WHERE SHOULD YOU SUBMIT YOUR PROPOSAL?
As explained in the Call for Contributions, CIES 2019 San Francisco will include a variety of session formats for proposals submitted for peer review via the All Academic online submission system. When you log into this system and are ready to submit your proposal, you will be given the option to “Select a Unit for Peer Review.” Many people who propose contributions to annual conferences of CIES ask whether they should submit their proposals to (a) the General Pool; (b) a Standing Committee; or (c) a Special Interest Group (SIG)?
The first thing to know before deciding where to submit your proposal is that the chances of acceptance are similar regardless of which unit reviews your proposal — because the General Pool, Committees, and SIGs will all be allocated program slots in proportion to the number of submissions received.
Another important point to know is that, in order to promote wide participation, prospective presenters may submit only one proposal for a Formal Paper Presentation or Formal Panel Session via All Academic. After you have submitted either type of proposal, the online submission system will automatically disable the option to submit additional Formal Papers/Panels. However, submissions in other formats do not count towards the submission limit and may continue to be submitted. Participants may also be listed more than once as a co-author (non-presenter), chair, or discussant.
This means you should carefully consider where to submit your proposal. If your proposal does not fit the scope of papers being reviewed by a particular Committee or SIG, then you should submit it to the General Pool. In the event that Committee/SIG reviewers decide your proposal does not suit their thematic scope, it will not be possible to transfer your submission to a different Committee or SIG (although Committee/SIG reviewers may ask the Program Committee to consider an otherwise strong proposal for inclusion within the General Pool).
Submit Proposal: Access ALL ACADEMIC
In addition to proposals that undergo blind-peer review via the CIES 2019 online submission system, proposals for four other kinds of contributions — (1) Round-Table Session or Panel Session in Chinese or Spanish; (2) PechaKucha Presentation; (3) Book Launch; or (4) Pre-conference Workshop — should be emailed directly to the CIES 2019 Program Committee, which will make decisions based on quality and available space. Please note that these kinds of proposals will be reviewed on a rolling basis and have an earlier submission deadline of Friday, September 14, 2018.
PEER REVIEW SUBMISSION UNITS
General Pool
Prospective conference participants are invited to submit their proposals to the General Pool for double-blind peer review managed by the CIES 2019 Program Committee. Alternatively, any participants may instead choose to have their proposals reviewed by specialists working within a Standing Committee or Special Interest Group (SIG). Below, leaders from these groups have explained the types of proposals they are seeking:
Gender and Education Committee
The CIES Gender and Education Standing Committee fosters attention to gender issues in the CIES and promotes the inclusion and professional development of women in the society. For CIES 2019, the Committee invites submissions that address a broad range of gender issues in comparative and international education. These may relate to girls’ and women’s educational access, policies, programming or experiences, manifestations of gender in school culture or curriculum at any level of education, or interpretations of gender by educational institutions or organizations. We hope to receive a variety of diverse methodological and theoretical approaches.
UREAG Committee
The UREAG Committee (Under-represented Racial, Ethnic, and Ability Groups) welcomes proposals for round-tables, papers, and panels to present applied, theoretical, or empircal research which are relevant to under-represented racial, ethnic and ability groups in the US and abroad.
Africa SIG
The Africa SIG seeks to foster a sense of community among its members, inform the membership of best practices and current research in the field, and provide a valuable space for networking and dialoguing on issues impacting education in/on/about Africa. The Africa SIG welcomes submissions related to local, national, international public, private and NGO research, policies and projects related to education within the African context.
African Diaspora SIG
The African Diaspora SIG seeks contributions to paper and round-table sessions that engage with the historical contexts and contemporary educational experiences of Black communities across the globe. The rich history engages the geography, culture, social organization, politics and triumphs, and resilience of the African Diaspora in both preserving tradition and adapting to the contingencies of survival in often-hostile situations. As such, a broad and global analysis of the educational realities of African descendants offers the opportunity to review similar and different challenges, lessons, and new possibilities.
Citizenship and Democratic Education SIG
The Citizenship and Democratic Education SIG (CANDE) aims to create an active community that encourages and fosters productive debates on various aspects of citizenship and democratic education. We encourage contributions that explore a wide range of issues related to the role of the various structures and social sites – including formal, non-formal, and informal education – in shaping citizens’ understandings and practices of citizenship. The types of questions include, but are not limited to: How does formal education shape youths’ understandings and practices of citizenship? What about the role of extracurricular institutions? And, how might various structures and discourses contribute to shaping these understandings and practices?
Contemplative Inquiry and Holistic Education SIG
The Contemplative Inquiry and Holistic Education SIG invites you to explore the Mind, Body, and Spirit of Education by daring to imagine new paradigms of knowledge, while reconstructing and deconstructing the roles of researcher, educator, and student. We especially welcome submissions that employ a refreshing, integrated perspective on the use of intuitive, physical, spiritual, and ethical forms of knowledge, with the aim of creating a more balanced educational system and empathetic global community. Examples of 2018 submissions included: Contemplative Actions for Social Justice, and Cultivation of Self and Emotions Through Contemplative Learning.
Cultural Contexts of Education and Human Potential SIG
The Cultural Contexts of Education and Human Potential (CCEHP) SIG invites individual paper submissions, group panels, and posters that align both with the conference theme “Education for Sustainability” and CCEHP’s thematic focus on “voice”. We welcome a broad range of research methodologies and policy analyses that cut across cultural, disciplinary, methodological, and geographical boundaries. We particularly encourage submissions that not only speak to the context of education but also highlight interdisciplinary, transdisciplinary, or transnational research, including but not limited to: anti-racism research, Indigenous knowledges, decolonial perspectives, anti-colonial praxis, cultural and ethnic studies, (in)visible disability, gender, equity, and mental health.
Early Childhood Development SIG
The Early Childhood Development SIG seeks to foster exchange and strengthen linkages between ECD research and practice, keep members abreast of new developments in the field, build connections among various ECD networks nationally and internationally, and prepare ECD thematic sessions for each CIES conference. The ECD SIG welcomes proposals for round-tables or full paper sessions to advance applied, theoretical, or empirical research on early childhood development internationally.
East Asia SIG
The East Asia SIG invites applied, theoretical, or empirical research contributions on educational issues in East Asia. Our SIG panels and round-tables will be venues where scholars of East Asia from various disciplines can discuss shared research interests and establish collaborations among our SIG members. We further aim to increase knowledge of East Asian societies and education among the general CIES membership, and it is not necessary to be a member to submit through this SIG.
Economics and Finance of Education SIG
The Economics and Finance of Education (EFE) SIG seeks submissions from researchers, policy makers, and practitioners. The EFE-SIG links Economics, Finance, and Education Policy globally. We invite applied, theoretical, or empirical research proposals for paper or round-table presentations relating to our focus, and we also welcome proposals relating sustainability to the economics or finance of education. This year’s conference theme offers economists of education a unique challenge and opportunity because the SDGs go beyond economic productivity as a goal of development and as a goal of education. How will economists respond?
Education, Conflict, and Emergencies SIG
The Education, Conflict, and Emergencies SIG encourages submissions that address the relationship between the 2030 Agenda for Sustainable Development and: education during armed conflict and natural disasters; educational reconstruction post-conflict and post-disaster; and educational provision and peace-building, transitional justice, and resilience.
Environmental and Sustainability Education SIG
The Environmental and Sustainability Education SIG promotes scholarly research and professional activities that touch upon the education-sustainable development nexus. The ESE SIG invites submissions that address diverse issues and questions – e.g., how does formal or non-formal education influence learner knowledge, skills, behaviors, values and attitudes related to sustainability? How have local, national, global discourses around sustainability included a schooling/education dimension? How is education for sustainability taught, and by what kinds of teachers, at different levels? In which settings do whole school approaches to sustainability take root and why? What role do NGOs play in promoting sustainability practices and environmental justice and with what impact?
Eurasia SIG
The Eurasia SIG aims to advance existing knowledge promote research on educational issues in the countries of Eastern Europe, Central Asia and the post-Soviet space. It welcomes submissions on a wide range of issues that could inform our understanding of educational trends in the region. The submissions that would highlight the critical issues that would unpack the educational inequalities, discriminatory or exclusionary practices in relation to the marginalized groups, ethnically minoritised students, the issues of academic freedom are especially welcome. Other contributions in relation to the policy borrowing, textbook development, student mobility, comparative studies on early childhood, secondary education or higher education trends are also welcome.
Global Literacy SIG
The Global Literacy SIG seeks to provide a forum where researchers and practitioners involved in supporting literacy around the world have meaningful conversations and exchanges of ideas on the promotion of literacy and related skills. The Global Literacy SIG welcomes submissions related to studies covering all aspects of literacy, from infancy through adulthood, including the individual, environmental, social, and political factors and skills that promote the practice of literacy. The SIG has special interest in submissions of completed research/evaluations that outline the efficacy of models of literacy improvement that reach both traditional and non-traditional forms of education.
Global Mathematics Education SIG
The Global Mathematics Education SIG provides a forum for researchers and practitioners from around the world to discuss theory, practices, and techniques related to mathematics learning starting in early childhood to tertiary education. In keeping with the CIES 2018 theme of Education for Sustainability, the Global Mathematics Education SIG is issuing a call for empirical and theoretical papers that contribute to the conversation on creating approaches to math teaching and learning that draw upon local experience and expertise, reflect the local curriculum and math standards, and can be sustained and taken forward by national and local governments and ministries of education.
Globalization and Education SIG
The Globalization and Education SIG is a forum where researchers and practitioners involved in interdisciplinary global study of comparative and international education have meaningful conversations and exchanges of ideas related to globalization and education. The G & E SIG welcomes submissions related to studies covering all facets of globalization, such as shifts in “global governance” of education, the role of international frameworks and organizations, NGOs and civil society in education, global educational concepts, policies and and practices, education and international development, global citizenship and migration.
Higher Education SIG
The Higher Education SIG (HESIG) invites contributions from comparative researchers, policymakers, practitioners, representatives of local and international organizations, as well as non-governmental organizations. The program committee will give preference to group panels and individual papers that address this year’s theme, cross disciplinary boundaries, involve researchers from different countries and institutions, and connect academic scholarship with practitioners’ work. We are looking forward to your paper, roundtable, poster, and panel proposals.
Inclusive Education SIG
The Inclusive Education SIG provides a forum where researchers and practitioners involved in interdisciplinary study of comparative and international education have meaningful conversations and exchanges of ideas related to diversity, equity, discrimination, inclusion, and the construction of difference within and through education. The SIG welcomes submissions related to all facets of inclusive education, such as definitional shifts in policies and practices in inclusive education, the experiences of diverse learners, the intersection of gender, race, disability and other aspects of identity, the role of international frameworks and organizations, NGOs and civil society in education, education and international development, inclusive citizenship and migration.
Indigenous Knowledge and the Academy SIG
The Indigenous Knowledge and the Academy (IKA) SIG invites proposals for panels, papers, or round-table presentations that further the conversation on Indigenous knowledge and the Academy. This year’s theme provides us with an opportunity to pause, reflect and consider ways to transform the Academy through Alternative Ways of Knowing and Doing. We seek to engage in conversations that examine, explore and address the interaction and intersection of indigeneity and sustainability in relation to Indigenous Knowledge in the Academy and beyond.
ICT for Development SIG
The Information and Communication Technologies for Development (ICT4D) SIG invites submissions focused on the best practices in ICTs for education development originating from innovations in local contexts that make use of locally-sourced technologies, ideas and human resources. National and international collaborations in ICT4D needs to radically shift its focus from a top-down approach to a more local one — promoting practices and innovation that are considered more eco-friendly and sustainable. This year, ICT4D SIG welcomes researchers, academics and practitioners to share their work highlighting local ICTs for education to achieve one or more of the sustainable development goals (See: UN Sustainable Development Goals).
Language Issues SIG
The Language Issues SIG invites proposals from researchers, policymakers, and practitioners that explore how language issues affect educational access, quality, equity and empowerment, with possible reference to the Sustainable Development Goals. As early as 1951, UNESCO described learning in one’s own language as “axiomatic,” yet the obvious advantages of building on learners’ linguistic and cultural repertoires in education have not always been realized in policy and/or practice. Where the focus of the proposal is on dominant languages, some problematization of their role in school and society is encouraged; where the focus is on non-dominant languages, an exploration of social and educational benefits and challenges is encouraged. We especially appreciate cross-case comparisons and/or contextualization of research findings in the literature on multilingual education.
Large-Scale Cross-National Studies in Education SIG
The Large-Scale Cross-National Studies in Education SIG (LCSE) seeks to contribute to the science of large-scale cross-national studies in education and help disseminate findings among researchers and policy makers. We warmly invite both established and young researchers from all over the world to join our forum of discussion with empirical, conceptual and applied research submissions contributing to the rigorous analysis, critique, and development of large-scale cross-national assessment methods and results coupled with a focus on implications for education policy. A connection to the broad theme of the conference (Education for Sustainability) is encouraged.
Latin America SIG
The Latin America SIG (LASIG) aims to serve as a platform for scholars, leaders, and practitioners to dialogue about Latin America’s educational practices, achievements, and challenges. We welcome papers focused research and experiences in Latin American, including historical, political, and cultural inquiry of education in the region. We also encourage comparative educators and students to submit papers in order to increase awareness of the interconnectedness of the region with the rest of the world. Ultimately, LASIG strives to support a deeper understanding of Latin America and its people.
Middle East SIG
The Middle East SIG welcomes proposals focusing on the perspectives, processes, pedagogies and policies of education for sustainability in the region. Specifically it welcomes submissions based on research that: explores the prospects and challenges of education for sustainability in the region; considers socio-cultural and educational practices that influence the conceptualization of education for sustainability; examines the (local-national-international) issues of power and politics around the integration of sustainability; analyzes the struggles and successes of models and approaches on education for sustainability conceived by national, local and indigenous stakeholders; and showcases teaching and curriculum development of education for sustainability.
Peace Education SIG
The Peace Education SIG invites submissions for papers, panels, or roundtable sessions that address a broad range of issues related to peace education, particularly as this topic links to the the 2019 CIES theme of sustainability. We welcome proposals that engage with this intersection in different ways – e.g., How do issues of sustainability shape the field of peace education, and vice-versa? What are approaches to peace education that can contribute in sustainable ways to a just society? What is the role of peace education in promoting environmental sustainability? All abstracts submitted by students to the Peace Ed SIG will be considered for the student paper award (1-2 cash prizes); finalists for the award will be contacted to submit full papers to the SIG leadership.
Post-foundational Approaches to Education SIG
The Post-foundational Approaches to Education SIG seeks proposals for individual papers, round-tables, and panels that challenge the traditional foundations of comparative education (e.g., modernity, society, and development) as well as its styles of reasoning and taken-for-granted notions of sameness and difference. Specifically, the SIG welcomes global and transnational explorations that document and analyze the vibrancy and complexity of teaching and learning, policy making, and research. The SIG also welcomes research that engages social theory, cultural studies, and indigenous knowledge in order to approach educational issues in creative ways, disturb the “common sense,” and make possible new ways of thinking and acting.
Religion and Education SIG
The Religion and Education (R&E) SIG welcomes proposals that provide rigorously completed or in-progress research that is applied, theoretical, or empirical in nature regarding topics related to religious identity or curriculum in secular schools, religious identity or curriculum in religious schools, and school issues related to security and religious extremism. Members share research related to policy and issues in both traditional and non-traditional school settings, and within the larger community.
Sexual Orientation, Gender Identity and Expression SIG
The Sexual Orientation, Gender Identity and Expression (SOGIE) SIG explores the intersection of SOGIE issues and education. We seek to promote scholarly research and professional activities around these themes. The SOGIE SIG invites submissions that address questions such as: What are the experiences of lesbian, gay, bisexual, transgender, and intersex (LGBTI) individuals in schools and other educational arenas? How do struggles for LGBTI rights coincide with or diverge from other human rights struggles globally? How are SOGIE histories and themes taught in schools around the world? What is the role of international organizations and NGOs in changing attitudes and behaviors towards SOGIE minorities? How do ideals about LGBTI rights circulate through global networks, and how are they localized?
South Asia SIG
The South Asia SIG (SASIG) welcomes papers drawing on diverse epistemological, methodological, and theoretical perspectives. While SASIG welcomes papers focusing on the South Asian Diaspora, we are especially interested in highlighting work executed within South Asia itself (Afghanistan, Bangladesh, India, the Maldives, Nepal, Pakistan, and Sri Lanka). SA SIG also is highly interested in highlighting the important work of practitioners working in the field.
Study Abroad and International Students SIG
The Study Abroad and International Students (SAIS) SIG promotes interdisciplinary scholarship opportunities and critical dialogues by connecting professionals and academics who are involved in serving the international student population. In the changing global context, this SIG aims to serve as an advocacy forum for international students. We invite researchers and practitioners to submit proposals related to issues and challenges as well as to share the best practices related to international student mobility in K-12 and beyond, education abroad, and exchange programs globally.
Teacher Education and the Teaching Profession SIG
The Teacher Education and the Teaching Profession (TETP) SIG facilitates dissemination of information and fosters dialogues about critical issues in teaching and teacher education from national and international perspectives. Our SIG invites submissions from scholars and practitioners exploring any of the following topics: issues with teacher training and education in both the Global South and North; innovative practices and reforms in teacher education; examinations of dynamics in the social, political, and economic status of the teaching profession in different contexts; or addressing gaps in teacher policy/legislations and their consequences.
Teaching Comparative Education SIG
The Teaching Comparative Education SIG focuses on the research and practice of teaching comparative and international education (CIE). The SIG welcomes submissions that explore the contours of teaching and learning in CIE and is particularly interested in proposals that reflect diverse and global perspectives and connect to the conference theme of education for sustainability.
Youth Development and Education SIG
The Youth Development and Education SIG provides a forum for researchers, practitioners, and youth involved in the global study of comparative and international education to engage in discussions on the pressing issues confronting young people. Our SIG encompasses in-school and out-of-school youth in complex environments, and all ages and definitions of youth. We grapple with topics such as youth’s wellbeing, futures and aspirations, livelihoods and workforce development, and learning and skills development. We encourage all submissions that explore the intersection between youth development and education for sustainability. Some examples are: How are youth impacted by changing economic, social, political, and environmental landscapes? How do global education and sustainable development agendas reflect youth interests? To what extent are agendas developed with and by youth? How are youth agents of change and how are they seeking innovative solutions to local and global challenges? How do we promote international development and education efforts driven by young people?