05 August 2017

Comparative Education Society in Europe


Identities and Education: Comparative Perspectives in an Age of Crisis

May 29 – June 1, 2018

University of Cyprus, Nicosia, Cyprus

dentities are made and unmade and this is especially true in our current times of crisis. Depending on one’s perspective and location, this moment may be about enduring conflicts, deepening poverty and inequalities, dislocations of peoples, or for example, the rise of post-factual information flows. It may also be about the resurgence of populist movements that are fuelling new forms of border protectionism, cultural closure and anti-cosmopolitan identity displays.

But crises are not only about identity disruption and anxiety. They are also moments of possibility and potential. Not only do they trigger discussion about the causes of our current situation, but they also facilitate debate about our possible futures. Education, central to the project of individual and collective identity formation, national development and international relations, is at the heart of these moments. Whilst education has undoubtedly contributed to creating these moments, it is uniquely placed to engage with them. What should be the agenda of study and action for education in such times?

The conference offers the chance to examine and problematise our contemporary moment. Through the heuristic of identity, the conference aims at creating a platform for understanding our current challenges and considering the potential of education to address them. As an intellectual strategy, comparative education is well suited to explore the intersections of local, regional and global history, social structures and biographies of persons that interact to produce uncertainty as well as opportunity. As a palimpsest of history, cultures, aesthetics, geopolitics and disputed meanings, Cyprus and its capital city of Nicosia are one of the most suitable locations for exploring identity and education in interdisciplinary, inter-sectional, relational and eclectic ways.

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The following key speakers are invited to help us unfold the conference theme through Plenary Lectures:

·       Antonio Nóvoa, University of Lisbon, Portugal

·       Ruth Wodak, Lancaster University, United Kingdom, and University of Vienna, Austria

·       Noah W. Sobe, Loyola University Chicago, USA

·       Michalinos Zembylas, Open University of Cyprus, Cyprus

·       Nelly Stromquist, University of Maryland, USA

The following sub-themes, organised as Working Groups and reflecting diverse perspectives, institutional sites and professional groups, have been established to explore the conference topic:

·       History, theory and comparative education

·       Governance, nation state and the new transnational order

·       Curricula, textbooks and citizenship

·       Practitioners, pedagogies and interventions

·       Higher education, vocational training and lifelong learning

·       Identities beyond formal education

In addition to these six Working Groups, there will be a Working Group dedicated to new scholars, as well as opportunities to submit papers for a number of cross-thematic sessions and thematically-focused panels where identity will be in perspective. These panels will include:

·       Conflict, reconciliation and the promise of education

·       The refugee crisis and the future of humanitarian work

·       Colonialism, neo-colonialism and identity

·       Gender, sexuality and education

·       Youth identities across Europe

·       Language, identity and education

·       Evaluation and assessment – and their impact on what it means to be educated

·       Global methodologies in the study of identity

Conference format: Individual or co-authored, theoretical or empirical papers and panels will be presented at the working groups, the cross-thematic sessions and the thematically-focused panels. Also, multi-author panels can be suggested (3-4 papers) and will take place within the cross-thematic sessions and the thematically-focused panels. The deadline for proposal submission is February 1, 2018.

For more info please visit the conference website: www.cese-europe.org/2018

17 July 2017

Differentiation in the Making: Consequences of School Segregation of Roma in the Czech Republic, Hungary, and Slovakia

Vera Messing

This recently published article -- a part of European Education's 2017 special issue (Vol 49, Issue 1) on "A Decade of Roma Inclusion" edited by Christian Brüggemann & Eben Friedman -- examines how various forms of ethnic segregation in education affect everyday life and future aspirations of Roma youth in three Central and Eastern European countries: the Czech Republic, Hungary, and Slovakia. It draws on a comparative European investigation about the diverging experiences and paths of ethnic minority youth in Europe (EDUMIGROM). The article investigates how segregation actually comes about in Central and Eastern Europe and looks at ways in which various forms of separation shape the everyday experiences and future aspirations of youth through the lenses of 14–15-year-old Roma students and their teachers. It reveals that studying in segregated Roma schools limits young Romas’ chances for further education and deprives them of interethnic social networks. Meanwhile, studying in segregated classes of ethnically mixed schools has a devastating effect on the development of young people’s identity, self-esteem, and interethnic relationships.

10 July 2017

Trying to Include but Supporting Exclusion Instead? Constructing the Roma in Slovak Educational Policies

Jozef Miškolci, Lucia Kováčová & Martina Kubánová

This recently published article -- a part of European Education's 2017 special issue (Vol 49, Issue 1) on "A Decade of Roma Inclusion" edited by Christian Brüggemann & Eben Friedman -- examines how the design of proinclusive educational policies and the general public construct the Roma students and parents in Slovakia. The authors analyze data from two educational policies and five focus groups conducted in five regions in Slovakia. The findings demonstrate that the Roma are constructed negatively as irresponsible dependents and as deviants who do not value education and are incapable of making wise decisions about their lives. The authors argue that these findings can be considered relevant for policy formulation processes, proinclusive policies may sabotage their own goals if negative social constructions of a certain societal group are embedded in them.

03 July 2017

Education of Roma Youth in Hungary: Schools, Identities and Belonging

Jekatyerina Dunajeva

This recently published article -- a part of European Education's 2017 special issue (Vol 49, Issue 1) on "A Decade of Roma Inclusion" edited by Christian Brüggemann & Eben Friedman --  analyzes how, historically, schools have been homogenizing institutions that often disadvantaged people of color and ethnic and religious minorities. In this article the author examines Roma education in Hungary, focusing on (re)production of racial identities and the negotiation of ethnic labels. Dunajeva distinguishes two models of education as they relate to ideas of integration, and assess the evolving ethnic labels: “bad Gypsies” and “good Roma.” According to the author, these labels reflect different philosophies of education, and both contain different tensions and challenges.