Posts Tagged IFTE
Next Stop: AERA! and AARE, and AATE…
Posted by kmcg2375 in conferences, education, english, learning community, research, university on October 31, 2011
When you have a research paper to present, choosing the right conference to take it to is important.
I have long been affiliated with the Australian Association for Research in Education (AARE). When I first started out as a postgrad student, I used to go to their conferences to present papers, and I even was elected as student rep. to the Executive Committee. I also had one of those awful experiences of being a small fish in a giant pond, and having only three people turn up for me to deliver my paper to. Devo’d…In the end I ultimately stopped being involved in AARE because I needed to narrow my focus and concentrate on English curriculum teaching and scholarship.
Since then I’ve been going to the annual conference of the Australian Association for Teachers of English (AATE) – every year since 2004! And this year is no exception – I’ll be in Melbourne for the AATE conference in December (will you?). Only, for the first time in awhile, I’ll be heading to the AARE conference too, in Hobart the week before. With more skills in networking under my belt, and a clearer direction for engaging with the ‘special interest groups’, I’m feeling really positive about reconnecting with AARE and sharing my PhD findings there.
For me though, as far as big, generalist conferences go, AARE was always plenty big enough – and having developed an instinct to narrow my scope rather than broaden it, I didn’t think I would ever attend the EVEN BIGGER, EVEN BROADER, international ‘annual meeting’ of the American Educational Research Association (AERA)…
But, attend it I am!
Both the paper and group session I submitted have been accepted to AERA 2012, which will be held in Vancouver in April next year:
Curriculum Change and Resistance: Challenges Identified During the Implementation of An Expansive State English Curriculum.
This paper presents the findings of a doctoral study that undertook a content analysis of a corpus of curriculum texts, news reports and case interviews with teachers during a period of curriculum change in the Australian state of New South Wales.
Producing the young citizen in texts of families, neighbourhoods and nations
This session critically analyses popular fiction, nonfiction and television texts for children and young people focusing on sexuality, sexual safety, bullying and heroism. Each of the selected texts can be understood as a pedagogical apparatus that works to instantiate children and young people as particular subjects and objects of knowledge. (with Gannon, Lampert, Bethune and Gonick)
So, let’s count ’em up: AATE and AARE in December; I already went to ALEA and IFTE earlier in the year; AERA in 2012.
That’s FIVE amazing conferences in 12 months!
And one BUSY girl
Totally worth it 🙂
(By the way…’what’s with all the four letter acronyms starting with A’, I hear you ask? Tell me about it! Took the first year of my research degree to decipher this shiz! And the kind of ugly websites of AERA and AARE…you can tell all of their energy goes into research!)
IFTE Conference Seminar 2011
Posted by kmcg2375 in conferences, education, english, university on December 2, 2010
In April 2011 the International Federation for the Teaching of English is holding its triennial conference in Auckland, New Zealand.
I’ve proposed the following seminar – fingers crossed it’s something they want to see!
The English teacher-practitioner: Re-writing our role
This seminar will weave together two strands of reflection on the nature of English teachers’ work. On one hand the nature of assessment in English will be considered, with a critical exploration of the relationship between standardised assessment and teachers’ capacity to positively engage in providing formative feedback. A central question that participants will be asked to reflect on is ‘how can we reconceptualise our role as a co-practitioner in the classroom and consequently find more enjoyment in the marking process?’ The second line of reflection will be a recount of my own journey to seek an antidote to the processes of ‘school writing’ and recommendations for avenues that other English teachers can explore to stimulate their own creativity and willingness to see themselves as a practitioner as well as a teacher of others.
English teachers: would you want to come to this? If you came along, what would you be expecting/hoping to hear about?