Call for Papers: 31st Annual Ethnography in Education Research Forum

[Center for Urban Ethnography]

Greetings!

We are pleased to announce that the 31st Annual Ethnography in Education Research Forum, to be held at the University of Pennsylvania, February 26 - 27, 2010 is accepting proposals now. Please see the Call for Papers in the email and help circulate it widely among your programs.

Thank you!

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


31st Annual Ethnography in Education Research Forum
“Creativity, Crisis and Qualitative Research: Re-imagining Education in a Changing World"

February 26 - 27, 2010 

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

***CALL for PAPERS***
SUBMISSION DEADLINE: October 2, 2009
NOTIFICATION:  early November, 2009
REQUIRED PREREGISTRATION FOR PRESENTERS: December 1, 2009

We live in an era of rapid changes, and this year has had especially dramatic ones: a global economic crisis, the inauguration of the first African-American President of the United States, and the massive popularization of iPhone-type mobile web devices, to name a few.  In U.S. education, for example, charter schools and more and more public schools are experimenting with new ways of doing teaching and learning, from online course formats to “small school” models to ways of making do with smaller budgets and staff.  How have the social, economic, cultural, and technological changes of our time influenced our ways of teaching and learning, inside and outside of school, as well as our “ways of knowing” as researchers and practitioners? And how do we create new ways of teaching, learning, researching, and knowing, amidst change?

There has been much talk of change in our societies, from suggestions of a post-racial era, to predictions of minority-majority demographic shifts and class mobility, to initiatives for financial reorganization and school accountability.  In such times of crisis, or opportunity, ethnographers and qualitative researchers are uniquely positioned to be able to find, understand, and share creative new ways of learning and knowing.  At this 31st annual Ethnography in Education research forum, we hope to hear about and share creative re-imaginings and new ways of doing education, with an eye towards the future of education reform, research, and practice.

Plenary speakers:
Samy Alim, University of California at Los Angeles

Marilyn Cochran-Smith, Boston College, and Susan Lytle, University of Pennsylvania

Doug Foley, University of Texas at Austin

Bonny Norton, University of British Columbia

All proposals may be submitted online beginning August 14:
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 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 by selecting the appropriate submission track, 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 by selecting the appropriate submission track, 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. Abstract (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.  Please indicate if it is a Work-in-Progress in the body of your Description. 

Special Instruction for Group Sessions
Submit Abstract 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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