CLICK
BANNER IMMEDIATELY BELOW FOR DRAFT 2009 CONFERENCE PROGRAMME
Map of how to get to the Halifax conference centre here
New!
Click left to try Exe Libris: The UK History of Education Society
Bibliography
|
Map of how to get to the Halifax conference centre here
|
|
|
2010 21 January, Institute of Education, University of London, ILEA: Memories and Legacies. Friends of the Newsam Library and Archives study afternoon. This seminar will examine the work of the Inner London Education Authority to mark the twentieth anniversary of its abolition with contributions from Sir Peter Newsam, Barbara MacGilchrist, Gene Adams and Leisha Fullick. To book a place or for further information, please contact: Institute of Education Archives, Institute of Education, University of London, 20 Bedford Way, London. WC1H 0AL. Email arch.enquiries@ioe.ac.uk; telephone 020 7612 6983. February, Kolkata, India, International Workshop on
‘Learning in the Past, Research Agendas for the Future: Connecting
Histories of Education 1700-2000.’ We invite proposals for an
international workshop, co-organized by the International Standing
Conference for the History of Education (ISCHE) and Institute of
Development Studies Kolkata (IDSK), to take place in the first week of
February 2010 in Kolkata, India. Focusing on the period from the eighteenth
century onwards, the workshop proposes to bring together Asian historians
of education and those from other continents. We invite scholars to present
their current research in history of education focusing on connections and
relationships between Asia and other parts of the world, colonial pedagogy,
indigenous education, migration and education, nationalism, and educational media.
We encourage proposals that grapple with key methodological and historiographical
debates in the field addressed. Local, regional, national, and inter/
transnational levels of analysis will be welcomed. The conference proposes
to build up a conversation between scholars from all over the world. It not
only aims at enhancing a comparative perspective but also at creating a
wider research network among scholars from Asia and other parts of the
world. Participants from outside India will have to fund and arrange their
own travel. Some support may be available for accommodation. It is hoped
that this workshop will result in a publication and/or report of
proceedings in an international journal. Further information from Barnita
Bagchi (Utrecht University, Netherlands) email 30 March-1 April, University of Glasgow (UK),
annual conference of the Social History Society. The Society's conference has no
single theme. It is organised in six strands: 8-10 March, University of British Columbia,
Vancouver, Canada, International Conference on Sport and Society. We are excited
to be holding the inaugural Conference in Vancouver - scheduled between the
Olympic Games and the Paralympic Games, at the University of British Columbia.
The Conference hopes to engage university and international academics to
consider broad questions about the connections between sport and society in the
exciting context of the Winter Olympic and Paralympic Games. The International
Conference on Sport and Society and its companion International Journal of Sport
and Society provide a forum for wide-ranging and interdisciplinary examination
of sport, including: the history, sociology and psychology of sport; sports
medicine and health; physical and health education; and sports administration
and management. The discussions at the conference and in the journal range from
broad conceptualisations of 18-20 August, Leuven, Belgium, History of
History Education and the Temptations of Modernity. History education will
relate to the modern age - or there will be no history education: this appears
to be the rule for most Western societies. In the humanistic educational
tradition, the past served to present pupils with concrete exempla for decent
behaviour in contemporary society. And ever since history became a separate
subject in secondary education in most European countries, from the late 18th
century onwards, the present has functioned as a form of social security for
history education. The history lesson is supposed to guard against errors from
the past and offer insight into the attainments of contemporary society. But
does the present also throw sand in the eyes of educational historians? The
longing for up-to-date history education is so powerful that it seems to colour
historians' views. They do not always succeed in placing this longing in a
historical perspective. Did enlightenment thinkers have in mind the same sort of
focus on the present as the architects of the nationally organised history
education of the late nineteenth century, for example? Or how have the two world
wars affected the longing for modern history education in the twentieth century?
And has the period since the 1960s seen unprecedented use of history education
to serve the needs of contemporary, post-colonial democracy? How has each of
these longings been translated into a specific, time-related history education?
The aim of the 'Longing for the present' conference is to historicise the
longing for modern or contemporary history education - not only by examining the
existing historiography of secondary education (1), but also by exploring new
forms of research into the history of history education (2 and 3). (1) The
history of the school subject tends to be read as a story of increasing
progress, of education that became more and more open and true to life.
Erroneous views in textbooks are identified, outmoded teaching methods are
scrutinised. Do contemporary social and educational ideals serve in such a
reading as the measure by which the history of history education is assessed? In
other words, does the historiography of education and history education share
the premises of the contemporary approach to the school subject? From this point
of view, at what stage did history education become 'modern', and what exactly
does such modernity consist of? Do historians of education think in terms of
what had 'not yet' been done and what had 'already' been achieved? (2) The
central question of this conference implies an urgent need for a new reading of
the classical media of history education: textbooks, curricula and other texts
and discussions in which expectations about the ideal history education were
made explicit. These sources are often considered in terms of the view they
imply of a given theme. However, it is far less common for them to be studied as
texts with a specific, time-related narratio and a corresponding (or
incongruous) rhetorical approach. In the light of the conference's theme, it
would for example be worth investigating the status of the end of history in
textbooks. The time-scale within which historical explanations were sought for
phenomena may also throw interesting light on the changing position of the
present in the history of history 21-24 October, Novotel (North York) Hotel, Toronto,
Ontario, Canada, CHEA/ACHÉ 16th Biennial Conference on Education in Tough
Times - Tough Times in Education. CHEA/ACHÉ invites proposals for its 2010
conference in Toronto (21-24 October), sponsored by the Faculty of Education at
York University. The conference theme is "Education in Tough Times -
Tough Times in Education." In tough economic times, or other times of
difficulty, people often turn to education as a means of enduring, or overcoming
adversity. Yet education itself seems to face perpetual tough times,
moving from (real or invented) crisis to crisis. What's more, education is
itself a crisis of knowledge and representation, and educational discourses on
questions of authority and discipline tend to swirl around the dichotomy between
toughness and compliance. Advocates of curriculum change, for example,
call for 'tough new standards.' 'Zero-tolerance' policies demonstrate
educators' willingness to 'get tough' on school violence. CHEA/ACHÉ welcomes
proposals on all subjects in the history of education from graduate students,
independent scholars, and from new and established scholars. We especially
encourage individual papers or panels that address - from an historical
perspective - any aspect of education or schooling as it relates to difficult
times, crisis, adversity, or 'toughness.' Potential themes include, but
are not limited, to: * Education in 'tough times': economic depression, war,
revolution, social upheaval. * Crisis in education: representations of learning
as crisis, learning from knowledge of historical trauma, history curriculum as
crisis of representation. * 'Toughness' at school: discipline, curriculum,
bullying, and school violence. * 'Toughness,' education and identity: gender,
class, race, sexuality, and disability. * Surviving 'tough times': education and
social, economic, or political reconstruction. CHEA/ACHÉ also invites
contributions to a new conference feature: the '1000 words in a picture'
session. We welcome proposed presentations that consist of a picture of an
artifact, a place or an image and a short paper (maximum 1000 words) analyzing
the picture's historical significance and relevance to the conference themes.
The picture will be projected during the delivery of the paper. This special
session will take place during the opening of the Conference on the evening of
October 21st. For all individual and panel proposals, please include the name,
institutional affiliation (if any), contact address and email of the presenter,
a 250 word abstract, as well as a one-page curriculum vitae that provides
details such as publications and current research interests. For panel
proposals, please include this information for each presenter, as well as a
one-page proposal for the entire session. Proposals should be submitted by email
in a Word or Word compatible file to cheasubmissions2010@edu.yorku.ca
no later than January 8, 2010. Inquiries should be directed to Paul Axelrod,
President, CHEA/ACHÉ, at paxelrod@edu.yorku.ca.
Information on the Canadian History of Education Association can be found at http://www.ache-chea.ca.
CHEA/ACHE looks forward to welcoming you to Toronto! |
|
Send mail to
WebManager@historyofeducation.org.uk with
questions or comments about this web site.
|