M​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​y dear Writer , CALL FOR SUBMISSIONS poster presentation

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M​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​y dear Writer , CALL FOR SUBMISSIONS poster presentation
Division G: Social Context of Education
(I will submit conference call for submission last year we have rejected all paper ,I would like to share with you all conference information ,
Please make sure the best fit with criteria submission paper poster presentation ,)
IRB application still pending ,Maybe we can use secondary data or literature review for relief to IRB application.
Division G: Social Context of Education
The 2023 AERA theme “Interrogating Consequential Education Research in Pursuit of Truth” reflects a timely and necessary call for advancing theoretically and methodologically sound education research that leads to equitable processes and outcomes.
As a division, we address what this means related to P–20 education spaces (within and beyond traditional schooling structures) and access to quality education, especially since the COVID-19 pandemic and an increased acknowledgment of enduring social inequities.
To this end, Division G (Social Context of Education) invites the education research community writ large to respond with thoughtful analyses about the consequences of education research for various communities.
Do the research outcomes and insights research lead to positive outcomes?
Who benefits, and how can our research center historically marginalized communities?
What new knowledge(s), policies, and practices emerged from this research?
In the broader quest to leverage research to foster equitable education systems for all students, children, and adults, we must remain mindful of the need to disseminate and share this work widely, within and beyond the academy.
What this means is that sometimes we should (1) go into unfamiliar places and (2) move to the side so that historically marginalized communities can lead in the telling of their stories. These are some ways to pursue truth in our research.
Division G’s leadership invites the AERA community to prepare submissions to address the most pressing issues that have divided our society and, in doing so, help to address these disparities.
As citizens and as scholars, our call includes the combination of themes that are long-standing concerns in education, such as literacy, policy, and access, as well as those that are more recent, such as intersectionalities at the level of identities, structures, places, and times. Thank you for reading our call for submissions below, which outlines Division G’s section, abstracts, and .
Please note the following important guidelines for submission to Division G sections:
Your submission addresses the theme
Follow AERA’s submission guidelines about submitting papers
Section 1: Education and Place, Space, Time
Education and Space, Place, Time encompasses research related to geographical (space and place) settings as well as time—the past, present, and futures of teaching and learning in formal and informal venues. Spatial units of analysis may be comprised of classroom, school, community, region, nation, and/or global scales. Temporal considerations may include historical and contemporary conditions and imagined and potential futures that are currently being conceptualized. The purpose is to build descriptions of and theoretical insights about teaching and learning across time and for present futures.
Section 2: Differences and Intersectionalities
Differences and Intersectionalities emphasizes scholarship focused on experiences and implications of race, ethnicity, gender, sexuality, language, nationality, social class, dis/ ability, region, religion, spirituality, and additional forms of diversity. This section considers work regarding the intersection of differences across and between education institutions and home/ community, theory and practice, social barriers and constraints, and sources of agency that may contribute to educational opportunity and change.
Section 3: Languages, Literacies, and Representations
Languages, Literacies, and Representations centers on the power, intricacies, and effects of languages, literacies, and representations. It documents and examines sign and representational systems that are textual, oral, visual, and affective; that engage embodied ways of knowing; and that draw from different literacies (Indigenous, global South, etc.). It addresses bilingualism, multilingualism, and bi-/multi-cultural literacies in formal or informal education (including foreign language, bilingual, and English as a Second Language settings). It examines representations in schools, popular cultures, music, media, and other informal educational sites.
Section 4: Policies, Mattering, and Praxis
Policies, Mattering, and Praxis highlights inquiry into micro and macro education policies, politics, and praxis. This section encourages analyses of sociocultural contexts of education policy through approaches that highlight processes, histories, lived experiences, and outcomes. How and where policies, politics, and praxis matter; to whom and for what purposes; and how across pasts, presents, and futures are foci of this section. Innovative ontological, epistemological, and methodological approaches are welcome.
Section 5: Inquiry, Transformation, and Communities
Inquiry, Transformation, and Communities highlights the possibilities, insights, and challenges of education research. Analyses—including race/ethnic, feminist, queer, indigenous studies; decolonial, transnational; quantitative, qualitative, mixed-methods; ethnography; participatory action research; sociocultural; historical; geographical; and new methodologies—that are situated within local and/or global contexts of education; are transdisciplinary, collaborative, culturally appropriate; activist/advocacy ori​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ented; theoretically and methodologically innovative; and that have the potential for fostering transformative outcomes in education and communities are encouraged in this section.
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