To see the issue, please visit the website: https://journals.library.ualberta.ca/ari/index.php/ari/issue/view/1942
The most recent issue of Art/Research International: A Transdisciplinary Journal (Volume 3, Issue 2) boasts articles by PhD in Educational Research Candidate, Maureen Flint, and faculty member Dr. Kelly Guyotte. Flint's article, Cartographies of Memory and Affect: Nomadic Subjectivities, initially began as a paper written for Dr. Guyotte's BER 690: Readings in Educational Research class. It is a moving visual essay that affectively maps posthumanism and methodological possibilities. Guyotte's article, Tumbling from Embodiment to Enfleshment: Art as Intervention in Collective Autoethnography, is a co-written article that discusses a multi-year collective autoethnography and arts-based research project exploring the four women's first years on the tenure track.
To see the issue, please visit the website: https://journals.library.ualberta.ca/ari/index.php/ari/issue/view/1942
Call for Proposals and Save the Date!
40th Ethnography in Education Research Forum, February 22-23, 2019
It is our pleasure to present the Call for Proposals for the 40th Annual Ethnography in Education Research Forum. This year's theme is The Future of Ethnography and Education: Methodologies, Equity, and Ethics. The Forum will convene on Feb. 22 & 23, 2019 at the University of Pennsylvania, Philadelphia, PA.
Theme: The Future of Ethnography and Education: Methodologies, Equity, and Ethics
In 2019, the University of Pennsylvania Graduate School of Education and the Center for Urban Ethnography will celebrate the 40th anniversary of the Ethnography in Education Research Forum, one of the most longstanding and renowned scholarly venues for this intellectual tradition. This year’s theme, “The Future of Ethnography and Education: Methodologies, Equity, and Ethics”, is intended to reflect the breadth and depth of ethnographic research and scholarship that have emerged over time and to anticipate future directions for the field. The present is a particularly important moment to interrogate the role of educational ethnography, as issues of equity become increasingly precarious in the U.S. and globally. We invite participants to revisit the fundamental goals of ethnography and its potential to address pressing issues of educational access, teaching, and learning in multiple contexts and alongside diverse communities. We encourage submissions that represent the wide range of research settings and topics (e.g., schools, homes, communities, literacy, language, immigrant students, gender, race, and class) and that create opportunities for critical discourses examining the history, contributions, and possibilities for how we study and gain access to, and engage with communities, and how we use knowledge to promote justice and the public good. In what ways does ethnography represent a unique methodological framing and/or how does it interface with other approaches such as practitioner inquiry, community-based research, and participatory action research? What does the practice of ethnography tell us about the cultural domains of our work and the potential to effect change, particularly in the face of historic and current inequities? How does knowledge gained from ethnographic research shape theory, policy, and practice, and how might it better advance educational equity? How do we strategically use the close read of cultural communities that ethnography provides in ways that inform efforts to reduce inequality, poverty, and discrimination? What are the ethical questions that we should address in the next generations of ethnographic research? We welcome research submissions that push the field’s thinking about approaches that enhance how we interpret the role of ethnography, how we partner with communities, and the
methodological and ethical limits and dilemmas inherent to its use in theory and practice and for the range of people and communities we study.
Full details of the call and submission guidelines can be found here: www.gse.upenn.edu/cue/forum
This past week, two PhD students in Educational Research successfully defended their dissertations. Caitlin Byrne's dissertation was entitled “'Making Good Teachers': A Study of Power, Discourse, and edTPA." Her work used Foucauldian Discourse Analysis to examine the practices of "good" teaching espoused by edTPA and as understood by preservice teacher candidates. Michelle Wooten's dissertation was entitled "Producing Transversal Flows: An n-1 Cartography of Academics’ of Science Teaching & Learning Practices and Values." Michelle's work explored academics-of-science-teaching-&-learning and cartographically mapped practices of connection and (disc)connection with educational and disciplinary fields. We are very proud of the hard work of both Caitlin and Michelle and wish them all the best!
The Fifteenth International Congress of Qualitative Inquiry (QI2019) is now taking submissions for papers, posters, and panel presentations. The deadline is 1 December 2018. To submit, please visit their website: http://www.icqi.org/home/submission/
If you have questions about submitting, you can visit the FAQ page: http://www.icqi.org/faq/
Dr. Roland Mitchell, a graduate of the PhD in Educational Research program, was recently named interim Dean of the College of Human Sciences & Education at Louisiana State University (LSU). Dr. Mitchell began his time at LSU in 2005 as an instructor and most recently served as the Associate Dean for Research & Academic Services and Jo Ellen Levy Yates Endowed Professor in the School of Education. Congratulations to Dr. Mitchell!
To read the Alumni Spotlight on Dr. Roland Mitchell that was featured on our website in 2015, please click here.
The Ethical Academy? The University as an Ethical System
The university may be seen as the evolving network of ethical systems that govern teaching, research and administration, changing and adding new rules progressively to a body of regulations covering issues of cheating, human subject research, academic integrity, research on animals, environmental ethics, and the ethics of sexual harassment. These interconnected systems of ethics did not emerge altogether in one rational process but reflected the ongoing historical and dynamic development of law and ethics in relation to the creation of new values.
A recent collection entitled Creating the Ethical Academy (Gallant, 2010) focuses on cheating, bending admission rules, fudging research, and plagiarism, arguing that if we allow a corrupt academy what hope is there for society. The collection focuses on two questions: Why does academic corruption occur and what should we do about it? Gallant adopts a systems view suggesting that corruption should be seen as part of a holistic approach rather than individual dysfunction. Similar approaches and questions have been raised in other kinds of learning institutions at secondary school level. New technologies have made ‘cutting’ and ‘pasting’ easy and the Internet has exploded with problems based around student and faculty plagiarism and issues springing from the ‘paradigm of the copy.’ Quite recently other field of ethics have sprung up on academic integrity (Bretag, 2016), originally based on the southern honour code (duty, pride, power, and self-esteem) in the eighteenth century, evolving into a more contemporary concept that distinguishes between students and faculty, focusing respectively on cheating and publishing ethics. The contemporary concept, challenged by technological disruption of academic writing, began to pick up steam in the 1990s with the work of McCabe (1992, 1993) on cheating and other forms of academic dishonesty.
Research ethics, while somewhat more established, has also undergone changes with a greater emphasis on institutional indemnity. Universities now have a code of ethical conduct for research, teaching and evaluations involving human participants focused on ‘risk of harm’ to research participants, voluntary consent and ownership of information. Recently, these codes have banished all forms of ‘deception,’ questioned the ethics of control group methodology, laid down strict rules for privacy and confidentiality, and added concerns about social and cultural sensitivity. In the early twentieth century there were no regulations regarding the ethical use of human subjects in research. The Nuremberg Code established in 1948, stated that the voluntary consent of the human subject is absolutely essential and it was only recently in the 1970s (Hedgecoe, 2009) that universities began to pay systematic attention to the protection of human subjects based around respect for persons (informed consent), beneficence (assessment of risks and benefits), and justice (fair procedures and outcomes).
Many universities now have statements on academic integrity for students and staff, outlining procedures concerning the discipline committee and hearings, and also courses. The Journal of Academic Ethics began in 2003 and The International Journal of Educational Integrity was established in 2005. Invariably the ‘ethics’ involved is elaborated from the point of the institution against the individual who is judged against university codes and policies. Rarely is there an ethics that also turns its attention to focus on the institution itself. Some authors, however, do turn the ethical gaze on the neoliberal university to talk of a ‘moral loss’ that substitutes management for ethics and advocates the discourse of moral reconstruction (e.g., Bone, 2012; Brady, 2012). This special issue focuses on new conceptions of the ethical academy and their critique. We are particularly interested in the critique of systems of ethics that carry a hidden institutional bias but we are also prepared to consider papers on any aspect of the theme of the historical development of ethical systems in the university.
Brady, N. (2012) Oxford Review of Education, Vol. 38, No. 3, June 2012, pp. 343–355.
Bone, J. (2012) The Deregulation Ethic and the Conscience of Capitalism: How the Neoliberal ‘Free Market’ Model Undermines Rationality and Moral Conduct, Globalizations,
October 2012, Vol. 9, No. 5, pp. 651–665.
Bretag, T. (Ed.), Handbook of Academic Integrity. Singapore: Springer Singapore.
Gallant, T. B. (2011) (Eds.) Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education. New York: Routledge.
Hedgecoe, A. (2009) “A Form of Practical Machinery”: The Origins of Research Ethics Committees in the UK, 1967–1972, Med Hist.,Jul; 53(3): 331–350.
McCabe, D. (1992). The influence of situational ethics on cheating among college students. Sociological Inquiry, 62(3), 365-374.
McCabe, D. L., & Trevino, L. K. (1993). Academic dishonesty: Honor codes and other contextual influences. The Journal of Higher Education, 64(5), 522-538.
Willinsky, J. & Alperin, J. P. (2011). The academic ethics of open access to research and scholarship, Ethics and Education, 6(3)
Send Expression of Interest by 30 August, 2018
Please send a title and 300 word abstract, as an expression of interest to all
The Editors, Educational Philosophy and Theory
Michael A. Peters, email@example.com
Marek Tesar, firstname.lastname@example.org
Liz Jackson, email@example.com
From the expressions of interest the editors will invite contributors to develop full papers.
European Congress of Qualitative Inquiry 2019
Conference theme: ‘Qualitative Inquiry as Activism’
Wednesday 13 February – Friday 15 February
Pre-conference workshops: Tuesday 12 February
The Centre for Creative-Relational Inquiry (CCRI) at the University of Edinburgh looks forward to welcoming qualitative scholars – students, researchers, artists, independent scholars – from across the globe to the 3rd European Congress of Qualitative Inquiry. CCRI fosters qualitative research that is situated, positioned, context-sensitive, personal, experience-near, and embodied; research that embraces the performative and the aesthetic; research that engages with the political, the social, and the ethical; research that problematizes agency, autonomy, and representation; research that cherishes its relationship with theory, creating concepts as it goes; research that is dialogical and collaborative; and research that is explicit and curious about the inquiry process itself. Come and join us to extend, deepen, re-frame and challenge these propositions and to bring, create and generate new ones; propositions that are slow and urgent, generous and edgy, open and restless.
Let’s meet in February 2019. Tell others. Bring others. Bring students, fellow students, colleagues. Bring your energies, commitments, imaginations, creativities, and possibilities. Bring coats, hats, gloves, and scarves.
Bring your activism. Your work as activism. Let’s explore what ‘activism’ means, what it looks like, what it can do. You may not see yourself as ‘activist’ nor your work as ‘activism’: please come, please bring that.
For more information, visit the ECQI website: https://kuleuvencongres.be/ecqi2019/home
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