The conference will be hosted by the University of Pennsylvania's Graduate School of Education
3700 Walnut St, Philadelphia, PA 19104
Submissions Accepted April 1 - June 1, 2024
Theme: Narratives of Struggle and Hope: Ethnography, Education, and Democracy at a Crossroads
We live in politicized times. Global crises, political divisions, and economic insecurity have come to mark the last decade, and the approaching 2024 election holds the potential to redress or exacerbate these tensions. As we anticipate the political landscape unfolding, a wide and growing array of issues pose challenges for educators, schools, families, and scholars as they seek to understand and navigate an evolving landscape. For our February 2025 conference, the Ethnography in Education Research Forum invites scholars and researchers to submit their qualitative and ethnographic inquiries that interrogate the connection between democracy and education, particularly in uncertain or precarious times. This call for papers seeks to explore the nuanced ways in which educators and educational institutions, broadly defined, may serve as sites for democratic struggle, hope, or something in between.
We encourage submissions that delve into the multifaceted dimensions of uncertainty, revealing how complex human beings acquiesce, ignore, resist, or challenge their political worlds. Ethnographers, practitioners, students, and scholars are therefore invited to illuminate how university campuses, K-12 schools, and community spaces become dynamic arenas for the negotiation of democratic values, where societal uncertainties are woven into the daily experiences of students, educators, and administrators.
Central to this call is the recognition that uncertainty necessitates adaptability. We are particularly interested in contributions that shed light on how both members of communities, or ethnographers themselves, navigate and pivot to respond to these politicized conditions. Whether it be through innovative methodological approaches, the exploration of unconventional educational settings, or the examination of grassroots initiatives, we seek papers that showcase the agility and resilience of ethnographers in capturing the dynamic interplay between democracy and education in times of flux.
Ethnography stands as a cornerstone in pursuit of both intellectual questions and justice in the world, offering a nuanced understanding and attending to the diversity of human experiences. Since 1980, the Ethnography in Education Research Forum at the University of Pennsylvania has stood as a platform for scholars, students, and educators to converge, share insights, and contribute to the advancement of our field. Convenors of the Forum have embraced the notion that ethnography is not merely a research method; it is a profound way of unraveling complexities and engaging with the world. As stewards of this legacy, we will continue to promote the Forum as a powerful training ground for dedicated and ethically grounded ethnographers and qualitative researchers.
As such, this call for papers goes out to all of those who aim to foster a rich dialogue on schools as (potentially) democratic spaces in uncertain times, challenging researchers to rethink and redefine the boundaries of their ethnographic practice to capture the essence of democratic education in the face of uncertainty. We will be accepting papers from April 1 to June 1, 2024 for the conference, which will be held at the University of Pennsylvania in Philadelphia, Pennsylvania, in February 2025.
Submissions Accepted April 1 - June 1, 2024
Theme: Narratives of Struggle and Hope: Ethnography, Education, and Democracy at a Crossroads
We live in politicized times. Global crises, political divisions, and economic insecurity have come to mark the last decade, and the approaching 2024 election holds the potential to redress or exacerbate these tensions. As we anticipate the political landscape unfolding, a wide and growing array of issues pose challenges for educators, schools, families, and scholars as they seek to understand and navigate an evolving landscape. For our February 2025 conference, the Ethnography in Education Research Forum invites scholars and researchers to submit their qualitative and ethnographic inquiries that interrogate the connection between democracy and education, particularly in uncertain or precarious times. This call for papers seeks to explore the nuanced ways in which educators and educational institutions, broadly defined, may serve as sites for democratic struggle, hope, or something in between.
We encourage submissions that delve into the multifaceted dimensions of uncertainty, revealing how complex human beings acquiesce, ignore, resist, or challenge their political worlds. Ethnographers, practitioners, students, and scholars are therefore invited to illuminate how university campuses, K-12 schools, and community spaces become dynamic arenas for the negotiation of democratic values, where societal uncertainties are woven into the daily experiences of students, educators, and administrators.
Central to this call is the recognition that uncertainty necessitates adaptability. We are particularly interested in contributions that shed light on how both members of communities, or ethnographers themselves, navigate and pivot to respond to these politicized conditions. Whether it be through innovative methodological approaches, the exploration of unconventional educational settings, or the examination of grassroots initiatives, we seek papers that showcase the agility and resilience of ethnographers in capturing the dynamic interplay between democracy and education in times of flux.
Ethnography stands as a cornerstone in pursuit of both intellectual questions and justice in the world, offering a nuanced understanding and attending to the diversity of human experiences. Since 1980, the Ethnography in Education Research Forum at the University of Pennsylvania has stood as a platform for scholars, students, and educators to converge, share insights, and contribute to the advancement of our field. Convenors of the Forum have embraced the notion that ethnography is not merely a research method; it is a profound way of unraveling complexities and engaging with the world. As stewards of this legacy, we will continue to promote the Forum as a powerful training ground for dedicated and ethically grounded ethnographers and qualitative researchers.
As such, this call for papers goes out to all of those who aim to foster a rich dialogue on schools as (potentially) democratic spaces in uncertain times, challenging researchers to rethink and redefine the boundaries of their ethnographic practice to capture the essence of democratic education in the face of uncertainty. We will be accepting papers from April 1 to June 1, 2024 for the conference, which will be held at the University of Pennsylvania in Philadelphia, Pennsylvania, in February 2025.
To submit an abstract proposal, you must create an account on our submission portal. More details can be found in the section below. If you have any technical problems, please send us an e-mail at cue@gse.upenn.edu.
Please follow the link above and select “Create Account.” Once you have created an account and selected a password, please return to the submission portal and select “Log In.” It is important to retain your e-mail/username and password for all future participation in the Forum - please use the same account for submissions, registration, and so on.
Once you are logged in you can select “Abstract Submissions” to submit a new proposal, or look for updates on proposals already submitted. Select the green button “Submit Abstract” to begin a new proposal. As the conference draws closer, you will also be able to register for the conference and preview the program through this portal.
Note: In this system, proposals are referred to as “abstracts.” You will, however, be asked to submit more than an abstract for your proposal submission (see more details below).
Individual papers may be submitted and will be double-blind reviewed on their merits (based on track). Such papers are expected to entail a 15 minute presentation and will be partnered with other individual papers around cohering themes, as part of 75 minute sessions.
An organizer may bring together four different papers to be submitted and double-blind reviewed on their merits (based on track). Each panel should have an abstract and each individual paper should have an abstract. Each paper is expected to entail a 15 minute presentation and to cohere to the themes of the panel abstract. Such sessions run as 75 minute sessions.
Individuals with a work in progress can bring data to a special workshop called a Data Consultation. Scholars from the field are identified to lead discussions of the material. Such works in progress papers are paired off with other submissions, and expected to entail 10 minute presentations followed by twenty minute discussion, as part of 75 minute sessions.
Other formats may be proposed, including short film viewing and discussion, panel debates, or round-table, facilitated dialogues. Such sessions run as 75 minute sessions, and proposals should specify precisely how the time will be spent.
Traditional research papers and panels are intended to spotlight original, empirical research, and are evaluated based on scholarly rigor, relevance to the conference theme, adherence to academic conventions and contribution to our collective knowledge.
Practitioner Inquiry papers and panels are intended to spotlight reflective contributions from teachers, educators and community organizers on their own practice. Such proposals are evaluated based on rigor of inquiry, relevance to the conference theme, and potential contribution to educational practice or community impact.
When selecting keyword(s) for submission, identify the general area of interest or field of study to indicate primary relevance. Then, narrow down to a specific keyword (s) by considering current trends, gaps in research, or areas with potential for new insights. Ensure the keywords(s) offer enough scope for investigation but remain focused to allow for in-depth exploration.
Richard Perry University Professor
Adjunct Associate Professor of Education; Program Manager of Education, Culture, and Society and International Educational Development
Paula RogersProgram Assistant, Education, Culture, and Society |
Lucia MaoMSEd, Education, Culture, and Society | Zora VielMSEd, Education, Culture, and Society |
