The Good, the Bad and the Ugly of Education


The Education Project: 1st Global Meeting

Monday 20th July – Wednesday 22nd July 2015
Mansfield College, Oxford, United Kingdom

The aim of the conference is to bring together people from different areas and interests to share ideas and explore various discussions which are innovative and exciting. All proposals accepted for and presented at the conference must be in English and will be eligible for publication in an ISBN eBook.  Selected proposals may be developed for publication in a themed hard copy volume(s). All publications from the conference will require editors, to be chosen from interested delegates from the conference.

The following examples only comprise a small list of possible approaches to the subject; needless to say that the categories below do frequently overlap. There are many voices to be heard in this international exchange of ideas, research, reflections, analyses, performances or critiques:

 1) Educational Contexts: National, Transnational and Global:

  • Education for all genders, cultures, ages and races
  • Different educational systems , Western, Asian, African, Arab
  • Indigenous and minority education, natives, tribes, initiation rituals
  • Traditional knowledge and skills to be passed on from generation to generation in family education, folklore
  • Charity projects and school houses in third world societies, welfare, foundations
  • Spatial diversity, different school architectures and spaces, labyrinths and concrete jungles, huts, boats, remote teaching
  • School exchange programmess, voluntary social years (see Germany and Austria)
  • “Strangers in a strange land”, expats, refugees, diaspora, missionary schools
  • Different interpretations of what comprises “fields of education”
  • Trade school experiences, reform school experiences, special education experiences
  • Formal and informal education

2) Educational Reality:

  • Teaching methods, exams and tests, qualifications
  • Punishments, sanctions and disciplinary measures
  • Parent expectations, helicopter parents, pressure, puberty, Prozac
  • Inter-student relations, in-groups and outsiders, stereotypes, peer-pressure, fashions, gadgets, networking, the road to school
  • Experiences of teachers, administrators and staff, idealism vs. realism, disillusionment, burn-out
  • NGO groups involved with student rights, teachers’ rights, etc.

3) Modern, Alternative, Dystopian, Utopian:

  • Institutionalization, control and anarchy, uniforms, security and weapons, censorship, abuse, surveillance apps of parents monitoring the school performance/attendance of their children
  • Childhood and teenage school traumas and nightmares
  • Terror (the attack on Malala Yousafzai), murder, persecution, secret learning, forbidden knowledge
  • Student aggression against teachers and the institution, school massacres
  • Abuse of students by teachers, violence, paedophilia
  • Cults and sects, and conditioning
  • Drugs and alcohol, sex and teenage pregnancy, discrimination, bullying, hazing rituals, suicide
  • Materialism, fashion, commercialization, education as business
  • “Designer” and “fun” education, edutainment, gamification, virtual teachers

4) Policies, Theories and Ideologies:

  • Government legislatures, mandatory education, laws that regulate the school experience
  • Boarding schools, gendered education, stigmatized school systems
  • Secularity, the religious right, home schooling
  • Public and private schools, connections between class standing and specific types of schools
  • Educational approaches, teacher education
  • Educational histories and philosophies and their effects on society, Confucius, Aristotle
  • Feminist movements, civil rights movements
  • The myth and ideal of renowned institutions

5) Examples: School and Education in Art, Fiction and the Media:

  • Schools in international children’s literature (e.g. British boarding school novels), from the charming and cute to the magical and  horrendous
  • Film (e.g. Anglo-American high school movies and coming of age stories,  comedies and Cinderella stories, dramas, musical schools), television (Korean soaps)
  • Japanese Manga
  • Picture books, children’s paintings
  • Classical and popular Music, ballet, dance and opera.

The Steering Group welcomes the submission of proposals for short workshops, practitioner-based activities, performances, and pre-formed panels. The organizers particularly welcome short film screenings; photographic essays; installations; interactive talks and alternative presentation styles that encourage engagement.

What to Send:
Proposals will also be considered on any related theme. 300 word proposals should be submitted by Friday 1st May 2015. If a proposal is accepted for the conference, a full draft paper of no more than 3000 words should be submitted by Friday 19th June 2015. Proposals should be submitted simultaneously to both Organising Chairs; abstracts may be in Word or RTF formats with the following information and in this order: a) author(s), b) affiliation as you would like it to appear in programme, c) email address, d) title of proposal, e) body of proposal, f) up to 10 keywords.

E-mails should be entitled: EDU1 Proposal Submission.

All abstracts will be at least double blind peer reviewed. Please use plain text (Times Roman 12) and abstain from using footnotes and any special formatting, characters or emphasis (such as bold, italics or underline). The organizers acknowledge receipt and answer to all proposals submitted. If you do not receive a reply in a week you should assume they did not receive your proposal; it might be lost in cyberspace! Then look for an alternative electronic route or resend.

Organising Chairs:
Petra Rehling:
Rob Fisher:

For more information please visit the original source.

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