[URBANTH-L]CFP: 2008 Ethnography in Education Research Forum

cue at gse.upenn.edu cue at gse.upenn.edu
Mon Oct 8 16:43:02 EDT 2007

29th Annual Ethnography in Education Research Forum

“Going Public with Ethnography in Education”

February 29 and March 1, 2008

Center for Urban Ethnography
University of Pennsylvania
Graduate School of Education
Philadelphia, Pennsylvania, USA

***CALL for PAPERS***

NOTIFICATION: Early November 2007

What counts as learning?  In the current public discourse of ever-narrowing 
definitions of learning, achievement, and educational value, ethnographic 
research offers powerful evidence that not everything that matters is being 
counted.  Ethnographers of education around the world continue to reveal the 
importance and complexity of social, cultural, and linguistic life in schools, 
of processes of learning, and of the intricate relationships upon which it 
depends.  How can we make accounts of this complexity heard within a popular 
discourse and public policy that seem ever more committed to simplifying 
definitions and solutions?  With all that we know and continue to discover 
through ethnography in education, how do we go public?  How do we engage with 
the media, with popular discourse, and with public policy on burning social and 
educational issues in ways that will influence what counts as learning and what 
counts as research?	

	The Ethnography in Education Research Forum invites papers that explore and 
expand upon what counts as learning and achievement, what counts as research and 
gets counted as research, and what methods of data analysis and representation 
can be used to communicate findings about the complex and processual nature of 
learning and education to audiences outside, as well as inside, the academy.

Plenary Speakers:
Carol D. Lee, Northwestern University
Hugh Mehan, University of California, San Diego

Saturday Evening Panel: “Ethnographic data analysis, past-present-future: A chat 
with the SHLEPPERS”
Frederick Erickson, University of California, Los Angeles
Ray McDermott, Stanford University
Hugh Mehan, University of California, San Diego
Jeffrey Shultz, Arcadia University

All proposals may be submitted online beginning August 15:

Proposals are requested for presentations in the following categories:

1.  Individual Paper (Traditional or Work-in-Progress)
2.  Group Sessions (Traditional or Work-in-Progress)
3.  Data Analysis Consultation

Practitioner Research: For Individual Papers and Group Sessions, you may choose 
to designate your presentation as PRACTITIONER RESEARCH.  Practitioner research 
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 
research presentations are particularly featured on Saturday, known as 
Practitioner Research Day.

1.  Individual Papers: (15 minutes)
Individual papers by one or more authors.  Either final analyses, results, and 
conclusions (Traditional) or preliminary findings and tentative conclusions 
(Work-in-Progress) may be submitted.  Indicate practitioner research, if you so 

2.  Group Sessions (75 minutes) 
A full session of no fewer than three, and no more than six presenters, 
including a discussant.  These sessions may vary in organization: a set of 
individual papers, a panel discussion, a plan for interaction among members of 
the audience in discussion or workshop groups are possible formats.  Either 
final analyses, results, and conclusions (Traditional) or preliminary findings 
and tentative conclusions (Work-in-Progress) may be submitted.  Indicate 
practitioner research, if you so choose.

3. Data Analysis Consultation (30 minutes)
Individual submissions only.  Presenters offer data along with questions about 
analysis for consultation with expert researchers and conference participants.  
Data analysis consultation is by definition Work-in-Progress. 
Presenters must follow specific guidelines available online: 


1.  Significance for education
2.  Conceptual orientation
3.  Methodology 
4.  Interpretation
5.  Quality of analysis 
6.  Depth and clarity


Everyone must submit:

A. Summary (limit 100 words) 
This should be a brief overview of the work to be presented.

B. Description (limit 1500 words)
Selection is based on the description.  A detailed description of the work to be 
presented should be submitted including conceptual orientation, data collection 
and analysis methods, data interpretation, and significance to education.

Special Instruction for Group Sessions
Submit Summary and Description of the session overall, as specified above.  If 
the session consists of a set of individual papers, the group session proposal 
must also include a description for each individual presentation. 

All proposals must be submitted online:

E-mail: cue at gse.upenn.edu

Center for Urban Ethnography
Ethnography in Education Research Forum
3700 Walnut St. 
University of Pennsylvania
Philadelphia, PA

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