Deadline Extended - 30th Ethnography in Education Research Forum

[Center for Urban Ethnography]

(please forward widely)

SUBMISSION DEADLINE EXTENDED TO OCT. 13

30th Annual Ethnography in Education Research Forum
“Ethnography for Social Justice in Education”

February 27 and 28, 2009
Center for Urban Ethnography
University of Pennsylvania
Graduate School of Education
Philadelphia, Pennsylvania, USA

***CALL for PAPERS***
ONLINE SUBMISSION OPEN:  August 15, 2008
SUBMISSION DEADLINE: October 13, 2008
NOTIFICATION:  early November, 2008
REQUIRED PREREGISTRATION FOR PRESENTERS:  December 2, 2008

Reinventing Anthropology "is for people for whom 'the way things are' is not reason enough for the way things are …who ask of anthropology what they ask of themselves – responsiveness, critical awareness, ethical concern, human relevance, a clear connection between what is to be done and the interests of mankind" (Hymes 1969: 7).

On this 30th anniversary of the Ethnography in Education Research Forum, we reflect on Dell Hymes' vision of anthropology in the service of social justice.  In his prolific and powerful writings, and in his leadership of Penn's Graduate School of Education, Hymes proposed not only a vision but a set of ways of doing ethnography in education --from ethnographic monitoring and the ethnography of communication to the ethnopoetics of oral narratives and the ethnography of language policy-- that have inspired and informed researchers for a generation and more.  In this year's Forum, we hope to explore the myriad uses educational ethnographers are making of these and other ways of working to change schooling and education for the better, in the ongoing project of reinventing anthropology.

Plenary speakers:
Shirley Brice Heath, Brown University
Kris Gutiérrez, University of California Los Angeles
Brian Street, King’s College
Patricia Carini, Prospect Center
Margaret Himley, Syracuse University


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 Inquiry: For Individual Papers and Group Sessions, you may choose to designate your presentation as PRACTITIONER INQUIRY.  Practitioner inquiry 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 inquiry presentations are particularly featured on Saturday, known as Practitioner Inquiry 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 inquiry, 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 inquiry, 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. 

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, including references)
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. 
Instructions and forms for submission are available online:
http://www.gse.upenn.edu/cue/forum.php

Submission system opens August 15
Questions
E-mail: cue at gse.upenn.edu

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