Call for #AERA17 Proposals

2017 AERA Annual Conference – San Antonio, Texas
Division G: Social Context of Education

Program Co-Chairs: David Kirkland (New York University)
and Kevin Roxas (Western Washington University)

Division G examines processes of teaching and learning within a social context. Such an examination takes under consideration social, cultural, political, discourse, and economic influences. Hence, cognition, language, learning processes, and social organization are considered as they are situated in local and global contexts and in relation to demographic, linguistic, and cultural diversity. These complex views of teaching and learning provide a context in which to shed light on the ways in which significant social and technological change shapes our educational research, policy, and practices.

We encourage submissions that examine the ways in which the new knowledge economies operate to include and exclude, embrace and marginalize, offer access and create barriers for learning in formal and informal contexts. We welcome submissions for theoretical and/or empirical papers that draw on perspectives from education, anthropology, learning sciences, economics, philosophy, political science, social and cultural psychology, sociolinguistics, discourse studies, gender and ethnic studies, and sociology. We are particularly interested in submissions that cut across both methodological and disciplinary boundaries and address educational issues that intersect with health, urban development, employment, social welfare, migration, immigration, the judicial system, and other key sectors. The division encourages submissions that employ qualitative, quantitative, ethnographic, mixed-methods, and discourse methodological approaches to the study of the social context of education. We welcome collaborative, transformative, and empowering studies that create greater opportunities for historically marginalized and oppressed communities.

The five sections described below represent different ways of analyzing or focusing on educational issues in social contexts. Division G invites submissions that consider issues of social and cultural differentiation and inclusion, addressing categories such as gender, race, ethnicity, social class, sexual orientation, age, immigration status, religious affiliation, and the language(s) of students and educators.

The division encourages critical analyses of intra-, inter-, and transcultural issues, as well as research that views culture in dynamic, situated, and contextualized ways, rather than in reified or essentialized ways. In accordance with the AERA theme for 2017, we encourage submissions for sessions that moves knowledge within the field of educational research to action and works towards achieving the promise of equal educational opportunity. Further, we hope that your submissions will explore the possibilities and problems of school and other communities in economic transition, new technologies, and media of communication. It is important to note that the primary submitter must blind (without author identification) all submissions to Division G. Submissions, whether papers or sessions that are not blinded will not be sent out for review.

We strongly encourage studies that examine the following areas and constructs analysis through multiple lenses and methods of inquiry. For all proposals, authors should demonstrate that they have already collected data and be able to offer at least preliminary analyses.

Section 1: Micro-analyses of the social contexts of teaching and learning

This section encompasses scholarship about local contexts and settings of teaching and learning in both formal and informal venues. We invite papers with a diversity of topical interests that bring into view the local contexts and situated organizations of action and meaning. Units of analysis may be particular lessons, assessment practices, tasks, identities, structures, classroom interactions, and the language of social interaction in educational settings both in and out of formal schooling. Section Chairs: Phitsamay Uy, University of Massachusetts-Lowell, Phitsamay_Uy@uml.edu; Antonio Martinez, University of Massachusetts-Amherst, antoniom@umass.edu.

Section 2: Studies of diversity and variation with social contexts of education

This section encompasses studies that focus on race, ethnicity, gender, language, social class, sexual orientation, immigration status, age, and other forms of demographic diversity. We also include studies on students’ trajectories across social and cultural contexts, adaptation from home to school, ethnic identification and cultural variation, social barriers and constraints, and sources of agency that may contribute to achievement and educational opportunity. Section Chairs: Ann Mason, University of Minnesota, mason@umn.edu; Joseph D. Nelson, Swarthmore College/University of Pennsylvania, jnelson719@gmail.com.

Section 3: Studies of the multiple languages and literacies of varied social contexts

This section includes studies that focus specifically on bilingualism, bidialecticalism, multilingualism, biliteracies, and multiliteracies in either formal or informal education (including foreign language, bilingual, and English-as-a-second-language classrooms) and social settings. Section Chairs: Leah Stauber, University of Arizona, lstauber@email.arizona.edu; Tatiyana Kleyn, City College of New York, tkleyn.ccny@gmail.com.

Section 4: Social Contexts of Educational Policy and Politics

This section is appropriate for papers that examine the role of education in the larger society and the political contexts of education. Some of the issues studied include social change, stratification and inclusion, pedagogical critique, and political and policy analyses. Section Chairs: Joseph Flynn, Northern Illinois University, flynnjo1970@gmail.com; Jessica L. Dunning-Lozano, Ithaca College, jdunninglozano@ithaca.edu.

Section 5. Macro-analysis of the social contexts of teaching and learning

This section focuses on critical macroanalytic analyses within schools, neighborhoods, and communities. We include studies that are multimethod, transdisciplinary, culturally appropriate, collaborative, and that have potential for creating positive change in K-12 schools and their communities. Section Chairs: Brian Lozenski, Macalester College, blozensk@macalester.edu; Roey Ahram, New York University, rahram@gmail.com.

Division G encourages submissions that will stimulate dialogue and debate among session participants. To increase the number of accepted submissions and the likelihood of dialogue, applicants are encouraged to submit under the revised “roundtable” session format, which allows for grouping of multiple papers and a chair and provides a longer period for discussion. Paper submissions for roundtable presentation format and session submissions may highlight a methodological or conceptual issue grounded in a research study or studies, with which the researchers and the field are “struggling.” We also encourage submissions that include the perspectives of community activists, teachers, parents, and youth, alongside those of researchers.

We encourage you to create cross-cutting interdisciplinary working groups to engage these issues and present your work.

All submissions will be reviewed without author identification. Please submit them without author names on the abstracts or summaries. Submissions that bear the names of the authors and/or participants will not be considered for review and, consequently, will not be considered for the Division G program of the 2017 AERA Annual Meeting.  The deadline for submissions is July 22, 2016 at 11:59 PM Pacific Time.

 

For general questions, contact the Division G Program Co-Chairs:

David Kirkland, New York University, dk64@nyu.edu

Kevin Roxas, Western Washington University, roxask@yahoo.com.

 

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