anyone wishing to present a proposal, inclusive of the current editorial team which may propose a second term.
The selected editor will assume a 5-year term, beginning on July 1, 2018.
Proposals from the prospective editor are encouraged to address a vision for the future of CER and its intellectual support of CIES membership and comparative and international research on education in general. A proposal should also present the editor’s ideas for special issues, forums, debates; strategies to increase CER’s scholarly impact; and innovative ways to disseminate the journal’s content, including social media and other dissemination strategies that can further expand CER’s reach. The proposal should include a description of the proposed editorial team and explain how it will ensure diversity of intellectual perspectives in the field, maintain the methodological strength of CIES scholarship, and support representation of current and emerging content areas and regions of the world.
The deadline for applications is October 1st, 2017. Applications should be e-mailed to the CIES Office of the Executive Director (email@example.com).
For more information, please click here.
If your university or organization is interested in hosting or organizing a regional CIES conference to take place in the next calendar year, you can apply for funds to support that educational meeting by completing this application.
Please email the completed application to the CIES Office of the Executive Director.
The deadline for applications is August 15, 2017. Please note that the conference must take place in the following calendar year.
For more information, please visit here.
The CIES Higher Education SIG announces our Annual Awards Call for Nominations that honors publications and individuals whose academic work focuses on international and comparative issues in Higher Education. Four categories will be honored: 1) Best Article, 2) Best Book, and 3) Best Dissertation. The Awards Committee makes a particular effort to ensure the creation of a broad slate that speaks to the diversity of the CIES membership in terms of geography, institution, gender, and race/ethnicity.
All CIES members are invited to make nominations. Self-nominations are also welcome. We expect that nominations are made with the prior approval of the candidate and that nominations should include some background information about why you think that the submission is worthy of receiving an award. The CIES Higher Education SIG is also seeking new members for the awards committee.
Please send requests for the nomination form and then all nomination packages to Rebecca Clothey, Chair HE-SIG Awards Committee at Rebecca.firstname.lastname@example.org
Best Articles Nominees should meet the following criteria:
Best Book nominees should meet the following criteria:
Please send requests for the nomination form and then all nomination packages to Rebecca Clothey, Chair HE-SIG Awards Committee at Rebecca.email@example.com by August 30, 2017.
CIES Higher Education SIG Awards Committee
Chair: Rebecca Clothey, Drexel University, USA
Beverly Barrett, University of Houston, USA
Roy Chan, Indiana University, Bloomington, USA
Meseret Hailu, University of Denver, USA
Ruth Hayhoe, University of Toronto, Canada
Stephanie Kim, University of California, Berkeley, USA
Jack Lee, Nazarbayev University, Kazakhstan
Jian Liu, Shanghai Jiaotong University, China
Anatoly Oleksiyenko, University of Hong Kong
Antigoni Papadimitriou, Johns Hopkins University, USA
Rosalind Latiner Raby, California State Univ. at Northridge, USA
Ligia Toutant, UCLA, USA
Matthew Witenstein, University of Redlands, USA
Textbooks are perhaps the most recognizable part of school systems. You go to school; you learn from a textbook.But what’s inside that textbook your reading? Who wrote it? How are controversial issues dealt with? And how have textbooks changed over time and compare across the country?
The guest this week is Jim William. Jim William is the UNESCO Chair in International Education for Development and Professor of International Education & International Affairs at the George Washington University. Jim Williams has edited or co-edited three volumes on textbooks.
September 23-24, 2017
Since 2002, Beijing Normal University’s Institute of International and Comparative Education has successfully hosted The Worldwide Comparative Education Forum five times. On September 23-24, 2017, the institute will convene the Sixth Worldwide Comparative Education Forum with the theme “Two Hundred Years of Comparative Education: Nation-State, Globalization, Disciplinary Development”.
The Sub-themes are as follows:
– Historical development and future trends of Comparative Education in different nations
– Theory and Method of Comparative Education
– Comparative Education and Professional Training
– Comparative Education and National Development
– Educational Aid and Development
– International Organizations and Global Educational Governance
– Overseas programs development, education mode and quality assurance
– International Talent Mobility and Study Abroad
Submission Requirements and Deadlines
Register and submit up to 300 words abstract on or before July 9, 2017.
The submission system opens on June 1, 2017, and closes on July 9, 2017at 11:59pm Beijing Time. Due to the projected number of abstracts anticipated, no late submissions will be accepted.Abstracts must be submitted online.
For details, please refer to the conference website here.
This international two-day conference is organized by the Professorial Chair of Social Sciences and Places of Non-Formal and Informal Learning from the Institute of Education Research (Faculty of Philosophy and Educational Sciences) of the Ruhr-University Bochum (Germany).08 – 09 March 2018 In Bochum, Germany
There is a vision and indeed a growing awareness that learning in a fully digitalised, networked and knowledge-based future society will be drastically different from today’s digitalised and networked formal, non-formal and informal learning. But this fully digitalised and networked future society is already an established and undeniable common fact – learning has drastically changed in the past two decades. More than 40 years of technological developments have provided the scope for significant changes in education and an extension of the curriculum to include innovative ways – such as mobile learning (Seipold, 2014) – of teaching and learning in (in)formal learning environments (Cox, 2012). The introduction of laptops and other portable digital devices has enabled students to learn outside the formal classroom and beyond institutions. The expansion of mobile hand-held technologies has offered more opportunities for learners to be able to carry around their e-learning devices and to use them informally in their search for information. Present-day students and learners are often portrayed as generation Y, generation M (for media or millenial) or generation V (for virtual) on account of their seemingly infinite use of technology in any situation in life (Selwyn, 2009). This use of Information and Communication Technologies (ICT) and its tools, such as Facebook, YouTube, WhatsApp, Snapchat and – on a more formal level – EDUCAUSE, MOOCS, Moodle, DOCEBO or ILIAS on computers, tablets and smartphones, give rise to new learning opportunities, but these also require users to acquire the new skills and competences necessary for education, self-employment and participation in society, such as a reflective and critical attitude towards media (Punie & Ala-Mutka, 2007). Blogs, wikis, podcasts – as the most vital web 2.0 applications, globalisation and demographic changes – on a more socio-economic level – and institutional or educational innovations affect future digital and physical lifelong learning in our societies. The digitalisation of our societies and lives as a new form of the spatial turn influences learning spaces and places – in every imaginable different form – and creates new (in)formal learning processes where learners are their own producers of the learning environment (ibid.). On the contrary, use patterns and intentions from private and everyday life may be in opposition to the use and intentions in formalised learning environtments (Seipold, 2014). Every teacher, lecturer, trainer, tutor, student and learner in a future society – if it is not already the case – will have a personal digital learning space or environment – a virtual work desk – where all relevant learning resources are accessible via multiple devices and media – anywhere and anytime, without limitations, through Open Educational Resources (OER) (Brown, 2006). But as the boundaries between private, public, working and learning life are becoming blurred, learning spaces need to be flexible providing links between formal, non-formal and informal learning (Punie & Ala-Mutka, 2007, Cox, 2012 & Seipold, 2014).
The spatial turn itself reflects much broader transformations and shifts in the economy, politics, culture and education of the contemporary world as well as thematising shifts in identity and subjectivity (Warf & Arias, 2009, ). Space and place matter, not only for the trivial reason that everything occurs in spaces and places – sometimes referred to as locus. Where events unfold are essential to how they take shape. They are an active participant of social and cultural trends. As modern societies are evolving towards fully digitalised and networked societies, the views on learning and the spatial turn evolve as well (ibid.).
The deadline for submission of the short abstracts ends on 31 July 2017.
For more details, please click here.
Senior Program Specialist, Center for Internationalization and Global Engagement | American Council on Education (June 28, 2017)