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ECER 2021 - Education and Society: expectations, prescriptions, reconciliations

Date :  du 06-09-2021 au 10-09-2021

Organisation :  European Educational Research Association (EERA)

Université de Genève

Programme : 

Following an extensive series of conversations within EERA and with our conference partners in Geneva, it has been decided to hold ECER 2021 as an online conference. While our preference would have been for an in-person ECER in the beautiful city of Geneva, the uncertainty that still exists around the COVID-19 pandemic meant that this is just not possible.


EERA and the University of Geneva invite Educational Researchers to submit proposals for the European Conference on Educational Research (ECER) 2021. ECER, the annual conference held by the European Educational Research Association (EERA), welcomes over 2,500 scholars each year, representing views and research traditions from all parts of Europe. ECER is preceded by EERA’s Emerging Researchers’ Conference (ERC).ECER 2021 (online) will take place over four and a half days, starting Monday morning 6 September and ending Friday 10 September at lunchtime. In addition to interactive paper sessions, research workshops, panel discussions, ignite talk sessions, poster sessions and symposia, there will be a poster exhibition a publisher exhibition, both exhibitions offering opportunities to chat and/or get together for a one to one video meeting. We plan to have the keynote videos available prior to ECER and the ECER week will culminate with the Keynote Panel on Friday. There will be plenty of opportunities to socialise and network throughout the conference and there will be special activities organised by networks as well as Geneva-themed events hosted by the local organising committee in Geneva.

Emerging Researchers‘ Conference: 2 - 3 Sept 2021
European Conference on Educational Research:  6 - 10 Sept 2021
Submission Period: 1 Dec 2020- 31 Jan 2021
Information on Review Results: 1 April 2021

CONFERENCE THEME : Education and Society: expectations, prescriptions, reconciliations
ECER 2021, Geneva (online) proposes to investigate the tensions that exist between the broad social, political and economic de- mands placed on education systems and the realities of daily en- gagement with learners and those connected to them at all stages of the education continuum. Addressing this dichotomy between the, at times, contradictory prescriptions, injunctions and demands placed on education systems and the needs of individual learners and learning communities has been central to much educational research and the process of reconciling the, often conflicting, demands that emerge will be at the heart of this conference.
Geneva was one of the main crucibles of the New Education movement which, at the beginning of the 20th century and after World War I in particular, placed so much hope in the education of the human to build a better future. Thus when choosing a main theme for an ECER organised in this international city, it seems appropriate to raise the issue of tensions between the realities or social contexts within which the education process takes place and the stated aims of formal education as a collective, mandated endeavour, in as much as that has at its heart an understanding of the centrality of human personal development.
As a product of the societies that build, finance and manage it, the educational institution and its actors are caught in many di- lemmas: supporting balanced and equitable educational provision in an increasingly challenged and challenging social and political environment; acknowledging the need for diversity, inclusion and openness to difference while at the same time recognising the need for an agreed set of shared values and practices; recog- nising the legitimate interest of the broader polity in the content, practices and structure of education while also keeping at the heart of educational provision the needs of individual learners and learning communities. The additional challenges of enabling educational communities to be transparent, open and responsive to the changing needs and requirements of the social and learning communities they serve and are part of is also of central importance.
Seeking to reconcile these different conceptualisations of the purpose and practice of education and educational research leads to the emergence of many research questions: is the objective of formal education uniquely the transmission of knowledge or should it be understood in larger ways and what does this mean? How can knowledge transmission in educational settings contribute to the solving of social problems? How far does education help the de- velopment of the citizen and what kind of citizenship is envisaged?
During ECER 2021, Geneva (online), the 32 EERA networks and the Emerging Researchers’ Group will engage and explore the various facets of the tensions experienced during the first decades of the 21st century in educational settings.



Jo-Anne Dillabough is Reader in the Sociology of Youth and Global Cultures (Education, Sociology of Education), University of Cambridge. She has been a visiting scholar at universities in Australia, Argentina, Iceland, Norway, and Sweden and was the former David Lam Chair in Multicultural Education, UBC.

Phillipp Gonon and Lorenzo Bonoli:
Philipp Gonon is Professor of Vocational Education and Training at the Zurich University, where he teaches vocational pedagogy, history and theory of (vocational) education, qua- lity assurance and program evaluation at the graduate and undergraduate level.
Lorenzo Bonoli is senior researcher and head of MSc pro- gram at the Swiss Federal Institute for Vocational Education and Training in Lausanne and Zollikofen (Bern).

Kirsti Klette has been a full Professor of Classroom Studies / Curriculum and Instruction at the University of Oslo since 2002. Professor Klette is the Director of the Research group Studies of Instruction across Subjects and Competences (SISCO) at the Faculty of Educational Sciences, she is the leader of the TeachingLearningVideoLab Oslo and she is Director of the Nordic Centre of Excellence in Education “Quality in Nordic Teaching” (QUINT) with a special responsibility for video docu- mentation / comparative classroom studies.

Laura Lundy is Co-Director of the Centre for Children’s Rights and a Professor of Education Law and Children’s Rights in the School of Social Sciences, Education and Social Work at Queen’s University, Belfast. She is joint Editor in Chief of the International Journal of Children’s Rights.

Anne Rohstock is a professor at the University of Tübingen’s Institute of Education. She holds an MA in Education Sciences from LMU Munich and a PhD in History from the University of Regensburg. Her work focuses on modern Europe and North America and addresses key aspects of educational history in the 20th century from a cultural historical and history of knowledge perspective.

Ninni Wahlström is Professor of Education at Linnaeus University, Sweden. Her current research focuses on transnational and na- tional policy discourses and their implications for national curri- culum and classroom teaching from a perspective of critical cur- riculum theory.


Marit Honerød Hoveid is a professor of education at the Norwegian University of Science and Technology, department of education and lifelong learning. She has her degrees from the University of Oslo (Cand.Polit.) and from NTNU (Dr.Polit) in pedagogy.


In addition to the general call, some networks would like to encourage discussion on specific thematic topics and have therefore issued a special call. However, they will remain open for all other submissions within their area.

  • NW 04 Inclusive Education: Unlocking education: developing inclusive education in exclusionary times.
  • NW 12 LISnet - Library and Information Science Network: Open Science in Education
  • NW 13 Philosophy of Education: Education and Psychoanalysis
  • NW 14 Communities, Families and Schooling in Educational Research: Reconciling school-community and formal education
  • NW 17 Histories of Education: Understanding Different Stakeholders and Converging-Diverging Agendas in Education across Europe
  • NW 17 Histories of Education: Shifting Identities in Transnational Spaces. Migrants and Minorities narratives through time
  • NW 22 Research in Higher Education: Pedagogical Practices in Higher Education in the aftermath of Bologna Process
  • NW 28 Sociologies of Education: Sociologies of Learning: Spaces, Knowledge, Technologies and Ontologies
  • NW 29 Research on Arts Education: Reconfiguring Art*Education Institutions
  • NW 32 Organizational Education: Organizations as Educational Fields: expectations, prescriptions, and reconciliations
  • NW 33 Gender and Education: The present and future impact of COVID 19 on educational inequalities in relation to genders