AERA 2013: Call for Proposals now open. See more
Here’s the Environmental Education SIG example:
Enclosed please find the call for proposals for the EE SIG for next year’s annual AERA conference, slated to take place in San Francisco during April 27-May 1, 2013.
Environmental Education SIG
American Educational Research Association (AERA)
Call for Proposals for Papers, Roundtables, Posters, and Sessions
Annual Conference 2013—San Francisco, April 27–May 1
Submission Deadline: July 22, 2012
AERA’s General Theme this year states:
Education has long been seen as a way out of poverty. Educational systems also perpetuate cycles of poverty and wealth. Poverty interacts with education through local, national, and international systems of financial markets and the global knowledge economy. The goal is to consider the relationships of education and poverty. The theme is conceived broadly to include the ways that education theory, research, policy, and praxis contribute to alleviating economic, intellectual and moral poverty.
Let us consider the meaning of this for the Environmental Education SIG. How does/can environmental education and research (conceived broadly) relate to either the alleviation of poverty or its further instantiation as an economic, intellectual, political, or moral reality? Has environmental education changed in these respects over time? Does it work differently across comparative contexts—possibly privileging local and regionally scaled economies at the expense of others or, vice-versa, does it work for global forms of sustainable development that represent types of enclosures? How can environmental education, or its research arm, serve to bridge disparities in poverty between the urban and the rural, the suburban and the inner-city, or the Global North and South? Can it aggravate and broaden them in turn?
Of course, to speak of poverty in circles of environmental education research immediately names a topical emphasis on ENVIRONMENTAL JUSTICE for our SIG this year. What, then, are the ways in which the working poor specifically face unjust ecological burdens and how have they learned to navigate and act transformatively as leaders upon these challenges through educational ventures that deserve more attention in environmental education research generally? Moreover, critical educators have long demonstrated the connections between environmental injustice and environmental racism, as well as the ways in which poverty intersects with other forms of oppression and social antagonism. The EE SIG thus especially seeks proposals that explore the theme of poverty and environmental education intersectionally in order to account for the social and cultural matrix in which poverty appears as a symptomatic outcome of or pedagogical tool for hegemonic ideology and its enforcement.
Last year in Vancouver, the Association and the EE SIG arguably made important inroads in appropriately honoring and building bridges with Indigenous scholars and peoples. Therefore, a thematic focus on environmental justice this year demands a special need to push forward on the issue of DECOLONIZATION. In this, we aspire to a program that can speak to ways in which environmental education and research contributes to undoing forms of colonialism and settler colonialism, and we likewise seek proposals that explore the decolonization of environmental education research itself as a White supremacist space or other countervailing domain that has not gone far enough in disestablishing its connections to systems of domination that work against the conservation of environmental and social well-being.
Finally, in naming such systems as connected to questions of poverty, the EE SIG this year hopes to solicit proposals that raise critical questions about how environmental education and research relates to issues of POLITICAL ECONOMY. For example, how does environmental education and research serve to effectively interrogate or challenge capitalism (in its neoliberal and other variants)? What are the cutting-edge forms of environmental education taking place within Blue-Green alliances? How has the Occupy and related social movements expanded our knowledge of environmental education and research? Or, how does environmental education and research explore or support alternative modes of commonwealth in connection with ideas of planetary sustainability? Proposals that can inform our group about emergent types of social or solidary economies, commons-based undertakings, and other gift-giving or partnership-based communities, especially as these provide or result from powerful environmental education initiatives, are very much welcome this year.
While this CFP hopefully frames the general will of the SIG’s upcoming program, all proposals are very much encouraged and welcome for submission, whether or not their authors believe that they engage directly with this call. Ideally, though, proposals will attempt to find ways to articulate with some aspect of the conference’s General Theme and the way it is particularly situated herein. Indeed, excellent proposals will find ways to dialectically survey or otherwise integrate topical emphases of environmental justice, decolonization, and alternative modes of political economy within the research being presented. Further still: the best proposals will do this while also finding imaginative ways to “walk their talk,” thereby opening up inclusive and reconstructive potentials within the space of the SIG and larger organization such that our conference itself contributes most positively to the matters we hope to study, promote and advocate.
Please distribute this call for proposals widely. It is important both for the life of the SIG, and as a performative matter that demonstrates our ethics and clear concern for these issues, that we generate an unprecedented number of submissions this year! Also, the number of program slots allocated to the SIG is the result of active membership ($5) and the number of submissions we receive. Please then be sure to renew your membership in the EE SIG when submitting your proposal.
Again, the deadline for submissions is currently: July 22, 2012. As a reminder, text length for proposals may not exceed more than 2000 words for individuals or 500 words for each paper or presentation in a multi-presenter session. Joint sessions with other SIGs or Divisions are also possible (please plan early!), as are pre-conference workshops. We encourage all formats: symposium, paper, poster, roundtable, innovatively interactive sessions and more. All proposals must be submitted electronically at the website and may not be submitted via email.
In closing, please consider volunteering to serve as a Session Chair or Discussant for the EE SIG in 2013. The current deadline to do this is: August 31, 2012.
To advance a paper or session submission, or to volunteer to serve as a Chair or Discussant, please login.
If you have any questions, do not hesitate to contact the SIG Program Chair.
Sincerely,
Richard Kahn, Program Chair, EE SIG
[email protected]
Here’s the Environmental Education SIG example:
Enclosed please find the call for proposals for the EE SIG for next year’s annual AERA conference, slated to take place in San Francisco during April 27-May 1, 2013.
Environmental Education SIG
American Educational Research Association (AERA)
Call for Proposals for Papers, Roundtables, Posters, and Sessions
Annual Conference 2013—San Francisco, April 27–May 1
Submission Deadline: July 22, 2012
AERA’s General Theme this year states:
Education has long been seen as a way out of poverty. Educational systems also perpetuate cycles of poverty and wealth. Poverty interacts with education through local, national, and international systems of financial markets and the global knowledge economy. The goal is to consider the relationships of education and poverty. The theme is conceived broadly to include the ways that education theory, research, policy, and praxis contribute to alleviating economic, intellectual and moral poverty.
Let us consider the meaning of this for the Environmental Education SIG. How does/can environmental education and research (conceived broadly) relate to either the alleviation of poverty or its further instantiation as an economic, intellectual, political, or moral reality? Has environmental education changed in these respects over time? Does it work differently across comparative contexts—possibly privileging local and regionally scaled economies at the expense of others or, vice-versa, does it work for global forms of sustainable development that represent types of enclosures? How can environmental education, or its research arm, serve to bridge disparities in poverty between the urban and the rural, the suburban and the inner-city, or the Global North and South? Can it aggravate and broaden them in turn?
Of course, to speak of poverty in circles of environmental education research immediately names a topical emphasis on ENVIRONMENTAL JUSTICE for our SIG this year. What, then, are the ways in which the working poor specifically face unjust ecological burdens and how have they learned to navigate and act transformatively as leaders upon these challenges through educational ventures that deserve more attention in environmental education research generally? Moreover, critical educators have long demonstrated the connections between environmental injustice and environmental racism, as well as the ways in which poverty intersects with other forms of oppression and social antagonism. The EE SIG thus especially seeks proposals that explore the theme of poverty and environmental education intersectionally in order to account for the social and cultural matrix in which poverty appears as a symptomatic outcome of or pedagogical tool for hegemonic ideology and its enforcement.
Last year in Vancouver, the Association and the EE SIG arguably made important inroads in appropriately honoring and building bridges with Indigenous scholars and peoples. Therefore, a thematic focus on environmental justice this year demands a special need to push forward on the issue of DECOLONIZATION. In this, we aspire to a program that can speak to ways in which environmental education and research contributes to undoing forms of colonialism and settler colonialism, and we likewise seek proposals that explore the decolonization of environmental education research itself as a White supremacist space or other countervailing domain that has not gone far enough in disestablishing its connections to systems of domination that work against the conservation of environmental and social well-being.
Finally, in naming such systems as connected to questions of poverty, the EE SIG this year hopes to solicit proposals that raise critical questions about how environmental education and research relates to issues of POLITICAL ECONOMY. For example, how does environmental education and research serve to effectively interrogate or challenge capitalism (in its neoliberal and other variants)? What are the cutting-edge forms of environmental education taking place within Blue-Green alliances? How has the Occupy and related social movements expanded our knowledge of environmental education and research? Or, how does environmental education and research explore or support alternative modes of commonwealth in connection with ideas of planetary sustainability? Proposals that can inform our group about emergent types of social or solidary economies, commons-based undertakings, and other gift-giving or partnership-based communities, especially as these provide or result from powerful environmental education initiatives, are very much welcome this year.
While this CFP hopefully frames the general will of the SIG’s upcoming program, all proposals are very much encouraged and welcome for submission, whether or not their authors believe that they engage directly with this call. Ideally, though, proposals will attempt to find ways to articulate with some aspect of the conference’s General Theme and the way it is particularly situated herein. Indeed, excellent proposals will find ways to dialectically survey or otherwise integrate topical emphases of environmental justice, decolonization, and alternative modes of political economy within the research being presented. Further still: the best proposals will do this while also finding imaginative ways to “walk their talk,” thereby opening up inclusive and reconstructive potentials within the space of the SIG and larger organization such that our conference itself contributes most positively to the matters we hope to study, promote and advocate.
Please distribute this call for proposals widely. It is important both for the life of the SIG, and as a performative matter that demonstrates our ethics and clear concern for these issues, that we generate an unprecedented number of submissions this year! Also, the number of program slots allocated to the SIG is the result of active membership ($5) and the number of submissions we receive. Please then be sure to renew your membership in the EE SIG when submitting your proposal.
Again, the deadline for submissions is currently: July 22, 2012. As a reminder, text length for proposals may not exceed more than 2000 words for individuals or 500 words for each paper or presentation in a multi-presenter session. Joint sessions with other SIGs or Divisions are also possible (please plan early!), as are pre-conference workshops. We encourage all formats: symposium, paper, poster, roundtable, innovatively interactive sessions and more. All proposals must be submitted electronically at the website and may not be submitted via email.
In closing, please consider volunteering to serve as a Session Chair or Discussant for the EE SIG in 2013. The current deadline to do this is: August 31, 2012.
To advance a paper or session submission, or to volunteer to serve as a Chair or Discussant, please login.
If you have any questions, do not hesitate to contact the SIG Program Chair.
Sincerely,
Richard Kahn, Program Chair, EE SIG
[email protected]
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