CONFERENCE: Re/framing Educational Equity: An international collaboration

Our partners from the ‘Scottish Educational Research Association’ (SERA) invites NERA members to submit abstracts for conference in Glasgow during the weekend immediately after ECER 2020 in Glasgow.

CONFERENCE: Re/framing Educational Equity: An international collaboration University of Strathclyde, Glasgow August 30th – September 1st 2020 https://www.strath.ac.uk/humanities/schoolofeducation/reframingeducationalequityaninternationalcollaboration/ 

In partnership with ‘Experiments in Education Theory’: www.exet.org

CALL FOR PAPERS: Across the world, nations aspire towards educational equity. Very often this aspiration involves efforts to close what is called the ‘education gap’ or the ‘attainment gap’. Many of these efforts stem from concerns to increase attainment on national, standardised tests so that students might better position themselves in the job market. Such efforts are not without success and many countries can point to a reduction in the gaps between certain groups with regard to such educational attainment. However, it has to be noted that not every nation focuses their efforts on attainment alone; indeed, some would point to other measures for equity in education such as access to higher education or general health and wellbeing.

Whatever the focus, it is notably the case that in some form or other, evaluation takes centre-stage as the means by which policies designed to uplift educational success are judged. However, it is not always clear what procedures would allow for evaluating accomplishment in education on a micro- or macro-level: it is debatable whether or not, and to what extent, measurement can be an instrument of evaluation. That such measurement takes place is a feature of efforts such as the Global Education Reform Movement (GERM) to demonstrate, at national levels, the ways and means by which education can be positioned, neoliberally, as an individual right and benefit, and an economic good. The question remains, though: what is left unaccounted for by emphasising measurement as the predominant instrument of evaluation?

Best wishes, John Benedicto Krejsler

Link to pdf-flyer: Re-framing Educational Equity – CFP SEND OCT2019 pdf

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