[xmca] Fwd: CFP: 27th Annual Ethnography in Education Research Forum

From: Peter Smagorinsky (smago@uga.edu)
Date: Thu Sep 08 2005 - 13:58:23 PDT

>>From: forum@c3po.gse.upenn.edu
>>Date: September 8, 2005 2:21:58 PM EDT
>>To: forumlist@c3po.gse.upenn.edu
>>Subject: CFP: 27th Annual Ethnography in Education Research Forum
>>Dear Colleague,
>>The University of Pennsylvania's Graduate School of Education and the Center
>>for Urban Ethnography announce the 27th Annual Ethnography in Education
>>Research Forum, to be held February 24th and February 25th, 2005 on the
>>University of Pennslyvania campus. The Ethnography in Education Research
>>Forum, the largest annual meeting of qualitative researchers in education,
>>is currently accepting proposal submissions for individual papers and
>>that focus directly on issues of significance for the conduct and
>>understanding of the processes of education. The submission DEADLINE is
>>OCTOBER 15, 2005.
>>We encourage proposals of research in areas such as ethnography of
>>education; research on everyday school practice; practictioner research;
>>multicultural, critical and feminist studies of education; language and
>>literacy in education; urban and international education; indiginous
>>revitalization; action research in education; and more.
>>Please find the call for papers below as well as on the forum's website
>>Note that all proposals must be
>>submitted online.
>>27th Annual Ethnography in Education Research Forum
>>"Educators and Ethnographers Negotiating Ideological and Implementational
>>Throughout the world ideological and implementational gaps continue to
>>between globalizing forces and national educational policies on the one hand
>>and pedagogical and social justice demands in classrooms and schools on the
>>other. Educators who negotiate these gaps on a daily basis search for third
>>spaces and creative ways to fill them. They struggle to meet the demands of
>>standardized assessments while trying to create curricula that are both
>>engaging and relevant for students with diverse backgrounds. They seek out
>>pedagogical strategies for helping their students benefit from the social
>>economic advantages of globalization without sacrificing local ways of being
>>and doing. Educational researchers, in turn, attempt to understand the
>>connections and disparities between different levels of educational
>>practice –
>>from policy-making, to curricular design, to the work of classroom teachers.
>>These researchers collaborate with teachers and administrators to bridge
>>implementational gaps and to reconcile local ideologies with those reflected
>>in educational policy, including ways of transforming, resisting and
>>challenging those ideologies.
>>The Ethnography in Education Research Forum invites papers that explore
>>issues by documenting grassroots responses to varying levels of educational
>>policy, describing teacher-researcher collaboration in the negotiation of
>>third spaces, making theoretical and methodological connections between the
>>study of societal level phenomena and local processes, bringing to light
>>covert responses to overt policy decisions, and critically examining
>>relationships between academic and public interests.
>>Plenary Speakers
>>*Marcelo Suarez-Orozco, New York University Steinhardt School of Education
>>*Carole Edelsky, Arizona State University College of Education
>>*Antonia Candela, Departamento de Investigaciones Educativas del Centro de
>>Investigación y Estudios Avanzados, México
>>*Elsie Rockwell, Departamento de Investigaciones Educativas del Centro de
>>Investigación y Estudios Avanzados, México
>>*Jan Nespor, Virginia Tech School of Education
>>The dates for the 2006 Forum are Friday, February 24 - Saturday,
>>February, 25,
>>2006. Participants should plan to arrive in Philadelphia on Thursday
>>February 23, as both Friday and Saturday will offer a full program of
>>sessions. Registration and all sessions will be held on the University of
>>Pennsylvania campus in Philadelphia, PA.
>>Proposals are invited in areas such as:
>>*Multicultural and inter-ethnic issues in education.
>>*Practitioner research – by teachers, administrators, students, parents, and
>>other school community members.
>>*Critical and feminist studies in education.
>>*Ethnographic evaluation in education.
>>*Language learning, language policy, and literacy issues in education.
>>*Uses of ethnography in science and math education.
>>*Uses of microethnographic methods in research on everyday school practice.
>>*Ethnographies of urban education.
>>*Indigenous language revitalization.
>>*Action research in education settings.
>>*Ethnography and Educational Policy
>>1. Traditional Paper – Individual or Group
>>These presentations should report on analyses, results, and conclusions in
>>final form.
>>2. Work-in-Progress – Individual or Group
>>If you anticipate presenting preliminary conclusions, submit your
>>proposal as
>>a Work-in-Progress. Presentations of works-in-progress differ from both data
>>analysis and from traditional papers in that initial findings and tentative
>>conclusions are emphasized. Presenters may consult the audience about their
>>3. Data Analysis Consultation - Individual submissions only
>>Held on Friday only: 30 minutes for presentation and discussion.
>>Proposals should state questions about data analysis and identify the
>>data to
>>be addressed. Please adhere to the following guidelines for your proposal:
>>(a) State 2 or 3 questions about data analysis that will be addressed.
>>Questions should be narrowly defined and intimately tied to the data being
>>(b) Identify the specific data that will actually be used in the
>>Data to be shared may include field notes (maximum 2 pages), interview
>>transcripts (maximum 1 page), audio and/or video tapes (maximum 1
>>minute), and
>>archival and site documents.
>>(c) Presenters should not plan to present preliminary conclusions. Rather,
>>their purpose should be to seek advice on data analysis.
>>The data analysis presentation is unique to the Forum. Presentation
>>are as follows:
>>(1) 5 minutes to describe the nature of the research (1 minute), provide
>>context (1 minute), and present the specific data analysis questions to be
>>addressed (3 minutes).
>>(2) 5 minutes for the audience to read or watch the data.
>>(3) 20 minutes for general discussion guided by a research methods
>>Audience members provide insights and advice regarding emergent patterns and
>>themes in the data as well as alternative methods of analysis.
>>Presenters must prepare 40 copies of written data sources or select a few
>>minutes of audio and/or video data to share with the audience. Please note
>>audiovisual equipment needs in your proposal.
>>Individual Presentations (15 minutes)
>>Proposals may be submitted by individual presenters for any of the
>>presentation formats: Data Analysis, Work-in-Progress, or Traditional Paper.
>>(See instructions online, in addition to the notes above on presentation
>>Group Sessions (75 minutes)
>>Group session proposals may be submitted for Traditional Paper or Work-in-
>>Progress formats, but not for Data Analysis Consultations, which are always
>>individual submissions.
>>The proposal should describe the rationale and specific content of the
>>session, including a brief overview of the session topic and a paragraph on
>>research methods used, a summary of findings, and bibliographic
>>citations. The
>>proposal should make clear the relevance of the session topic for the
>>field of
>>No fewer than three, and no more than six presenters, including a
>>should be included in a group session. 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. If the session consists of a set of individual papers, the
>>group session proposal must also include an abstract for each individual
>>Practitioner Research – Individual Paper or Group Session
>>In addition to submitting your proposal as an individual paper or group
>>session, and indicating clearly whether it is for the traditional paper,
>>in-progress, or data consultation format, you may also choose to
>>designate it
>>as a practitioner research presentation. These presentations focus on
>>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 of the Forum, known as Practitioner
>>1. Significance for education: Presentations should address topics
>>educational processes, formal or informal. We do not accept general
>>ethnographic reports on topics not directly related to educational issues.
>>2. Conceptual framework: The theoretical assumptions and conceptual bases
>>underlying the research should be briefly described.
>>3. Interpretation as a framing perspective: Interpretive strategies
>>should be
>>utilized to identify the various points of view of the person/people/program
>>whose actions are being described and analyzed.
>>4. Method: Ethnographic research is multi-layered; the presentation should
>>combine evidence from a variety of data sources, i.e. more than one of the
>>following: participant observation, field notes, audio- or video-tapes,
>>interviews, site documents, demographic and historical information.
>>5. Description: There should be both depth and specificity in description.
>>Rather than strictly focusing on results, we expect a rich description of
>>study context, presenting such things as vivid narrative vignettes and
>>from interviews. The descriptive voice should communicate
>>specificity, "showing" as opposed to "telling" in general terms.
>>6. Analysis: We are interested in both the originality of the analysis
>>and the
>>adequacy of the evidence. Analytic categories should be arrived at
>>rather than deductively. Analysis should incorporate the specific and the
>>general, considering details of what actual persons do and linking those
>>particulars to general processes of social structure and culture.
>>All proposals are submitted electronically. Go to
>>Choose on-line submission. The final deadline for proposal submission is
>>October 15, 2005. We will not be able to review incomplete proposals.
>>October 15, 2005 – All proposals should be submitted electronically by this
>>Early November – Notification of acceptance or rejection by e-mail. All
>>submitters will receive notification. Information regarding the day and time
>>of sessions will be provided later.
>>Early January 2006 – All individuals and groups who have been accepted
>>will be
>>notified by e-mail that the preliminary schedule and the presenters' contact
>>information are posted on the web. Using the find function on the web
>>individuals and groups can find the day and time of their session. The pre-
>>registration forms will also be posted on the website. Please fill in the
>>form, submit the form electronically, and then print out the confirmation
>>page. Include the confirmation page with your check or money order.
>>January 21, 2006 – All requests for changes in the schedule must be
>>via e-mail to cue@gse.upenn.edu by this date.
>>February 14, 2006 - Pre-registration confirmation page and payment must be
>>post-marked by this date. Final schedule will be posted on the web. No
>>reimbursement for cancelled registration available after this date.
>>February 24 and February 25, 2006 - 27th Ethnography in Education Research
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