Weekly Announcements
Wednesday, September 18, 2013
1.CIES South Asia SIG Call for Proposals
2.UNESCO, Opinions about US Funding
3.CIES Jackie Kirk Award, Call for Nominations
4.CIES Indigenous Knowledge and the Academy SIG, Call for Proposals
5.Global Health & Innovation Conference
6.Teaching Education in Emergencies: Good Practice and Challenges
7.FHI 360, Teacher Development Specialist, Job Opportunity
8.RTI International, Job Opportunity
9.The Comparative and International Histories of School Accountability and Testing,
Call for Papers
1. CIES South Asia SIG Call for Proposals
Dear Colleagues,
Namaste and Salaam from the Comparative and International Education Society South Asia Special Interest Group (CIES SASIG). The 58th annual CIES conference will be hosted in Toronto, Ontario on March 10-15, 2014 at the Sheraton Centre Hotel. The proposal deadlines are as follows:
- Early bird submission deadline: October 4th, 2013 (strongly encouraged)
- Final submission deadline: October 25th, 2013
We welcome papers drawing on diverse epistemological, methodological, and theoretical perspectives. While we welcome papers focusing on the South Asian Diaspora, we are especially interested in highlighting work that is being done within South Asia itself (Afghanistan, Bangladesh, Bhutan, India, the Maldives, Nepal, Pakistan, and Sri Lanka). SA SIG is also highly interested in highlighting the important work of practitioners working in the field.
Two special notes:
* Group panel proposals (of up to 4 individual presentations) will be considered. Proposals that are not accepted for the South Asia SIG will be reviewed for inclusion in the conference’s general pool.
* An announcement will be going out very soon regarding a special themed highlighted session. SA SIG members are encouraged to submit proposals that fit accordingly within this special theme.
Please refer to the conference’s general call for papers for proposal guidelines and access to the online proposal submission system:
In order to submit a proposal to the South Asia (or any other) SIG, you are required to be a dues-paying member of the SIG ($10 USD). SIG membership is $10 and the dues can be paid at ratio Alternatively, you may pay $10 in dues when you register for the 2014 conference through the online registration system. We invite all CIES members to join the growing South Asia SIG at the time of conference registration.
We look forward to receiving and reviewing your conference proposals. For more information about the South Asia SIG, please contact the Board Members at .
We look forward to seeing everyone in Toronto!
2. UNESCO, Opinions about US Funding
To CIES members:
As you will recall, on March 15, 2013, the CIES Board of Directors approved a Resolution gained a 96% approval from the CIES membership in favor of approving a national interest waiver “so that the U.S. can again pay its dues and retain its full membership in UNESCO.” A letter with this CIES Resolution was sent to the President of the United States, and to the CIES membership on May 10, 2013.
Since May, the international scene has been turbulent to such an extent that some important issues, such as paying UNESCO dues, have slipped off the Congressional radar screen. This is especially unfortunate since the U.S. will likely lose its UNESCO vote very soon (in November 2013) due to the two-year non-payment of U.S. dues.
With this note, therefore, we ask that you, as CIES members, consider the above situation as time-critical. If you have a view on the matter of UNESCO dues, we ask that you contact your Congressional Representative to convey your point of view, at For those in favor of UNESCO dues payment, you can save time by going directly to the following link:
.
Please feel free to mention, in the message box, that you are writing as a CIES member.
Many thanks for your interest in this matter of global educational importance.
3. CIES Jack Kirk Award, Call for Nominations
CIES’s Jackie Kirk Memorial Fund & Outstanding Book Award
The Jackie Kirk Memorial Fund is designed to memorialize the legacy that Jackie Kirk has left on the field of comparative and international education. Jackie Kirk’s work was prolific and varied, and committed to the active engagement of theory and practice, in ways that further the empowerment of women and girls, and the improvement of education in conflict and post-conflict settings. Her activism with teachers and youth, creative use of participatory visual research methodologies, commitment to gender equality and inclusion, and on-the-ground work with schools in conflict areas shaped her scholarship on issues as varied as gender violence, armed conflict, home-based schools, refugee youth, women teachers, identity and visual representation of women and girls, peace education and fragile states. Her work examined global contexts and also local realities. She was committed to encouraging integrated, holistic, systemic change in order to increase access and equality in education for everyone. The book award that will be supported from this fund will acknowledge an outstanding book that is reflective of Jackie Kirk’s commitments.
Call for Nominations: Jackie Kirk Award for Outstanding Book
The Comparative and International Education Society (CIES) recognizes an outstanding book annually with the Jackie Kirk Award. This award was created in 2010 to honor the prolific professional life and deep commitment of Jackie Kirk to our field and to CIES. This award annually honors a published book that reflects one or some of the varied areas of expertise represented in Jackie Kirk’s areas of commitment, primarily gender and education and/or education in conflict (fragile states, post-conflict, peace education). Jackie Kirk was also committed to work on identity (particularly of girls and teachers), globalization as a context for local practice and visual participatory research methodologies. Furthermore, Jackie Kirk was professionally committed to encouraging dynamic and equitable collaboration between academics and practitioners, the global South and the global North, and comparative/ international educators and teachers on the ground. While the award will be granted primarily on the basis of the two main areas of commitment (gender and/or conflict), these additional areas of commitment will be used as a secondary set of criteria so that the award reflects the spirit of Jackie Kirk’s legacy.
The Jackie Kirk Outstanding Book Award will be awarded annually, as follows:
- The book can relate to one (or more) of the following topical areas:
- Gender and Education. Books in this area would deepen the field’s understanding of gender dynamics or relations in education in ways that challenge education to understand gender in a more nuanced way, one that can help educators to acknowledge the full humanity of all students and teachers, and to work toward social justice in education.
- Education in Conflict, Post-Conflict, Fragile States, and/or Peace Education. Work in this area would reveal the realities of the challenges of education in demanding contexts, and/or the work that people are doing despite the challenges.
- The book must be published within the past two calendar years, as noted by the copyright date. (For example, a book selected for the 2014 award would be published in 2012 or 2013.) Books can be authored or edited (individually or collaboratively), and can be research-based, conceptual or theoretical in nature, or policy oriented.
- Books are to be nominated by CIES members, but can be written/edited by non-CIES members. Nominations should include how the book relates to the areas outlined above, and what makes the book worthy of a designation of “outstanding.” Nominations are due by September 30.
- The book author(s) or editor(s) should provide an executive summary of the book by October 15th of this year. The committee will determine a short list by October 15, and request books from the authors/editors for a full review. Books must be provided to the committee by the authors/editors by December 1.
- Decisions will be made by the committee by February 1, 2014 or at least four weeks prior to the next CIES meeting, whichever is sooner.
- The award includes a monetary award. Awardees are encouraged to attend the CIES meeting in the year they receive the award.
The award is made possible by a generous donation by Andrew Kirk, the husband of Jackie Kirk, and by the International Rescue Committee, with matching funds from CIES during the presidency of Gita Steiner- Khamsi.
4. Indigenous Knowledge and the Academy SIG, Call for Proposals
As the 2015 deadline approaches, scholars and national policy experts alike reflect and take stock of the progress made by the Education For All (EFA) movement. EFA challenged world leaders, and their governments to provide quality education that meets the learning needs of all children, youth and adults by 2015. National governments have been actively engaged in working towards the achievement of EFA goals that have been hampered (or aided) by unexpected obstacles ranging from global economic crises, political unrest, ethnic wars, etc.
Evaluation of EFA progress by national governments has been varied. There have been high accolades from those who argue that it brought global attention to the importance of education and an affirmation that everyone no matter where they are deserves “access” to “quality” education. However, there has also been deep skepticism from those who argued that EFA goals amount to a sinister approach by dominant voices to compound their hegemonic stance by exporting their educational values and what they deem important at the expense of minority groups and indigenous people.
This call seeks proposals that examine, explore and address the interaction and intersection of indigeneity and EFA. More specifically, this conference presents us with an opportunity to engage in both retrospective and predictive conversations on the impact and future of the EFA movement as it relates to the:
●role of indigenous languages and languages of instructions
●improvement in levels of literacy by indigenous groups given the varied understanding of what it means to be literate
●physical and environmental factors (e.g. distance some indigenous children have to travel to “schools”) influencing equitable access to appropriate learning and life-skills programmes
●cost of education (attendance, cost for books, school uniforms etc.) for indigenous populations that may be nomadic or have a different understanding of money and wealth and
●participation of indigenous parents in the education of their children
●Current comparative education research methodologies that make indigenous knowledge and indigenous learning systems legible or invisible to the wider world
Proposals MUST be electronically submitted through the CIES 2014 website ( and comply with the requirements detailed in the guidelines. The early submission deadline for the 2014 conference is 4th October 2013 (final submission deadline of 25th October 2013). We seek submissions for Paper, Posters, Group Panels, and Workshops.
To learn more about the IKA group please visit our website:
A.SUBMISSION GUIDELINES FOR INDIVIDUAL PRESENTATIONS AND INDIVIDUAL POSTERS
Proposals for an individual presentation or poster should be 500-750 words in length and should include the following information even if the results, findings and/or conclusions are still preliminary at the time of submission:
1.Objectives or purposes of the paper.
2.Main perspective or theoretical/conceptual framework used.
3.Analytical methods, research design, or modes of inquiry.
4.Data sources or evidence.
5.Results and/or conclusions.
6.Significance of the study to the field of comparative or international education.
When you submit your individual proposal you will be asked to indicate your preferred format (poster/presentation); the Conference Committee will make every effort to honor your first preference but due to the quantity of submitted proposals, you may be assigned your second choice.
While a paper session offers the opportunity to present your paper alongside that of 3-4 co-presenters, poster sessions can be a highly effective way of presenting a larger research project allowing you to interact with a larger number of researchers in an informal and dynamic fashion.
Individuals may only submit ONE proposal*, including to any of the following sessions:
1.a session in the general conference program; or
2.a session organized by a CIES Standing Committee (Gender and Education, New Scholars, or Under-represented Racial, Ethnic and Ability Groups); or
3.a session organized by a CIES Special Interest Group (SIG).
* Please note one exception: Individuals submitting a proposal to the New Scholars Dissertation Mentoring Workshop may also submit a proposal to the general pool, to another Standing Committee OR a SIG. See also “Participation Limits” on the Overview page.
To find out more about a Standing Committee or the 20 SIGs, please visit the CIES website at (see sections on Standing Committees and Special Interest Groups).
Proposals should be electronically submitted through the CIES online submission system>, and comply with the requirements detailed in the guidelines.
B.SUBMISSION GUIDELINES FOR GROUP PANEL AND GROUP POSTER SESSION PROPOSALS
Proposals for group panel OR poster presentations should include the following information for the review process:
1.A 500-750 word summary of the overall panel or poster session proposal, which should include the following information:
●Title of the panel OR poster session.
●Objectives and main questions to be addressed in the panel or poster session.
●Main perspectives and/or theoretical/conceptual frameworks
●Importance of the panel/poster session to comparative/international education or the conference theme
●Description of how the session will be structured
2.A 200-250 word description of each individual presentation OR poster, which includes the following information:
●Objectives or purposes of the paper/poster
●Perspective or theoretical/conceptual framework
●Analytical methods, research design, or modes of inquiry
●Data sources or evidence
●Main results and/or conclusions
●Significance of the presentation to the overall panel topic
3.A list of the panel members including their institutional affiliations and contact information.
Proposals should be electronically submitted through the CIES online submission system>, and comply with the requirements detailed in the guidelines.
C.SUBMISSION GUIDELINES FOR A WORKSHOP PROPOSAL
Each Workshop proposal should include the following information:
1.A 750-word summary describing the objectives of the workshop, the target audience, instructional goals, and planned workshop activities.
2.A list of the names and institutional affiliations of the instructional staff.
3.A list of equipment or room setup requirements.
Proposals should be electronically submitted through the CIES online submission system, and comply with the requirements detailed in the guidelines.
5. Global Health & Innovation Conference
You and your colleagues may be interested in attending or presenting at the Global Health & Innovation Conference at Yale, which is the world’s largest and leading global health conference as well as the largest social entrepreneurship conference. For those interested in presenting at the conference, we are currently accepting abstracts for presentation, and the final abstract deadline is September 30. The registration rate increases after September.
Global Health & Innovation Conference
Presented by Unite For Sight, 11th Annual Conference
Yale University, New Haven, Connecticut, USA
Saturday, April 12 - Sunday, April 13, 2014
"A Meeting of Minds"--CNN
The Global Health & Innovation Conference is the world's largest global health conference and social entrepreneurship conference. This must-attend, thought-leading conference annually convenes 2,200 leaders,changemakers, students, and professionals from all fields of global health, international development, and social entrepreneurship. Register during September to secure the lowest registration rate.
Interested in presenting at the conference? Submit an abstract for consideration.
Complete conference details can be seen on the 2014 Global Health & Innovation Conference website.
6. Teaching Education in Emergencies: Good Practice and Challenges
Dear Colleagues,
INEE is hosting an online Discussion Forum on Teaching Education in Emergencies: Good Practice and Challenges and this week’s articles are now available for your comments, questions and feedback. This Forum brings together leading professors, emergency education practitioners, and students to share and reflect on good practices and challenges in teaching and learning Education in Emergencies (EiE) at the university level.
Here are the articles for this week:
- Linking Academic Programs to Practitioners and Policy Makers and the Associated Challenges
by Allison Anderson, SIPA-Columbia University - Conducting Doctoral Fieldwork in Education in Emergencies: Qualitative Research in the oPt
by Amy Kapit, New York University - Connecting the Dots? From the Classroom to the Field and Back Again
by Sarah Dryden-Peterson, Harvard Graduate School of Education
- The Challenges of Teaching Students about Post Conflict Realities
by Taro Komatsu, Sophia University - Teaching Education in Emergencies with an Eye on the Horizon
by Rachel McKinney, Save the Children International - Teaching about Violent Extremism and Religion
by Lynn Davies, University of Birmingham - INEE’s Support to Tertiary Level Teaching and Learning about EiE
by Tzvetomira Laub, INEE - Teaching about Conflict in EiE – How and Why?
by Julia Paulson, Bath Spa University - Confronting the Complexities of Equity and Equality in Emergency Aid, aka the Chocolate Cake Lecture
by Andrew Epstein, University of Wisconsin-Madison - Using INEE Tools to Teach EiE
by Carine Allaf, Columbia University-Teachers College
Read the articles! Post questions and comments so that the authors can respond and others can learn from that exchange: what is your feedback on the issues and topics raised by the authors?