Congratulations to UA Qual Faculty Dr. Stephanie Anne Shelton who recently received the 2018 Inglis Award from the National Council of Teachers of English (NCTE). Named for Rewey Belle Inglis, the first woman president of NCTE, this award recognizes an outstanding woman in English Education. The Inglis Award recognizes outstanding professional service relating to the role and image of women in the profession and in NCTE, as well as excellence in the areas of scholarship and teaching. We are proud to recognize the wonderful work of Dr. Shelton and wish her continued success!
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
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