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Reading: A Journey © 2005 City of Philadelphia Mural Arts Program / Donald Gensler. Used by permission.
Dr. Nancy Hornberger, who has served as the Forum’s convener for the past sixteen years, has decided to bring her term to a close. We will be honoring Dr. Hornberger at this year’s Forum, for her dedication to the Forum as well as her significant scholarly contributions to the fields of Educational Linguistics and Educational Ethnography.
We have invited Dr. Hornberger’s close colleagues, Theresa McCarty and Luis Moll, to be among the plenary speakers. Several of Dr. Hornberger’s students are organizing special panels. These invited sessions will highlight ethnographic work in the scholarly fields to which she has contributed, including: bilingualism and multi-literacies; indigenous education; immigrants, refugees and language diversity; and language education policy.
The theme of this year’s Forum resonates with developments across these areas of research, asking us to consider theoretical and methodological issues in the study of mobility through migration, cultural and linguistic hybridity and multiplicity within immigrant and indigenous populations, and the emergence of new types of media and forms of multimodality. What new theoretical horizons and methodological opportunities arise in studying emergent, shifting, and hybrid forms—linguistic and cultural—within the everyday lives of immigrant and indigenous youth? And what does the study of these forms contribute to the field of educational ethnography as well as to educational policy and practice?
The Forum welcomes scholars at all career stages seeking a supportive venue for sharing their ethnographic work at various stages of development. A longstanding trademark of the Forum is student involvement, both in conference coordination and participation. The Forum provides a space for ethnographers to come together across generations to share and learn from each other and, in so doing, to become part of a broader community of ethnographers interested in education, child, and youth studies.
Papers may speak either to the theme of the Forum or to other issues relevant to education, child, and youth studies.
Submission guidelines are available here.
We invite single or co-authored papers on issues in education, child, and youth studies. Papers must draw upon in-depth ethnographic research. Such papers describe the research problem, methodology, theoretical framework as well as the argument and its significance to the field.
Panels are organized around a thematic topic, and typically include three or four papers to be presented during the 75-minute slot.
Workshop sessions provide an opportunity for participants to discuss data analysis plans and issues with senior scholars and others attending the sessions. Such workshops allow for the discussion of the research problem and research questions, the methodology, relevant documents/transcripts/fieldnotes or other forms of data, as well as potential theoretical or conceptual frameworks for the analysis. Presenters provide a clear rationale for why a particular piece of data is important and worth analyzing.
We will sponsor two different types of data analysis sessions at this year’s Forum (in your application to present in a data analysis session, please choose one):
Individual papers, panel sessions, and data analysis worships may be designated as Practitioner Inquiry. This method of inquiry includes practitioner research and uses an inquiry stance to consider and generate local knowledge. Practitioner inquiry in education research includes research by educators (pre-K to higher ed) as well as activists, community organizers, educational leaders, university researchers among others. Practitioner Inquiry Day, held on the Saturday of the Forum, will highlight presentations that use these methods.
Since 1995, Dr. Luis C. Moll has been Professor in the Department of Language, Reading, and Culture in the College of Education, University of Arizona. His research focuses on the interconnections of culture, psychology, and education, particularly in relation to the education of Latino and Latina children in the United States, as well as bilingualism and literacy, sociocultural theory, and qualitative methods.
Teresa L. McCarty is the Kneller Chair in Education and Anthropology and Professor of Education at University of California, Los Angeles. An educational anthropologist, she has been a curriculum developer, teacher, and coordinator of American Indian education programs at the state and national levels.
Select scholars making significant contributions that resonate with the annual theme will be invited by the Forum to present their work in practical, methodological or theoretical areas.
In the interest of strong mentorship and community building, senior scholars are invited by the Forum to give an open Q&A for researchers-in-training or early-career scholars. Such Roundtables allow scholars to discuss their personal path and their view of the field as a whole.
Starting in 2016, the Forum will offer a new space designed for participants to share their progress in analyzing and writing up their analyses of ethnographic work. Participants may share preliminary conclusions from an analysis and wish to explore the significance of these emerging arguments through their data. Others may want to discuss the explanatory value of using various theoretical frameworks in their analyses.
Adjunct Asst. Professor and Program Manager
James Busacca, ArCasia James and Simon Kelly
The Ethnography in Education Research Forum, convened by the Center for Urban Ethnography at the University of Pennsylvania Graduate School of Education (Penn GSE) every year since 1980, is the largest annual meeting of qualitative researchers in education. The Forum excels in nurturing ethnographic research and researchers in schools. The Forum is known for its friendly and supportive atmosphere for fledgling researchers and for the spirit of relaxed and open dialogue embracing newcomers and experienced researchers alike. Areas of emphasis include: multicultural issues in education, practitioner/teacher/action research, critical and feminist ethnography, ethnographic evaluation in education, language issues in education, uses of ethnography in math and science, and indigenous language revitalization.
Read More About the History
Marilyn Cochran-Smith and Susan L. Lytle –both assistant professors at Penn GSE at the time – initiated practitioner Inquiry Day in 1987 in response to the burgeoning U.S. and international interest in teacher research, action research, critical action research, and participatory research. From the beginning, the intent of Practitioner Inquiry Day was to provide a space for educators to share their research in various formats, including papers, symposia, data sessions, informal group discussions, and more.