IAFOR > The European Conference on Education (ECE) > ECE2017

ECE2017

Photographs of The European Conference on Education 2017 (ECE2017) in Brighton, UK

Conference Theme: "Educating for Change"

June 30 – July 2, 2017 | The Jurys Inn Brighton Waterfront, Brighton, UK

ECE2017 Conference Programme COVER

Why are we in teaching and learning if not to be able to help enrich the lives of our students? Educational institutions at all levels, and of all types, should continue to strive for social change in today’s world. Beyond the apparent simplicity of our conference theme, however, there is great scope for wide-ranging responses to the question of just how we go about educating for change, by examining the inherent challenges and responsibilities faced by educators the world over.

Education, too frequently, is the victim of politics, and, worse, sometimes ideologies. Politicians and bureaucrats devise and implement policies to effect change that range from curriculum structure and goals to manipulating budgets on behalf of interest groups and their lobbyists. Questions relating to accountability, transparent governance and community relations are too frequently avoided.

Within the classroom itself, bridging the gap between policy, theory and practice, whether traditional or virtual, teachers and professors de facto become, at varying levels, agents for change. Beyond providing students with resources for study in given fields, they also support them by often being seen as acting not merely as mentors, but also as role models.

These issues are part of the global transformation affecting all human civilisation. How can we as teachers function effectively in a very uncertain environment? How do we help to equip our students with the intellectual and existential tools they require? How do we narrow the gap between theory and practice? How do we make decisions about curriculum and course context in the face of political pressure and social norms? What is the role of interdisciplinary studies in educating for change? And, at the macro level, how can we stimulate awareness of issues such as education assisting the promotion of social justice?

Abstracts (2017)
Download ECE2017 Conference Programme

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Programme

  • Teaching Difficult Histories Through Film: Examples and Perspectives from the Field
    Teaching Difficult Histories Through Film: Examples and Perspectives from the Field
    Featured Presentation: David Hicks
  • The Impact of Weekly Correction and Feedback in a French Composition Class
    The Impact of Weekly Correction and Feedback in a French Composition Class
    Spotlight Presentation: Bernard Montoneri
  • Think Like a System, Act Like an Entrepreneur
    Think Like a System, Act Like an Entrepreneur
    Plenary Panel Presentation I: Matthew Taylor & Ann Boddington
  • Transforming the Educational Experience of African Children Through Emancipatory Research
    Transforming the Educational Experience of African Children Through Emancipatory Research
    Keynote Presentation: Kwame Akyeampong
  • Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
    Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
    Plenary Panel Presentation II: Kwame Akyeampong & Brian Hudson
  • The Three Barriers on the Way to International Communication: Which Is the Most Difficult to Shatter, and How Can It Be Done?
    The Three Barriers on the Way to International Communication: Which Is the Most Difficult to Shatter, and How Can It Be Done?
    Keynote Presentation: Svetlana Ter-Minasova

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Speakers

  • Kwame Akyeampong
    Kwame Akyeampong
    University of Sussex, UK
  • Anne Boddington
    Anne Boddington
    University of Brighton, UK
  • David Hicks
    David Hicks
    Virginia Tech, USA
  • Brian Hudson
    Brian Hudson
    University of Sussex, UK
  • Bernard Montoneri
    Bernard Montoneri
    Tamkang University, Taiwan
  • Matthew Taylor
    Matthew Taylor
    RSA (Royal Society for the encouragement of Arts, Manufactures and Commerce), UK
  • Svetlana Ter-Minasova
    Svetlana Ter-Minasova
    Lomonosov Moscow State University, Russia

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Organising Committee

The Conference Programme Committee is composed of distinguished academics who are experts in their fields. Conference Programme Committee members may also be members of IAFOR's International Academic Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Conference Programme Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and overseeing the reviewing of abstracts submitted to the conference.

  • Anne Boddington
    Anne Boddington
    University of Brighton, UK
  • Steve Cornwell (1956-2022)
    Steve Cornwell (1956-2022)
    The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan
  • Jean-Marc Dewaele
    Jean-Marc Dewaele
    Birkbeck, University of London, UK
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Brian Hudson
    Brian Hudson
    University of Sussex, UK
  • Sue Jackson
    Sue Jackson
    Birkbeck, University of London, UK
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech., USA
  • Linda Morrice
    Linda Morrice
    University of Sussex, UK

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Review Committee

ECE2017 Review Committee

  • Dr Agatha Ojeme, University of Benin, Nigeria
  • Dr Beth Rankin, Australian Catholic University, Australia
  • Dr Chia Pei Wu, I-Shou University, Taiwan
  • Dr Habsah Hussin, Universiti Putra Malaysia, Malaysia
  • Dr Jane Webb-Williams, University of South Australia, Australia
  • Dr Jennifer Vincent, Champlain College, United States
  • Dr Jocelyn Bartolata, Bicol University, The Philippines
  • Dr Katy Campbell, University of Alberta, Canada
  • Dr Luisa Daniele, The Italian Institute of Research for the Development of the Training System for Worker, Italy
  • Dr Ma. Celina Eladia Meneses, Bicol University, The Philippines
  • Dr Martiallou Organiza, University of The Visayas, The Philippines
  • Professor Mary Felicia Opara, Anambra State University, Nigeria
  • Dr Nina Stankous, National University, United States
  • Dr Sudha Pingle, University of Mumbai, India
  • Dr Takalani Mashau, University of Venda, South Africa
  • Dr Teri Marcos, National University, United States
  • Dr Theo Gilbert, University of Hertfordshire, United Kingdom
  • Dr Wei-Ni Wang, National Chung Cheng University, Taiwan

ECLL2017 Review Committee

  • Dr Despoina Panou, Ministry of Education, Greece
  • Dr Elizabeth Ruiz Esparza Barajas, Universidad De Sonora, Mexico
  • Dr Hasan Alwadi, University of Bahrain - Bahrain Teachers College, Bahrain
  • Dr Hoda Thabet, Sohar University, Oman
  • Dr Mohammed Nihad Ahmed, University of Mosul, Iraq
  • Dr Rasha Osman Abdel Haliem, The Higher Technological Institute and Amideast, Egypt
  • Dr Shahnaz Begum, Millat College (under L. N. Mithila University), India
  • Dr Solange Aranha, UNESP, Brazil
  • Dr Tito Endrina, Department of Education, The Philippines
  • Dr Vineeta Saluja, Indian Institute of Information Technology Design and Manufacturing, India

IAFOR's peer review process, which involves both reciprocal review and the use of Review Committees, is overseen by conference Organising Committee members under the guidance of the Academic Governing Board. Review Committee members are established academics who hold PhDs or other terminal degrees in their fields and who have previous peer review experience.

If you would like to apply to serve on the ECE2019 Review Committee, please visit our application page.

Apply to Join the Review Committee

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Teaching Difficult Histories Through Film: Examples and Perspectives from the Field
Featured Presentation: David Hicks

Representation is a complex business and, especially when dealing with “difference”, it engages feelings, attitudes and emotions and mobilises fears and anxieties in the viewer at deeper levels than we can explain in a simple, commonsense way (Stuart Hall, 1997, p. 226). As the quotation above highlights, pedagogical challenges emerge when film is used to teach about the complex business of the representations of “the other”, the epistemological fragility of interpretations, and what it means to know and understand the world. In an era of divisive populist politics, the challenges educators face when introducing conflicting perspectives abound. In this presentation, we examine what makes some history difficult, and in particular difficult to engage young people. Some history can be difficult because it is traumatic, because it is difficult for most people in the present to fathom, or because it raises issues of identity, marginalisation, and oppression that are more easily ignored than addressed for many students and teachers. Second, we explore these aspects of difficult history and contextualise them using case studies and our own experiences of how film can engage students with difficult history. Finally, we introduce a series of pedagogical models and scaffolds through which educators can explicitly consider the role of film in tackling difficult and challenging histories. At the heart of the model is a recognition of the value of teaching to glean insight into the mindsets of individuals and societies and representations of the “other”.

Image | Atomic cloud over Hiroshima, taken from the Enola Gay flying over Matsuyama, Shikoku, Japan, on August 6, 1945.

Read presenter biographies on the Speakers page.

The Impact of Weekly Correction and Feedback in a French Composition Class
Spotlight Presentation: Bernard Montoneri

This study aims to explore the quantitative and qualitative learning performance of a class of composition in L2 French (junior students) in Taiwan by applying statistical methods such as SPSS and Excel. The students of a French department following a course of writing during the academic year 2015–2016 are chosen as the research object. The data collected includes students’ scores, class attendance, students’ composition assignments (almost one per week during two consecutive semesters), and several questionnaires. The results of numerical analysis are used to clarify whether our designed teaching methods can improve students’ writing skills. Through discussing the effect of teamwork, the indicators selected to evaluate students’ writing level, and the impact of writing topics, we attempt to figure out a flexible teaching/learning method suitable for different levels of students. The key evaluating indicators contributing to students’ good or poor writing ability are also discussed. Using mechanical error correction methods can notably help teachers identify students’ most common and recurrent mistakes. It also appears that students who are not native speakers prefer their instructor not only to systematically highlight their errors, but also to correct their French. The proposed learning improvement mechanism presented in this study may also be applied to other fields or other languages in future studies.

Read presenter biographies on the Speakers page.

Think Like a System, Act Like an Entrepreneur
Plenary Panel Presentation I: Matthew Taylor & Ann Boddington

Keynote Speaker: Matthew Taylor, RSA, UK
Moderator: Professor Ann Boddington, University of Brighton, UK

Most attempts at social change attempting shifts in people’s behaviours or attitudes fail. There are systematic reasons for this. A more effective strategy may combine two very different ways of thinking, the systemic and the opportunistic. While the case for this approach is strong, the hard part is becoming the kind of organisation or movement that is capable of thinking systemically and acting entrepreneurially.

Read presenter biographies on the Speakers page.

Transforming the Educational Experience of African Children Through Emancipatory Research
Keynote Presentation: Kwame Akyeampong

Much research has been done on the educational experience of African children and youth by researchers from the global north often funded by international development institutions and organisations. As with other images of problems in Africa, the story of education in Africa projected by this research is almost always in deficit terms. Finding research that speaks of promise and potential from an African perspective and context is hard to find. Typically, research is constructed to highlight what is “wrong” and how to fix it, offering solutions based on theories constructed from other contexts. But I ask, what kind of research can emancipate African education without perpetuating solutions that are shaped by a neo-colonial research paradigm? In this presentation, I shall draw on some of my own research to show how we might generate new knowledge that can work for education in the African context. As the Sustainable Development Goals are adopted, I shall argue that it is more important than ever that the ideas that make theories of change a reality in Africa are driven by a new kind of research that can deliver real insights into what works for African learners.

Read presenter biographies on the Speakers page.

Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
Plenary Panel Presentation II: Kwame Akyeampong & Brian Hudson

Keynote Speaker: Professor Kwame Akyeampong, University of Sussex, UK
Moderator: Professor Brian Hudson, University of Sussex, UK

The United Nations Declaration in September 2015 on ‘Transforming our world: the 2030 Agenda for Sustainable Development’ sets challenges for all countries through agreement reached on the Sustainable Development Goals. In particular SDG 4 focuses on ‘Quality Education’ and aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. In this panel we will discuss how we have been addressing this challenge at the University of Sussex over recent years and in particular will focus on the partnership that has been developed between Sussex and the College of Education at the University of Ghana in that time. The role of educational research to inform policy and practice is central to our way of working.

Keynote Presentation: Transforming the Educational Experience of African Children Through Emancipatory Research

Much research has been done on the educational experience of African children and youth by researchers from the global north often funded by international development institutions and organisations. As with other images of problems in Africa, the story of education in Africa projected by this research is almost always in deficit terms. Finding research that speaks of promise and potential from an African perspective and context is hard to find. Typically, research is constructed to highlight what is “wrong” and how to fix it, offering solutions based on theories constructed from other contexts. But I ask, what kind of research can emancipate African education without perpetuating solutions that are shaped by a neo-colonial research paradigm? In this presentation, I shall draw on some of my own research to show how we might generate new knowledge that can work for education in the African context. As the Sustainable Development Goals are adopted, I shall argue that it is more important than ever that the ideas that make theories of change a reality in Africa are driven by a new kind of research that can deliver real insights into what works for African learners.

Read presenter biographies on the Speakers page.

The Three Barriers on the Way to International Communication: Which Is the Most Difficult to Shatter, and How Can It Be Done?
Keynote Presentation: Svetlana Ter-Minasova

There are three main barriers on the way to international communication: linguistic, cultural and psychological. All are extremely difficult for non-native speakers. However, the first two are more (linguistic) or less (cultural) obvious (which does not make them easier to shatter), while the third one is much more hidden and, therefore, less taken into consideration. The paper will discuss “the worst” of the three, its immediate connection with the cultural barrier in the context of Russian educational culture and – most importantly – the ways to overcome this barrier in Russian and other – mostly oriental – cultures.

Read presenter biographies on the Speakers page.

Kwame Akyeampong
University of Sussex, UK

Biography

Kwame Akyeampong is Professor of International Education and Development at the Centre for International Education (CIE), University of Sussex, UK. He has international research experience in educational evaluation and research and has worked on education and development research projects in a range of countries including Ethiopia, Ghana, Nigeria, Kenya, Rwanda and Malawi. His research interests include education policy analysis, teacher governance, educational access and equity, impact evaluation studies in education, and employing quantitative and qualitative research methods. He also has experience managing large research education projects. He has consulted for the World Bank, DFID, and JICA on education evaluation projects and programmes. He was senior policy analyst with UNESCO, Paris, from 2011 to 2013. He is currently the co-chair of the Teacher Alliance for the Global Education and Skills Forum.

Panel Presentation (2020) | Inclusive Education: A Critical Dialogue on Marginalised Communities

Previous ECE Presentations

Plenary Panel II (2017) | Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
Anne Boddington
University of Brighton, UK

Biography

Professor of Design Innovation and Dean of the College of Arts and Humanities, Anne Boddington was educated as an architect and cultural geographer. She has particular interests in the spaces of learning and research and the symbiosis of arts and humanities education as agents of cultural, social and civic transformation. The founding Head of the School of Architecture & Design (1999-2006) and since 2006, as Dean of the College of Arts & Humanities, she was also the Director of the University’s Centre for Excellence in Teaching and Learning through Design (CETLD) (a unique partnership between the University, the V&A, the Royal College of Art and the RIBA) and co-director of the HEA’s Subject Centre in Art Design and Media.

A registered architect, fellow of the Royal Society of Arts (RSA), and an affiliate member of the Royal Institute of British Architects (RIBA), she has been an independent governor, trustee, chair and an elected member of many regional and national councils in the cultural sector and in higher education including as a member of the Arts & Humanities Research Council Advisory Board (AHRC); Vice Chair of Council for Higher Education in Art& Design (CHEAD) and a trustee of the Design Council/CABE. Working with HEFCE she was a panel member of the Research Assessment Exercise (RAE 2008) and Deputy Chair of D34 for the Research Excellence Framework (REF) panel in 2014 as well as a member of the REF 2014 Equality & Diversity Panel. Her research has been supported and funded by the EU, EPSRC, AHRC, the HEA and HEFCE. She has an international profile as a speaker and advisor for research development, quality assurance, enhancement and teaching innovation in Architecture, Art and Design across Europe, the Middle East and Asia. She undertakes regular peer review and research assessment for academic journals and conferences and has worked with and for research councils of Portugal, Iceland, Austria, Germany, Israel and Canada.

Panel Presentation (2019) | Education as a Route to Independence and Interdependence

Previous Presentations

Plenary Panel I (2017) | Think Like a System, Act Like an Entrepreneur
David Hicks
Virginia Tech, USA

Biography

David Hicks is a professor of history and social science education (Social Studies) in the School of Education at Virginia Tech, USA. He is the programme area leader for History and Social Science (Social Studies Education) in the faculty of Teaching and Learning and affiliate faculty of Learning Sciences and Technologies. He holds a BA (Honors) in Social History from Lancaster University (UK), a Postgraduate Certificate in Education with distinctions in theory and practice from Leeds University (UK), an MA in History from the State University of New York at Cortland, and a PhD in Curriculum and Instruction from Virginia Tech, USA. His research and teaching interests include examining the integration of digital technologies and multimedia to support the learning of history and social science as an inquiry-based discipline, and specifically how to scaffold historical source analysis.

Previous Presentations

Featured Presentation (2017) | Teaching Difficult Histories Through Film: Examples and Perspectives from the Field
Brian Hudson
University of Sussex, UK

Biography

Brian Hudson is Professor of Education and Head of the School of Education and Social Work at the University of Sussex. He is the main Organiser of the World Education Research Association (WERA) International Research Network on Didactics - Learning and Teaching; a member of the WERA Outreach Committee; an Associate Editor of the Journal of Curriculum Studies and a Board Member of the Teacher Education Policy in Europe (TEPE) Network. He is Honorary Member of the EERA Network on Didactics - Learning and Teaching; Honorary Professor at the University of Dundee and Adjunct Professor in the Department of Education Studies and Leadership at the University of Ghana.

Previous Presentations

Plenary Panel II (2017) | Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
Bernard Montoneri
Tamkang University, Taiwan

Biography

Bernard Montoneri is the co-founder of the IAFOR Journal of Education. He earned his PhD (African, Arab, and Asian Words; History, Languages, Literature) and his BA in Chinese from the University of Provence, Aix-Marseille I, France. He taught Literature (European, Children, American, and British) and languages (French, English, and Italian) at Providence University for 16 years. He is currently an Associate Professor at Tamkang University, French Department, Taiwan. Bernard has around 40 publications, including journal papers (including SSCI, SCI, and THCI), conference papers, and books and has obtained many teaching and research projects. His research interests include French literature, children literature, English writing, automated scoring systems, teaching and learning evaluation, data envelopment analysis, networking, and teaching methods. He is a reviewer for top academic journals such as Review of Educational Research (ranked #1 in Education), American Educational Research Journal, Teaching and Teacher Education, and European journal of Operational Research.

Previous Presentations

Spotlight Presentation (2017) | The Impact of Weekly Correction and Feedback in a French Composition Class
Matthew Taylor
RSA (Royal Society for the encouragement of Arts, Manufactures and Commerce), UK

Biography

Matthew Taylor has been Chief Executive of the RSA (Royal Society for the encouragement of Arts, Manufactures and Commerce) since 2006. He has blogged over 1,200 times on topics ranging from policy, politics, public service reform and cultural theory to the RSA itself. Prior to becoming Chief Executive of the RSA, Matthew was Chief Adviser on Political Strategy to the Prime Minister. He was the Director of the Institute for Public Policy Research between 1999 and 2003, has written numerous articles, and is a regular panellist on Radio 4’s Moral Maze.

Previous Presentations

Plenary Panel I (2017) | Think Like a System, Act Like an Entrepreneur
Svetlana Ter-Minasova
Lomonosov Moscow State University, Russia

Biography

Professor Svetlana Ter-Minasova is President of the Faculty of Foreign Languages and Area Studies at Lomonosov Moscow State University, Russia, and Distinguished Professor in the University. She holds a Doctorate of Philology from the University, has published more than 200 books and papers on Foreign Language Teaching, Linguistics and Cultural Studies, and has lectured widely throughout the world.

She is Chair of the Russian Ministry of Education’s Foreign Language Research and Methodology Council, President and founder of both the National Association of Teachers of English in Russia, and the National Association of Applied Linguistics. She holds the Lomonosov Award, Fulbright’s 50th Anniversary Award, and was named Doctor Honoris Causa by the University of Birmingham, in the UK, the State University of New York, in the USA, and the Russian-Armenian University, in Armenia. She is Yunshan Professor of Guangdong University of Foreign Studies in China, and Honorary Member of the Academy of Sciences, in Georgia. She is also Visiting Professor at P.G. Demidov Yaroslavl State University and National Research Tomsk State University, in Russia.

Special Interview Presentation (2019) | Nation-Specific Peculiarities of Language Learning and Teaching: An Interview

Previous Presentations

Keynote Presentation (2017) | The Three Barriers on the Way to International Communication: Which Is the Most Difficult to Shatter, and How Can It Be Done?
Anne Boddington
University of Brighton, UK

Biography

Professor of Design Innovation and Dean of the College of Arts and Humanities, Anne Boddington was educated as an architect and cultural geographer. She has particular interests in the spaces of learning and research and the symbiosis of arts and humanities education as agents of cultural, social and civic transformation. The founding Head of the School of Architecture & Design (1999-2006) and since 2006, as Dean of the College of Arts & Humanities, she was also the Director of the University’s Centre for Excellence in Teaching and Learning through Design (CETLD) (a unique partnership between the University, the V&A, the Royal College of Art and the RIBA) and co-director of the HEA’s Subject Centre in Art Design and Media.

A registered architect, fellow of the Royal Society of Arts (RSA), and an affiliate member of the Royal Institute of British Architects (RIBA), she has been an independent governor, trustee, chair and an elected member of many regional and national councils in the cultural sector and in higher education including as a member of the Arts & Humanities Research Council Advisory Board (AHRC); Vice Chair of Council for Higher Education in Art& Design (CHEAD) and a trustee of the Design Council/CABE. Working with HEFCE she was a panel member of the Research Assessment Exercise (RAE 2008) and Deputy Chair of D34 for the Research Excellence Framework (REF) panel in 2014 as well as a member of the REF 2014 Equality & Diversity Panel. Her research has been supported and funded by the EU, EPSRC, AHRC, the HEA and HEFCE. She has an international profile as a speaker and advisor for research development, quality assurance, enhancement and teaching innovation in Architecture, Art and Design across Europe, the Middle East and Asia. She undertakes regular peer review and research assessment for academic journals and conferences and has worked with and for research councils of Portugal, Iceland, Austria, Germany, Israel and Canada.

Panel Presentation (2019) | Education as a Route to Independence and Interdependence

Previous Presentations

Plenary Panel I (2017) | Think Like a System, Act Like an Entrepreneur
Steve Cornwell (1956-2022)
The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan

Obituary: Professor Steve Cornwell (1956-2022)

President of IAFOR (2016-2022)

It is with great sadness that we write of the passing of the President of IAFOR, Professor Steve Cornwell, who died of cancer earlier this week in Osaka, Japan. He was Chairman of the International Academic Advisory Board, and a member of the Board of Directors. He was also until March of this year Vice-President of Osaka Jogakuin University. Before moving to Japan and becoming an academic he held a number of management positions in non-profit organisations in the arts and theatre sectors in the United States.

An extremely popular professor, as well as a highly capable senior administrator, Steve Cornwell was one of IAFOR’s earliest and strongest supporters. As a Professor of English and Interdisciplinary Studies he identified strongly with our core mission of encouraging interdisciplinary discussion, facilitating intercultural awareness, and promoting international exchange.

He was a respected academic in the field of English language teaching, holding an MA in English from Wake Forest University, an MFA from Virginia Tech., an MAT from the School for International Training, and an EdD from Temple University. He also taught on the MATESOL program for The New School in New York, and was engaged with teacher professional development both in Japan and abroad, serving in many roles both local and national with the Japan Association for Language Teaching (JALT), including three terms on its National Board of Directors, as Director of Programme from 2010 to 2016. He also worked closely with the Bangladesh English Language Teaching Association (BELTA) for several years, jointly putting on professional development events for English teachers in Bangladesh.

From 2009, Professor Cornwell helped nurture and shape IAFOR, bringing to bear a wealth of experience in directing academic institutions, international programmes, and administering NPOs. He helped guide IAFOR’s Osaka conferences from 2010 onwards as the local conference chair, and was a popular face at events, often leading the traditional welcome address, and telling overseas delegates how much better his beloved Osaka was than Tokyo.

A founding member of the International Advisory Board of IAFOR, he became steadily more involved with the organisation over the years. Following the death of the Reverend Professor Stuart Picken in 2016, Steve Cornwell agreed to become the Chair of the restructured International Academic Advisory Board, and President of the organisation.

His input, insight and deliberation was indispensable in guiding IAFOR through challenging times, notably the 2011 earthquake and nuclear crisis, and the ongoing coronavirus pandemic.

Professor Cornwell was an educational leader of great resolve, but with enormous kindness and unwavering integrity. He was a man of great resilience, and despite suffering the tragedy of his wife’s death in 2019, whom he loved dearly, and his own cancer diagnosis, he continued to embrace life with dignity and humour. He was a loyal and true friend to many, seeing and encouraging the best in them.

His memory will live on in the hearts and minds of his many friends and colleagues, and in the thousands of students he taught and inspired.

Joseph Haldane
Chairman and CEO, IAFOR

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 180 papers and chapters, co-edited five books and five special issues. He is the author of a monograph Emotions in Multiple Languages in 2010 (2nd ed in 2013). He is Vice-President of the International Association of Multilingualism, Convenor of the AILA Research Network Multilingualism, and former president of the European Second Language Association. He is General Editor of the International Journal of Bilingual Education and Bilingualism. 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. He is father of a trilingual daughter and holds a black belt (Shodan) in Go Kan Ryu karate.

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 a Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within the university.

He is also a Member of the International Advisory Council of the Department of Educational Foundations at the College of Education of the University of Hawaii at Manoa.

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.

A black belt in judo, he is married with two children, and lives in Japan.

Brian Hudson
University of Sussex, UK

Biography

Brian Hudson is Professor of Education and Head of the School of Education and Social Work at the University of Sussex. He is the main Organiser of the World Education Research Association (WERA) International Research Network on Didactics - Learning and Teaching; a member of the WERA Outreach Committee; an Associate Editor of the Journal of Curriculum Studies and a Board Member of the Teacher Education Policy in Europe (TEPE) Network. He is Honorary Member of the EERA Network on Didactics - Learning and Teaching; Honorary Professor at the University of Dundee and Adjunct Professor in the Department of Education Studies and Leadership at the University of Ghana.

Previous Presentations

Plenary Panel II (2017) | Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
Sue Jackson
Birkbeck, University of London, UK

Biography

Sue Jackson is Professor Emeritus at Birkbeck, University of London. She was previously Pro-Vice-Master (Vice President) for Learning and Teaching, Professor of Lifelong Learning and Gender and Director of Birkbeck Institute for Lifelong Learning at Birkbeck. She publishes widely in the field of gender and lifelong learning, with a particular focus on identities.

Sue's recent publications include Innovations in Lifelong Learning: Critical Perspectives on Diversity, Participation and Vocational Learning (Routledge, 2011); Gendered Choices: Learning, Work, Identities in Lifelong Learning (Springer, 2011, with Irene Malcolm and Kate Thomas); and Lifelong Learning and Social Justice (NIACE, 2011).

Barbara Lockee
Virginia Tech., USA

Biography

Dr Lockee is Professor of Instructional Design and Technology at Virginia Tech., USA, where she is also Associate Director of the School of Education and Associate Director of Educational Research and Outreach. She teaches courses in instructional design, message design, and distance education. Her research interests focus on instructional design issues related to technology-mediated learning. She has published more than 80 papers in academic journals, conferences and books, and has presented her scholarly work at over 90 national and international conferences.

Dr Lockee is Immediate Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), M.A. in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

Linda Morrice
University of Sussex, UK

Biography

Linda Morrice is Senior Lecturer in Education at University of Sussex, UK. Her research interests focus on lifelong learning, gender and sexuality, identities, well being and migration. Her most recent book, ‘Being a refugee: learning and identity’; a longitudinal study of refugees in the UK, was published by Trentham Books in 2011. Linda is a member Council of SCUTREA (Standing Conference on University Teaching and Research in the Education of Adults) and is co-convener and co-founder of the ESREA (European Society for Research in the Education of Adults) Network on Migration, Ethnicity, Racism and Xenophobia. She currently has two research awards: Optimising refugee resettlement in the UK: a comparative analysis (ESRC), and Cultural Values from the Subaltern Perspective: A Phenomenology of Refugees’ Experience of British Culture (AHRC).