CIES 2017 George F. Kneller Lecture “Comparative Disillusions: Politics and Knowledge”
We are pleased to have Professor António Nóvoa as the CIES 2017 George F. Kneller lecturer. António Nóvoa has been President of the University of Lisbon, between 2006 and 2013. He earned a Ph.D. in Education from the University of Geneva and a Ph.D. in History from the University of Paris IV-Sorbonne. He is Full Professor of the Institute of Education of the University of Lisbon. He has been Visiting Professor at several American and European universities and UNESCO Consultant in the field of Education. He works on the fields of History of Education and Comparative Education, with particular emphasis on the teaching profession and educational policies. Tuesday March 7th, 1:30-2:30, Grand Ballroom D&E
Presidential Highlighted Sessions
The CIES 2017 conference will feature a series of Presidential Highlighted Sessions that aim to enrich the conference by surfacing key issues, questions and tensions related to the conference theme “Problematizing (In)Equality: The Promise of Comparative and International Education”.
Professor Keita Takayama (University of New England, Australia) and Professor Bob Cowen (UCL Institute of Education, UK) will headline a session simply titled Problematizing Comparison. Both bring rich perspectives and have robust lines of scholarship on the very processes and premises of educational comparison itself. This session promises thought-provoking responses to the invitation in the CIES 2017 Call for Papers to consider the ways schooling, education reform and indeed comparative research itself may produce and perpetrate inequalities. Monday March 6th, 1:15-2:45, Grand Ballroom D&E
Professor Richa Nagar, Professor of the College at the University of Minnesota will deliver a Presidential Highlighted Session, sponsored by the CIES Gender and Education Committee titled Hungry Translations: Storytelling, Movement, Pedagogy. In this talk, Nagar will engage a fundamental inequality that distorts the making of knowledge and policy across north/south borders: the bodies who are seen as poor, hungry, rural and/or precarious are assumed to be available for the interventions of experts seeking to help them, but those experts often fail to see and acknowledge the ways that the hungry actively create politics and knowledge by living and honing a dynamic vision of what is ethical, what makes a good life, and what brings hope. The hope of the hungry, furthermore, often involves a creative praxis of refusal against imposed terms, languages, and frameworks. This raises a key challenge for the scholar and teacher located in the northern academia: that of finding ethically responsible ways to collaborate in the production of knowledge in ways that converse across different meanings of hunger, hope, struggle, and good life. Based on journeys undertaken since 1996 with activists, theatre artists, writers, and students in India and the USA, Nagar urges us to hunger for ethical translations that are embedded in ongoing embodied alliances among those who occupy different locations in predominant epistemic hierarchies. Such alliance work is committed to co-imagining radical practices of translation that are committed to building just dialogues across the contested terrains where the locals of the enfranchised and disenfranchised often meet one another. It insists on blurring rigid definitions of such categories as writer, educator, activist, artist, peasant, and laborer and it co-agitates for ethical translations across languages of difference.
Professor Nagar currently holds a Russell M. and Elizabeth M. Bennett Chair in Excellence and a Beverly and Richard Fink Professorship in Liberal Arts. Her multi-lingual and multi-genre research and teaching blends scholarship, creative writing, political theatre, and community activism to build alliances with people’s struggles and to engage questions of ethical responsibility and epistemic justice in and through knowledge making. Richa’s co/authored or co/edited books in Hindi and English include: Sangtin Yatra: Saat Zindgiyon Mein Lipta Nari Vimarsh (2004), Playing with Fire: Feminist Thought and Activism through Seven Lives in India (2006), A World of Difference: Encountering and Contesting Development (2009), Critical Transnational Feminist Praxis (2010), Ek Aur Neemsaar: Sangtin Atmamanthan Aur Andolan (2012), Muddying the Waters: Coauthoring Feminisms Across Scholarship and Activism (2014), and Main aur Mera Man: Sharad Nagar (2016). Richa has also worked with the Sangtin Kisaan Mazdoor Sangathan, a movement of farmers and laborers in India’s Sitapur District, which evolved from the writing of Sangtin Writers, and she has cobuilt a multi-sited community theatre project called Parakh, with Mumbai-based artist Tarun Kumar. Parakh brings together amateurs and professional actors to reflect on social issues through literary texts and through their own stories. Monday March 6th, 5:00-6:30, Grand Ballroom D&E
CIES 2017 is honored to also feature a Presidential Highlighted Session titled Contesting coloniality: Re-thinking knowledge production and circulation in the field of Comparative and International Education. The session will be moderated by Keita Takayama (University of New England, Australia) and is based off papers that will be included in the special number of Comparative Education Review (slated for publication in May 2017). It aims to initiate dialogue about the active colonial legacies within the field of Comparative and International Education, and to show ways of working beyond them. More specifically, the papers offer a different way for comparativists to relate to the Rest of the world. They show how the Rest can be conceptualized as a source of radical difference and a basis for confronting the active legacy of colonialism that constraints our imagination about pedagogy, policy and research. In particular, South American decolonial literature provides the central intellectual resource for their critical appraisals of educational knowledge, policy and practice. It allows them to understand modernity and education from outside the modern Euro-American framework of interpretation. The papers, taken together, invite readers to reflect deeply upon the politics and ethics of our field and to engage with the different theories, tools and histories informed by the expanding decolonial, postcolonial and southern theory scholarship. The first paper is titled Interrupting the Coloniality of Knowledge Production in Comparative Education: Post-Socialist and Post-Colonial Dialogues after the Cold War and will be presented by Iveta Silova (Professor and Director of the Center for the Advanced Studies in Global Education at Mary Lou Fulton Teachers College at Arizona State University), Zsuzsa Millei (Senior Research Fellow at the Institute for Advanced Social Research at the University of Tampere, Finland) and Nelli Piattoeva (Senior Lecturer in education sciences at the School of Education, University of Tampere). This will be followed by a paper from Riyad A. Shahjahan (Assistant Professor of Higher, Adult, & Lifelong Education Michigan State University) and Gerardo Blanco Ramírez (Assistant Professor of Higher Education, University of Massachusetts Boston) titled, Attempting to imagine the unimaginable: a decolonial reading of global university rankings (GURs). The final paper, from Shenila Khoja-Moolji (Postdoctoral Fellow, University of Pennsylvania) is titled Pedagogical (Re)Encounters: Enacting a Decolonial Praxis in Teacher Professional Development in Pakistan.
Please check back to this page regularly for updates on additional sessions as they are arranged!