Committees and SIG Themes

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, 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

Africa SIG

The Africa SIG aims to foster a sense of community among its members, inform the membership of promising practices and current research in the field, and provide a valuable space for networking and dialoguing on African education. For the African continent, the CIES 2021 theme on social responsibility brings to the fore long-standing historical concerns about the need for an African continent that is in alignment with its African-centered histories; people-centered and posterity-conscious. This is in contrast to the current African state that is reactive, dependent and driven by external socio-economic development agendas and anti-African neo-liberal policies and interests. During CIES 2021, we welcome research proposals, panels, and posters that explore the role(s) of social movement in promoting a vision of African development that call for Africans being the agents, means and ends of their development. We also welcome proposals that examine the impact of COVID-19 on African education and the role(s) social movements played in this process.

Key words: African heritage, African development, social responsibility, COVID-19, education

Chizoba Imoka, c.imoka@mail.utoronto.ca ,Chair & Ademola Akinrinola,ademola_akinrinola@yahoo.co.uk Program Chair.

African Diaspora (AD) SIG

African Diaspora SIG invites you to submit your proposal fir CIES 2021 in alignment with this year’s theme “Social Responsibility within Changing Context”.

AD SIG will pay particular attention to proposal addressing collective work and social responsibility for equitable education within ever-evolving African Diaspora context.

Rhonesha Blaché, rlb2199@tc.columbia.edu, Chair & Program Chair.

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, Co-Chairs.

Contemplative Inquiry and Holistic Education (CIHE) SIG

We encourage you to submit proposals to the Contemplative Inquiry and Holistic SIG for CIES 2021. Proposals that focus on exploring theories of and approaches to cognitive, emotional, intuitive, creative, relational, ecological, ethical and spiritual learning through a range of contemplative practices and pedagogies are welcome. Themes we encourage for 2021 include but are not limited to:

  • Maintaining our physical, psychological, emotional and spiritual wellbeing during the covid-19 pandemic through contemplative practices;
  • Social justice and contemplative inquiry: The role of love and compassion
  • Climate change and critical contemplative inquiry on our “psycho and emotional numbness” for the suffering of nature;
  • Wisdom traditions that can be revived to shed light on human predicament and to heal individual, transgenerational and collective traumas;
  • Creative forms of holistic education that encourage learners to become engaged in society and become a transformative force (poetry, movement, drama, and arts in classrooms).

Cultivate contemplative and holistic research methods/methodologies; suggest innovative, traditional and non-traditional, and unique ways to understand the true meaning of inner growth and holistic human development.

Hyeyoung Bang, hbang@bgsu.edu, & Yifan Sun, davina_sun@hotmail.com, 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, dr.amanda.lowry@gmail.com, & Alex Hill, hill.alexandrial@gmail.com, Co-Chairs/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.

East Asia SIG

The East Asia SIG invites applied, theoretical, or empirical research contributions on wide-ranging educational issues in East Asia for the 2021 CIES annual conference. Our SIG panels and round-tables promote shared discussion, collaboration, and cross-cultural comparison among scholars from various disciplines who explore East Asian education, broadly defined. We welcome submissions that  focus on individual countries in the region or use comparison to highlight differences and similarities between nations, communities, and cultures in East Asia. Through these efforts, the East Asia SIG fosters increased knowledge of East Asian education and society among the general CIES membership. It is not necessary to be a member to submit through this SIG.

The conference theme also resonates with scholars who work in diverse educational settings, institutions, and communities in the region. Over the last decade, societies in East Asia have increasingly adopted ideas from social responsibility to address challenges associated with increased economic and educational inequality, migration, and the climate crisis. Public philanthropy, volunteerism, and other non-State actors have emerged to play a salient role in shaping education and nurturing children. Against this backdrop, we also encourage submissions that spotlight the conference theme by exploring the meaning, practice, opportunities, and implications of social responsibility in East Asian societies as well as the way each may vary in response to economic, political, institutional, and demographic shifts.

Jennifer Adams jennifer.adams@drexel.edu & Min Yu minyu@wayne.edu, 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.

Education Conflict and Emergencies (ECE) SIG

The Education, Conflict, and Emergencies SIG invites (but does not require) paper and panel submissions for CIES 2021 that draw connections between the conference theme, Social Responsibility within Changing Contexts, and education during armed conflict and natural disasters; post-conflict and post-disaster educational reconstruction; and the relationships between educational provision and peace-building, transitional justice, and resilience.
We also acknowledge that nearly every school, teacher, student, and education system on Earth is now operating in an emergency context due to the COVID-19 pandemic. Simultaneously, global protest movements for racial and social justice have exposed the long-standing systemic emergencies and conflict which are manifest in so many institutions the world over, including education. Accordingly, we also invite submissions that address the following questions/themes specifically:

  1. How should international education scholars/practitioners (re)define, understand, and conceptualize the term ‘emergency’? In other words, does the concept of ECE need to be expanded or altered?
  2. What lessons have been learned by teachers, students, scholars, and/or practitioners since many education delivery systems were no longer able to be performed in person given the COVID-19 pandemic?
  3. How can education help to address conflict, emergency, and violent contexts brought about by systemic racial/social injustice and systems of oppression?

Andrew Swindel, aswindell@ucla.edu, & Samah Al-Sabbagh, salsabbagh@eaa.org.qa, Co-Chairs.

Environment & Sustainability Education (ESE) SIG

Our Moral and Social Responsibility to maintain Planetary Boundaries

Planet Earth is running a temperature: 2010-2019 was the warmest decade on record. Moreover, the worst affected are the most vulnerable in the most marginalized settings across the globe. 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.

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

Eurasia SIG

Eurasia or more specifically Northern and Central Eurasia region has gone through dramatic changes over the course of the last two decades. As the region enters the 2020s, more than ever, there is a need to make sense of the larger economic, cultural, and socio-political processes in Eurasia. In doing so, we seek to understand how education has been changing in response to these changes and how we might interpret the locus of social responsibility in the context of Northern and Central Eurasia. With the expanded and sometimes diminished role of the actors that range from states, businesses, universities to media, NGOs, philanthropic foundations, and others, we urge the authors to submit proposals that examine the role of these actors and their social responsibility in the Eurasia region.

Anna Smolentseva, asmolentseva@yahoo.com, & Abbas Abbasov, aa3741@tc.columbia.edu, Co-Chairs/Program Chairs.

Global Literacy (GL) SIG 

Literacy at ALL Learning Levels – Foundational Learning for All.   

As we know, children across the world are continuing to face multi-layered barriers in receiving quality education, both in and out of the classroom. Access, quality and variation in instruction for children of all abilities are all critical pieces to lifelong learning, and yet, due to existing barriers, and emerging, new challenges, we continue to see gaps in how systems and schools are able to holistically service their children and youth. In addition, some parents have also been ‘left behind’ in their own educational attainment. Ensuring foundational learning blocks are achieved by all is critical for children’s and parents’ success, and therefore, unique approaches to achieve literacy milestones are needed to face these constant barriers.   Now, with the new realities of a global pandemic, we have seen even greater divides between service and support for students of all learning abilities. 

The Global Literacy SIG encourages proposals that focus on innovation in policy and programs to improve literacy learning at all levels, for all people, with all abilities. Activities and strategies that showcase unique innovations in changing norms, improving system support, increasing multi-generational participation, attending to specific needs for children living with disabilities, working with parents who are illiterate and showcasing activities that bridge the digital divide are encouraged. 

Craig Geddes, Craig_Geddes@dai.com, & MaryFaith Mount-Cors, maryfaithm40@gmail.com, Co-Chairs. 

Global Mathematics Education (GME) SIG 

In keeping with the CIES 2021 theme of Social Responsibility Within Changing Contexts, the Global Mathematics Education (GME) SIG is issuing a call for empirical and theoretical papers that contribute to the conversation on creating approaches to mathematical teaching and learning that support and encourage students as they negotiate new and disruptive changes in their local contexts. These changes may occur as a result of new technologies or the ongoing pandemic that is presenting novel challenges to mathematics educators operating in virtual environments.   We are looking for papers that examine policies at the local or national level as mathematics educators engage with the tools of non-state corporate entities or attempt to incorporate the concerns of large-scale social movements into their curriculum. We encourage submissions that address the role that mathematics can play in helping students pursue projects related to social justice. 

Brianna Kurtz, bkurtz@pvcc.edu or brianna.a.kurtz@gmail.com, & Amanda Lowry, dr.amanda.lowry@gmail.com, Co-Chairs/Program Chairs.

Global Migration SIG

The Global Migration SIG showcases emerging work on migration in the comparative and international education field.  The SIG takes up questions related to traditional assimilationist/integrationist paradigms in the field of migration and provides a space for critical examination of dimensions of migration such as context, historicity, temporality and space, policy, identity/belonging, movement and bordering, public discourses, representation, racialization, language minoritization, surveillance/criminalization, transnationalism and translanguaging, problematization of legal and political classifications, and complicating notions of the nation-state. The critical importance of social responsibility, noted in the conference theme, resonates with global migration scholars, researchers and activists, as notions of rights and responsibilities surface as strong currents in our field. Global migration showcases intersections among actors, contexts, processes within and across borders (national, stable/unstable, blurred, imaginary) in complex ways.  Against the backdrop of the overlapping crises of climate change, COVID-19, and racial and economic injustice, we believe that migration as a topic raises important questions and potentially provides innovative solutions for social justice. The SIG invites individual papers, group panels, roundtables, posters, or other formats in response to the CIES2021 Call.

Cathryn Magno, cathryn.magno@unifr.ch, & Jamie Lew, jamielew@newark.rutgers.edu, Co-Chairs/Program Chairs.

Globalization and Education (G&E) SIG

The Globalization & Education SIG seeks to provide a forum where researchers and practitioners involved in interdisciplinary global study of comparative and international education have meaningful conversations and exchanges of ideas related to globalization and education. The G&E SIG welcomes submissions related to studies covering all facets of globalization, such as shifts in global governance of education, the role of international frameworks and organizations, NGOs and civil society in education, global educational concepts, policies and practices, education and international development, global citizenship and migration.

Frank Adamson, adamson@csus.edu, Co-Chair & Clara Fontdevila, clara.fontdevila@gmail.com, Co-Chair & 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 & Anatoly Oleksiyenko, paoleks@hku.hk, Co-Chairs.

Inclusive Education (IE) SIG

Ensuring All Students Are Learning

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?

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

Indigenous Knowledge and the Academia (IKA) SIG

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.

Rebecca Bayeck, baryonne28@gmail.com, & Maung Nyeu, maung_nyeu@mail.harvard.edu, Co-Chairs

Information Communication and Technology for Development (ICT4D) SIG

ICT4D SIG invites individual paper submissions, group panels, and posters that align with the conference theme (i.e., Social Responsibility within Changing Contexts) and that explore the following questions: How can ICT4D address equity issues? In what ways has ICT4D addressed myriad of issues brought on by COVID-19? What are the experiences of students related to technology and wellbeing and remote learning?

Jayson W. Richardson, jayson.richardson@du.edu & Jeffery Lee, jeff003@msn.com, 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.

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.

Middle East SIG

The Middle East SIG will create sessions focusing on the perspectives, processes, pedagogies, and policies of education in a rapidly and everchanging world. We welcome submissions based on research that explores social responsibility, ethical practices, educational contexts, and the intersection between social practice, ethical responsibility, context, and leadership within education and policy development in the region.

Alia Ammar, alia.adel.ammar@gmail.com, & Jason Dorio, jndorio@ucla.edu, Co-Chairs & Program 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, Chair, Christopher Cummiskey, ccummiskey@rti.org, & Paige Morency-Notario, pmorencynotario@basiced.orge, 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.

Post-foundational Approaches to Comparative and International Education (PfA) SIG

The theme for the 2021 Comparative and International Society Annual Conference, “Social Responsibility within Changing Contexts,” is a provocative call to critically examine and push beyond the traditional foundations of the field and to envision differing approaches to learning, knowing, and being amidst contexts of profound global change and uncertainty. The Post-foundational Approaches to Comparative and International Education (PfA) SIG invites scholars to consider questions of how posthumanist, postcolonial, new materialist, feminist, queer, and poststructuralist theories can make visible the taken-for-granted qualities and assumptions that undergird comparative and international education. What is the “social”? What defines “responsibility”? What is meant by “change,” what constitutes change, which changes are prioritized, considered significant and pressing, and by whom? How does “context” establish boundaries? These loaded terms often escape definition because the objects and theories to which they refer tend to be assumed within CIE research. Yet they presume values about how to live, entail comparisons between countries and among peoples and cultures, and establish what does and does not count as germane or relevant knowledge. The PfA SIG invites individual paper submissions, group panels, and posters which attend to these and other, related questions.

Christopher Kirchgasler, kirchgasler@wisc.edu, Jieun Sung, js3dc@virginia.edu, & Sun Young Lee, sunyounglee@weber.edu, Co-Chairs.

Religion and Education SIG 

The Religion and Education SIG seeks to provide a forum where researchers and practitioners to further scrutinize the intersectionality between religion and other aspects of society through the lens of education. For CIES 2021, we encourage our SIG members to submit proposals that relate to the conference theme “Social Responsibility Within Changing Contexts” with a special focus on the evolving meaning of religion, religious identity and impacts of religious education on society and vice versa. Moreover, we want to stress the role of religious education in our more ideologically divided world in which humanity is facing new challenges in maintaining peace and stability. Thus, we suggest scholars to consider all these facets with an interdisciplinary approach in order to further deepen our understanding of the role of religion and education in shaping our current and future social realities. 

Zehavit Gross, grossz@biu.ac.il, & Maihemuti Dilimulati, maihemuti.dilimulati@mail.mcgill.ca, Co-Chairs. 

Sexual Orientation and Gender Identity and Expression (SOGIE) SIG 

The CIES Sexual Orientation, Gender Identity and Expression (SOGIE) SIG is dedicated to promoting research on the experiences of LGBTI students in schools, the diffusion and uptake of human rights norms related to SOGIE, the roles the international community and NGOs play in SOGIE issues, and other related themes. In connection to the 2021 CIES theme, “Social Responsibility within Changing Contexts,” we invite proposals that examine the shifting positions of SOGIE minorities in educational contexts around the world. In some ways, rights and protections of LGBTI populations have increased globally. However, LGBTI students and activists continue to face persistent cultural and religious backlash and sustained political discrimination in many societies. Amidst these fluctuating circumstances, questions persist about what responsibility states, societies, and educational institutions have to recognize SOGIE minorities’ rights.   

We invite proposals of all formats that explore questions including (but not limited to): What role does (and should) the international community play in diffusing LGBTI rights? What are the experiences of LGBTI students in different contexts, and how are these experiences shifting? How do different societies conceptualize sexual orientation, gender identity and expression, and how do these conceptualizations shape responses in educational spaces?  

Naomi Moland, moland@american.eduChair & Joseph Kosciw, joseph.kosciw@glsen.org, Vice Chair and Program Officer. 

South Asia (SA) SIG

The South Asia 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, ChairCody Freeman, codyfreeman101@gmail.com, Vice-Chair; & Kevin Henderson, kah2234@tc.columbia.edu, Program 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.

Uttam Gaulee, uttam.gaulee@morgan.edu, Chair, & Rosalind Latiner Raby, rabyrl@aol.com, Program Chair.

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.

Teaching Comparative and International Education (TCIE) SIG

The Teaching Comparative and International Education SIG (TCIE SIG) promotes research and practice on teaching in comparative education, international education, and education and development. The SIG aims to encourage vibrant teaching and to promote innovative teaching ideas within CIES and welcomes submissions that explore the contours of teaching and learning in CIE. In keeping with its core mission, as well as with the CIES 2021 theme “Social Responsibility within Changing Contexts”, the TCIE SIG intends to continue expanding its thematic space to include scholarly contributions on teaching CIE from geographical regions, academic traditions and cultural perspectives that strengthen dialogs across hemispheres, to further bridge established and emerging paradigms in teaching our field. Therefore, the TCIES SIG is particularly interested in proposals that reflect diverse and global perspectives that connect with these themes.

Florin Salajan, florin.salajan@ndsu.edu, Chair, & Laura Wangsness Willemsen, wangsnesswillemsen@csp.eduChair-Elect.

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.