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<span style="font-family: TimesNewRomanPSMT;" class=""> CfP Call for papers</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">conference</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">*CFP Extension* Criticality in Education (Research): Definitions, Discourses and Controversies</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">31.08.2017-01.09.2017</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">University of Helsinki, Finland</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">CFP: International conference,</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">University of Helsinki, Finland</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">31 August-1st September 2017</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Criticality in Education (Research):</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Definitions, Discourses and Controversies</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">“I and my public understand each other very well: It does not hear what I say, and I don’t say what it wants to hear.” (Karl Kraus)</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">“A scholar who cherishes the love of comfort is not fit to be deemed a scholar.”</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">(Confucius, The Analects, Ch. 14)</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Plenary speakers</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Adrian Holliday, Canterbury Christ Church University, UK.</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Li Xi (Cecilee), Beijing Foreign Studies University, China</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Razmig Keucheyan, University of Bordeaux (Centre Émile Durkheim), France</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Invited panel discussion led by Etta Kralovec, University of Arizona South, USA</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">***</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">The words critical and criticality are increasingly omnipresent in educational institutions around the world (curricula, course objectives-outcomes, assessment criteria, etc.). They have also become part
of decision makers’ daily bread and butter. However, what these words mean in education, but also in research on education, is very unstable, polysemic and, sometimes, empty. We all claim to be doing criticality but we are not always sure what we mean by it
- and if we mean the same.</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Although one might be able to draft a list of criteria for what criticality entails, not everyone would agree with them. What is more many of these criteria are often used to ‘imagine’ the other and to
place self on a pedestal (or often vice versa in the ‘periphery’), leading to the nightmare of a-critical criticality. This is the case of discourses on ‘Chinese’ / ‘Asian’ students who are often relegated to the position of ‘uncritical learners/scholars’.
Judged against imagined ‘Western’ superior skills to be critical, the ensuing moralistic judgements about these learners lead to discrimination, essentialisation and obsolete culturalism. Unfortunately, these discourses are also used by the ‘victims’ themselves
to define themselves (“we are Confucians so we lack criticality”). In their 2011 article entitled Critical thinking and Chinese university students: a review of the evidence, Jing Tian and Graham David Low discuss the apparent lack of Ch</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">inese st</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">udents’ CT skills. They question the usual argument that Chinese culture does not allow ‘criticality’ and show that the students’ previous learning experiences have an influence on their level of CT. In
teaching-learning and research this leads to epistemological and ethical issues that need clarifying.</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Another issue relating to criticality concerns the increasing importance given to international league tables of school performance like the OECD’s PISA studies or the studies produced by the World Trade
Organization in education (research). These contribute to creating educational ‘utopias’ and ‘dystopias’, global discourses about ‘good’ and ‘bad’ systems of education, without being criticized systematically by teachers, researchers or decision makers. These
studies also contribute to the hype around certain terms such as happiness, equality/equity, etc. These terms would deserve to be deconstructed rather than taken for granted. In his ‘social psychology’ of PISA (and ‘similar phenomena’), Biesta (2016) claims
that</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">The most visible way in which systems such as PISA are seductive is in that they seem to provide clear, unambiguous and easy to digest and to communicate information about the apparent quality of educational
systems, particularly with regard to their ‘performance’.</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Be it in education or research on education, the adjectives “clear, unambiguous and easy” need to be critiqued…</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Finally, in many countries where discourses about the importance of criticality are omnipresent, threats to academic freedom have emerged. Some academics have been stopped from delivering lectures; some
students have sued lecturers for using certain words or phrases and have become censorious; intellectual ‘safe places’ are being created to protect individuals from ideas and perspectives at odds with their own, etc. This all makes the very notion of academic
freedom increasingly unstable and rhetorical.</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">This conference discusses the definitions, discourses and controversies related to the topic of criticality in education (research). All levels of education are of interest. The following questions are
asked:</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- What does it mean ‘to be critical’ in education (research)? How do critical theories and/or approaches come-into-being in education (research)? What is/are the relevancies and significances of critical
theories/ approaches in education (research)?</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- How do we define the contested idea of criticality in order to make it useful? Is it a disposition, a skill and/or a habit of mind? Can it be learnt? Can it be defined?</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Can we work from definitions of criticality that avoid creating hierarchies between learners from different ‘cultures’? Can we once and for all avoid falling into the trap of giving the privilege
of criticality to the ‘Western world’?</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- What conceptions (note the plural?) of critical thinking could we use to do so? Are there examples of alternative approaches to criticality being fed into education (research)?</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">The following topics are of interest:</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Archaeology of criticality in education (research);</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Criticality and (spatial, linguistic, social etc.) differentiation in education (research);</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Teaching (about)/developing criticality;</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- The avoidance of controversy and academic freedom;</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Use of/ and critique of critical theories (Queer, Feminist, Post-Colonial, Marxism, etc.);</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Assessing criticality;</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Criticality and actions (social justice; contradictions between private and professional engagements);</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Criticality as a tool for oppression (ethnocentrism, western-centrism) and/or liberation;</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- The relationship between discourses of criticality and imaginaries;</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- The consequences, dangers and benefits of criticality;</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Discourses of critical thinking (e.g. international students vs. local students; clash between academic tribes);</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Criticality towards criticality in education (research);</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Forms of ‘pseudo-criticality’, commonsense (doxa) and ‘reinventing the wheel’ in education (research);</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Research hoaxes;</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Institutional pressure on criticality (use of social media by institutions/scholars to promote themselves and circulate ideas; education export industry; political pressure; publishing policies);</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Combining critical micro and macro-approaches to education (research);</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Tools to do critical analytical work in education (research) (e.g. forms of discourse analysis);</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Criticality and international league tables of school performance;</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">- Lack of criticality in the use of fashionable words such as creativity, equality/equity, global-mindedness, happiness, citizenship, democracy, multi/intercultural, etc. in education (research) (Cf.
Myths in Education, Learning and Teaching Policies, Practices and Principles (2015), Editors: Harmes, M., Huijser, H., Danaher, P., Haq, M.U.).</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">The objective of the conference is not to come to a universalistic agreement about what criticality is or is not in education (and beyond) but to allow participants to enter into a dialogue on criticality
in education (research).</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Submitting a proposal</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">We invite submission of proposals by 15th March 2017. Abstracts should be submitted by email to </span><a href="mailto:criticalityineducation@gmail.com" style="font-family: TimesNewRomanPSMT;" class="">criticalityineducation@gmail.com</a><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Paper and colloquia proposals are invited.</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Individual paper proposals (100-150 words; duration: 30 minutes including a twenty-minute presentation, with an additional ten minutes for discussion).</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Colloquia proposals (200 words for the colloquium concept and 100-150 words on each paper, duration: 3 hours, max. 5 participants - conveners and discussant included)</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Abstracts will be reviewed by the scientific committee.</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Following the conference, a blind peer-reviewed volume and/or journal issue will be published.</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Decisions about the submitted proposals: 1st April 2017</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Questions should be sent to the conference coordinator Ashley Simpson (</span><a href="mailto:criticalityineducation@gmail.com" style="font-family: TimesNewRomanPSMT;" class="">criticalityineducation@gmail.com</a><span style="font-family: TimesNewRomanPSMT;" class="">)</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Registration: </span><a href="http://blogs.helsinki.fi/CRITICINED" style="font-family: TimesNewRomanPSMT;" class="">blogs.helsinki.fi/CRITICINED</a><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Conference chairs</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Fred Dervin, University of Helsinki, Finland</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Ashley Simpson, University of Helsinki, Finland</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Scientific committee</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Marie-José Barbot, Université de Lille, France</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Julie Yu-Wen Chen, University of Helsinki, Finland</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Patrick Danaher, USQ, Australia</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Xiangyun Du, Aalborg University, Denmark</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Andreas Jacobsson, Karlstad University, Sweden</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Zhao Ke, SHUFE, China</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Etta Kralovec, University of Arizona South, USA</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Anne Lavanchy, University of Applied Sciences Western Switzerland</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Heidi Layne, University of Helsinki, Finland</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">John O’Regan, UCL Institute of Education, London, UK</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Marie-Anne Paveau, Université Paris 13, France</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">John Preston, University of East London, UK</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Anna-Leena Riitaoja, University of Helsinki, Finland</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Heather Smith, University of Newcastle, UK</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Xianlin Song, University of Western Australia, Perth, Australia</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Tom Woodin, UCL Institute of Education, London, UK</span><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Contact person: Ashley Simpson</span><br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">email: </span><a href="mailto:criticalityineducation@gmail.com" style="font-family: TimesNewRomanPSMT;" class="">criticalityineducation@gmail.com</a><br style="font-family: TimesNewRomanPSMT;" class="">
<br style="font-family: TimesNewRomanPSMT;" class="">
<span style="font-family: TimesNewRomanPSMT;" class="">Click link for more information...</span><br style="font-family: TimesNewRomanPSMT;" class="">
<a href="http://www.discourseanalysis.net/wiki.php?wiki=en::Events&id=1959" style="font-family: TimesNewRomanPSMT;" class="">http://www.discourseanalysis.net/wiki.php?wiki=en%3A%3AEvents&id=1959</a><br style="font-family: TimesNewRomanPSMT;" class="">
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****<br class="">
<br class="">
Prof. Fred Dervin (文德)<br class="">
<br class="">
Director of the Education for Diversities Research Group (E4D)<br class="">
<br class="">
Co-Director of the Chinese Education Research Group<br class="">
<br class="">
Faculty of Educational Sciences, University of Helsinki, Finland<br class="">
<br class="">
Website: <a href="http://blogs.helsinki.fi/dervin/" class="">http://blogs.helsinki.fi/dervin/</a><br class="">
<br class="">
- Interculturality in Education: A Theoretical and Methodological Toolbox (Palgrave, 2016)<br class="">
<br class="">
- International Journal of Bias, Identity and Diversities in Education (IJBIDE)<br class="">
<a href="http://www.igi-global.com/ijbide" class="">www.igi-global.com/ijbide</a><br class="">
<br class="">
Watch my latest talks: http://www.helsinkikanava.fi/www/kanava/fi/videot/video?id=3196 <br class="">
http://www.cornell.edu/video/fred-dervin-intercultural-competence <br class="">
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