<html><head></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; "><div><br></div><div><p class="MsoNormalCxSpFirst" align="center" style="margin-bottom: 14pt; text-align: center; "><b><span>Call for chapters<o:p></o:p></span></b></p><p class="MsoNormalCxSpMiddle" align="center" style="margin-bottom: 14pt; text-align: center; "><b><span>(Deadline for abstracts: 20<sup>th</sup> September 2012)<o:p></o:p></span></b></p><p class="MsoNormalCxSpMiddle" align="center" style="margin-bottom: 14pt; text-align: center; "><b><i><span><o:p> </o:p></span></i></b></p><p class="MsoNormalCxSpMiddle" align="center" style="margin-bottom: 12pt; text-align: center; "><b><i><span>TEACHING-LEARNING ECOLOGIES<o:p></o:p></span></i></b></p><p class="MsoNormalCxSpMiddle" align="center" style="margin-bottom: 12pt; text-align: center; "><b><i><span>Spaces and Politics of Education</span></i></b><b><span><o:p></o:p></span></b></p><p class="MsoNormalCxSpMiddle" align="center" style="margin-bottom: 12pt; text-align: center; "><b><span><o:p> </o:p></span></b></p><p class="MsoNormalCxSpMiddle" align="center" style="margin-bottom: 12pt; text-align: center; "><b><span>Editors:</span></b><span><o:p></o:p></span></p><p class="MsoNormalCxSpMiddle" align="center" style="margin-bottom: 12pt; text-align: center; "><b><span>Fred Dervin</span></b><span><o:p></o:p></span></p><p class="MsoNormalCxSpMiddle" align="center" style="margin-bottom: 12pt; text-align: center; "><span>University of Helsinki, Finland (multicultural education)<o:p></o:p></span></p><p class="MsoNormalCxSpMiddle" align="center" style="margin-bottom: 12pt; text-align: center; "><span><o:p> </o:p></span></p><p class="MsoNormalCxSpMiddle" align="center" style="margin-bottom: 12pt; text-align: center; "><b><span>Yasmine Abbas<o:p></o:p></span></b></p><p class="MsoNormalCxSpMiddle" align="center" style="margin-bottom: 12pt; text-align: center; ">Research Associate – ENSA Paris-La-Villette, GERPHAU LAVUE 7218<br>Research Associate – University of Geneva, Institute of Environmental Sciences – Globalization, Urban Planning, Governance<span><o:p></o:p></span></p><p class="MsoNormal" style="text-align: justify; "><o:p> </o:p></p><p class="MsoNormal" style="text-align: justify; ">How should we learn to be prepared for a <i>hypermobile</i> world, where physical, mental and digital shifts become mainstream, where people from different horizons (are made to) meet and mix? What contributes to teach individuals how to adapt to unforeseen situations and to become innovative and influential in relation to the world’s interculturality, but also to its environment, knowledge and economy?<o:p></o:p></p><p class="MsoNormal" style="text-align: justify; "><o:p> </o:p></p><p class="MsoNormal" style="text-align: justify; ">It is the intention of this volume to tell a narrative about what makes successful learning ecologies and thus education effectiveness. In the contexts of compulsory education, higher education, further education and lifelong learning, the design of spaces and the built environment matter as much as the politics of education. As such spaces and buildings do have social, political and educational functions, which cannot be ignored: they are never impartial. With the increase in online education, learning ecology becomes even more complex. What key aspects should actors involved in education (not) take into account?<o:p></o:p></p><p class="MsoNormal" style="text-align: justify; "><o:p> </o:p></p><p class="MsoNormal" style="text-align: justify; ">Spaces of education need to perform and contribute to the larger agenda set by politics. For example, education should be provided by taking into account a diversity of actors (learners, educators, parents, decision-makers…) from different backgrounds and with different needs and power, whose points of view on what education is about might also differ. Today the notion of diversity pervades business, tourist, media and education discourses. Though it often signifies essentially the foreign <i>other</i>, in this call for chapters diversity is pluralized (<i>diversities</i>) and refers to diversities ‘within’ the Nation-State and from ‘outside’ the Nation-State. Diversities within can be based on <span>language, geographical space (countries, regions, cities), but also gender, worldview, social position, and/or the combination of all these.</span> Diversities concern people but also spaces and/or objects - any of which can become an <i>actant</i> of learning ecosystems.<o:p></o:p></p><p class="MsoNormal" style="text-align: justify; "><o:p> </o:p></p><p class="MsoNormal" style="text-align: justify; ">In our times of accelerated globalization one may want to ask if there is such a thing as <i>national</i> learning ecology? If this is the case, what do we do with international/supranational exchange programs, educational institutions and online/distance learning? Another question could be: what about the “intercultural” and/or diversities, (how) are they represented in educational buildings/design?<o:p></o:p></p><p class="MsoNormal" style="text-align: justify; "><o:p> </o:p></p><p class="MsoNormal" style="text-align: justify; ">The main interest is in the potential influences of diversities on how educational institutions are designed and constructed. For example, are migrant children or learners taken into account when designing or decorating a classroom (Shanon & Cunnigham, 2009)? What about ergonomics for the disabled (Martins & Freire Gaudiot, 2012)? Besides as <span style="color: rgb(38, 38, 38); ">delivering courses within online virtual worlds such as 3D Virtual Learning Environments (3D VLES) is becoming more and more common, how do diversities fare in these contexts (Saleeb, 2012; Ogan, 2012)?<o:p></o:p></span></p><p class="MsoNormal" style="text-align: justify; "><span style="color: rgb(38, 38, 38); "><o:p> </o:p></span></p><p class="MsoNormal" style="text-align: justify; "><span style="color: rgb(38, 38, 38); ">As education is also becoming more and more transnational, a new trend in education is to export it. Can educational architecture and design be exported? If yes, can they just be transferred elsewhere or do they need to be modified? <span> </span></span><o:p></o:p></p><p class="MsoNormal" style="text-align: justify; "><o:p> </o:p></p><p class="MsoNormal" style="text-align: justify; "><span style="color: rgb(38, 38, 38); ">Interested authors may wish to tackle any of the following issues:<o:p></o:p></span></p><p class="MsoListParagraphCxSpFirst" style="text-align: justify; text-indent: -18pt; "><span><span>-<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>How can learning ecology contribute to the success of all learners?<o:p></o:p></p><p class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -18pt; "><span><span>-<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>(How) do design and architecture for diversities in education affect learning (Fisher, 2010)?<o:p></o:p></p><p class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -18pt; "><span><span>-<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>How can learning ecology contribute to a move from teacher-centeredness to student-centeredness? Can it allow more differentiation?<o:p></o:p></p><p class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -18pt; "><span><span>-<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>Is there a link between classroom design, diversities and curricula?<o:p></o:p></p><p class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -18pt; "><span><span>-<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>How do learners and teachers perceive diverse design and architecture in educational contexts? What are the potential impacts on their identities?<o:p></o:p></p><p class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -18pt; "><span><span>-<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>Who decides who is represented in design and architecture? Parents? Teachers? Students? Decision-makers? Etc. Whose needs are taken into account?<o:p></o:p></p><p class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -18pt; "><span><span>-<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>Is there a special link between e.g. special needs education, inter-/multicultural education and learning ecology?<o:p></o:p></p><p class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -18pt; "><span><span>-<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>Does/can mobile education take into account diversities?<o:p></o:p></p><p class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -18pt; "><span><span>-<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>What about learning and mobility/migration: mobile schools, the city as a classroom, distance learning, etc.?<o:p></o:p></p><p class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -18pt; "><span><span>-<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>What is the history of learning ecologies? For example how did the open-classroom movement, which originated from Britain, fare? What is left of it?<o:p></o:p></p><p class="MsoListParagraphCxSpLast" style="text-align: justify; text-indent: -18pt; "><span><span>-<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>Etc.<o:p></o:p></p><p class="MsoNormal" style="text-align: justify; "><o:p> </o:p></p><p class="MsoNormal" style="text-align: justify; "><o:p> </o:p></p><p class="MsoNormalCxSpMiddle" style="text-align: justify; "><b><span>Deadlines<o:p></o:p></span></b></p><p class="MsoNormal" style="margin-bottom: 12pt; text-align: justify; "><span><o:p> </o:p></span></p><p class="MsoNormal" style="margin-bottom: 12pt; text-align: justify; "><span>1. Proposal to be submitted: <b><u>September 20<sup>th</sup> 2012</u></b><o:p></o:p></span></p><p class="MsoNormal" style="margin-bottom: 12pt; text-align: justify; "><span>Authors are invited to submit in English a proposal including a <b>300-word </b>abstract, a <b>basic bibliography</b> and a short biography of the author(s). Please send proposals to <b><u>both</u></b> editors by <b>September 20<sup>th</sup> 2012: </b></span><a href="mailto:fred.dervin@helsinki.fi"><span>fred.dervin@helsinki.fi</span></a><span style="color: blue; "> </span><span>&<span style="color: blue; "> </span></span><a href="mailto:yaz@alum.mit.edu"><span>yaz@alum.mit.edu</span></a><span>.<span style="color: blue; "> </span>The proposals should clearly explain the theoretical positioning and concerns of the proposed chapter and include a short description of a corpus – where applicable.<o:p></o:p></span></p><p class="MsoNormal" style="margin-bottom: 12pt; text-align: justify; "><span>2. Full chapters to be submitted: <b>January 15<sup>th</sup>, 2012</b><o:p></o:p></span></p><p class="MsoNormal" style="margin-bottom: 12pt; text-align: justify; "><span>The collection of chapters will be published with Cambridge Scholars Publishing (series: </span><span style="color: rgb(38, 38, 38); ">Post-intercultural Communication and Education, cf. <a href="http://www.c-s-p.org//Flyers/series_24.htm">http://www.c-s-p.org//Flyers/series_24.htm</a>)</span><span><o:p></o:p></span></p><p class="MsoNormal" style="text-align: justify; "><b>Some interesting links:<o:p></o:p></b></p><p class="MsoListParagraphCxSpFirst" style="text-align: justify; text-indent: -18pt; "><span style="font-family: Symbol; "><span>·<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>The “best” school in the world (Finland): <a href="http://www.designboom.com/weblog/cat/9/view/16074/the-best-school-in-the-world-exhibition-at-museum-of-finnish-architecture.html">http://www.designboom.com/weblog/cat/9/view/16074/the-best-school-in-the-world-exhibition-at-museum-of-finnish-architecture.html</a>; <a href="http://www.institut-finlandais.asso.fr/programme/expositions/item/489-la-meilleure-ecole-du-monde">http://www.institut-finlandais.asso.fr/programme/expositions/item/489-la-meilleure-ecole-du-monde</a><o:p></o:p></p><p class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -18pt; "><span style="font-family: Symbol; "><span>·<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>The whole city as a classroom, Shibuya University (Japan): <a href="http://www.shibuya-univ.net/english/">http://www.shibuya-univ.net/english/</a><o:p></o:p></p><p class="MsoListParagraphCxSpMiddle" style="text-align: justify; text-indent: -18pt; "><span style="font-family: Symbol; "><span>·<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>Mobile school (Africa): <a href="http://www.unicef.org/infobycountry/kenya_59518.html">http://www.unicef.org/infobycountry/kenya_59518.html</a><o:p></o:p></p><p class="MsoListParagraphCxSpLast" style="text-align: justify; text-indent: -18pt; "><span style="font-family: Symbol; "><span>·<span style="font: normal normal normal 7pt/normal 'Times New Roman'; "> </span></span></span>The Open Classroom (UK): <a href="http://educationnext.org/theopenclassroom/">http://educationnext.org/theopenclassroom/</a></p></div></body></html>