Educational Studies - Macalester College

Tenure Track Position in Urban Multicultural Education

Macalester College invites applications for a tenure-track appointment as Assistant or Associate Professor of Educational Studies to begin September 2015.  We are seeking candidates with strong interest, preparation and experience in urban and multicultural education theory, policy and practice. Candidates should have solid disciplinary (sociology, anthropology, history, political science, economics, psychology) or interdisciplinary (curriculum and pedagogy; social/cultural/historical foundations of education; policy studies in education) academic training. K-12 teaching or administrative experience in urban public school settings is required; teaching experience on the college level desirable. Completion of a PhD, demonstrated scholarly potential and commitment to undergraduate teaching in an environment that values diversity, creativity and social justice are also required.

Responsibilities include teaching courses in urban and multicultural education spanning the continuum from curriculum and pedagogy to public policy and reform and reflecting department guiding principles of integrative theory, engaged inquiry, youth development, pluralism and equity, and social advocacy. Our new colleague will have opportunities to design courses that not only engage Educational Studies majors but also contribute to general education requirements (e.g. U.S. Identity & Difference) and attract undergraduates from a wide range of disciplinary and interdisciplinary (e.g. American Studies, Urban Studies) curricular programs across campus.

Review of applications will begin on October 1, 2014 with fullest consideration devoted to those received by October 15^th.   Please upload a letter of application, detailed statement of teaching philosophy and research interests, CV, and three letters of recommendation to: www.academicjobsonline.org. Questions may be addressed to Dr. Ruthanne Kurth-Schai, Chair, Educational Studies: kurthschai@macalester.edu.

Macalester College is a highly selective, private liberal arts college in the vibrant Minneapolis-Saint Paul metropolitan area, which has a population of approximately three million and is home to numerous colleges and universities, including the University of Minnesota. Macalester’s diverse student body comprises over 1900 undergraduates from 49 states and the District of Columbia and over 90 nations. The College maintains a longstanding commitment to academic excellence with a special emphasis on internationalism, multiculturalism, and service to society. We are especially interested in applicants dedicated to excellence in teaching and research/creative activity within a liberal arts college community. As an Equal Opportunity employer supportive of affirmative efforts to achieve diversity among its faculty, Macalester College strongly encourages applications from women and members of underrepresented minority groups.

Educational Studies

MAJORS AND MINORS IN EDUCATIONAL STUDIES

Educational Studies is an interdisciplinary field centered on social inquiry, imagination, and advocacy.  The major includes participation in thematically related courses (32 credits), civic engagement experiences, and completion of an advanced integrative project.  Students may select from one of two emphases – Teaching & Learning or Education & Society.

The Teaching & Learning emphasis is designed to support students interested in entering the teaching profession.  Students may begin their teacher education at Macalester and then complete their preparation through a variety of different programs immediately after graduation.  Areas of teaching supported include a broad spectrum of licenses serving public school students on elementary, secondary, and K-12 levels.  The Teaching & Learning track also provides excellent preparation for students intending to enter teaching through programs that do not require state licensing such as Urban Teaching Fellows, World Teach, Peace Corp, JET, Montessori or Waldorf training, adult basic or ESL education, museum education, artists-in-residence, community education, etc.

The Education & Society emphasis provides opportunities for interdisciplinary exploration of pressing social and educational issues on local, national, and international levels.  Students selecting this track begin by proposing an integrative theme.  Suggested themes include: Education, Equity & Diversity, Education Policy, Environmental Education, Urban Education, Civic Education, Youth Development, Media Literacy, Aesthetic Education, Feminism & Education, International/Development Education, Education for Social Justice, and individually designed focal areas.

Students majoring in Educational Studies are also required to complete a supporting Major relevant to either their interests in teaching or their selected integrative theme.  A 20-credit Minor provides opportunities for students to explore their interests in Educational Studies without committing to completion of a second major.

Contact Person:    Ruthanne Kurth-Schai
Phone Number:    651-696-6035
E-mail Address:    kurthschai@macalester.edu

Tenure-track Position in Education Policy

Open Rank Teachers College

Columbia University

Position: The program in Education Policy at Teachers College, Columbia University is seeking a scholar with expertise in the quantitative analysis of education policies and programs. Rank and disciplinary focus are open. We are interested in promising young scholars as well as established faculty who wish to work in an engaging academic, professional, and social environment, with world-class students in a world-class city. We are particularly interested in scholars whose research examines policies related to: 1) teacher preparation, teacher labor markets, and school and teacher accountability systems; 2) non-instructional policies that are meant to influence educational processes, and/or; 3) non-school factors that may be associated with students' social and academic outcomes.

The Education Policy program is housed within the Department of Education Policy and Social Analysis (EPSA), which also includes the programs in Economics and Education, Politics and Education, and Sociology and Education. Faculty and students work closely and collaboratively across programs. The Department's 16 faculty draw upon multiple disciplinary perspectives, including law, sociology, economics, and political science, to explore education policies and practices across the pre-K to higher education spectrum. Outside of the institution, our faculty and students also benefit from the rich cultural, policy, and intellectual environment of New York City.
Responsibilities: Teach graduate courses in education policy and applied quantitative research methods. Maintain an active research and publications profile. Advise masters and doctoral students, and participate in program administration and development activities. Work collegially with students and faculty from other EPSA programs and find and build upon common research and intellectual interests.

Qualifications: Earned doctorate in education, economics, sociology or related field with a demonstrated focus on quantitative analysis; evidence of scholarly accomplishments and likelihood of future productivity; promise or history of external research support. Candidates who are able to teach introductory quantitative methods courses focused on policy analysis and/or more advanced courses in causal and multilevel modeling and other econometric techniques are particularly desirable.

To apply: Send a cover letter, curriculum vitae, a copy of two relevant writing samples (e.g., journal articles, book chapters, conference papers), and three letters of reference to: edpolicysearch@tc.columbia.edu. Please include, with letter of application, the names, titles, addresses, telephone numbers, and emails of individuals writing letters of recommendation.
Review of applications will begin November 15, 2014 and will continue until the search is completed.

Teachers College as an institution has long been committed to a policy of equal opportunity in employment. The College is committed to providing expanding employment opportunities to minorities, women and the disabled in its own activities and in society.

Michigan State University 

College of Education

Teacher Education

Assistant/Associate Professor in Elementary Grades Reading Instruction Posting #0081

The Department of Teacher Education at Michigan State University (MSU), a national leader in teacher preparation and research on teaching, teacher learning, curriculum, policy, and international education, is seeking a tenure- system faculty scholar at the rank of Assistant or Associate Professor in Elementary Grades Reading Instruction. The Department seeks an individual with a strong research program or the clear potential for one whose research focuses on processes and instruction involved in students’ learning to read within elementary classroom settings. All applicants must have prior classroom teaching or school-based experience. This is an academic year position with a starting date of August 16, 2015. Salary will be commensurate with qualifications.

Major responsibilities
Faculty who assume this position will conduct research and inquiry, seek funding for research and development work, teach undergraduate, online masters, and doctoral courses, advise doctoral students, lead or support program development, and participate in service and outreach activities. These duties will vary depending on university and academic unit education needs, and the candidate’s experience and interests. There will be opportunities to collaborate with other faculty in ongoing projects, and to be involved in continuing efforts to foster collaborations among the College of Education, other departments and units across campus, and the K-12 community.

Qualifications
Applicants should have an earned relevant doctoral degree or degree completion by August, 2015. They should provide evidence of commitment to and accomplishment in research, teaching, grant writing, service and/or program development appropriate to rank and a commitment to collaboration in these areas.

Applicants should provide evidence of:
(a) expertise in reading instruction;
(b) engagement in reading research;
(c) experience or interest in working with prospective and practicing teachers in linguistically, culturally and economically diverse settings;
(d) experience in or potential for obtaining and leading funded research projects; (e) experience or desire to work with underserved populations or studying the relationship between language/literacy and social inequality;
(f) interest in or potential for leadership in reading instruction at the state and national levels;
(g) ability to collaborate with faculty to contribute to existing strengths and initiatives;
(h) relevant classroom teaching or school-based experience.
MSU is an affirmative-action, equal-opportunity employer.

Information about MSU
Since 1995, the department’s graduate programs in elementary and secondary education have been ranked #1 for education schools by U.S. News & World Report and our Teacher Preparation Program has established robust urban and global education cohorts. Our online Masters program offers options for a concentration or specialization in language and literacy, as well as a Reading Specialist Certification (http://education.msu.edu/literacy/). We have a large, nationally ranked doctoral program that provides extensive funding opportunities for students and prepares them to become outstanding teacher educators, with options to develop specialties in Language and Literacy Education and Urban Education. MSU has been the home of numerous national and international journals and currently is the home of the Research in the Teaching of English. Faculty hold leadership positions in national organizations and editorial boards, and for the past 25 years, we have held a Literacy Colloquy series that hosts world renowned speakers. Successful candidates will have opportunities to engage in research and teaching related to language and literacy, participate in study abroad tours, as well as to collaborate with nationally recognized faculty in research and program development in a wide range of areas, including interdisciplinary projects with other departments and colleges. We have an active mentoring program for new faculty, professional development opportunities, support for working with technology and online instruction, and strong support for travel and obtaining grants (http://education.msu.edu/irtl/).

Application and Deadline
Interested candidates should submit a letter of application, curriculum vitae, three examples of scholarship, and names and contact information of three references to: https://jobs.msu.edu, posting number 0081. We invite inquiries from potentially interested candidates to any of the search committee members: Dr. Cheryl Rosaen – Co-Chair (crosaen@msu.edu), Dr. Patricia Edwards—Co- Chair (edwards6@msu.edu), Dr. Tanya Wright (tswright@msu.edu), Dr. Randi Stanulis (randis@msu.edu), and Dr. Hope Gerde (hgerde@msu.edu), and Donald Barringer, doctoral candidate representative (barrin26@msu.edu). Review of applications will begin October 31, 2014 and will continue until the position is filled.

Please see our department website (www.education.msu.edu/te/) and College website (www.educ.msu.edu/) for information. Michigan State University is an affirmative action/equal opportunity employer. The university actively encourages applications from women, persons of color, veterans, and persons with disabilities.

AERA DIVISION K –

Teaching and Teacher Education Awards

2014-2015 Call for Nominations

As teacher education undergoes increased scrutiny and is pressed to demonstrate its contributions to teacher and student learning, Division K’s awards take on added importance as a means by which to elevate exemplary scholarship in our field.

The AERA Division K awards aim to recognize the teacher education scholarship of division members who are addressing persistent issues of urgent concern to the field. While the six individual awards committees will focus, as intended, on their respective areas of emphasis, each will also take into account the Division’s overarching call for attention to issues of profession-wide concern. To this end, each committee will give special consideration to award submissions that hold promise for improving teacher education policy and practice in the following areas: strengthening, deepening and further developing the knowledge and research base for teaching and teacher education; providing rigorous and educative clinical experiences; preparing teachers to serve students with diverse cultural and experiential backgrounds; supporting teachers to understand and apply theoretical and empirical perspectives on teaching and learning; articulating well-designed, evidence-based pedagogical practices in teacher education; and/or developing and implementing new approaches for assessing and evaluating teachers’ practices in preservice and inservice settings. In particular, committees will weigh the potential of nominees’ work to advance the profession of teaching and the practice of teacher education.

Please consider submitting nominations so that we, as a Division, can showcase members’ excellent works, thereby building a stronger knowledge base and making our colleagues’ valuable contributions more widely known among educators and policymakers. 

All nominees and nominators must be current members of AERA’s Division K. Self-nominations ARE NOT accepted. Letters of nomination should be sent via email to each award committee chair, referenced below.  Particular requirements associated with each award and materials needed for the nominations are described in detail below. Please note that all nomination letters must be submitted by November 1, 2014.

Outstanding Dissertation Award 
Chair: Maritza Macdonald, American Museum of Natural History 
This award recognizes a dissertation of exemplary conceptual, methodological, and literary quality on an important topic in teaching and teacher education.  For this year’s award, dissertations completed between August 1, 2013 and August 1, 2014 may be nominated. A dissertation may be submitted for consideration only once and can be nominated for an award within only one division of AERA. The committee uses a blind review process; only the committee chair will know the identity of the nominator and nominee.

Dissertations employing any theoretical and methodological orientation may be nominated as long as they make an important contribution to teaching and teacher education.  In addition to reflecting the highest of standards of methodological rigor, nominated dissertations should focus on issues that are currently crucial to the field, including teacher and teaching quality and innovative means for documenting and assessing the processes and outcomes of teaching, teacher education, induction, and/or professional development. Special consideration will be given to dissertations that generate insights which hold promise for advancing educational equity; the committee will also consider the strength of a dissertation as it relates to the overarching Division K call for focused attention on persistent issues of urgent concern to the field. (See the overarching call above.)

Nomination for the dissertation award comes in the form of a one-page letter and overview from a member of the dissertation committee. Upon receipt of nominations, the Dissertation Award committee chair will solicit additional materials directly from nominees. Additional nomination materials include: (1) a title sheet showing the dissertation title, awarding institution, members of the dissertation committee, date of completion of the degree, and nominee’s current contact information; (2) the table of contents of the dissertation; and (3) a summary of the dissertation written in an accepted publication format (such as APA) not exceeding 7500 words in 12-point font, exclusive of title page, references, and appendices and without author identification. Nominations must be received no later than November 1, 2014. All nominations should be sent electronically with the subject line “Division K Outstanding Dissertation Award Submission” to the chair, Dr. Maritza Macdonald, Senior Director of Education and Policy, American Museum of Natural History, mmacdonald@amnh.org

Early Career Award
Chair: Kathy Schultz, Mills College 
This award, made to a researcher in the first stages of the research career (degrees awarded during or after 2007 and up to two years post-tenure), recognizes a significant program of research on important problems of theory and/or practice that focus on teachers, teaching, or teacher education. Recipients of this award must be engaged in inquiry that extends a significant line of research, addresses an issue that has been neglected in the field, fills a gap in current knowledge, or raises significant questions about extant knowledge. In addition, awardees should be engaged in studying problems or questions that are timely and that contribute to current policy debates or dilemmas of practice. The scholar’s body of work must be characterized by methodological rigor, momentum and coherence, and must show potential to contribute significantly to scholarship in the field. In addition to criteria outlined here, the Early Career Award committee will also consider the strength of nominees’ submitted works as they relate to the overarching Division K call for focused attention on persistent issues of urgent concern to the field. (See the overarching call above.)

To nominate a Division K member for the Early Career Award, please submit a one-page letter describing the nominee’s qualifications and fit for the award. Upon receipt of nominations, the Early Career Award committee chair will solicit additional materials directly from nominees. These additional materials include: (1) the nominee’s most recent curriculum vitae, (2) two representative scholarly publications, and (3) one additional letter of support from an individual familiar with the nominee’s contributions to scholarship in teaching or teacher education. Letters of support should address how the research demonstrates qualities detailed in the paragraph above as well as in the overarching call for Division K award nominations. Nominations must be received no later than November 1, 2014. All nominations should be sent electronically with the subject line “Division K Early Career Award Submission” to the chair, Dr. Kathy Schultz, Professor and Dean, Mills College, kschultz@mills.edu

Mid-Career Award
Chair: Guofang Wan, Virginia Commonwealth University 

This award honors an outstanding researcher in the second stage of his or her research career, i.e., between 10 and 15 years beyond receiving the doctoral degree. It is designed to recognize a significant program of research on important issues in teaching or teacher education.

Examples of work that will be considered for selection include research and scholarship that illustrate how students learn a concept in a particular content area; generate insights into the role of culture, socioeconomic status, language background, religion, and/or sexual orientation in the learning and/or teaching process; capture the role of various factors or experiences in the careers of teachers such as mentoring, collaborating with others, conducting action research or participating in an inquiry group; advance equity in schooling or teacher education practices; show innovation and rigor in methodology; and/or illustrate how families/communities can become partners with teachers in educating their children. Work submitted will be evaluated according to how the researcher’s trajectory demonstrates beneficial aims and outcomes; how the body of work advances knowledge about teaching or teacher education; how the researcher’s corpus demonstrates contribution to the well-being of students, teacher candidates, teachers, teacher educators, or families/communities; and the scholarly robustness of the work.

The noted contribution may be the result of a single research project or the accumulation of projects that have shaped thinking and/or practices in teaching and teacher education. In addition to criteria outlined here, the committee will also consider the strength of nominees’ submitted works as they relate to the overarching Division K call for focused attention on persistent issues of urgent concern to the field. (See the overarching call above.)

To nominate a Division K member for the Mid-Career Award, please submit a one-page letter describing the nominee’s qualifications and fit for the award. Upon receipt of nominations, the Mid-Career Award committee chair will solicit additional materials directly from nominees. These additional materials include: (1) the nominee’s most recent curriculum vitae, (2) two representative scholarly publications, and (3) two additional letters of support from individuals familiar with the nominee’s contributions to scholarship in teaching or teacher education. Letters of support should address how the research demonstrates qualities detailed in the paragraph above as well as in the overarching call for Division K award nominations. Nominations must be received no later than November 1, 2014. All nominations should be sent electronically with the subject line “Division K Mid-Career Award Submission” to the chair, Dr. Guofang Wan, Professor and Director of Graduate Studies, Virginia Commonwealth University, gwan@vcu.edu 


Innovations in Research on Diversity in Teacher Education
Chair: Lee Bell, Barnard College
The Division K Innovations in Research On Diversity in Teacher Education Award recognizes research that demonstrates innovation in addressing issues of diversity in teaching and/or teacher education.  Nominees may be individuals (junior, mid-career, or senior scholars) or a small collaborative group whose innovative research: explores and/or demonstrates powerful new ways to think about diversity in teaching and teacher education, giving direction to the field and to policy makers; offers an expanded vision of a theoretical framework, research methodologies, or practices regarding diversity in teaching and teacher education; or provides new models of research that give direction to the field concerning diversity in teaching and teacher education.  The innovative contribution may be the result of a single research project or the accumulation of projects that have directly shaped thinking and/or practices regarding diversity in teaching and teacher education and must have been published as a peer-reviewed publication, such as a journal article or scholarly book.

Nomination materials are rated in a two-phase process.  The innovation under consideration is the premiere criterion and should be clearly evident. After rating the value and importance of the innovation, additional criteria are examined regarding how the innovation: (1) focuses on diversity; (2) contributes to teacher education; (3) is significant/has made an impact; and (4) contributes to policy and practice.

In addition to criteria outlined here, the committee will also consider the strength of nominees’ submitted works as they relate to the overarching Division K call for focused attention on persistent issues of urgent concern to the field. (See the overarching call above.)

To nominate a Division K member for the Innovations in Research On Diversity in Teacher Education Award, please submit a one-page letter explaining how the nominee qualifies to be recognized for the award, clearly specifying the innovation under consideration and its value in addressing issues of diversity in teacher education. Upon receipt of the nominating letter, the award committee chair will solicit additional materials directly from each nominee. These additional materials include: 1) the nominee’s most recent curriculum vitae; 2) two representative scholarly publications; and 3) two additional letters of support from individuals familiar with the nominee’s contributions to scholarship in diversity in teaching or teacher education. Letters of support should address how the research demonstrates qualities detailed in the paragraph above as well as in the overarching call for Division K award nominations. Nominations must be received no later than November 1, 2014. All nominations should be sent electronically with the subject line “Division K Innovations in Research on Diversity Award Submission” to the chair, Dr. Lee Bell, Professor and Barbara Silver Horowitz Director of Education, Barnard College, leebell@barnard.edu

Exemplary Research in Teaching and Teacher Education
Chair: Jon Snyder, Stanford University
This award recognizes the significant contribution to teaching and teacher education scholarship represented by a journal article or book published between January 2013 and July 2014. Special consideration will be given to nominated articles or books that: advance equity; generate insights that hold promise for ensuring the preparation of teachers who are equipped to serve all students; bring new methods to bear on the study of teacher education; reflect the highest standards of methodological rigor; and/or capture in ground-breaking ways the processes and outcomes of teacher education practice. In addition to criteria outlined here, the Exemplary Research in Teaching and Teacher Education Award committee will also consider the strength of nominees’ submitted works as they relate to the overarching Division K call for focused attention on persistent issues of urgent concern to the field. (See the overarching call above.)

To nominate a Division K member for the Exemplary Research in Teaching and Teacher Education Award, please submit a one-page letter describing the merits of the research publication, together with a copy of the nominated article. If a book is nominated, please ask the publisher to mail 6 copies of the nominated book to the award committee chair. Upon receipt of the nomination and written publication that is under consideration, the award committee chair will request a current curriculum vitae from each nominee. Nominations must be received no later than November 1, 2014. All nominations should be sent electronically with the subject line “Division K Exemplary Research in Teaching and Teacher Education Award Submission” to the chair, Dr. Jon Snyder, Executive Director, Stanford Center for Opportunity Policy in Education, jdsnyder@stanford.edu 

Legacy Award
Chair: Celia Oyler, Teachers College, Columbia University 
The Division K Legacy Award recognizes senior members of Division K who have made significant and exemplary contributions through their research, teaching and professional service in the field of teaching and teacher education. Special consideration will be given to contributions that reflect the purposes and goals of Division K: (1) to advance knowledge about teaching and teacher education; (2) to encourage scholarly inquiry related to teaching and teacher education, and; (3) to promote the use of research to improve teaching and teacher education to serve the public good. Recipients will be recognized in a profile in the newsletter and in the proceedings of the annual Division K Business meeting. In addition, a donation will be given to the recipient's university to support graduate student travel to present at an AERA Annual Meeting. The recipient will also be featured on the Legacy Award Hall of Fame page of the Division's website. Priority will be given to emeriti and newly deceased members so that their contributions can be honored in a timely and worthy fashion.

Any nominee must meet at least three of the following seven criteria: (1) has played an active and long-standing role in the work of Division K; (2) is highly respected and has been recognized by others (nationally and internationally) as a leader in the field of teaching and teacher education who has contributed to the public debate on critical issues related to teaching and teacher education; (3) has actively promoted the use of research to improve teaching and teacher education serving the public good; (4) has conducted original, and innovative research that has been widely accessible to other researchers and practitioners and has had a major impact on teaching and teacher education; (5) has a distinguished record of teaching in the field of teaching and teacher education, as evidenced by the receipt of teaching awards, and commendations from students, or the equivalent; (6) has played an active role in the preparation of high-quality and innovative materials for teaching and teacher education; (7) has supported others—in particular new and younger scholars—to further their research and teaching in the field through mentoring, collaborative research and professional development opportunities, and other similar activities, both in Division K and in other similar professional/academic venues.  In addition to these seven criteria, the Legacy Award Committee will also consider the strength of nominees’ submitted works as they relate to the overarching Division K call for focused attention on persistent issues of urgent concern to the field. (See the overarching call above.) 

To nominate a Division K member for the Legacy Award, please submit a one-page letter describing how the nominee exemplifies the criteria described above.  The chair will also collect additional supporting documentation including: (1) curriculum vitae, (2) sample publications, and (3) personal website information. Nominations must be received no later than November 1, 2014. All nominations should be sent electronically with the subject line “Division K Legacy Award Submission” to the chair, Dr. Celia Oyler, Professor of Education, Teachers College, Columbia University, co74@tc.columbia.edu

University of Miami

Department of Psychology 

seeks a tenure-track Assistant or Associate Professor in Developmental Psychology

We are interested in researchers investigating cognitive, social, affective, quantitative, neural and/or genetic aspects of development. The developmental area is supported by university- and department-wide expertise in genetics, neuroscience, developmental biology, and developmental disorders. A more complete description of the Developmental Psychology program within the Child Division and the research interests of current faculty is at http://www.psy.miami.edu/graduate/child/. A description of the Department’s new MRI research facility is at http://www.psy.miami.edu/nis/. Ph.D. in Psychology or related field required. Appointment at rank higher than Assistant Professor requires commensurate experience and qualifications. Successful candidates will be expected to develop their own independent area of research, teach graduate and undergraduate courses, and supervise doctoral students.

Review of applications will begin October 15, 2014, and continue until the position is filled. Applicants should send a CV, reprints or preprints, a statement of research and teaching interests, 3 letters of reference, and any questions to: devsearch@psy.miami.edu. 

The University of Miami is located in a culturally diverse and vibrant community. We are an Affirmative Action/Equal Opportunity University that values diversity and have progressive work-life policies. Women, persons with disabilities, and members of other underrepresented groups are encouraged to apply.

CALL FOR PAPERS

INTERNATIONAL SYMPOSIUM

SCHOOL MEMORIES

New Trends in Historical Research into Education: Heuristic Perspectives and Methodological Issues (Seville –22-23 September, 2015)

Research conducted by the international community of educational historians in recent years – starting with the proposal formulated by Dominique Julia in the mid-nineties to expand the heuristic perspectives of the history of education to embrace a broader history of school culture capable of shedding new light on the internal life of schools and institutes of education – has spread increasingly further afield in search of some kind of grail, some kind of «black box» comprising a combination of sources capable providing a faithful picture of the various aspects of school life and of offering them to historians so as to allow them to produce an equally complete and faithful reconstruction of the history of schools. In their pursuit of this end, historians began with increasing eccentricity to use an assortment of sources which had never before been taken into consideration in the history of education and yet which demanded, if they were to be used properly, that certain interpretative categories of a historiographical nature be considered obsolete and replaced by new categories, often borrowed from the field of cultural anthropology. It was then, at a time coinciding (though possibly not by coincidence) with a marked increase in interest in schools’ cultural legacy and with the birth of numerous projects for the optimisation of that legacy, that the history of education began to study school memories.
But what exactly do we mean when we talk about school memories? There is no hard and fast definition. Today we can state that the term school memories is basically interpreted in two different ways: on the one hand, it can refer to individual reflection on one’s own school experience as well as to self-reconstruction; on the other, it can be interpreted as an individual, collective and/or public practice designed to evoke a shared educational past. In actual fact, educational historians are not really interested in the first of these two interpretations, designed to break down and analyse individual experience of school in order to reduce the epistemological (and emotive) mortgage implicitly held over future teachers’ educational convictions in order to then rebuild their professionalism as teachers on a solid scientific basis.

They are far more interested in the second of the two interpretations with its very strong anthropological aspect, because this kind of memory – the memory as individual, collective and/or public practice designed to evoke a shared educational past – is distinguished from the first kind by the fact that it is not concerned with studying the influence exercised at the psychological level by the individual’s prior school experience on his or her current educational convictions, so much as with exploring:

•   the school experience of individuals, whether spoken, written or mediated by objects of material culture and/or images capable of directly or indirectly providing information on the aesthetic and functional development of the classroom over time, on the real educational practices and methods pursued in the classroom, on school rituals, on the kind of disciplinary practices adopted by teachers and so forth (individual memories);
  
•   the perception of school life as experienced by a given individual as part of a collective experience at the very moment when that same individual recognises any kind of memento or relic in a school museum, hears a tale of school life or identifies him or herserlf in an old school photograph (real school past);
  
•   the way the school of the past has been depicted by the culture industry, impressing often indelible stereotypes on the collective imagination (imagined school past);
  
•   the way the school of the past is depicted in public commemorations promoted by
  the institutions on the basis of a deliberate memory-f0stering policy (public memory).
  While individual memories can be individually studied or compared as sources, the collective memory, on the other hand, can only be studied as a process because it consists in a social reconstruction of the past, spawned by a combination of real school experience (things directly experienced by those doing the remembering) and imagined school experience (which those doing the remembering have often only heard of, read about or seen).
  The collective memory of school also has a strong transgenerational side to it caused by the survival within a given school system of material culture, educational practices and teaching methods well beyond the era for which they were originally devised and in which they were originally disseminated. This, because school management’s prolonged use of school furniture and fittings for economic reasons and teachers’ poor perception of the natural obsolescence that inevitably strikes the educational practices and teaching methods they themselves learnt during their teacher training, has produced a fully-fledged “transgenerationality” in school memory which often allows a person born in the ‘fifties to identify today with a museum depicting a school in the ‘thirties. By the same token, the narrative (even if only of an incidental nature) developed by the cultural industry to recount the school of yesteryear and that image’s dissemination in society through literature, television and the cinema allows the younger generations to generically identify the nature and function of items of stationery, teaching aids and other school objects from the past even though they have absolutely no practical notion of how to use them.

At the end of the day, memory can be used to study the past, but it can also be used to define the way the present looks at the past and interprets or re-interprets that past. In that sense, from the standpoint of the history of education, we do not find school memories interesting only as a tool offering us access to the school of the past but also as a key allowing us to understand what people today know or think they know about the school of the past, and the extent to which what they know reflects reality or is in fact a product of the stereotypes now strongly rooted in the common perception and thus exceedingly difficult to uproot. Thus the object of the historian’s research does not consist purely and simply in exploring school as it really was but in the complex process of defining the memory of that school as developed and revisited over time at both the individual and collective levels, initially on the basis of real school experience and subsequently on the basis of the other social and cultural agents that have helped in part to reconfigure that memory.
This symposium sets out to provide the international scholarly community with an initial in-depth analysis of this aspect, defining a number of broad theoretical coordinates and offering a range of methodological criteria for a proper exegesis of sources.

WORKING SESSIONS
The symposium will be organized in three working sessions, which will serve to explore school memory in its three basic forms (individual, collective and public) from multiple points of view, basically coinciding with the wide collection of sources that can be used to define it in all its complexity (such as oral sources, ego-documents, autobiographies, objects, photographs, literature, films, etc.). The ultimate goal is to qualify school memory as an historiographical object and to define its epistemological contribution.

I – INDIVIDUAL MEMORY
In this working session we will endeavour to determine how and to what extent the school experiences of individuals reported in their oral testimonies and written memories (whether published or not) as well as didactic activities and educational and disciplinary practices indirectly attested to by objects of material culture and/or images can be used – appropriately supplemented by conventional sources – in order to explore the «black box of schooling» in ever greater depth. On the borderline between individual and collective memory, it will also be possible to study the associations of former students of a educational institution and those of former teachers and the ways in which their members recall their past school experience in the memories they narrate at their periodic meetings or publish in the pages of their bulletins, newsletters, blogs and social networks.

II – COLLECTIVE MEMORY
In this working session we will endeavour to investigate the way the protagonists of the educational process (students or teachers) perceive their experience of school as part of a collective experience through contact established with oral testimonies, diaries and ego- documents, school memorabilia and/or photographs, the latter two of which are seen as testimonial objects able to embody the past and to evoke its memory; in this sense, we will also attempt to determine how the school of yesteryear was depicted in school museums, what picture it handed down and what tools have been and can be used to evoke it (as

several recent studies have shown, for example, the role played by the senses of perception in recalling sensorial experiences at school is increasingly seen as a key role).
We will also be taking a look at the depiction of schools of the past which have inspired literature, films, television, periodicals or internet over the years, imprinting in the collective memory certain often indelible stereotypes (imagined school past) which have now entered the collective memory, overlapping with individuals’ own school experiences.

III – POLITICS AND PLACES OF MEMORY
In this working session we will endeavour to determine what kind of memory of school and of the teaching profession has been promoted over the years by public, semi-public or private institutions by exploring the certificates of merit, medals awarded to teachers and the policies behind their assignment, plaques and busts dedicated to them displayed inside and outside public buildings, the naming of streets and squares after them, but also funeral orations, commemorative booklets printed by committees appointed to honour deceased educators and obituaries published in printed or electronic newspapers and teachers’ magazines.
We will also seek to study and report on the existence of places associated with school memory – to cite a concept developed by Pierre Nora, lieux de mémoire; and also to understand how school and the basic role it has played in the civil and social progress of a national community have been commemorated, in what form and to what extent at important national celebrations, also through the issue of postage stamps and commemorative coins.

REGISTRATION
Each speaker must submit an abstract of max. 3,000 characters in one of the four official languages of the symposium and also prepare an English version by December 31, 2014. We will accept proposals of papers, panels and posters.
Registration forms can be downloaded in the section of the official website of the symposium: http://memoriaescolar.es/inscripcion.html; once completed, should be sent to the email address: info@memoriaescolar.es.
Participation in the symposium requires payment of a registration fee, which will cover the dissemination of materials relating to the symposium, the use of technological equipment, coffee breaks and participation in lunches on 22 and 23 September and in the final social dinner. This fee is € 175. The registration fee does not cover the cost of accommodation; participants in the symposium will be sent a list of hotels and university residences.
The speakers must pay the registration fee only after receiving the approval of their abstracts by the Scientific Committee. All abstracts will be approved within January 31, 2015; simultaneously with the approval of the abstracts, the speakers will be notified of the date of delivery of the final version of their papers for the proceedings.
Travel expenses will be charged to the speakers and will not be refunded.

LANGUAGES
The official languages of the symposium will be: Spanish, Portuguese, Italian, French and English. In the event the official proceedings of the symposium are published in a special

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issue of an international refereed scientific journal, the speakers shall be bound to submit the final version of their papers in English.

PUBLICATION OF PROCEEDINGS
At the end of the symposium, the organization will be in charge of the publication of the works presented with a publishing house able to ensure their international distribution or in the special issue of an international refereed scientific journal.

ORGANIZERS
- Grupo de Investigación «Historia de las Enseñanzas» (HUM 206) at the University of Seville (Spain)
In conjunction with:

• -  Centro di Documentazione e Ricerca sulla Storia del Libro Scolastico e della Letteratura per l’Infanzia (CESCO) at the University of Macerata (Italy)
  
• -  Centro de Estudios sobre la Memoria Educativa (CEME) at the University of Murcia (Spain)
  
• -  Centro Internacional de la Cultura Escolar (CEINCE) in Berlanga de Duero (Spain)
  
• -  Museo Pedagógico of the Faculty of Education at the University of Seville (Spain)
  Under the patronage of:
  

• -  International Standing Conference for the History of Education (ISCHE)
  
• -  Centro Italiano per la Ricerca Storico-Educativa (CIRSE)
  
• -  Secção Portuguesa de História da Educação (SOPHE)
  
• -  Sociedad Española de Historia de la Educación (SEDHE)
  
• -  Sociedad Española para el Estudio del Patrimonio Histórico-Educativo (SEPHE)
  SCIENTIFIC BOARD
  

• -  Juri MEDA (Università degli Studi di Macerata)
  
• -  Cristina YANES CABRERA (Universidad de Sevilla)
  ORGANIZING BOARD
  

• -  Enrique Alastor GARCIA CHEIKH-LAHLOU (Universidad de Sevilla)
  
• -  Cristóbal TORRES FERNANDEZ (Universidad de Sevilla)
  

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INTERNATIONAL SCIENTIFIC COMMITTEE

HONORARY PRESIDENT
- María Nieves GOMEZ GARCIA (Universidad de Sevilla)
PRESIDENTS

• -  Agustín ESCOLANO BENITO (Centro Internacional de la Cultura Escolar – CEINCE)
  
• -  Antonio VIÑAO FRAGO (Universidad de Murcia)
  MEMBERS
  

• -  María del Carmen AGULLÓ DÍAZ (Universidad de Valencia)
  
• -  Pablo ÁLVAREZ DOMINGUEZ (Universidad de Sevilla)
  
• -  Anna ASCENZI (Università degli Studi di Macerata)
  
• -  Ana BADANELLI (Universidad Nacional de Educación a Distancia – UNED)
  
• -  Gianfranco BANDINI (Università degli Studi di Firenze)
  
• -  Alberto BARAUSSE (Università del Molise)
  
• -  Sjaak BRASTER (Erasmus Universiteit Rotterdam)
  
• -  Marta BRUNELLI (Università degli Studi di Macerata)
  
• -  Marcelo CARUSO (Humboldt Universität zu Berlin)
  
• -  Pierre CASPARD (Institut français de l’éducation de Lyon)
  
• -  Héctor Rubén CUCUZZA (Universidad de Lujan)
  
• -  Raimundo CUESTA (Federación Icaria)
  
• -  María del Mar DEL POZO ANDRÉS (Universidad de Alcalá)
  
• -  Marc DEPAEPE (Katholieke Universiteit Leuven)
  
• -  Inés DUSSEL (Facultad Latinoamericana de Ciencias Sociales – FLACSO/Argentina)
  
• -  Ian GROSVENOR (University of Birmingham)
  
• -  Kira MAHAMUD (Universidad Nacional de Educación a Distancia – UNED)
  
• -  Alejandro MAYORDOMO PÉREZ (Universidad de Valencia / SEPHE)
  
• -  Juri MEDA (Università degli Studi di Macerata)
  
• -  María Joao MOGARRO (Universidade de Lisboa)
  
• -  Pedro Luis MORENO MARTINEZ (Universidad de Murcia)
  
• -  Marina NUÑEZ GIL (Universidad de Sevilla)
  
• -  Gabriela OSSENBACH (Universidad Nacional de Educación a Distancia – UNED)
  
• -  Heloisa Helena PIMENTA ROCHA (Universidade Estadual de Campinas)
  
• -  Simonetta POLENGHI (Università Cattolica del Sacro Cuore di Milano)
  
• -  Karin PRIEM (Universität Luxemburg)
  
• -  Elsie ROCKWELL (Centro de Investigación y de Estudios Avanzados del Instituto
  Politécnico Nacional – CINESTAV de México)
  
• -  Kate ROUSMANIERE (Miami University)
  
• -  Roberto SANI (Università degli Studi di Macerata)
  
• -  José Miguel SOMOZA RODRÍGUEZ (Universidad Nacional de Educación a Distancia –
  UNED)
  
• -  Branko ŠUŠTAR (Slovenski Šolski Muzej, Ljubljana)
  
• -  Cristina YANES CABRERA (Universidad de Sevilla)
  

E-mail: info@memoriaescolar.es

Web site: http://memoriaescolar.es/