AESA President-elect Hilton Kelly (Davidson College) and the 2017 Program Committee are pleased to announce the theme for the 2017 Annual Meeting:
“Memory, Remembering & Forgetting: Re-Envisioning Educational Worlds.”
The Annual Meeting will be held November 1-5, 2017 at the Omni William Penn Hotel in Pittsburgh, Pennsylvania.
The ontological vocation of educational studies scholars must be to co-construct, deconstruct, and reconstruct educational worlds (spaces, practices and knowledge) so that schooling experiences become more equitable and just in our democratic society (Freire, 1993, 2000). The problem of memory looms large in our ability to do this work—whether we acknowledge it or not. Memory work, which includes remembering and forgetting our own educational experiences, shapes every aspect of our jobs as teachers, researchers, and/or activists committed to maintaining public schools and communities that serve us all equitably. Emerging educational research suggests that teachers’ memories of childhood influence their teaching philosophies, classroom practices, and everyday interpretations in schools (Biklen, 2004; Chang-Kredl, 2015; Chang-Kredl & Wilkie, 2016; Miller & Shifflet, 2016). Linking memory studies to educational studies raises both new and enduring questions. The 49th annual meeting of the American Educational Studies Association will explore the role of memory, remembering, and forgetting as key features of teaching, learning, and work in and outside of schools.
Conference participants might consider the following questions:
The 2017 Program Committee invites educational studies scholars across various disciplines to consider these questions and more that link memory, remembering, and forgetting to schooling and education in the United States, as well as to re-envision educational worlds (what schools have been, should be, or could be).
General Call: Proposals may be submitted for individual papers, symposia, panels, and alternative format sessions through April 3, 2017. The committee welcomes proposals from a full range of theoretical, disciplinary, and interdisciplinary perspectives that include, but are not limited to, the following: Social, historical, psychological, and philosophical foundations of education, cultural studies in education, curriculum theory and curriculum studies, comparative and international education, eco-justice and education, labor and education, queer studies in education, educating women and girls, critical race studies in education, critical multiculturalism, disability studies in education and educational policy and leadership. While all proposals that deal with educational studies issues and debates are welcome, especially encouraged are those that specifically address this year’s theme.
Submission deadline: All proposals must be submitted electronically to All Academic Inc., the online conference system that we use, via the AESA website (www.educationalstudies.org) where detailed information on how to submit a proposal can be found. All Academic will open February 1, 2017 (5:00pm EST) and close on April 3, 2017 (11:59pm CST). Participants are encouraged to plan ahead as it is not likely that extensions will be granted. Notifications of acceptance or rejection will sent by July 15, 2017.
For more information about AESA and the conference, email email@example.com (NOTE: Submit only questions and information. Conference proposals will not be accepted via this e-mail address). Before you submit your conference proposal, please make note of the following:
The American Educational Studies Association (AESA) was established in 1968 as an international learned society for students, teachers, research scholars, and administrators who are interested in the foundations of education. AESA is a society primarily comprised of college and university professors and students who teach and research in the field of education utilizing one or more of the liberal arts disciplines of philosophy, history, politics, sociology, anthropology, or economics as well as comparative/international and cultural studies. The purpose of social foundations study is to bring intellectual resources derived from these areas to bear in developing interpretive, normative, and critical perspectives in education, both inside of and outside of schools.
Biklen, S. K. (2004). Trouble on memory lane: Adults and self-retrospection in researching youth. Qualitative Inquiry, 10(5), 715-730.
Chang-Kredl, S. (2015). Teachers conceptualizing childhood: Conversations around fictional childhood texts. Teachers and Teaching: Theory and Practice, 21(2), 203-220.
Chang-Kredl, S., & Wilkie, G. (2016). What is it like to be a child? Childhood subjectivity and teacher memories as heterotopia. Curriculum Inquiry, 46(3), 308-320.
Freire, P. (1993). Education for critical consciousness. NY: Continuum.
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). NY: Continuum.
Miller, K., & Shifflet, R. (2016). How memories of school inform preservice teachers’ feared and desired selves as teachers. Teaching and Teacher Education, 53, 20-29.