ECE2021

Programme (Live-Stream)

Speakers at The 9th European Conference on Education (ECE2021) will provide perspectives from a variety of academic and professional backgrounds.

IAFOR on Sun, June 27, 2021

ECE2021

IAFOR Research Centre

The 9th European Conference on Education (ECE2021) is organised by IAFOR in partnership with the IAFOR Research Centre at Osaka University, Japan.

IAFOR on Fri, August 25, 2017

ECE2021

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Become a stakeholder in the IAFOR mission of facilitating international exchange, encouraging intercultural awareness, and promoting interdisciplinary discussion.

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IAFOR > The European Conference on Education (ECE)

The 9th European Conference on Education (ECE2021)

ECE2021 Final Programme

Click to download as a PDF

Speakers

  • Geoffrey Beattie
    Geoffrey Beattie
    Edge Hill University, United Kingdom
  • Grant Black
    Grant Black
    Chuo University, Japan
  • Jean-Marc Dewaele
    Jean-Marc Dewaele
    Birkbeck, University of London, UK
  • Tammy Gregersen
    Tammy Gregersen
    American University of Sharjah, United Arab Emirates
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Judith Lehmann
    Judith Lehmann
    Berlin University of the Arts, Germany
  • Harald A. Mieg
    Harald A. Mieg
    Humboldt University of Berlin, Germany & Swiss Federal Institute of Technology, Switzerland
  • Jo Mynard
    Jo Mynard
    Kanda University, Japan
  • Farish A. Noor
    Farish A. Noor
    Nanyang Technological University, Singapore
  • Muhammad Noor
    Muhammad Noor
    The Rohingya Project
  • Haruko Satoh
    Haruko Satoh
    Osaka University, Japan

Special Announcement: ECE2021 will be held Online

Due to continued uncertainties surrounding the ongoing global coronavirus pandemic, IAFOR has made the decision to hold ECE2021 entirely online via Zoom.

View the Conference Programme

Join us online for ECE2021!

July 15–18, 2021 | Online from UCL, Institute of Education, London, UK

Welcome to The 9th European Conference on Education (ECE2021), held in partnership with Birkbeck, University of London, the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, and in affiliation with the Institute of Education (IoE), University of London (UCL).

ECE2021 encourages academics and scholars to meet and exchange ideas and views in an international forum stimulating respectful dialogue. This event will afford an exceptional opportunity for renewing old acquaintances, making new contacts, networking, and facilitating partnerships across national and disciplinary borders.

Since its founding in 2009, IAFOR has brought people and ideas together in a variety of events and platforms to promote and celebrate interdisciplinary study, and underline its importance. IAFOR continues to engage in many cross-sectoral projects across the world, including those engaging leading universities (Virginia Tech, UCL, Singapore Management University, University of Belgrade, Lingnan University, Barcelona University, University of Hawai’i, Moscow State University), think tanks, research organisations and agencies (the East-West Center, The Center for Higher Education Research, The World Intellectual Property Organization), and collaborative projects with governments, and international governmental organisations (Government of Japan through the Prime Minister’s office, the United Nations in New York), media agencies (The Wall Street Journal, JWT, HarperCollins).

With the IAFOR Research Centre at Osaka University, we have engaged in a number of interdisciplinary initiatives we believe will have an important impact on domestic and international public policy conversations and outcomes.

IAFOR's unique global platform facilitates discussion around specific subject areas, with the goal of generating new knowledge and understanding, forging and expanding new international, intercultural and interdisciplinary research networks and partnerships. We have no doubt that ECE2021 will offer a remarkable opportunity for the sharing of research and best practice and for the meeting of people and ideas.

The 9th European Conference on Education (ECE2021) will be held alongside The 9th European Conference on Language Learning (ECLL2021). Registration for either conference will allow delegates to attend sessions in the other.

We look forward to seeing you online!

– The ECE2021 Organising Committee

Kwame Akyeampong, University of Sussex, United Kingdom
Anne Boddington, Kingston University, United Kingdom
Steve Cornwell, The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan
Jean-Marc Dewaele, Birkbeck, University of London, United Kingdom
Joseph Haldane, The International Academic Forum (IAFOR), Japan
Jo Van Herwegen, University College London (UCL) Institute of Education, United Kingdom
Brian Hudson, University of Sussex, United Kingdom
Barbara Lockee, Virginia Tech, United States
Zachary Walker, University College London (UCL) Institute of Education, United Kingdom

IAFOR Journal of Education (Scopus Indexed Journal)

This conference is associated with the Scopus and DOAJ listed IAFOR Journal of Education.
 

Key Information
  • Venue & Location: Online from UCL, Institute of Education, London, UK
  • Dates: Thursday, July 15, 2021 ​to Sunday, July 18, 2021
  • Early Bird Abstract Submission Deadline: February 26, 2021*
  • Final Abstract Submission Deadline: April 30, 2021
  • Registration Deadline for Presenters: June 04, 2021

*Submit early to take advantage of the discounted registration rates. Learn more about our registration options.


Our Response to the Ongoing Coronavirus (COVID-19) Global Pandemic

Present, Publish, Participate On-site or Online

Continued excellence in service, wherever you are

Our commitment to you; academics, scholars and educators around the world, is to continue to run conferences where and how possible, but in the full knowledge that in these unprecedented and changing times, we must engage as much as is possible online, allowing those who choose not to travel, or who cannot travel, opportunities to present, publish and participate online.

Flexibility

Given the uncertainties surrounding travel restrictions due to the coronavirus pandemic, and related and evolving government responses, we understand that potential delegates’ plans may be subject to change beyond their control, and indeed many people may not be able to travel to our conferences. We will be as flexible as we can our side to allow delegates to switch registration types between “on-site” and “online” depending on their circumstances, up until one month before the conference, so that you can be assured that whatever your situation, you can still present, publish and participate.

About IAFOR’s Education Conferences

IAFOR promotes and facilitates new multifaceted approaches to one of the core issues of our time, namely globalisation and its many forms of growth and expansion. Awareness of how it cuts across the world of education, and its subsequent impact on societies, institutions and individuals, is a driving force in educational policies and practices across the globe. IAFOR’s conferences on education have these issues at their core. The conferences present those taking part with three unique dimensions of experience, encouraging interdisciplinary discussion, facilitating heightened intercultural awareness and promoting international exchange. In short, IAFOR’s conferences on education are about change, transformation and social justice. As IAFOR’s previous conferences on education have shown, education has the power to transform and change whilst it is also continuously transformed and changed.

Globalised education systems are becoming increasing socially, ethnically and culturally diverse. However, education is often defined through discourses embedded in Western paradigms as globalised education systems become increasingly determined by dominant knowledge economies. Policies, practices and ideologies of education help define and determine ways in which social justice is perceived and acted out. What counts as "education" and as "knowledge" can appear uncontestable but is in fact both contestable and partial. Discourses of learning and teaching regulate and normalise gendered and classed, racialised and ethnicised understandings of what learning is and who counts as a learner.

In many educational settings and contexts throughout the world, there remains an assumption that teachers are the possessors of knowledge which is to be imparted to students, and that this happens in neutral, impartial and objective ways. However, learning is about making meaning, and learners can experience the same teaching in very different ways. Students (as well as teachers) are part of complex social, cultural, political, ideological and personal circumstances, and current experiences of learning will depend in part on previous ones, as well as on age, gender, social class, culture, ethnicity, varying abilities and more.

IAFOR has several annual conferences on education across the world, exploring common themes in different ways to develop a shared research agenda which develops interdisciplinary discussion, heightens intercultural awareness and promotes international exchange.

Call for Papers

The ECE Organising Committee welcomes papers from a wide variety of interdisciplinary and theoretical perspectives, and submissions are organised into the following streams:

  • Teaching & Learning
  • Educational Structures
  • Community & Society
  • Language & Culture
  • Psychology, Mind & Brain
  • Innovation & Technology
  • Special Themes and Areas of Focus

Upon abstract submission, authors will have the opportunity of identifying whether their paper addresses either the IAFOR Special Theme and/or one of the ongoing IAFOR Special Areas of Focus.

Submit an Abstract


Special Themes and Areas of Focus

Authors have the optional opportunity of identifying whether their paper addresses either the 2021–2022 IAFOR Special Theme and/or one of the ongoing IAFOR Special Areas of Focus.

IAFOR 2021–2022 Special Theme: “Resilience”

Resilience is the ability to resist being affected, or to recover readily from setback and adversity, and the past year has been one of enormous turbulence and upheaval. Nobody has been left untouched by the impact of the global pandemic, and great change has been forced upon us all.

COVID-19 has underlined the extent to which we suffer together as one, but also how the experience of a global pandemic has been very different and unequal. This has had a woeful impact on the already marginalised and dispossessed, further evidencing that countries are not equal in their ability to provide for and protect their people. The pandemic has also created questionable narratives and false dichotomies in approaches to finding solutions to the myriad problems that COVID-19 has either caused or exacerbated.

Humans can be by turn extraordinarily delicate, and remarkably resilient and we are now living through and witnessing an extraordinary period of history. However, as with any period of great change, there is a window of opportunity that follows where one has the chance to enact and bring about change for the better. The pandemic has also allowed many of us the space to rethink our relationship with both ourselves and those immediately around us, but also with the wider world. This is a crisis both global and local, both shared and individual.

That time to rethink and reimagine is now as we attempt to regroup and rebuild. We need to build back, but do so in a way that is better, stronger and fairer. Forged by adversity, we have the opportunity to follow divergent paths towards a future that we help create, and where, to borrow Heaney, hope and history may rhyme.

IAFOR Special Areas of Focus

In line with its organisational mission, IAFOR encourages, facilitates and nurtures interdisciplinary research, with an emphasis on international and intercultural perspectives. Current areas of focus of the organisation include the following ongoing collaborative programmes and initiatives.

Innovation and Value

The Innovation and Value Initiative is housed at the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan. It was launched at the United Nations Headquarters in New York, in a special collaborative UN/IAFOR session at the Third Annual Multi-stakeholder Forum on Science, Technology and Innovation for the Sustainable Development Goals (STI Forum 2018) on June 6, 2018, and has included various conferences and seminars, including the October 2018 IAFOR Global Innovation & Value Summit (GIVS), organised in partnership with the Wall Street Journal. This theme invites reflections at the intersection of innovation and value as they relate to the conference areas of study. For more information about the Innovation and Value Initiative, click here.

The Silk Road

The IAFOR Silk Road Initiative is an ambitious international, intercultural and interdisciplinary research initiative that uses the silk road trade routes as a lens through which to study some of the world’s largest historical and contemporary geopolitical trends, shifts and exchanges. The initiative is a collaborative endeavour which includes the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University (Japan), Belgrade University (Serbia) and The École Normale Supérieure (France). This theme encourages submissions on Silk Road Studies and international cooperation in general as they relate to the conference areas of study. For more information about the IAFOR Silk Road Initiative, click here.


About IAFOR

“Inspiring Global Research Collaborations”

Founded in 2009, The International Academic Forum (IAFOR) is a politically independent non-partisan and non-profit interdisciplinary think tank, conference organiser and publisher dedicated to encouraging interdisciplinary discussion, facilitating intercultural awareness and promoting international exchange, principally through educational interaction and academic research. Based in Japan, its main administrative office is in Nagoya, and its research centre is in the Osaka School of International Public Policy (OSIPP), a graduate school of Osaka University. IAFOR runs research programs and events in Asia, Europe and North America in partnership with universities and think tanks, and has also worked on a number of multi-sector cooperative programs and events, including collaborations with the United Nations and the Government of Japan. Read more about IAFOR.

International | Intercultural | Interdisciplinary

Geoffrey Beattie
Edge Hill University, United Kingdom

Biography

Geoffrey Beattie is Professor of Psychology at Edge Hill University, UK. Previously, he was Professor of Psychology at the University of Manchester, UK, as well as a Professorial Research Fellow at the university’s Sustainable Consumption Institute. He has also been Visiting Professor at the University of California, Santa Barbara, USA. He received his PhD from Trinity College, University of Cambridge, UK, and is a Fellow of the British Psychological Society (BPS), a Fellow of the Royal Society of Medicine and a Fellow of the Royal Society of Arts. He has also been President of the Psychology Section of the British Association for the Advancement of Science. He has published over 100 articles in academic journals, including Nature and Nature Climate Change and was awarded the Spearman Medal by the BPS for “published psychological research of outstanding merit”, and the Mouton d’Or for the best research paper in semiotics.

He is the author of twenty six books with various Chinese, Taiwanese, Brazilian, Italian, Finnish and German editions. We Are the People: Journeys Through the Heart of Protestant Ulster (Heinemann) and The Corner Boys (Victor Gollancz) were both shortlisted for the Ewart-Biggs Literary Prize; On the Ropes: Boxing as a Way of Life (Victor Gollancz) was shortlisted for the William Hill Sports Book of the Year; Trophy Hunting: A Psychological Perspective (Routledge) was shortlisted for a Taylor & Francis Outstanding Book and Digital Product Award in the Outstanding Professional Category in 2019.

He has presented a number of television programmes in the UK on BBC1’s Life’s Too Short and Family SOS’, Channel 4’s Dump Your Mates in Four Days, and UKTV’s The Farm of Fussy Eaters. He was also the resident on-screen psychologist for Big Brother for eleven series on Channel 4 in the UK specialising in body language and social behaviour. His latest book Selfless: A Psychologist’s Journey through Identity and Social Class (Routledge) was reviewed by Professor Marcel Danesi from the University of Toronto, Canada who wrote: “What is the Self? How is it related to consciousness? This dilemma has entertained some of the greatest minds of human history. This book contributes in a significant way to that history, written by one of today’s great thinkers, Geoffrey Beattie. In this unique book, Beattie brings us into his own world of Self-construction. We thus come away understanding what psychology should really be....It is required reading by anyone interested in understanding what consciousness is and how it emerges throughout the life cycle.”

Featured Interview (2021) | Selfless: Journeys through Identity and Social Class
Grant Black
Chuo University, Japan

Biography

Dr Grant Black is an associate professor in the Faculty of Commerce at Chuo University, Tokyo, Japan, where he has taught Global Skills and Global Issues since 2013. Grant is engaged in diverse roles as a global manager, systems builder, executive leader and university professor. His research and teaching areas include global management skills, intercultural intelligence (CQ) and organisational management. He also has taught Japanese Management Theory at J. F. Oberlin University (Japan), and a continuing education course in the Foundations of Japanese Zen Buddhism at Temple University Japan. Previously, he was Chair of the English Section at the Center for Education of Global Communication at the University of Tsukuba where he served in a six-year post in the Faculty of Humanities and Social Sciences. He holds a BA Highest Honors in Religious Studies from the University of California, Santa Barbara; an MA in Japanese Buddhist Studies from the University of California, Los Angeles; and a Doctor of Social Science (DSocSci) from the Department of Management in the School of Business at the University of Leicester. Dr Black is a Chartered Manager (CMgr), the highest status that can be achieved in the management profession in the UK. In 2018, he was elected a Fellow of the Chartered Management Institute (FCMI) and Fellow of the Royal Society of Arts (FRSA). Grant is President of Black Inc. Consulting (Japan), a business & university global strategic management firm based in Tokyo which helps individuals and organisations achieve their global targets. He is the director of the newly formed Nippon Academic Management Institute (NAMI) and the author of the forthcoming “Education Reform Policy at a Japanese Super Global University: Policy Translation, Migration and Mutation” (Routledge, 2021). He serves as a Vice-President and Auditor for The International Academic Forum (IAFOR).

Dr Grant Black is a Vice-President (at large) of IAFOR and Auditor of the organisation. He is a member of the Business & Economics section of the International Academic Advisory Board.

Featured Interview (2021) | Undergraduate Research: Nurturing the Next Generation
Jean-Marc Dewaele
Birkbeck, University of London, UK

Biography

Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birkbeck, University of London. He does research on individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional aspects of Second Language Acquisition and Multilingualism. He has published over 250 papers and chapters, seven books and seven special issues. He is the author of the monograph Emotions in Multiple Languages in 2010 (2nd ed in 2013). He is former president of the European Second Language Association and the International Association of Multilingualism. He is former General Editor of the International Journal of Bilingual Education and Bilingualism and current General Èditor of Journal of Multilingual and Multicultural Development. He won the Equality and Diversity Research Award from the British Association for Counselling and Psychotherapy (2013) and the Robert C. Gardner Award for Outstanding Research in Bilingualism (2016) from the International Association of Language and Social Psychology.

Featured Interview (2021) | A Life in Language: Lessons in Language and Language Learning

Previous Presentations

Keynote Presentation (2019) | The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers
Panel Presentation (2019) | Education as a Route to Independence and Interdependence
Tammy Gregersen
American University of Sharjah, United Arab Emirates

Biography

Tammy Gregersen, a professor of TESOL at the American University of Sharjah in the United Arab Emirates, received her MA in Education and PhD in Linguistics in Chile, where she also began her academic career. She is co-author, with Sarah Mercer on the new Oxford title, Teacher Wellbeing (2020) and with Peter MacIntyre, on Capitalizing on Language Learner Individuality and Optimizing Language Learners’ Nonverbal Communication in the Language Classroom. She is also a co-editor with Peter and Sarah Mercer of Positive Psychology in SLA and Innovations in Language Teacher Education. She has published extensively in peer-reviewed journals and contributed numerous chapters in applied linguistics anthologies on individual differences, teacher education, language teaching methodology, positive psychology and nonverbal communication in language classrooms. She is passionate about exploring other cultures and has enjoyed the opportunities that participation in international conferences around the world and Fulbright scholar grants to Chile and Costa Rica have provided. Her favorite self-care activities are cycling, cross country skiing and binge-watching Dodo Youtube videos.

Featured Interview (2021) | The Psychology of Language Learning and Teaching
Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School of Business at Doshisha University (Japan), and a Member of the International Advisory Council of the Department of Educational Foundations at the College of Education of the University of Hawaiʻi at Mānoa (USA).

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

Featured Interview (2021) | A Life in Language: Lessons in Language and Language Learning

Previous Presentations

Panel Presentation (2020) | Embracing Difference? Adaptive Lifelong Learning
Panel Presentation (2020) | That's NOT Online Learning!: The Difference Between Emergency Remote Teaching and Online Learning
Judith Lehmann
Berlin University of the Arts, Germany

Biography

Judith Lehmann (PhD) studied literature, mathematics and applied cultural studies. As a science manager, she steered cross-faculty projects at various universities and headed the editorial department of a Swiss educational publishing house. She worked as representative of the German Academic Exchange Service (DAAD) in Argentina and is currently supporting the Helmholtz Centre Hereon in the further development of doctoral training and the expansion of international cooperation. Her own teaching and research interests are philosophy of science, seriality in interdisciplinary perspective and borders in literature and film.

Featured Interview (2021) | Undergraduate Research: Nurturing the Next Generation
Harald A. Mieg
Humboldt University of Berlin, Germany & Swiss Federal Institute of Technology, Switzerland

Biography

Harald A. Mieg is (honorary) professor of Metropolitan Studies and Innovation at Humboldt-Universität zu Berlin and also affiliated to the Swiss Federal Institute of Technology, Zurich. The focus of his research is on planning processes in cities, research methodologies, and inquiry-based learning. Main book publication: "The Social Psychology of Expertise" (2001).

Featured Interview (2021) | Undergraduate Research: Nurturing the Next Generation
Jo Mynard
Kanda University, Japan

Biography

Dr Jo Mynard is a Professor and Director of the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) in Japan. At KUIS, she advises language learners, and oversees academic support, research and the general direction of the SALC. She also teaches an undergraduate course on Effective Language Learning at KUIS and a graduate course on Learner Autonomy as part of the MA TESOL programme at the KUIS graduate school. She has authored and co-edited several books on learner autonomy, advising, and social learning spaces. She is the founder of three academic journals: Studies in Self-Access Learning Journal, Relay Journal, and the Journal for the Psychology of Language Learning.

Featured Interview (2021) | The Psychology of Language Learning and Teaching
Farish A. Noor
Nanyang Technological University, Singapore

Biography

Dr Farish A. Noor is Associate Professor at the S Rajaratnam School of International Studies (RSIS) and also the School of History SoH, College of the Humanities, Arts and Social Sciences COHASS, Nanyang Technological University (NTU), Singapore. His main area of work has been Southeast Asian history, with a special focus on colonialism in Southeast Asia. His recent works include 'Data Collecting in Colonial Southeast Asia: Framing the Other' (Amsterdam University Press, 2020) and 'Before the Pivot: America's Encounters with Southeast Asia 1800-1900' (Amsterdam University Press, 2019).

Panel Presentation (2021) | Inequality and Education in Times of Global Uncertainty

Previous ECE Presentations

Panel Presentation (2020) | Inclusive Education: A Critical Dialogue on Marginalised Communities
Muhammad Noor
The Rohingya Project

Biography

Muhammad Noor is the Founder and Managing Director of the Rohingya Project, a Blockchain-based organisation to bring financial inclusion and digital identity to stateless people. Noor is also founder and director for several institutions and organizations such as the world's first Rohingya TV broadcast station called Rohingya Vision (RVISION) watched by millions all over the world. He is the Founder and Chairman of the Rohingya Football Club (RFC) the Rohingya National Team to play at the CONIFA World Cup. He is actively involved in the humanitarian field, working with various international organisations such as UNHCR, the International Red Cross, the International Organisation for Migration as well as several embassies. He also served as general secretary of the Rohingya Student development Movement (RSDM).

His acclaimed contributions to the Rohingya community of the world has earned him award and recognition from the Rohingya Education Research Center (ARAKAN) for the digitization of the First Rohingya Alphabet and developed the first Computer Typeface and one of the main contributors on Rohingya Unicode which was accepted and released in 2018. Noor is also the author of THE EXODUS - A True Story from a Child of Forgotten People which was published in 2012, based on his personal life experience.

He holds an Honors Degree in Computing from the University of Greenwich, UK and an Advanced Diploma in Computer Science from Cambridge University, UK. He has more than 15 years experience as a business owner, corporate senior executive, TV station operator, news reporter, journalist, talk show anchor, corporate negotiator and project manager. He is actively involved in the field of system development, cryptography, security and data privacy. Noor also trains and motivates people from all walks of life in areas such as self-development, management and information technology. Muhammad Noor speaks five Middle and East Asian languages fluently. One of his ambitions is to implement technology to serve humanity.

Panel Presentation (2021): Inequality and Education in Times of Global Uncertainty
Haruko Satoh
Osaka University, Japan

Biography

Haruko Satoh is Specially Appointed Professor at the Osaka School of International Public Policy (OSIPP), where she teaches Japan’s relations with Asia and identity in international relations. She is also co-director of the OSIPP-IAFOR Research Centre and she was previously part of the MEXT Reinventing Japan project on “Peace and Human Security in Asia (PAHSA)” with six Southeast Asian and four Japanese universities.

In the past she has worked at the Japan Institute of International Affairs (JIIA), Chatham House, and Gaiko Forum. Her interests are primarily in state theory, Japanese nationalism and identity politics. Recent publications include: “China in Japan’s Nation-state Identity” in James DJ Brown & Jeff Kingston (eds) Japan’s Foreign Relations in Asia (Routledge, 2018); “Japan’s ‘Postmodern’ Possibility with China: A View from Kansai” in Lam Peng Er (ed), China-Japan Relations in the 21st Century (Palgrave Macmillan, 2017); “Rethinking Security in Japan: In Search of a Post-‘Postwar’ Narrative” in Jain & Lam (Eds.), Japan’s Strategic Challenges in a Changing Regional Environment (World Scientific, 2012); “Through the Looking-glass: China’s Rise as Seen from Japan”, (co-authored with Toshiya Hoshino), Journal of Asian Public Policy, 5(2), 181–198, (July 2012); “Post- 3.11 Japan: A Matter of Restoring Trust?”, ISPI Analysis No. 83 (December 2011); “Legitimacy Deficit in Japan: The Road to True Popular Sovereignty” in Kane, Loy & Patapan (Eds.), Political Legitimacy in Asia: New Leadership Challenges (Palgrave Macmillan, 2011), “Japan: Re-engaging with China Meaningfully” in Tang, Li & Acharya (eds), Living with China: Regional States and China through Crises and Turning Points, (Palgrave Macmillan, 2009).

Professor Satoh is a member of IAFOR’s Academic Governing Board. She is Chair of the Politics, Law & International Relations section of the International Academic Advisory Board.

Panel Presentation (2021): Inequality and Education in Times of Global Uncertainty
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A message from the IAFOR Board of Directors on the impact of COVID-19 on our activities.