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MESSAGE
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CALL FOR PAPERS
School as a Place of Tensions and Mediations:
What Impact on School Practices?
International Analysis and Comparisons
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From 22 till 24 June 2006 - Villeneuve d'Ascq (France)
Deadline: January 10, 2006
Contact
<mailto:Colloqueafec2006@hotmail.fr>
Information
http://afecinfo.free.fr/Lille06/index.html
http://www.lille.iufm.fr/afec2006.htm
PRESENTATION
The French-speaking Association of Comparative Education
(AFEC) will co-organise its 30th International Conference of
comparative education from 22 till 24 June 2006, in partnership with:
- the Department of Educational Sciences of the University of
Lille 3-Charles de Gaulle
- the Nord-Pas-de-Calais IUFM
- the research teams of the University of Lille 3-Charles de Gaulle:
- PROFEOR (Professionalisation - Formation - Orientation)
- THEODILE (Théories-Didactiques de la lecture-écriture)
- GRACC (Groupe de Recherche sur les Actions et les Croyances
Collectives)
to Villeneuve d'Ascq (France), Maison de la Recherche (University of
Lille 3-Charles de Gaulle) on the subject:
"School as a Place of Tensions and Mediations: What Impact on
School Practices? International Analysis and Comparisons"
CALL FOR PAPERS
During the last few decades, most educational systems have been
troubled by the same fundamental problems: moving from elite education to
mass education, confronted with a diversification of children from
different backgrounds at school, with the teaching contexts, with the
rise in demand for social participation; as a result, educational
systems, aiming at qualitative democratisation of the school system, have
met those evolutions with endogenous adaptations.
We are thus witnessing in different national contexts a rise in the
relations of inter-dependency between educational participants, which
mainly manifests itself with the promotion of local space, the
development of networks, with a multiplicity of contracts, with
organisational innovations, with new participants emerging in the public
space. However, these transformations also come from exogenous pressures
which, under the effect of integration in supra-national political
groups, and of the diffusion of common trans-national, organisational,
and referential principles in educational issues, generate a certain
convergence of structural frames in the regulation of the school system.
Transformations, enlargements, inter-dependency, but also uncertainty:
School - in the broad sense of the term - has become uncertain as regards
its mission of cultural transmission, following the acceleration and
diversification of places and authorities of knowledge, further to the
increasingly uncertain recognition of the school system itself, and the
growing variability of educational contexts and teachers' work
conditions. School is now subjected to tensions linked with the changing
conceptions of education, and it has become a means among others of
general and professional education. The loss of its monopoly falls within
the context of lifelong education being internationalised, and of which
school becomes an element. This change is all the more a source of
tensions since it questions one of the results of schooling, that is,
leaving the educational system, with no qualifications, which in turn
questions.
School missions and the present transformations.
School is thus situated at the core of a series of tensions, understood
as a group of sometimes contradictory forces - between local, national
and trans-national levels, between permanencies inherited from the past
and modern requirements, between injunctions from modernisation and
change, and ordinary practice in schools. Beyond the dramatic meaning of
the notion of tension and the very apparent epiphenomena it implies,
aren't these evolutions obscuring quite dynamic realities?
Establishing School as a place of tensions, being interested in the
forces more or less well-balanced that exist within it, and in the
pressures and instigations which affect it - all this means a new
perception of school statics and dynamics, which have exhausted
generations of reformers. Nowadays, the enlargement of references and the
multiplication of tensions impel the evolution of school to be no longer
thought of at a mere national level; but to explore the phenomena of
mediation and of mixing the forms of regulations of School as well as the
forms of work that those evolutions generate, highlighting, according to
a comparative perspective, the observable variations among school uses
and practices, referring to different scales of comparison.
How programmatic convergence of educational systems is readable in
national contexts, which are contrasted by definition, constitutes in
itself an element which encourages comparison, as comparing implies at
the same time a delimitation of common problems and local and specific
forms of dealing with these problems. The congruence of those two
phenomena - international convergence and intra-national diversification
- constitutes a first pole of tensions. This symposium wishes to examine
their connections as well as their effects on educational practices.
The registering of programmatic convergence in school policies, says
indeed nothing about the mediating processes printed by this or that
cultural community. But what comparatists are interested in, is not so
much the updating of common tendencies as regards school policies, as the
light shed on variations in their formulation and appropriation. This
leads to question the link between tension, mediation and regulation. Is
mediation the process which brings about regulation? What exactly
prevents contradiction from becoming a rupture, a negation, but which
maintains the connection between contraries in a new, and temporary,
balance? Is school the place where these processes are achieved? And who
are the actors of the mediating processes?
Because of this perspective, it is all the more important to pay
attention to school practices, that is directly teachers'
and pupils' practices, and indirectly, the practices of other in the
educational system (whether they be internal, like the administrators, or
from the periphery, like the users.) These practices constitute the
concrete effective reality of the processes. The word
"practices" then implies the pedagogical practice but also all
that belongs to the organisation and functioning that can be observed in
schools.
The symposium's ambition is to show that, by making the concepts of
tension and mediation our own, and by applying them to the study of this
specific field of forces that is School, and to its observable practices,
the multi-disciplinary process which characterises comparative education,
can propose tools for analysis and models of dynamic and dialectical
interpretation - linked with processes and interactions -, which enable
to overcome such static and formal oppositions as:
- opposition between the "macro" level (educational policies)
and the "micro" level (individual and collective practices of
educational actors);
- opposition between an explanation by "external" causes and
by "internal" causes;
- North-South opposition, with the mere criterion of differences
between the levels of economic development.
THEMES AND WORKSHOPS
First theme- Tensions and mediations in school policies:
adaptation processes, convergence and mixing
- In a context of tension between exogenous pressures and endogenous
movements, and with a background of convergence phenomena of public
policies and school policies, what forms of mediations can translate a
crossed examination of both practices and speeches on and in different
national contexts?
- How are trans-national forces of influence articulated around the
definition of school policies (models circulating at an international
level, multi-national agreements, international organisations, etc.) and
around the local realisations of such policies (international
appropriation and mediations, social debates internal to every national
frame, forms of specific ways of taking decisions)?
- How is school adapting itself to the users' pressure?
- How is it integrating society's demands and the economic world's
questions? For instance, how is it being brought to recognise and
validate experience's achievements and thus, to certify rather than
transmit knowledge or teach? 4 What consequences and implications appear
in the decision processes in school systems?
Second theme- Tensions and mediations in managing an
educational action
- How are new spaces of regulation of educational action structured and
organised?
- How do these spaces modify and bring about change to the conceptions
of social and cultural frames of educational action?
- What is the degree of autonomy and initiative of the actors in these
evolutions?
- What tools are put to work and what forms of regulation are practised
in different contexts?
- What are the effects on a level of school practices and of the
relations of inter-dependency between the different educational actors?
Third theme- Tensions ans mediations between school and
its public: challenges of building social connections
- How are new frameworks of belonging created theoretically as well as
being recognised socially, within or outside school? How does the school
establishment, faced with the demand for multiple cultural and ethnic
recognition, take into account and adapt to these new implications?
- What is understood today by the concept of citizenship in the school
field?
- How can the promotion of a concrete citisenship and the definition of
a post-national citizenship be revealed and co-exist?
Fourth theme- Tensions and mediations in the (re)defintion
of teaching knowledge
- How does the increasing variability of teaching contexts, associated
with the diversification of places of production of knowledge and with
the expectations of school regarding the participation in a concrete
project of capitalisation of skills and transversality of knowledge, lead
educational actors to question the conditions under which the production
and diffusion of knowledge are organised?
- What designs are then drawn in terms of cultural transmission, ends
and moral values for school?
- What links do these evolutions draw in terms of relations between
contents, methods and teaching languages?
- How are these evolutions set out in school practices?
- How do they contribute to the reconstruction of disciplines,
subjects, as well as the teaching methods and practices?
- Does it have any consequence on the organisation of school
curriculums on an international scale?
Fifth theme- Tensions and mediations in teaching
- How do school's mutations restructure the pedagogical space and
teaching as a job?
- What are their effects on school's form, that is on the organisation
of place, space, and time at school?
- How well are teachers prepared to these different educational and
social implications? How do teachers contribute to these transformations
with their acts? What moral contract between teachers and society is
accompanying the transformations?
- How do teachers react to these evolutions, in their assertions of
recognition as a social group, and in their ordinary individual and
collective teaching practices?
A transversal perspective
Eventually, on a transversal perspective, in what respect do all
these evolutions open new implications of knowledge for the comparatist
and, more broadly, for social sciences?
*********
Therefore, in a context of School mutation and educational
internationalisation, these processes of integration and redefinition of
moral values and of social and cultural knowledge at work in more and
more interdependent school worlds, are to be questioned by this
symposium, from the confrontation of researches made in different
cultural contexts and in a comparative perspective, by researchers coming
from diverse disciplinary fields (Educational Sciences, Political
Sciences, Sociology, History, Anthropology, Law, etc.)
PAPERS
You are invited to submit abstracts online on any topic of the
conference (Theme 1 to 5):
Please note the following
1- The content of the submission
- The paper must establish the set of problems clearly, describe the
methodology that is being followed, situate the conditions of the
comparison, and present results contributing to the progress of thinking
in the symposium.
- The paper must be proportional to the average time of a talk in a
workshop (15-20 minutes).
- The title of papers must be short, but clear enough to describe the
nature of the research (maximum: 250 characters).
- The summary of the paper must not be superior to 350 words (2,500
characters, spaces included).
2- Criteria for accepting individual papers
- Papers must be in keeping with the field of study defined by the
conference's title and take its objectives into account. In addition, the
following characteristics are expected from the papers:
- Meeting the requirements of scientific precision, i.e. to the
criteria of coherent analysis, of exact demonstrations, and of first-rate
sources. Thus, papers which would be limited to a profession of faith, to
a plea or an indictment, however legitimate, would have no room in this
symposium. Removing certainties, "laying aside" devotions,
these are effectively the first conditions of any scientific dialogue,
especially if it aims at being international, as is the case with this
symposium.
- Asserting a comparative dimension:
- either in space: comparisons within a country, between two or
several countries, within one or between two or several big
geo-political, linguistic, cultural and religious groups-
- in time: comparing periods of time, situations or historical
developments.
3- Precisions
- purely monographic descriptions are to be avoided, except if
they help illustrate an explicit comparative set of issues or if they
remain within the context of a common workshop (symposium), but on
condition that establishing the comparison should not be left to the
listener but clearly belong to the issues considered by the team. On the
contrary, a comparative study which would be limited to an empirical
inventory of resemblances and apparent similarities, without analysing
the contents, without trying to distinguish or uncover, what is really
similar and what is really different, without clarifying and questioning
the criteria which are used, or the theoretical and methodological
assumptions upon which it is based, would bear but a minor scientific
interest for this symposium
- as for the multidisciplinary aspect, it concerns the whole
symposium, not only each paper. However, associate papers, presenting a
cross-disciplinary approach to a same topic, would be particularly
interesting.
4- Abstracts content
Whilst the submissions correspond to the general frame described
above, the following are left open:
- the disciplinary approach (all social sciences are concerned);
- the method for treating the subject (theoretical analysis, synthesis,
document commentary, enquiry report and empirical research report);
- the topic itself
5- Proposition of Micro-Symposiums
- The micro-symposiums will be composed of 3 to 5 papers of 20 minutes
on a common theme.
- Each micro-symposium will be submitted as a whole by their
organisers, and will be composed of 3 to 5 participants coming from
different institutions and a moderator, who may be carrying the project.
- Young researchers and doctorate students are truly encouraged to
participate to micro-symposiums. Constituting international
micro-symposiums and a diversified participation, from the point of view
of methodologies and concepts as much as disciplinary conceptions, are
hoped for.
- A micro-symposium will be organised so as to create a dialogue around
the different issues, linked with the themes defined by the scientific
committee.
- The moderator will have to introduce the papers and organise the
discussions. The micro-symposium's organiser will submit the following
elements in his project:
- An introduction to and a description of the micro-symposium.
- A programme for the micro-symposium, giving the order of the papers.
The organiser will be careful to keep a period of discussion of at least
30 minutes at the end of the papers or between each of them.
- Each abstract within the micro-symposium itself will follow the same
recommendations of style and size as individual papers. The scientific
committee may keep only some of the papers proposed within the
micro-symposium.
- All abstracts will be studied by the scientific committee and
assessed by at least two of its members.
SYMPOSIUM LANGUAGE
The symposium language is French.
But the AFEC is interested in promoting linguistic pluralism in
international scientific meetings, starting with its own symposia, and
thus about finding a certain balance between the priority given to French
and opening up to other languages:
- the short introductive text for submissions and the summary to
give once papers have been accepted must be written in French;
- lectures and debates in plenary sessions will be given in
French, as such, participants should be able to follow them, as the
organisation of simultaneous translation may not be possible.
- In workshops, if authors wish, talks may be presented in a
language other than French, but only if a side-solution is adopted; for
example:
- a French translation of the complete paper would be given to
participants;
- an oral translation would be made by a colleague;
- either French or bilingual collateral should be used (slides or
overhead transparencies ...)
CALENDAR IN THE COLLOQUIUM
All abstracts will be studied by the scientific committee and
assessed by at least two of its members
A notification of acceptance or refusal will be sent to all those who
will have submitted an abstract as follows dates:
- 10 January 2006 : abstracts due online
- 10 February 2006 : authors notified regarding abstract
acceptance
- 25 February 2006 : distribution of the draft plan
- 20 March 2006 : deadline for regular registration rate
- 20 May 2006 : papers to be sent
- 22-24 June 2006 : Colloquium
Important point: an accepted abstract will be presented only
if the author has registered in due form to the symposium. The
registration procedure is independent from submission
SCIENTIFIC COMMITTEE
Coordination
- Henri FOLLIET, General Secretary of the AFEC
- Régis MALET, University of Lille 3-Charles de Gaulle
Members
- Robin ALEXANDER, University of Cambridge
- François AUDIGIER, Université of Geneva
- Raymond BOURDONCLE, University of Lille 3-Charles de Gaulle
- Dominique-Guy BRASSART, Nord-Pas-de-Calais IUFM
- Amadou CAMARA, University of Dakar
- Rui CANARIO, University of Lisbon
- Alain CARRY, President of the l'AFEC, CNRS-University of
Paris-Sorbonne
- Rémi CASANOVA, University of Lille 3-Charles de Gaulle
- Jean-François CONDETTE, Nord-Pas-de-Calais IUFM
- Jean-Louis DEROUET, INRP
- Emilia FERREIRO, University of Mexico
- Martine FIALIP-BARATTE, Nord-Pas-de-Calais IUFM
- Henri FOLLIET, General Secretary of the AFEC
- Laurent GANKAMA, Ecole Normale Supérieure de Brazzaville
- Juan Carlos GONZÁLEZ FARACO, University of Huelva
- Michèle GUIGUE, University of Lille 3-Charles de Gaulle
- Dorothée KOM, Centre national d'éducation of Yaoundé
- Maria KREZA, Nord-Pas-de-Calais IUFM
- Marie-Christine LE FLOCH, University of Lille 3-Charles de Gaulle
- Claude LESSARD, University of Montréal
- Guy LEGRAND, Nord-Pas-de-Calais IUFM
- Régis MALET, University of Lille 3-Charles de Gaulle
- Philippe PERRENOUD, University of Geneva
- Marylin OSBORN, University of Bristol
- Jenny OZGA, University of Edinbourg
- Afsata PARÉ-KABORÉ, Ecole Normale Supérieure de Ouagadougou
- Thomas POPKEWITZ, University of Wisconsin-Madison
- Marie-Christine PRESSE, University of Lille 1
- Monique RAKOTOANOSY, University of Antananarivo
- Yves REUTER, University of Lille 3-Charles de Gaulle
- Jürgen SCHRIEWER, University Humboldt, Berlin
- Juan Carlos TEDESCO, Instituto Internacional de Planificación
Educativa, Buenos Aires
- Nicole TUTIAUX-GUILLON, Nord-Pas-de-Calais IUFM
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