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Pays : États-Unis  Langue(s) : anglais, arabe, espagnol, français 

CIES 2023 - 67th annual conference of the Comparative & International Education Society - Improving Education for a More Equitable World

Date :  du 14-02-2023 au 22-02-2023

Appel à communications ouvert jusqu'au :  08-08-2022

Lieu :  Washington, DC & online

Modalité :  en présentiel et/ou distanciel

Organisation :  Comparative and International Education Society (CIES)

Welcome to the CIES 2023 website, where you will find related information, submission guidelines and highlights for the CIES 2023 Annual Meeting. The meeting will run between February 14-22, 2023, with a break on February 16-17.

February 14 – 15: Online Days
February 18 – 22: On-site Days in Washington, D.C.

We are so excited to be hosting on-site sessions in Washington, D.C., and we will draw from the unique and rich regional and cultural history of the U.S. Capital, as well as its pivotal place in the current fight for a more equitable globe. We will keep our underlying commitment that is to give all attendees the best meeting experience as we navigate the new directions we are taking CIES in the post-pandemic era.

CIES 2023 is an on-site meeting, with online sessions. On-site, you will experience a full meeting with powerful keynote speakers, plenary situations designed to renew bonds between CIES attendees, social and cultural events, and of course, the main draw of the meeting, concurrent sessions featuring cutting-edge research from our CIES members. The Online Meeting Hub, enhanced from that in the annual gathering of 2022, is the only platform that is used to allow all attendees (including both on-site and virtual participants) to enjoy all online concurrent sessions. In addition to that, key events, keynote speeches, and CIES State of the Society will be live streamed.

Programme : 

Theme: Improving Education for a More Equitable World

To many, education remains a dream of equal opportunities for all learners, regardless of their backgrounds and contexts. Confucius advocated 2,500 years ago for education without discrimination (有教无), a dream of education for all. This

evolving vision was renewed right after WWII by the United Nations Universal Declaration of Human Rights, stipulating that everyone has the right to education. Although pioneers, like minority woman leader Patsy Mink, have long envisioned equal education with persevering efforts for the United States, the realities in the country and worldwide do not reflect this dream.

Educational reforms abound around the globe, but limited improvements have been made to actualize educational equity, as is reported again and again by the UNESCO in Global Education Monitoring Reports (2021) and more recently in Reimagining Our Futures Together: A New Social Contract for Education (2022). There are many interrelated factors, often working in tandem, attributing to these limited improvements. These factors include power disparity, income, gender, sexuality, race, ethnicity, language, ability, culture, religion, geo-politics, and neocolonialism, among others. It is important to note the context within which these factors exist. We are facing a global emergency of climate change, in an uncertain era post-Covid. However, the people and communities most impacted by these crises are already vulnerable and the situation will only worsen if drastic changes are not made immediately; these factors will only expand existing inequalities, and in particular, further widen the existing gaps of learning access and success. We must then ask ourselves an urgent and crucial question: What responsibilities, agendas, and solutions can properly address these alarming, coalescing challenges?

Educational improvement is not merely a technical term, evidenced by the emerging, fast-growing, and interdisciplinary field of educational improvement studies. It constitutes a powerful approach and a dynamic process to advance education, through which reality and uncertainty are examined and problems are tackled. It varies across educational levels, forms, and contexts, including but not limited to equity, inclusion, diversity, quality, effectiveness, and sustainability. Each deserves stronger policy actions and more integrated theories and applications, requiring capacity- and community-building, a systemic approach, and multi-perspective inquiries.

Comparative and international perspectives are essential to fulfilling the dream of educational equity. How should we critically look at and meet desired outcomes across time and space? In what ways may micro, meso, and/or macro educational strategies, structures, and processes be improved along with their environments? How do we know through rigorous methods that we ARE making progress responsively? What changes can bring about responsible and sustainable advancement in learning, teaching, and schooling? What implications may these changes have on individual systems, contexts, and the already vulnerable planet? And how may our endeavors help redefine comparative and international education in a way that reconnects it with contextualized educational policy and practice?

Le détail des formes et modalités de soumission est disponible sur le site du colloque (en anglais). 


mot(s) clé(s) :  comparaison internationale