RN10 - Sociology of Education
RN10 aims at providing a forum for a variety of educational research, ranging from broad comparative research to everyday practices and processes in school, at all levels of formal education.
The Sociology of Education Research Network aims at enhancing cooperation among sociologist of education in Europe. European countries nowadays face many changes in the functioning of educational systems. Increasing diversity is generally considered one of the main challenges. Moreover, there is a continuing expansion, with outcomes that are equally positive and negative for specific social groups and for societies at large. Investigating these processes, with the objective to preserve social cohesion and stability, is one of the most important tasks of current educational sociology. The aim of the Research Network Sociology of Education (RN10) is to provide a forum for a variety of educational research, ranging from broad comparative research to everyday practices and processes in school, at all levels of formal education.
- Bernadette Brereton (Co-ordinator), Dundalk Institute of Technology, Ireland
- Adriana Aubert, (Vice Co-Ordinator) University of Barcelona, Spain
- Jannick Demanet, Ghent University, Belgium
- Daniel Faas, Trinity College Dublin Ireland
- Alison Fixsen, University of Westminster, London, UK
- Dinah Gross, University of Lausanne, Switzerland
- Antigone-Alba Papakonstantinou, University of Athens, Greece
- Emanuela Emilia Rinaldi, University of Milan Bicocca, Italy
- Aina Tarabini, Autonomous University of Barcelona
Last updated on April 6th, 2020
Inclusive Education and Society in a Time of Change: Theories, Policies and Practices
Long Room Hub, Trinity College, Dublin - CHANGED VENUE TO ONLINE
Due to Covid-19 restrictions, RN10 Executive Board members are announcing that the Midterm Conference will now take place online 20-21 August 2020 with key note speakers Professor Joao Sebastian (Portugal) and Professor Maurice Crul (The Netherlands). We are looking forward to an exciting online conference.
Mid-Term International Conference
Inclusive education addresses and responds to the diversity of needs of learners and involves removing barriers so that each learner will be enabled to achieve the maximum benefit from his/her education and training in a primary, secondary or tertiary education context. Important progress has been made by schools, curriculum developers, educational leaders and governments to develop inclusive educational systems, policies and practices addressing the needs of learners from different cultural, ethnic, religious and linguistic backgrounds and those with learning disabilities. However, countries differ in their levels of inclusivity and there are also important within-country differences regarding individual groups and learners in society. In addition, the current Brexit deliberations also challenge inclusivity and access to education and funding opportunities. Inclusive curricula and educational approaches are likely to lead to a sense of community and belonging amongst children/students/adults, and foster participation and active engagement which in turn can enhance educational attainment. This edition of the Sociology of Education mid-term conference aims to explore all issues related to inclusive education in the broadest sense including education for migrant and refugee children/students/adults, as well as education for children/students/adults with disabilities. Contributions can focus on all education phases (pre-school/ primary/secondary/higher education) and can draw on quantitative, qualitative or mixed-method research designs. We particularly welcome contributions relating to the following themes:
- Education and gender in a changing society
- Education, identities and belonging
- Education as a tool to promote social inclusion, diversity and participation
- Inclusive education systems
- Teacher education for inclusion
- Developing inclusive educational curricula
- Inclusive educational management/leadership
- Technology in education
- Social differences in motivation and dropout
- Inclusivity in higher education
- Inclusivity and student engagement
Abstracts max. 250 words should be sent by 28th of February 2020 (DEADLINE EXTENSION - 15th MARCH, 2020) to: daniel.faas [at] tcd.ie and should include author name(s), affiliation and email address. Please include “ESA RN10 Conference” in the subject line when submitting your abstracts. Only one paper can be presented per contributor.
The abstract should clearly outline the theme of the paper and the research question as well as the theoretical perspective and research design that has been used to pursue the research question. It should also include a brief discussion of the main results. We will evaluate abstracts based on these criteria. Incomplete abstracts may be disqualified as there will not be enough information to make a decision. More information: Daniel Faas, daniel.faas [at] tcd.ie Bernadette Brereton, daniel.faas [at] tcd.ie
Abstract submission deadline: 28th February 2020 (DEADLINE EXTENSION -15th MARCH, 2020)
Author notification: 27th March 2020
Registration deadline: 1st June 2020
Programme notification: 30th June 2020
Conference registration fee: ESA-members 60 euro, non-ESA members 75 euro; Postgraduate students ESA-members 50 euro, Postgraduate students non-ESA members 65 euro; price includes conference material, lunch (both days), gala dinner (Thursday 20th August) and coffee breaks (both days).
**Conference waiver for the first 5 (five) postgraduate candidates with limited or no institutional support on a first come first served basis**
Local Organising Committee (Ireland)
Daniel Faas (Coordinator), Trinity College Dublin, daniel.faas [at] tcd.ie
Bernadette Brereton (Coordinator), Dundalk Institute of Technology, bernadette.brereton [at] dkit.ie
Bernadette Brereton, Dundalk Institute of Technology, Ireland – Co-ordinator RN10
Adriana Aubert, University of Barcelona, Spain – Vice Co-ordinator RN10
Roxana Baltaru, University of Essex, UK
Jannick Demanet, Ghent University, Belgium
Ece Cihan Ertem, Bogazici University, Istanbul, Turkey
Daniel Faas, Trinity College Dublin, Ireland
Alison Fixsen, University of Westminster, London, UK
Dinah Gross, University of Lausanne, Switzerland
Germ Janmaat, UCL Institute of Education, London, UK
Ledia Kashahu-Xhelilaj, Aleksandër Moisiu University of Durrës, Albania
Antigone-Alba Papakonstantinou, University of Athens, Greece
Emanuela Emilia Rinaldi, University of Milan Bicocca, Italy
Elisabeth Schilling, Fachhochschule für öffentliche Verwaltung, Germany
Aina Tarabini, Autonomous University of Barcelona, Spain
ESA 14 - 'Europe and Beyond: Enrichment and Impoverishment through and in education: targets, policies, and results'
From 20-23 August 2019, 3,000 participants from all over the world came to Manchester, UK for the 14th ESA Conference dealing with "Europe and Beyond". ESA Sociology of Education (Research Network 10), with the second largest membership in the ESA networks, had a very large turn-out for its conference on the theme of ‘Enrichment and Impoverishment through and in education: targets, policies, and results’.
Parallel sessions over three days covered topics such as Aspiration, Choice and Selection, Contextual factors, Social Resources and Supports in Education, ICT in Education, Vocational Education and Training, Gender and Education, Grade Retention and Drop-out, Segregation Choice and Enrolment, Teacher Turn-over, Life-long Learning, Education and Migration, Curriculum Design and Development, Perceptions, Beliefs and Constructions of Vulnerability, Social Inequality, Inclusion, Participation and Internationalisation.
After such a stimulating and successful 4-day event, hopes are high for the upcoming Mid-term Conference 2020, to be held in Trinity Long Room Hub, TCD, on the 20th and 21st August.
International Mid-term Conference
'Education and Social Cohesion'
30-31 August 2018, London
The challenge for education to prepare young people for life in an increasingly diverse society is as pertinent as ever. European societies have become steadily more heterogeneous due to immigration, the incorporation of refugees and the fragmentation of traditional social classes into a plethora of social groups differing in education levels and lifestyles. Countries that have suffered disproportionately from the recent economic crisis have become more polarized. The education system at all levels, primary, secondary and tertiary, is expected to socialize youngsters of all these different groups into the norms and values of society in order to retain social cohesion. This does not only concern integrating children of migrant origin but also enabling native majority children to engage with and manage cultural difference. However, over the last ten years or so, attention has increasingly focused on integration at the expense of “learning to live together”, as governments have been quick to enlist schools in their strategies to counter alienation and radicalisation among segments of the migrant population. This edition of the Sociology of Education mid-term conference aims to critically interrogate this recent trend and to explore all other issues related to the socialization function of education. We welcome all contributions that broadly address this theme whatever the phase of education focused on (from early childhood to adult). The following list includes research questions that we would typically expect contributions to explore:
- How compatible are the recent civic integration policies with the requirement for schools tomaintain ideological neutrality?
- Are such policies effective in preventing radicalization, fostering support for key democraticvalues and promoting more inclusive identities?
- At primary, secondary and tertiary levels, which educational practices are capable of enhancingtolerance towards people of a different racial, ethnic, religious or language background?
- Do refugee children benefit more from integration in mainstream classes or from separatetailor-made education?
- How does teacher education in Europe prepare students for work in diverse schools?
- Can cooperation between families, local communities and schools add to social cohesion?
- Can educational practices be identified that only deepen divisions and intergroup hostility?
- How do societies and institutions in Europe differ in the ways in which they incorporateminorities who hold multi-layered identities?
- How do national school curricula address migration-related diversity issues?
- How is religion integrated in schools and education systems across Europe?
- What are the main educational challenges arising from growing cultural, linguistic and ethnic diversity in European societies?
- How do schools and societies at large balance migration-related diversity and social cohesion (in policies, practices)?
Local Organising Committee:
Germ Janmaat (coordinator), UCL Institute of Education, g.janmaat [at] ucl.ac.uk
Alison Fixsen, University of Westminster, a.fixsen [at] westminster.ac.uk
Jocelyn Morales Verdejo, UCL Institute of Education, j.verdejo [at] ucl.ac.uk
Mieke Van Houtte, Ghent University – Co-ordinator RN10
Bernadette Brereton, Dundalk Institute of Technology - Co-co-ordinator RN10 Maddalena Colombo, Universita Cattolica del Sacro Cuore Milan - Co-co-ordinator RN10
Adriana Aubert, University of Barcelona Roxana Baltaru, University of Essex Jannick Demanet, Ghent University Ece Cihan Ertem, Bogazici University, Istanbul Daniel Faas, Trinity College Dublin Alison Fixsen, University of Westminster Dinah Gross, University of Lausanne Germ Janmaat, UCL Institute of Education Ledia Kashahu-Xhelilaj, Albanian University Durres A. Moisiu Antigone-Alba Papakonstantinou, University of Athens Elisabeth Schilling, Fachhochschule fur offentliche Verwaltung Aina Tarabini, Autonomous University of Barcelona