Join us in Arlington, USA for ERI2022!
May 05–07, 2022 | Virginia Tech, Executive Briefing Center, Arlington, Virginia, USA
Welcome to The 2nd IAFOR Conference on Educational Research & Innovation (ERI2022), held in partnership with Virginia Tech, USA, and the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan.
ERI2022 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.
"Learning Beyond Boundaries"
Discovery is sparked through opportunities to examine contemporary knowledge and practices from differing perspectives, beyond well-defined areas of expertise. In educational research, the opportunity to explore current educational issues and challenges through a different lens can serve as a valuable catalyst for innovations in teaching and learning. Toward this goal, The International Academic Forum (IAFOR) is proud to partner with Virginia Tech to examine the latest research and innovations in education, with a specific focus on perspectives that cross the traditional boundaries of disciplines, geographies, contexts, and cultures to inform the next generation of teaching and learning. Leveraging IAFOR’s globally-renowned offering of international, intercultural, and interdisciplinary scholarly exchanges, the “Learning Beyond Boundaries” conference organisers welcome original research and best practices related to the trends and issues in education that move beyond traditional paradigms and practices.
The IAFOR Conference on Educational Research & Innovation (ERI) is a multidisciplinary conference organised by The International Academic Forum (IAFOR). Keynote, Featured and Spotlight Speakers will provide a variety of perspectives from different academic and professional backgrounds.
In conjunction with IAFOR's Global Partners, we look forward to welcoming you to Virginia Tech!
– The ERI2022 Organising Committee
Amy Azano, Virginia Tech, USA
Bob Doyle, Harvard University, USA
Joseph Haldane, The International Academic Forum (IAFOR), Japan
Steve Harmon, Georgia Tech, USA
Rich Ingram, James Madison University, USA
Barbara Lockee (Conference Chair), Virginia Tech, USA
IAFOR Journal of Education (Scopus Indexed Journal)
This conference is associated with the Scopus and DOAJ listed IAFOR Journal of Education.
About Virginia Tech, USA
Virginia Polytechnic Institute and State University (Virginia Tech) is a public land-grant university serving the Commonwealth of Virginia, the nation, and the world community. The discovery and dissemination of new knowledge are central to its mission. Through its focus on teaching and learning, research and discovery, and outreach and engagement, the university creates, conveys, and applies knowledge to expand personal growth and opportunity, advance social and community development, foster economic competitiveness, and improve the quality of life.
About IAFOR’s Education Conferences
IAFOR promotes and facilitates new multifaceted approaches to one of the core issues of our time, namely globalisation and its many forms of growth and expansion. Awareness of how it cuts across the world of education, and its subsequent impact on societies, institutions and individuals, is a driving force in educational policies and practices across the globe. IAFOR’s conferences on education have these issues at their core. The conferences present those taking part with three unique dimensions of experience, encouraging interdisciplinary discussion, facilitating heightened intercultural awareness and promoting international exchange. In short, IAFOR’s conferences on education are about change, transformation and social justice. As IAFOR’s previous conferences on education have shown, education has the power to transform and change whilst it is also continuously transformed and changed.
Globalised education systems are becoming increasingly socially, ethnically and culturally diverse. However, education is often defined through discourses embedded in Western paradigms as globalised education systems become increasingly determined by dominant knowledge economies. Policies, practices and ideologies of education help define and determine ways in which social justice is perceived and acted out. What counts as "education" and as "knowledge" can appear uncontestable but is in fact both contestable and partial. Discourses of learning and teaching regulate and normalise gendered and classed, racialised and ethnicised understandings of what learning is and who counts as a learner.
In many educational settings and contexts throughout the world, there remains an assumption that teachers are the possessors of knowledge which is to be imparted to students, and that this happens in neutral, impartial and objective ways. However, learning is about making meaning, and learners can experience the same teaching in very different ways. Students (as well as teachers) are part of complex social, cultural, political, ideological and personal circumstances, and current experiences of learning will depend in part on previous ones, as well as on age, gender, social class, culture, ethnicity, varying abilities and more.
IAFOR has several annual conferences on education across the world, exploring common themes in different ways to develop a shared research agenda which develops interdisciplinary discussion, heightens intercultural awareness and promotes international exchange.
Special Themes and Areas of Focus
Authors have the optional opportunity of identifying whether their paper addresses either the 2021–2022 IAFOR Special Theme and/or one of the ongoing IAFOR Special Areas of Focus.
IAFOR 2021–2022 Special Theme: “Resilience”
Resilience is the ability to resist being affected, or to recover readily from setback and adversity, and the past year has been one of enormous turbulence and upheaval. Nobody has been left untouched by the impact of the global pandemic, and great change has been forced upon us all.
COVID-19 has underlined the extent to which we suffer together as one, but also how the experience of a global pandemic has been very different and unequal. This has had a woeful impact on the already marginalised and dispossessed, further evidencing that countries are not equal in their ability to provide for and protect their people. The pandemic has also created questionable narratives and false dichotomies in approaches to finding solutions to the myriad problems that COVID-19 has either caused or exacerbated.
Humans can be by turn extraordinarily delicate, and remarkably resilient and we are now living through and witnessing an extraordinary period of history. However, as with any period of great change, there is a window of opportunity that follows where one has the chance to enact and bring about change for the better. The pandemic has also allowed many of us the space to rethink our relationship with both ourselves and those immediately around us, but also with the wider world. This is a crisis both global and local, both shared and individual.
That time to rethink and reimagine is now as we attempt to regroup and rebuild. We need to build back, but do so in a way that is better, stronger and fairer. Forged by adversity, we have the opportunity to follow divergent paths towards a future that we help create, and where, to borrow Heaney, hope and history may rhyme.
IAFOR Special Areas of Focus
In line with its organisational mission, IAFOR encourages, facilitates and nurtures interdisciplinary research, with an emphasis on international and intercultural perspectives. Current areas of focus of the organisation include the following ongoing collaborative programmes and initiatives.