Arabic-L:PEDA:Ethnograhy in Education Research Forum

[Dilworth Parkinson]

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Arabic-L: Fri 14 Sep 2007
Moderator: Dilworth Parkinson <dilworth_parkinson at byu.edu>
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1) Subject:Ethnograhy in Education Conference

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1)
Date: 14 Sep 2007
From:Uri Horesh <urih at mail.utexas.edu>
Subject:Ethnograhy in Education Conference

Subject: [EDLING:363] CFP: 28th Ethnography in Education Research
Forum
Reply-To: edling at ccat.sas.upenn.edu

29th Annual Ethnography in Education Research Forum

³Going Public with Ethnography in Education²

February 29 and March 1, 2008

Center for Urban Ethnography
University of Pennsylvania
Graduate School of Education
Philadelphia, Pennsylvania, USA

***CALL for PAPERS***

ONLINE SUBMISSIONS OPEN: August 15, 2007
SUBMISSION DEADLINE: October 15, 2007
NOTIFICATION: Early November 2007
PRESENTATION SCHEDULE: Early January 2008

What counts as learning?  In the current public discourse of ever-
narrowing definitions of learning, achievement, and educational
value, ethnographic research offers powerful evidence that not
everything that matters is being counted.  Ethnographers of
education around the world continue to reveal the importance and
complexity of social, cultural, and linguistic life in schools, of
processes of learning, and of the intricate relationships upon
which it depends.  How can we make accounts of this complexity
heard within a popular discourse and public policy that seem ever
more committed to simplifying definitions and solutions?  With all
that we know and continue to discover through ethnography in
education, how do we go public?  How do we engage with the media,
with popular discourse, and with public policy on burning social
and educational issues in ways that will influence what counts as
learning and what counts as research?

The Ethnography in Education Research Forum invites papers that
explore and expand upon what counts as learning and achievement,
what counts as research and gets counted as research, and what
methods of data analysis and representation can be used to
communicate findings about the complex and processual nature of
learning and education to audiences outside, as well as inside, the
academy.


Plenary Speakers:
Carol D. Lee, Northwestern University
Hugh Mehan, University of California, San Diego

Saturday Evening Panel: ³Ethnographic data analysis, past-present-
future: A chat with the SHLEPPERS²
Frederick Erickson, University of California, Los Angeles
Ray McDermott, Stanford University
Hugh Mehan, University of California, San Diego
Jeffrey Shultz, Arcadia University

All proposals may be submitted online beginning August 15:
http://www.gse.upenn.edu/cue/forum.php

TYPES OF PRESENTATIONS:
Proposals are requested for presentations in the following categories:

1.  Individual Paper (Traditional or Work-in-Progress)
2.  Group Sessions (Traditional or Work-in-Progress)
3.  Data Analysis Consultation

Practitioner Research: For Individual Papers and Group Sessions,
you may choose to designate your presentation as PRACTITIONER
RESEARCH.  Practitioner research presentations focus on research by
teachers and other practitioners in educational settings (e.g.,
school principals, counselors, non-teaching aides, parents,
students, and other members of school communities). Practitioner
research presentations are particularly featured on Saturday, known
as Practitioner Research Day.

1.  Individual Papers: (15 minutes)
Individual papers by one or more authors.  Either final analyses,
results, and conclusions (Traditional) or preliminary findings and
tentative conclusions (Work-in-Progress) may be submitted.
Indicate practitioner research, if you so choose.

2.  Group Sessions (75 minutes)
A full session of no fewer than three, and no more than six
presenters, including a discussant.  These sessions may vary in
organization: a set of individual papers, a panel discussion, a
plan for interaction among members of the audience in discussion or
workshop groups are possible formats.  Either final analyses,
results, and conclusions (Traditional) or preliminary findings and
tentative conclusions (Work-in-Progress) may be submitted.
Indicate practitioner research, if you so choose.

3. Data Analysis Consultation (30 minutes)
Individual submissions only.  Presenters offer data along with
questions about analysis for consultation with expert researchers
and conference participants.  Data analysis consultation is by
definition Work-in-Progress.
Presenters must follow specific guidelines available online:
http://www.gse.upenn.edu/cue/dacinstructions.php

PROPOSAL EVALUATION CRITERIA:

1.  Significance for education
2.  Conceptual orientation
3.  Methodology
4.  Interpretation
5.  Quality of analysis
6.  Depth and clarity

FORMAT OF PROPOSALS:

Everyone must submit:

A. Summary (limit 100 words)
This should be a brief overview of the work to be presented.

B. Description (limit 1500 words)
Selection is based on the description.  A detailed description of
the work to be presented should be submitted including conceptual
orientation, data collection and analysis methods, data
interpretation, and significance to education.

Special Instruction for Group Sessions
Submit Summary and Description of the session overall, as specified
above.  If the session consists of a set of individual papers, the
group session proposal must also include a description for each
individual presentation.

All proposals must be submitted online:
http://www.gse.upenn.edu/cue/forum.php

Questions
E-mail: cue at gse.upenn.edu

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End of Arabic-L:  14 Sep 2007