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Committee & SIG Themes (copy)

Committee & SIG-specific Calls for Submission to CIES 2021

Two CIES standing committees – Gender & Education, and UREAG – invite submissions. Their Calls for Submissions are below. The New Scholars Committee (NSC) invites submissions only for specific mentoring workshops but does not accept submissions for other types of presentations; see NSC workshops information here. Special Interest Groups (SIGs) invite submissions that reflect their specific conference focus (listed below) and their more general SIG interests (which can be found here.). As we receive the SIGs’ thematic statements we will post them here. All SIGs listed in the All Academic submission system are receiving submissions.

Standing Committees’ 2021 Conference Themes

Gender & Education Committee (GEC)

The CIES Gender and Education Standing Committee encourages submissions that analyze issues pertaining to women and girls, gender equity and equality, feminist theory, constructions of gender, and gender identity within the field of comparative and international education. In connecting these themes to the CIES 2021 Conference theme “Social Responsibility within Changing Contexts,” we invite proposals that examine the shifting roles that corporate entities, governments, development organizations, communities, social movements, students, educators, schools, and researchers play in building more inclusive societies. We are particularly interested in papers that contribute new knowledge – both theory and praxis – to how relationships among contexts, actors, visions, actions, and our own collective social responsibility can contribute to increasing gender equality, decolonizing knowledge, dismantling patriarchy and moving beyond gender binarisms. We invite abstracts that use a range of methodological, analytical, and theoretical perspectives in education research and connect gender with other forms of social and political discrimination. We particularly encourage submissions that highlight promising best practices and rigorous research informed by theory. Full panel proposals that highlight perspectives across diverse geographies, disciplines, scholar and practitioner perspectives, and methodologies are particularly welcome.

Kristy Kelly, kek72@drexel.edu & Lisa Yiu, liyiu@hku.hk, GEC Co-Chairs

Under-represented Racial, Ethnic, and Ability Groups Committee (UREAG)

The UREAG (Under-represented Racial, Ethnic, and Ability Groups) Committee welcomes proposals that support the 2021 CIES conference theme: Social Responsibility within Changing Contexts. As the world continues to grapple with the complex and incessant—socio-political, cultural, environmental, and economic—changes that shape our shared realities as members of the human ecosystem, it is imperative that we, as education stakeholders, (re-)examine how our actions and inactions—in policymaking, research, teaching, higher education governance and leadership, and organizing within education—amplify or ameliorate the challenges that characterize these changes.

To this end, UREAG invites submissions for roundtables, poster, papers, and panels from scholars, researchers, practitioners, policymakers and stakeholders of education from around the world that respond to the CIES 2021 conference theme in juxtaposition with equity, access, and social responsibility issues that affect marginalized peoples and identities in the U.S. and globally. Submissions should expand the frontiers of knowledge on ways to achieve a more equitably accessible education for the world’s most vulnerable populations and identities.

Pavan Antony, pantony@adelphi.edu, Chair, &  Ademola Akinrinola, ademola_akinrinola@yahoo.co.uk, Vice Chair

New Scholars Committee (NSC)

The New Scholars Committee organizes mentoring workshops for graduate students, recent graduates, and early career professionals. The submission information for the NSC mentoring workshops is here.

 

Special Interest Groups’ (SIGs) 2021 Conference Themes

Citizenship and Democratic Education (CANDE) SIG

The Citizenship and Democratic Education SIG (CANDE) aims to create an active community that encourages and fosters productive debates on various aspects of citizenship and democratic education.  In relation to the 2021 Conference theme, “Social Responsibility within Changing Contexts,” we encourage contributions that explore the relationships between education and the social, political, and economic structures, contexts, and experiences shaping peoples’ understandings and practices of citizenship and education for citizenship.  We invite proposals for papers, panels, roundtables, posters, and workshops that explore questions including, but not limited to: How do formal and non-formal education contexts shape young people’s understandings and practices of citizenship?  In what ways are the democratic purposes of education being narrowed or widened due to rapid changes in political, economic, cultural, social, and environmental spaces, and with what effect to citizenship and democratic education for young people and their communities?  How do old and new (often non-state) actors and agendas influence discourses on citizenship and education?  What is the social responsibility of social educators within local and global contexts?  How is citizenship and belonging in diverse cultural contexts implicated by economic challenges, social movements, and technological innovations over other forms of learning?  What possibilities do discourse and practice hold for citizenship and democratic education now and in the future?

Patricia K. Kubow, pkubow@indiana.edu & Krystal Strong, kstrong@gse.upenn.edu, CANDE Co-Chairs

Cultural Contexts of Education and Human Potential (CCEHP) SIG

The Cultural Contexts of Education and Human Potential (CCEHP) SIG invites individual paper submissions, group panels, roundtables, and posters that align both with the conference theme “Social Responsibility within Changing Contexts”. We welcome a broad range of research methodologies and policy analyses that cut across cultural, disciplinary, methodological, and geographical boundaries. We particularly encourage submissions that not only speak to the context of education but also highlight interdisciplinary, transdisciplinary, or transnational research, including but not limited to: anti-racism research, Indigenous knowledges, decolonial perspectives, anti-colonial praxis, cultural and ethnic studies, (in)visible disability, gender, equity, and mental health.

Amada Lowry & Alex Hill, ccehp.cies@gmail.com, CCEHP Co-Chairs and Program Chairs

Early Childhood Development (ECD) SIG

The Early Childhood Development (ECD) SIG seeks to foster exchange & strengthen linkages between ECD research and practice; help keep members abreast of new developments in the field; build linkages among various ECD networks nationally and internationally; and prepare ECD thematic sessions for each CIES conference. For CIES 2021, we encourage our members to submit studies that engage with the conference theme “Social Responsibility within Changing Contexts” and other topics you believe to be relevant in the ECD field. COVID-19, for example, is a driver for changing contexts and continues to raise unique challenges which have resulted in innovative approaches that members may wish to share. Another example of changing contexts in the ECD field is the launch of the Nurturing Care Implementation Framework which increased the momentum and focus of ECD programming with children under 3. Last but not least, investing in ECD is foundational in forging socially responsible and resilient societies that can successfully adapt within changing contexts.

Donny Baum, DBaum@byu.edu, Ana Tenorio, anna_tenorio@wvi.org, & Lauren Pisani, lpisani@savechildren.org, Co-Chairs

Economics and Finance of Education (EFE) SIG

The EFE SIG calls for proposals (paper, round table, panel discussion) that aligns to both SIG’s theme Economics and Finance of Education in Times of Global Changes as well as the broader conference theme Social Responsibility within Changing Contexts. The EFE-SIG focuses on investigating, conceptualizing, and theorizing the links between Economics and Finance of Education Policies. The EFE-SIG is important as it suggests a unique perspective. We aim to contribute to the perception of Economics and Finance of Education as a global issue and not just a national issue. The SIG will have at least one highlighted session and calls for papers that relate most directly with the conference/SIG themes. Please note that group panel proposals (of up to 4 individual presentations) will be considered. All proposals will undergo a review process. The accepted proposals that do not fit into themed sessions (which rarely happens) will be sent to the CIES general pool to be included elsewhere in the program.

Please refer to the conference’s main website for information regarding the overall conference’s Call for Papers, proposal guidelines, and access to the online proposal submission system at:

Amrit Thapa, athapa@upenn.edu & Jinusha Panigrahi, jinusha.jnu@gmail.com, Co-Chairs

Environment & Sustainability Education (ESE) SIG

ESE SIG-specific Theme: Our Moral and Social Responsibility to maintain Planetary Boundaries [1]

Planet Earth is running a temperature: 2010-2019 was the warmest decade on record.[2]  Moreover, the worst affected are the most vulnerable in the most marginalized settings across the globe.[3] On the heels of this climate crisis, we slipped into a pandemic. COVID-19 has taught us that humanity can be saved by our collective action to protect each other. The theme for CIES 2021 calls for recognizing the changing contexts and urges us to introspect our social responsibility. The ESE SIG invites practitioners, researchers and youth to share their research, voices and best practices at the SIG sessions. The SIG will consider all papers that discuss the interaction between the four pillars of sustainability-social, environmental, economic and good governance. We encourage the inter-disciplinary approaches and cross-sectoral approaches that use a social responsibility lens and its links to climate, environment and sustainability. ESE SIG will especially welcome research topics that include the following strands-

  • Formal education curricula and textbooks:
    • Trends and analysis on current formal classroom-based curricula and textbooks that challenge the status quo on the treatment of environmental education and climate change education.
    • How can the formal school system understand the larger eco-system to address the climate crises?
    • What are some teacher education models and classroom teaching practices and challenges on the climate crises?
  • Policies:
    • Analysis of the education policies at the global, national and state and local levels with the sustainability lens.
    • How are the state and non-state actors influencing policies to drive the sustainability agenda?
  • Non-formal education:
    • What are the innovative practices of Community-based organizations, NGOs and INGOs that have been pushing the environmental education agenda?
    • What are some “best practices” evidence, cross-country case studies that we can learn from?
  • Theoretical perspectives:
    • The SIG will encourage a well-thought through conceptual piece on the interaction of social responsibility with the climate crises as it relates to the context of the marginalized.
  • UN’s Agenda 2030 and its links to education:
    • A critical analysis of Agenda 2030 with a plan forward.
    • How can Agenda 2030 get the boost it requires from education? What are some of the inter-sectoral analyses and what can we learn from it?
  • Change agents in communities and institutions to bring about sustainability in lifestyles:
    • What is our social responsibility towards our community members? How can social capital help revitalize our social responsibility towards our environment?
    • How can we learn from our immediate environmental issues and participate as a collective?
  • Environmental justice and social justice issues:
    • How can we learn from various education disciplines (e.g. peace education, environmental education, religious education and civic education) to create a framework that helps to bring a transformative change in education?
    • What are some of the intersectionalities between social and environmental issues and where does social responsibility fit in?
    • How does climate injustice interact with aspects of gender equality?
  • Ethics and morality as it related to the climate crises:
    • What are the ethical and moral principles that should guide human behavior and make our lifestyles eco-friendly?
    • What is our social responsibility towards our planet and our neighbor?
  1. https://www.stockholmresilience.org/research/planetary-boundaries/planetary-boundaries/about-the-research/the-nine-planetary-boundaries.html
  2. https://public.wmo.int/en/media/press-release/multi-agency-report-highlights-increasing-signs-and-impacts-of-climate-change
  3. https://www.nytimes.com/interactive/2020&/08/06/climate/climate-change-inequality-heat.html

Radhika Iyengar, iyengar@ei.columbia.edu, ESE SIG Chair & Carine Verschueren, cv2343@tc.columbia.edu, Program Chair

Higher Education (HE) SIG

The Higher Education SIG invites submissions for the 2021 CIES annual conference promoting scholarship and critical dialogues leading to praxis that illuminate the social responsibility of higher education globally, while attending to the particularities of specific contexts. Recently, the world has witnessed mass movements demanding racial, gender, environmental, and democratic justice. These movements denounce colonial legacies, authoritarian governments, repression of freedoms, and police brutality in the midst of a global pandemic, the refugee and immigration emergency, and the climate crisis. Thus, we invite proposals for papers, panels, roundtables, and posters addressing the role of higher education in these movements with particular attention to the actors involved, including our collective action. The following questions exemplify this call: What challenges and opportunities can higher education embrace from these movements as we move higher education toward the public good while navigating contemporary challenges? opportunities to re-imagine higher education in ways that could disrupt the current neoliberal status quo? How can institutions embrace social responsibility and contribute to justice?

Pilar Mendoza, mendozamp@missouri.edu & Gerardo Blanco, gerblanco@gmail.com, Co-Chairs

Inclusive Education (IE) SIG

The global education community works to increase access to quality education for all children around the world. Education is one of the greatest equalizers—children of all backgrounds, skill levels, and religious beliefs can learn the fundamentals of reading and writing—the core skills of communication. Education empowers all learners to become productive members of society and to thrive in their individual lives. Unfortunately, education systems across both the developed and developing worlds do not currently adequately support children of all learning abilities, or those from certain ethnic and cultural backgrounds. Instruction is primarily aimed at ‘able’ learners, leaving children of different cognitive or physical abilities at a severe disadvantage.

Even as the idea of inclusion garners support, the global community struggles to move beyond buzzwords to concrete recommendations for action. To further this discussion, CIES IE SIG need to ask two fundamental questions: What are the key policy recommendations we need to be making to support inclusive education? And, what are the key aspects we need to think about during project design and implementation to achieve inclusive education?

Diana Kartika, dianakartika@gmail.com & Sakil Malik, Sakil_Malik@dai.com, Co-Chairs

 Indigenous Knowledge and the Academia (IKA) SIG

The Indigenous Knowledge and the Academia Special Interest Group is looking forward to receiving interesting paper proposals for the forthcoming CIES Annual Meeting taking place in Seattle, Washington, April 25 – 29, 2021.

The Indigenous Knowledge and the Academia Special Interest Group of the Comparative International Education Society (CIES) is a diverse grouping of researchers who investigate indigenous knowledge as knowledge in its own rights to enrich and situate in academia. The aim of this SIG is to bring together scholars exploring these ways of knowing, doing, thinking, acting, being, and living.   In relation to this year’s theme, Social Responsibility Within Changing Contexts, we welcome innovative, theoretical and empirical work as well as micro- and macro-level analysis related to indigenous knowledge and/or indigenous communities. We encourage proposals on a range of topics including, but not limited to, alternative ways of being socially responsible in changing indigenous contexts; ways of thinking about social responsibility; engaging with communities in socially responsible ways in changing contexts; the meaning or implication of social responsibility for and in indigenous communities in changing contexts.   Please note that authors accepted proposals will be given the opportunity to publish a revised version of their proposals.

Maung Nyeu, maung_nyeu@mail.harvard.edu & Tutaleni Asino, tutaleni.asino@okstate.edu, Co-Chairs

Language Issues (LI) SIG

“This is a time to unlearn, and relearn anew” (Garcia, 2020). As the current times have unsettled everything from classroom practice to education policy across the globe, language scholars, educators, and communities are confronted with dilemmas about an uncertain future. The recent pandemic has underscored grave inequalities, such as access to language learning, the medium of instruction and to literacies and opportunities to use/learn additional languages. Overall, the pandemic has heightened the need for a collective sense of social responsibility and the implications for language education in diverse societies. Of particular concern are the devastating impacts of racism, which are inserted in the ways society has come to define language diversity, language education and policy, and how these impacts become evident in society’s definition and inclusion -or not- different communities because of the languages they speak.

As language educators we ask: what do we need to relearn/unlearn about language education and our relationship with educators and multilingual/linguistically diverse communities? What can we learn from the practices and vision of the communities we serve? How can such learning from the bottom up impact language issues? How can it address neocolonial/neoliberal systems? How does it address racial and social justice?

Kara Brown, brownk25@mailbox.sc.edu & Laura Valdivierzo, lav@educ.umass.edu, Co-Chairs.

Large-Scale Cross-National Studies in Education (LCSE) SIG

The Large-Scale Cross-National Studies in Education (LCSE) SIG focuses on research, implementation, and implications of large-scale assessments in education. Large scale studies include, and are not restricted to, PISA, TALIS, PIAAC, TIMSS, PIRLS, ICCS, TERCE, among other Large-Scale studies.

Empirical, conceptual, and applied research contributions to the LCSE SIG are highly welcomed, primarily if they address rigorous analysis, critique, and development of large-scale cross-national assessment methods and results coupled with a focus on implications for education policy. A connection to the theme of the conference (Social Responsibility within Changing Contexts) is encouraged but not required. Keywords: large-scale assessment, comparative analysis, large-scale cross-national assessment methods, methodological improvements, policy and practice.

Diego Carrasco dacarras@uc.cl & Michela Freddano, michela.freddano@invalsi.it, Co-Chairs 2020-2021.

Latin American (LA) SIG

The Latin American SIG is aware of the importance of the social changes happening in the Americas. The global COVID-19 health crisis has taken a toll on educational systems and has exacerbated the inequities in the region, across all spheres of life. The massive impact of the crisis has disproportionately affected underrepresented minorities the most and opened the wounds of exclusion and oppression present in the region. As a response, Latin America has seen a number of grassroots movements lift their voices in order to challenge systems that have not properly responded to the pressing social needs, especially within the educational and social spheres. Conscious of these social changes and with the unwavering belief of the emancipating power of education, we invite the Latin American academic and practitioner community to share comparative and international studies through that lens. We will consider proposals from a wide variety of topics and subjects as long as they happen or have an impact on Latin America, its cultures and languages. Proposals can be sent in Spanish or English. We are looking forward to learning from your research in the CIES 2021 conference.

Fernanda Gándara, fgandara@sts-international.org & Ebed M. Sulbaran, esulbara@kent.edu, Co-Chairs

Monitoring and Evaluation (M&E) SIG:

The Monitoring and Evaluation SIG invites individual paper submissions, group panels, and posters that align both with the conference theme “Social Responsibility within Changing Contexts” and at least one of the SIG’s focus areas (research; fidelity of implementation; monitoring and evaluation-related best practices, challenges, resources, solutions, etc. in the field of education). We welcome a broad range of submissions from academics, development professionals, and/or students.”

Hetal Thukral,  hthukral@sts-international.org & Christopher Cummiskey, ccummiskey@rti.org, Co-Chairs

Peace Education (PE) SIG

The Peace Education SIG aims to cultivate a space for the exchange of knowledge, research, and practice related to the intersectional themes of peace, conflict, development, justice, gender, and human rights in and through education. The SIG supports research and teaching collaboration between its members, as well as partnerships with local, national, and global agencies involved in peace, conflict, and educational development in local and global contexts. For CIES 2021, the SIG invites current and prospective members to submit individual and group abstracts on empirical, theoretical, and applied research and practice that engages the themes of the SIG and the conference theme Social Responsibility in Changing Contexts. In relation to this theme, the SIG is interested in how we can explore partnerships with new actors in the field while engaging in critique of the neoliberal lens and ‘pushing back’ against economically driven models of education. This includes exploring the diversification of contexts, including new spaces, institutions, and networks involved in educational agenda setting and provision, and the interactions between them, along with the challenges and opportunities this presents for peace education in theory and practice.

Heather Kertyzia,  heather.kertyzia@gmail.com & Sean Higgins, s.higgins@sussex.ac.uk, Co-Chairs.

 Philanthropy and Education SIG

The Philanthropy and Education SIG promotes academic discourse on the topic of philanthropy and education with an emphasis on exploring the socially responsive and effective giving of individuals, corporations, and foundations within changing contexts. Vast amounts of wealth are currently being generated and concentrated in the hands of a few actors, resulting in a great deal of tension around the north-south flows of philanthropy and the ability of philanthropic giving to serve the needs of the local community sustainably. At the same time, new mechanisms and actors are entering and changing the philanthropic landscape, including the emergence of south-south philanthropy. In line with the CIES 2021 theme, the PiE SIG invites individual paper and group panels submissions on research that examines the growing role of philanthropy and how philanthropy might be impacted within the context of new social movements and the continued expansion of non-state actors in education. We welcome a broad range of research methodologies and policy analyses that cut across cultural, disciplinary, methodological, and geographical boundaries, including but not limited to: the giving culture, institutional structures, governance, networks, strategic priorities, and the impact on local communities.

Natasha Ridge, nyr2101@columbia.edu, & Noah Drezner, drezner@tc.columbia.edu, Co-Chairs.

South Asia (SA) SIG

The South Asia SIG (SA SIG) invites submissions drawing on diverse epistemological, methodological, and theoretical perspectives. We provide a platform for scholars, artists, policymakers, development aid professionals, and education practitioners who focus on South Asia (Afghanistan, Bangladesh, India, the Maldives, Nepal, Pakistan, and Sri Lanka), and the South Asian diaspora. We welcome participants to engage with the 65th CIES annual conference theme “Social Responsibility within Changing Contexts.” This exploration may include (though is not limited to) social responsibility in relation to education/development work, actors and movements, contextual dynamics, lived experiences, policy and practices, and its future implications. The SA SIG also invites papers exploring multiple dimensions of education in South Asia. Participants may submit the following proposals: individual papers, panels, roundtables, posters, PechaKucha presentations, and pre-conference workshops.

Tania Saeed, tania.saeed@lums.edu.pk, Chair,  & Sahara Pradhan, saharapradha@umass.edu, Program Chair

Southeast Asia (SEA) SIG

The Southeast Asia SIG warmly welcomes individual paper submissions, group panels, and roundtables that align both with the conference theme “Social Responsibility within Changing Contexts” and the application of this theme within the confines of Southeast Asia. We welcome research approaches from across the methodological spectrum (qualitative, mixed methods, and quantitative), and particularly encourage submissions which engage methods such as social-network analysis (SNA) in the exploration of global and local actors and their engagement in Southeast Asia.  The Southeast Asia SIG encourages submissions and panel groups which are country or issue focused and welcomes all disciplines related to the study of Southeast Asia from a comparative and international education perspective. The Southeast Asia SIG notes that this year’s presentations can be bi/multilingual, and we encourage presenters to consider using the languages of Southeast Asia, alongside English, as a way to more fully represent the issues and resources of the region.

Sumita Ambasa, sa3430@tc.columbia.edu, Chair, & Cody Freeman, codyfreeman101@gmail.com, Vice-Chair

Study Abroad & International Students SIG (SAIS-SIG)

The SAIS SIG welcomes proposals that examine global mobility, focusing on education abroad and/or international students. The SAIS SIG invites individual paper, group panels, roundtable, and poster submissions that align with the conference theme “Social Responsibility within Changing Contexts.” SAIS SIG welcomes a range of research methodologies, geographical focuses, and encourage interdisciplinary, transdisciplinary, transnational, and comparative research. The SAIS SIG accepts proposals that focus on K-12 education, community colleges and TVET Colleges/Institutes, adult education, university, graduate and post-graduate studies. While original topics are welcome, the SAIS SIG also welcomes proposals that address current issues of student mobility, including 1) intercultural development and learning; 2) impact of neoliberal economic and political agendas; 3) environmental challenges; 4) impact of technological innovations; 5) social responsibility of new actors on evolving visions and approaches; 6) COVID aftermath effects on student mobility; 7) impact of immigration policies on with a focus on the experiences of refugees, forced migrants, and undocumented students; 8) impact of virtual exchanges, virtual international learning, virtual transnational campuses, and use of Global English; and 9) use of critical race theory and/or a critical internationalization lens to explore justice, equity, sustainability, and post-colonialism issues related to global mobility.

Rosalind Latiner Raby, rabyrl@aol.com,Program Chair, and Chris Glass, crglass@odu.edu, Erika Saito, erika.saito@pepperdine.edu, & Jiaqi Li, jiaqi.li@wichita.edu, Program Committee

Teacher Education and Teaching Profession (TETP) SIG

The Teacher Education and the Teaching Profession (TETP) SIG invites individual paper submissions, group panels, and posters that align both with the conference theme “Social Responsibility within Changing Contexts” and the theme of “Social Responsibility in a Changing Teacher Profession”. We welcome a broad range of research methodologies, reports and analyses of practices, interventions, experiences, programs, policies and development efforts. We encourage submissions that consider ways in which the CIES general call guiding questions are relevant to teacher education and teacher professional development, communities and students, including but not limited to: teacher education, the classroom context, teacher professional development, practices, policies, and education development.

Seun B. Adebayo, seun.b.adebayo@gmail.com, Chair, & Susan Wiksten, susanwiksten@gmail.com, Program Chair

Youth Development and Education (YDE) SIG

The Youth Development and Education SIG is a forum for researchers, practitioners, and youth involved in the global study of comparative and international education to engage in discussions on the pressing issues confronting young people. Our SIG encompasses in-school and out-of-school youth in complex environments, and all ages and definitions of youth. We grapple with topics such as youth social movements and activism; youth’s wellbeing, futures and aspirations; livelihoods and workforce development; and learning and skills development.

The Youth Development and Education SIG encourages submissions for CIES 2021 that focus on how youth engage with the theme of “Social Responsibility within Changing Contexts.” Submissions may examine how youth are affected by the rapid changes in political, economic, environmental, cultural, and social spaces and/or how youth will serve as the change makers, leaders, and visionaries for the next era, to address these changes which influence education globally and locally.

Key issues may include anti-racism and decolonizing education efforts; migration and immigration; environmental and social movements; violence; and education and employment equity. Submissions that examine intersectionality between youth; environmental issues; race; ethnicity; citizenship; gender; sexual orientation and identify; class; and inclusion are encouraged, as are submissions where youth voices and narratives are front and center.

The Youth Development and Education SIG hopes that the topics and conversations at CIES 2021 will demonstrate the centrality of youth in forging a future that embraces and includes social responsibility.

Emily Morris emorris@american.edu & Leesa Kaplan Nunes leesakaplan@gmail.com, YDE SIG Co-Chairs