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ECE2022 Overview

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Join us in London (and online) for ECE2022!

July 14–17, 2022 | UCL, Institute of Education, London, UK

Welcome to The 10th European Conference on Education (ECE2022), 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).

ECE2022 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 ECE2022 will offer a remarkable opportunity for the sharing of research and best practice and for the meeting of people and ideas.

The 10th European Conference on Education (ECE2022) will be held alongside The 10th European Conference on Language Learning (ECLL2022). Registration for either conference will allow delegates to attend sessions in the other.

We look forward to seeing you in London!

– The ECE2022 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, United Kingdom
Barbara Lockee, Virginia Tech, United States
Tamsin Hinton-Smith, University of Sussex, 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: UCL, Institute of Education, London, UK
  • Dates: Thursday, July 14, 2022 ​to Sunday, July 17, 2022
  • Early Bird Abstract Submission Deadline: February 25, 2022*
  • Final Abstract Submission Deadline: April 29, 2022
  • Registration Deadline for Presenters: June 03, 2022

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

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Speakers

  • Jean-Marc Dewaele
    Jean-Marc Dewaele
    Birkbeck, University of London, UK
  • Birgit Phillips
    Birgit Phillips
    University of Applied Sciences FH Burgenland, Austria
  • Nick Tyler
    Nick Tyler
    University College London, United Kingdom

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Programme

  • Building Capacity through Socially Responsible, Community-engaged Higher Education
    Building Capacity through Socially Responsible, Community-engaged Higher Education
    Keynote Presentation: Birgit Phillips
  • Transdisciplinarity in Education
    Transdisciplinarity in Education
    Keynote Presentation: Nick Tyler
  • Fighting Deficit Views of English Foreign Language Learners and Users
    Fighting Deficit Views of English Foreign Language Learners and Users
    Keynote Presentation: Jean-Marc Dewaele

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Organising Committee

The Organising Committee of The 10th European Conference on Education (ECE) is composed of distinguished academics who are experts in their fields. Organising Committee members may also be members of IAFOR's International Academic Advisory 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 Organising 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.

  • Kwame Akyeampong
    Kwame Akyeampong
    University of Sussex, UK
  • Anne Boddington
    Anne Boddington
    Kingston University, UK
  • Steve Cornwell
    Steve Cornwell
    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
  • Jo Van Herwegen
    Jo Van Herwegen
    UCL, UK
  • Tamsin Hinton-Smith
    Tamsin Hinton-Smith
    University of Sussex, UK
  • Christian Klinke
    Christian Klinke
    UCL Institute of Education, UK & The OSIPP IAFOR Research Centre, Osaka University, Japan
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech, USA

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IAFOR Research Centre (IRC) – “Innovation and Value Initiative”

The IAFOR Research Centre (IRC) is housed within Osaka University’s School of International Public Policy (OSIPP), and in June 2018 the IRC began an ambitious new “Innovation and Value Initiative”. Officially launched at the United Nations in a special UN-IAFOR Collaborative Session, the initiative seeks to bring together the best in interdisciplinary research around the concept of value, on how value can be recognised, and measured, and how this can help us address issues and solve problems, from the local to the global.

Learn more about the Innovation and Value Initiative

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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.

Keynote Presentation (2022) | Fighting Deficit Views of English Foreign Language Learners and Users

Previous Presentations

Featured Interview (2021) | A Life in Language: Lessons in Language and Language Learning
Keynote Presentation (2019) | The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers
Panel Presentation (2019) | Education as a Route to Independence and Interdependence
Birgit Phillips
University of Applied Sciences FH Burgenland, Austria

Biography

Birgit Phillips is a Professor at the University of Applied Sciences FH Burgenland, where she teaches courses on transcultural competence in healthcare, participatory research, critical thinking and other topics. She also works at the University of Graz, where she teaches courses in the fields of online learning, qualitative research and higher education didactics and is currently leading a project on digital literacy in tourism. In addition to a PhD in education sciences and a Master’s in transcultural communication, she is also certified systemic coach, a training which she draws upon to help her learners start to understand and engage critically with their own cultural and identity assumptions. Her research cuts across the humanities and social sciences and is firmly anchored in critical approaches to the study of education. She draws inspiration from transformative, emancipatory and participatory education paradigms. In addition, she has extensive experience in curriculum development and has designed numerous undergraduate and postgraduate courses and modules in a variety of innovative formats.

Before joining the world of academia, Birgit spent more than 8 years living, working and travelling, primarily in the countries of the Global South. These experiences inspired her to get involved with international, interdisciplinary humanitarian projects around the world. Recently, she has collaborated with various international organisations to spearhead projects in India, Myanmar and Kenya designed to help create a better life for some of the most marginalised groups of people. Birgit’s experiences in the Global South have profoundly informed her views on education, and she is a strong advocate for active, community-engaged learning experiences integrated within the curriculum. For her work, Birgit has received numerous grants, as well as national and international awards. For her research on transformative travel and identity negotiation, she received the Patricia Cranton Research Award at the Transformative Learning Conference at Columbia University in 2018. She was also awarded the Erudite Scholar of the Year 2020 by the Council for Educational Administration and Management (CEAM) in India, and most recently, she received the Arqus Teaching Excellence Award from the Arqus European University Alliance for her work on community-engaged education.

Keynote Presentation (2022) | Building Capacity through Socially Responsible, Community-engaged Higher Education
Nick Tyler
University College London, United Kingdom

Biography

Professor Tyler, Chadwick Professor of Civil Engineering at University College London (UCL), was educated at the Royal College of Music, the Polytechnic of Central London (now the University of Westminster) and UCL. He worked as Operations Manager at Unichem Ltd (1984-1985) before joining UCL in 1987, holding appointments as a Research Assistant, Lecturer, Senior Lecturer and Reader at UCL in the period from 1987 to 2002, when he was then appointed to a professorship. From 2003 to 2013, Professor Tyler was Head of the Department of Civil and Environmental Engineering (renamed Civil, Environmental and Geomatic Engineering in 2007). He also directed the UCL CRUCIBLE Centre, which was a cross-university interdisciplinary research centre for lifelong health and wellbeing. He has recently set up a new transdisciplinary laboratory at UCL for the study of person-environment-activity interactions (PEARL), which is part of the UK Collaboratorium for Research on Infrastructure and Cities, and based at UCL. He is a Fellow of the Royal Academy of Engineering, the Institution of Civil Engineers, the Chartered Institution of Highways and Transportation and the Royal Society of Arts. He was appointed CBE for Services to Technology in the 2011 New Year's Honours list.

Keynote Presentation (2022) | Transdisciplinarity in Education
Building Capacity through Socially Responsible, Community-engaged Higher Education
Keynote Presentation: Birgit Phillips

With the planet undergoing a slow-motion ecological catastrophe, and humanity facing a surge in inequality, xenophobia and racism, more and more people are asking difficult questions about the complicity of higher education systems in compounding these issues. Although many universities have acknowledged their pivotal role in making the world a better place by adopting Third Mission statements that pledge their social responsibility, their education paradigms too often remain anchored in a profoundly neoliberal agenda that almost exclusively values competitiveness and employability. Rather than promoting inclusive, global citizenship education and engaging critically with the problems of hegemonial systems, higher education institutions frequently function as silos, where knowledge and learning are seen as commodities whose function is to build narrow competences suited to meeting market demands. Such education reinforces the present widespread inequality brought about by capitalism, rather than working towards greater economic and social justice.

In this presentation, I will begin by examining the prevailing and often contradictory education discourses in Europe. I will look at how we conceptualise education itself, both its intended objectives and its processes, as well as how we view our roles as educators trying to navigate within the contested space of higher education. I will then go on to discuss how universities can help build fairer, more inclusive and democratic societies that provide a dignified life for everyone on the planet. Drawing on critical pedagogies and interdisciplinary theoretical perspectives, I will emphasise the collective dimension of learning, as well as the importance of embracing epistemological diversity and critical literacy in order to foster a democratic ethos which understands education as an instrument for social change. I will argue that such a system of empowered individuals striving towards a shared vision can lead to increased resiliency in learners, educators, institutions, and the communities with which they are engaged. Along the way, I will draw on my own experiences as a practitioner in the field and offer some examples of integrating community-engaged practices into higher education curricula.

Read presenter's biography
Transdisciplinarity in Education
Keynote Presentation: Nick Tyler

The 20th century has seen a general increase in the number of disciplines that can be distinguished in the world at large, and thus in the offer to be found in educational institutions around the world. Undoubtedly we are a long way away from the "Natural Philosophy" of a few centuries ago – and even from the title of the first Professor of Engineering in England, John Millington, the "Professor of Engineering and the Application of Mechanical Philosophy to the Arts" at UCL at its foundation in 1827. Perhaps it is the increase in capability of analysis that has driven this trend – the ritual taking apart of concepts that characterises 'analysis' – but the question is whether this is actually helpful for the world in the 21st century. Given the overarching complexity of the world in which we now live, such analysis is destined to be unhelpful – the effects of one discipline on another become too complex to analyse at any world-meaning scale. Now, we realise that systems are inherently complex and that perhaps a better model for the world's functionality is that of a biological interactive organism rather than a non-reactive physical structure. This realisation has the potential to change education in universities, for example, where the meaning of university might have become tied to the idea of separate universes of many disciplines, and now might need to be something more of the all-embracing universe of a vital organism composed of many other organisms. This talk discusses the implications of this shift for universities, in how they work, are organised and are designed.

Read presenter's biography
Fighting Deficit Views of English Foreign Language Learners and Users
Keynote Presentation: Jean-Marc Dewaele

In this presentation I will argue that the traditional deficit view about (English) foreign language learners and users (the so-called failure to reach “native-speaker” standard) is the result of narrow-minded monolingual ideologies and is harmful to learners, teachers and foreign language users. Rather than obsessing about deficit, we should acknowledge gaps but also rejoice about progress, and accept that “imperfect” foreign language users are just as legitimate as first language users, and that their foreign accent and odd mistake is as much part of them as the colour of their eyes and hair (Dewaele, 2018; Dewaele et al. 2021).

Read presenter's biography
References

Dewaele, J.-M. (2018) Why the dichotomy ‘L1 Versus LX User’ is better than ‘Native Versus Non-native Speaker’. Applied Linguistics, 39(2), 236-240.
Dewaele, J.-M., Bak, T. & Ortega, L. (2021) Why the mythical “native speaker” has mud on its face. In N. Slavkov, S. Melo Pfeifer & N. Kerschhofer ‎ (Eds.), The Changing Face of the "Native Speaker": Perspectives from Multilingualism and Globalization. Berlin: Mouton De Gruyter, pp. 23-43.

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
Kingston University, UK

Biography

Anne Boddington is Professor of Design Innovation, Pro Vice Chancellor for Research, Business and Innovation at Kingston University in the UK and recently appointed as the Sub Panel Chair for Art & Design: History, Practice & Theory for the UK’s Research Excellence Framework (REF) 2021. Professor Boddington has extensive experience of the leadership, management and evaluation of art and design education and art and design research in higher education across the UK and internationally. She is an experienced chair and has held trustee and governance roles across the creative and cultural sector including as trustee of the Design Council, an independent Governor, Fellow of the Royal Society of Arts (RSA), an affiliate member of the Royal Institute of British Architects (RIBA), a member of the executive of the Council for Higher Education in Art & Design (CHEAD) and a member of the advisory board of the Arts & Humanities Research Council. She has an international reputation in creative education and research and has been a partner, a collaborator, a reviewer and evaluator for a wide range of international projects and reviews across Dofferemt nations in Europe, the Middle East, Southern and east Asia and North America.

Plenary Panel (2020) | Embracing Difference? Adaptive Lifelong Learning

Previous Presentations

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

Biography

Steve Cornwell is the President of IAFOR, and President of the Academic Governing Board. He coordinates and oversees the International Academic Advisory Board, and also serves on the organization's Board of Directors.

Dr Cornwell is Professor of English and Interdisciplinary Studies at Osaka Jogakuin University, and also teaches in the online portion of the MA TESOL Programme for the New School in New York. He helped write and design several of the New School courses and has been involved with the programme since its inception.

He has also been involved with the Japan Association for Language Teaching (JALT), (an affiliate of IAFOR) serving on its National Board of Directors as Director of Programme from 2012-2016; where his duties involved working with a volunteer team of 50+ to put on JALT’s annual, international conference each autumn.

Most recently, since 2012, he has been the Committee Chair of Osaka Jogakuin University’s Lifelong Learning Committee and is responsible for their evening extension Programme geared towards alumni and community members. He is also the Vice-Chair of Osaka Jogakuin University’s English Education Committee which is responsible for suggesting policy regarding English Education and also responsible for developing material for the integrated curriculum.

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.

Keynote Presentation (2022) | Fighting Deficit Views of English Foreign Language Learners and Users

Previous Presentations

Featured Interview (2021) | A Life in Language: Lessons in Language and Language Learning
Keynote Presentation (2019) | The Emotional Rollercoaster Ride of Foreign Language Learners and Teachers
Panel Presentation (2019) | Education as a Route to Independence and Interdependence
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
Jo Van Herwegen
UCL, UK

Biography

Dr Jo Van Herwegen is an associate professor in developmental psychology at UCL Institute of Education. Her research focuses on improving educational outcomes of children, especially those with special educational needs. She has examined mathematical abilities, language abilities, transitions and the impact and quality of Education, Health, and Care plans for a wide range of neurodevelopmental disorders. She is an associate editor for Research in Developmental Disabilities, and educational needs advisor for the Williams Syndrome Foundation.

Panel Presentation (2020) | The impact of COVID19 on Children and Young People Across the Globe

Previous ECE Presentations

Keynote Presentation (2019) | Challenges and Solutions to Improving Educational Outcomes
Tamsin Hinton-Smith
University of Sussex, UK

Biography

Tamsin Hinton-Smith is Head of Education at the University of Sussex. A sociologist of gender and education, she has particular interests around inequalities of access and participation in higher education internationally; and inclusivity of curricula and pedagogies in higher education. Tamsin's previously funded research includes studies exploring experiences of student parents, young people in the care system, and young people from Gypsy, Roma and Traveller backgrounds. She is currently leading an international research project, funded under the Global Challenges Research Fund, exploring inclusion and exclusion of gender inclusivity across disciplinary and international contexts. The research includes international partner universities in India, Kazakhstan, Morocco, Nigeria and the UK. Tamsin's work includes working with colleagues internationally to develop inclusivity in pedagogic leadership, including in ASEAN, Morocco and Nigeria. Her latest forthcoming book is Leading Change in Gender and Diversity in Higher Education from Margins to Mainstream by Anna CohenMiller, Tamsin Hinton-Smith, Fawzia Mazanderani and Nupur Samuel, published by Routledge.

Previous ECE Presentations
Panel Presentation (2020): Inclusive Education: A Critical Dialogue on Marginalized Communities
Christian Klinke
UCL Institute of Education, UK & The OSIPP IAFOR Research Centre, Osaka University, Japan

Biography

Christian earned a Masters’ in history, politics, and philosophy at the Technical University Darmstadt, Germany, and an MBA degree in education and knowledge management, specialising in organisational development in higher education from Carl-von-Ossietzky-University of Oldenburg, Germany.

In the past, Christian worked in different branches in the private industry f.ex. as a project manager for the ministry of education of his state and ran his own start-up company in the education sector.

Barbara Lockee
Virginia Tech, USA

Biography

Barbara Lockee is a professor of Instructional Design and Technology in the School of Education at Virginia Tech. Since 1996, she has engaged in teaching and research related to instructional design and distance education, and has advised the research of more than three dozen doctoral students. Her scholarly inquiry is focused on mediated and online education and has been funded by various federal agencies, including the National Science Foundation, the US Department of Agriculture, and the US Agency for International Development, among others. She has also consulted for a variety of organisations, including the NASA Jet Propulsion Laboratory, the US Army Training and Doctrine Command and the USC Institute for Creative Technologies. Her recent co-authored book, Streamlined ID: A Practical Guide for Instructional Design, strives to make the design of learning solutions accessible and pragmatic for those who develop educational courses and programs in workplace contexts.

Dr Lockee is 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), MA in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

Panel Presentation (2020) | That's NOT Online Learning!: The Difference Between Emergency Remote Teaching and Online Learning
Keynote Panel Presentation (2020) | Flexible Learning in Uncertain Times: The Hy-Flex Model in Response to COVID-19

Previous ECE Presentations

Keynote Presentation (2019) | Interaction in Online Learning: A Design Paradox
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