CFP: 2008 Ethnography in Education Research Forum

K. Mortimer ksmortim at
Thu Sep 27 19:00:07 UTC 2007

29th Annual Ethnography in Education Research Forum

“Going Public with Ethnography in Education”

February 29 and March 1, 2008

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

***CALL for PAPERS***

NOTIFICATION: Early November 2007

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  

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

Saturday Evening Panel: “Ethnographic data analysis, past-present- 
future: A chat with the SHLEPPERS”
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:

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  
Presenters must follow specific guidelines available online:


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


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:

E-mail: cue at
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