37th Annual Ethnography in Education Research Forum

Mobility, Multiplicity, and Multimodality: Theoretical Innovation in Educational Ethnography

February 26-27, 2016
Contact us!
Center for Urban Ethnography
Graduate School of Education
University of Pennsylvania
Philadelphia, PA 19104-6216
email: cue@gse.upenn.edu

 


The Ethnography in Education Research Forum invites submissions for its 37th annual meeting.  The Ethnography Forum is internationally recognized for its encouragement of original and in-depth ethnographic research on education, youth, and children. 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.

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, Teresa 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?

Papers may speak either to the theme of the Forum or to other issues relevant to education, child, and youth studies. 

PROPOSAL SUBMISSION DATES: September 1 to October 15, 2015

SUBMISSION LINK: Available September 1.

REGISTRATION OPENS: November 1.

CONTACT INFO: cue@gse.upenn.edu

Call for Papers

Submissions are invited for work presented in the following formats:

Individual Papers (15 Minutes):  We invite single or co-authored papers on issues in education, child, and youth studies.  Papers must draw upon in-depth ethnographic research.  Proposals should describe the research problem, methodology, theoretical framework as well as the paper’s argument and its significance to the field.

Panel Sessions (75 Minutes): Panel proposals may also be submitted and should include a statement of the panel topic and descriptions of three or four papers to be presented during the 75-minute slot and how each paper each approaches the panel topic.   

Data Analysis Workshops (35 Minutes): Workshop sessions provide an opportunity for participants to discuss data analysis plans and issues with senior scholars and others attending the sessions. Proposals should include a discussion of the research problem and research questions, the methodology, the nature of the excerpts from interview transcripts, relevant documents, and/or fieldnotes to be considered as well as potential theoretical or conceptual frameworks for the analysis.  Proposals should also 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):

  1. Preliminary Data Analysis Workshops: These sessions provide an opportunity for ethnographers in the initial stage of data analysis to discuss and work through various analytic strategies in relation to an excerpt from their data.
  2. Worked Example Sessions: These sessions are designed for researchers who have already made good progress in analyzing and writing up their analyses. Researchers may have developed preliminary conclusions from an analysis and wish to explore the significance of these emerging arguments.  Others may want to discuss the explanatory value of using various theoretical frameworks in their analyses.

Practitioner Inquiry: Proposals for individual papers, panel sessions, and data analysis worships may be designated as Practitioner Inquiry. Practitioner Inquiry presentations focus on research by teachers and other practitioners in educational settings (e.g., school principals, counselors, non-teaching aides, parents, students, and other members of school communities). Practitioner Inquiry Day, held the Saturday of the Forum, will highlight these presentations.


Convenors

Kathy Hall

Associate Professor of Education and Anthropology, Interim Chair of Education, Culture and Society

University of Pennsylvania Graduate School of Education

Stanton Wortham

Judy and Howard Berkowitz Professor

University of Pennsylvania Graduate School of Education

 

Plenary Speakers

Luis Moll, University of Arizona

Teresa McCarty, University of California, Los Angeles

 

Forum Coordinators

Rachel Skrlac Lo and Rita Harvey

About the Forum

The Ethnography in Education Research Forum, convened by the Center for Urban Ethnography at the University of Pennsylvania every year since 1980, is the largest annual meeting of qualitative researchers in education. The Forum has from the beginning excelled 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.

 

Practitioner Inquiry Convenor 

H. Gerald Campano

Associate Professor, Chair of Reading, Writing and Literacy

University of Pennsylvania Graduate School of Education

Practitioner Inquiry Coordinator

Erin Whitney

Practitioner Inquiry Day

Practitioner Inquiry Day was initiated in 1987 by Marilyn Cochran-Smith and Susan L. Lytle – both assistant professors at Penn GSE at the time – and grew from the burgeoning interest in teacher research, action research, critical action research, and participatory research that was evident across the U.S. and internationally. 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, et cetera. Read more