Invitation to join the SERA Early Career Researcher Network

The SERA Early-Career Researcher (ECR) Network supports ECRs in Scotland to develop their capacity and capabilities as researchers within a supportive network and to share their research and connect with colleagues in education and the broader academic community.

ECR network includes:

  • Postgraduate students (PhD and Masters)
  • Educational practitioners researching any area of Scottish education
  • Postdoctoral researchers within 5 years (excluding career breaks/maternity or paternity leave) of completing their PhDs
  • Researchers/practitioners new to the field of educational research

Network activities:

  • Estelle Brisard Award: The prize is awarded for the best research paper written by an early career researcher based in Scotland and is presented annually at the SERA conference.
  • Rapid-thesis competition (masters and doctoral students) – prize awarded for most effective presentation of dissertation/thesis in 3 minutes
  • Seminars and workshops in collaboration with members and external educational partners
  • Networking events at the annual SERA conference

If you want to be involved, please join the mailing list or contact the convenors:


Anna Beck, PhD candidate, University of Stirling

Xin Miao, PhD candidate, University of Stirling

Carrie Walton, PhD candidate, University of Sunderland

The general contact email is:

Managing Editor: Xin Fan

13th Biennial Conference of the Comparative Education Society of Asia (CESA 2023)

November 23-26, 2023

International Conference Center Hiroshima, Hiroshima, Japan

Welcome Message

Message from the CESA Conference Chair

On behalf of the Faculty of Education, Hiroshima University, and of the Comparative Education Society of Asia, I would like to extend my warmest welcome and sincere good wishes of the people of Japan to all distinguished participants, especially all CESA members to this celebratory international conference on “Resilience and Rebuilding of Education: Aftermath of Social Crisis”!

It is an honour to host the thirteenth biennial conference of the Comparative Education Society of Asia in conjunction with the celebrations of our foundation anniversary. We are also delighted to welcome colleagues and friends from all over the world again to Japan after the first conference of CESA held 27 years ago.

The 2020s will be a genuinely auspicious decades for our Education Community. Over the past few decades, we have faced many crises, such as war, terrorism, disaster and pandemics. We tend to focus on the brutal aspects of these phenomena, but in this year’s CESA symposia, we will focus on recovery from polycrisis and the role of researchers and international organizations in the recovery process. learning about the power of people to value education and take it back to their countries.

This year’s gathering will be an essential step towards the right view and direction of comparative education and its ultimate goals. It will be a great opportunity for us not only to learn from each other in the spirit of the field of Comparative Education but also to foster relationships through face-to-face meetings for international cooperation in education.

Yoshikazu Ogawa, Ph.D.
Professor of Faculty of Education, Hiroshima University

Important Dates

  • Registration and Abstract Submission open: February 2023
  • Deadline for ALL proposal submissions: May 15, 2023
  • Acceptance Notification; July 31, 2023
  • Deadline for Early Bird Registration: August 31, 2023
  • Online Registration Closing Date: November 10, 2023
  • Conference dates: November 24-26, 2023

Organizing Committee

Prof. Yoshikazu Ogawa (Hiroshima University, Japan)

Secretary General
Prof. Tatsuya Kusakabe (Hiroshima University, Japan)

Assistant Secretary General
Prof. Minoru Morishita (Tokyo University of Marine Science and Technology, Japan)

Prof. Yoshikazu Ogawa (Hiroshima University, Japan)
Prof. Yasushi Maruyama (Hiroshima University, Japan)
Prof. Tatsuya Kusakabe (Hiroshima University, Japan)
Prof. Chiaki Miwa (Hiroshima University, Japan)

Public relations
Prof. Takayoshi Maki (Hiroshima University, Japan)

Mr. Takeomi Murakami (Hiroshima convention & Visitors Bureau)

Ms. Chiemi Kurokawa (Ph.D. student, Hiroshima University, Japan)


Abstract Details

Please submit your proposal(s) first and wait for the acceptance notification.

  • Submission Deadline: May 15 2023
  • Acceptance Notification; July 31, 2023

Submission is open to CESA members and non-members.
All proposal submissions are accessible CESA 2023 website. Please follow the presentation guideline. Templates are available to download below.

Link to CESA conference 2023:

Managing Editor: Tong Meng

Call for Papers for CIE / ECI

Comparative and International Education / Éducation comparée et internationale

Special Issue on Pluralizing Educational Mobilities

Guest Editors: Ian Craig, University of the West Indies; Kalyani Unkule, O.P. Jindal Global University, Law School Santiago Castiello-Gutiérrez, Seton Hall University; Jean-Blaise Samou, Saint Mary’s University

The journal of Comparative and International Education / Éducation comparée et internationale invites manuscripts to be considered for a Special Issue on “Pluralizing Educational Mobilities,” to appear in Summer 2024. In recent years, there has been a critical turn in international education scholarship (including education abroad), placing a stronger focus on issues of equity and inclusion, which trains a decolonial lens on research and practice around international mobilities, especially in light of the ongoing disruptions (social movements, global pandemics, wars, climate disasters) that have transformed our world in the past few years. The aim of this Special Issue is to contribute to this endeavour by presenting research in the area of educational mobility that further diversifies meaning-making around this activity by, amongst other approaches:

  • giving greater voice to internationally mobile students from the Global South, exploring their experiences with the same qualitative attention that has been bestowed on their counterparts in the Global North, with due critical consideration of the many complexities that may trouble that binary construct.
  • examining contexts for student mobility that are hitherto under-researched, particularly in the Global South. 
  • drawing on alternative epistemologies and situated cultural knowledge that are typically beyond the purview of current mainstream international education research, thereby offering alternative narratives, tropes and framings that enhance understandings around internationalization in particular contexts. 
  • harnessing collaboration between researchers across scholarly disciplines, thereby bringing complementary or disruptive external perspectives to bear on study abroad scholarship, or collaboration across roles in student mobility, such as between scholars, practitioners, administrators and student-participants.

This Special Issue thus seeks to open new pathways towards a fuller understanding of the contingent and multifaceted nature of this activity, paying due attention to the nuances of cultural context, subject positioning and historical conjuncture, amongst others, that bear on any experience of study overseas. The following questions are relevant:

  • What are the motivations and experiences of education abroad in and from contexts not typically reflected in the field of international education scholarship thus far?
  • For these individuals and contexts particularly, what is the interaction between international experiences and broader processes and systems such as curricula, institutional internationalization, international relations or development politics? 
  • To what extent and how is this critical turn towards equity in the field having a meaningful impact on the way that student mobility is conceptualized, managed and experienced, both by student participants but also by administrators and other actors?
  • Which alternative narratives or situated cultural understandings might broaden or nuance understanding of study abroad experiences? Are there templates and historical experiences of mobility which would fundamentally disrupt and re-orient language and practices of “othering”, assumptions of “knowability” and instrumental framings of “cultural competence” currently pervasive in international education, particularly study abroad?
  • How can study abroad be further and more meaningfully decolonized, both as a scholarly field and an activity? What kind of ripple effects might this have for practices of knowledge creation and dissemination within higher education more broadly – for example: curriculum diversification, internationalization strategies, programme evaluation and reform?

Critical scholarship shows how the conception, structuring, and directions of educational mobilities are rooted in and strengthen dominant worldviews while instrumentally engaging with other ways of being and knowing. Pluralizing educational mobilities therefore includes pluralizing the ways in which we create and disseminate knowledge about them as a field of research and practice. In this spirit, this Special Issue will consider texts which:

  • Situate the meaning, purpose, nature, outcomes and ethics of mobility in alternative cosmologies and historical experiences.
  • Reflect stylistic and methodological approaches which embody reflexivity and emphasize context-specificity in research and its implications for practice.
  • Extend possibilities for bridging critical scholarship with programming practice, particularly through further reflection on conceptual framings, tacit assumptions, linguistic usage, and scope of enquiry in existing literature.

For this Special Issue, CIE / ECI welcomes articles in English,  French, or Spanish presenting original research and scholarship on the specified topic. Submitted articles will be subject to the standard peer review process, must follow the current style guidelines of the American Psychological Association, and include a title and an abstract (up to 150 words). Manuscripts should not exceed 8,000 words, including all notes, quotations, and references. Manuscripts must be submitted through the journal’s online system.

Submission deadline: full manuscript October 1st, 2023. 

For submission information, visit:  

If you have an idea for a submission but are not sure whether or not it falls within the scope of this Special Issue, you may submit, by May 15th 2023, a 500-word proposal to Your proposal should cover the following (as applicable): context and purpose for the study, methodology, preliminary findings, implications for research and/or practice, a statement about how the proposed submission pluralizes educational mobilities. This prior submission is optional and all final submissions will be considered for inclusion solely on the basis of the blind peer-review process.

This special issue arises from the work of the Global Collective for Study Abroad Researchers and Administrators (GCSARA), which is the recipient of a Connection Grant from the Social Sciences and Humanities Research Council of Canada. Authors are encouraged to visit 

Managing Editor: Xin Fan

20th Gender & Education Association International Conference

Conference Dates

  • Pre-conference Day: Student/ECR Workshops and Teachers’ Symposium: Monday 17 June 2024 to be hosted/sponsored by Charles Sturt University Division of Learning, and the Charles Sturt University Research Office
  • Conference Dates: Tuesday 18 June to Thursday 20 June 2024

For more information can be found here

Read the Charles Sturt University press release about the conference.

Conference Theme: Be the Change

The Gender and Education Association 2024 conference seeks to bring together education practitioners from all levels of education, activists, academics, students, community members and leaders, artists, researchers,
lawmakers, policymakers, and media to explore the need for change for diversity and inclusion, positionality, and redressing inequalities through both an intersectionality and a gendered lens. Engaging in the debates of inclusion in education is important but pivotal are the pedagogies and ideologies that underpin how we include and reframe the systemic and structural barriers that led to culminative disadvantage. Given the global impact of the pandemic with women being hardest hit with career stability and access to education and services, a call to action is needed to go beyond a deficit model to that of universal inclusion – designing education and pedagogy to be inclusive and accessible to all regardless of ones identified intersections. Our conference theme, Be the Change, aims to be a catalyst for discussion and action to redress global and institution inequality through the power of education and knowledge.

  • Be the Change, in understanding that individuals have agency within organisations and society to influence systems and structures that impact on education across the globe.
  • Be the Change, is understanding your own intersections and identities and how these impact on an individual’s positionality and interface with educational, political, economic, and societal systems.
  • Be the Change, is acknowledging how lived experience can give to voice and activism for change for the greater good in overcoming inequality and utilising education as a powerful tool
  • Be the Change, is delivering innovation through codesign for more inclusive and accessible education.
  • Be the Change, is acknowledging we all have a part to play

Themes which could be explored include (but are not limited to):

  1. What are the big questions and issues that need tackling?
    a. Local, national, and global inequalities in education
    b. Access and success (attrition and progression) in education
    c. Inequalities across different contexts, geography, and levels of education
    d. Employment in education – inequalities, marginalisation, and resilience in education
  2. One size doesn’t fit all
    a. First Nations perspectives to education
    b. De-homogenising the majority
    c. Taking an intersectional approach
  3. Progressive a/genda(er)
    a. Social justice, human rights and education
    b. Gender identity and gender expression in and for education
    c. Ethics of exclusion – refugees, displaced persons, and environmental refugees – access and surveillance of educational freedoms, Faith and Islamophobia, antisemitism, and religious intolerance in education
    d. Classism, ableism, and racism in education
    e. Making the invisible visible – Disability, neurodiversity, and mental health in education
  4. Innovation and creation of pedagogy for inclusion
    a. creativity in a gendered/non-gendered environment
    b. use of alternate creative media, music, art as a knowledge broker
    c. Universal design in education
  5. Practice translation for impact
    a. Case studies
    b. Systemic and structural change for inclusion
    c. Initiatives for change
  6. Being the voice of change – new developments and future facing research/action
    a. Decolonialisation
    b. De-whitening intersectionality
    c. Feminism and anti-oppressive strategies in education
    d. Activism

We will invite contributions in a range of diverse formats including (and not limited to) 20-minute oral presentations, posters (digital and onsite), roundtables, themed panels, symposia, workshops, creative presentations and ‘other’ which will be led by the abstracts received.

Conference Team

Conference Co-Chairs: 

  • Associate Professor Cate Thomas School of Social Work & Arts, Athena Swan Convenor
  • Kate Wood-Foye, Director External Engagement Charles Sturt University (Port Macquarie)

Conference Organising Committee

  • Dr Fredrik Velander School of Social Work & Arts
  • Dr Denise Wood Division of Learning & Teaching Social Equality Intersectionality & Inclusion Research Group
  • Emmaline Lear SFHEA Manager Researcher Development Office of Research Services & Graduate Studies
  • Dr Jennifer Podesta Graduate Studies Engagement Officer Charles Sturt University
  • Dr Jacquie Tinkler Division of Learning and Teaching
  • Deanne Tilden Campus Ally Lead
  • Bethany Brightmore Faculty of Arts & Education Marketing
  • Monique Sheppard Post-Doctoral Fellow
  • Halima Kramel Community Relations Officer Charles Sturt Port Macquarie Event Support & Logistics

About GEA Conferences

This will be the first GEA conference since 2019 after the pandemic disrupted the amazing plans for the 2020 conference. If this will be your first GEA conference, then you can learn more about the previous 19 conferences here. You can also read reflections from previous conference attendees to learn more about what to expect at a GEA conference:

About The Gender and Education Association: GEA is a volunteer-led international intersectional feminist charity. Since 1997, our community of educators, researchers, activists, leaders, artists, and more have been working to challenge and eradicate gender stereotyping, sexism, and gender inequality within and through education. UK charity number: 1159145

About Charles Sturt University: ‘Inclusive’ is one of the four core values at Charles Sturt University. Our commitment to gender equity is vital to attracting the best researchers and academics. Charles Sturt University’s Athena SWAN action plan outlines 43 actions that have been developed to reduce gender inequity, not only in STEMM but across the institution. These actions address issues identified in recruitment and induction; career progression and promotion; the gender pay gap; research; leave and flexible work arrangements; promoting inclusivity; and embedding the Athena SWAN principles within core business. Our participation augments the Leadership Development for Women program, the Senior Women’s Leadership Forum, and the University’s Workplace Gender Equity Strategy (2018-2022). The University has also received recognition as a Women in Stem Decadal Plan Champion. Charles Sturt University is a forward-thinking university that engages with community and students from vulnerable backgrounds such as First Nations, first in family to attend university and low social economic status. Charles Sturt prides itself on its ethos yindyamarra winhanganha. The Wiradjuri phrase yindyamarra winhanganha means the wisdom of respectfully knowing how to live well in a world worth living in. This phrase represents who we are at Charles Sturt University – our ethos. It comes from traditional Indigenous Australian knowledge, but it also speaks to the mission of a university – to develop and spread wisdom to make the world a better place. 

Managing editor: Lisa (Zhiyun Bian)

A Blended Training Course: Intersectional Approach Research on Diversity and Migration Narratives

Dates: 15 May – 19 May 2023 (virtual); 5 June – 9 June 2023 (in person)
Format: Blended
Total workload: 90 hours ECTS: 3*
Language: English (B2)
Location: València, Spain

More information can be found here.

General information:

The Intersectional Approach Research on Diversity and Migration Narratives program (3 ECTS, 90 hours) is strongly supported by the FORTHEM Diversity and Migrations Lab. The involvement, knowledge and expertise of the colleagues from the partner universities is essential for this event to take place.

This program is a “blended” course and includes one or more parts that are performed online and one part which is performed in person at the host university (Universitat de València, Spain). It is a programme carried out mainly in English language with some optional events in other European languages.

Throughout this training period Ph. D. students will first learn about the theoretical concept of Intersectionality, Hybridism and Boundaries and its direct applications to Diversity and Migrant Narratives from different fields and methodologies.

The Intersectional Approach Research on Diversity and Migration Narratives course is open to 15-20 Ph. D. incoming students from any Erasmus+ institution and to FORTHEM universities enrolled in the areas of knowledge of Social Sciences and Humanities: Education, Literature, Linguistics, Pedagogy, Psychology, Human Geography, Sociology, Anthropology, Philosophy, Human Rights and Law as we are seeking for the promotion of an intersectional approach from all of these areas of knowledge.

The Intersectional Approach Research on Diversity and Migration Narratives course consists of a hybridization between virtual training (May, 2023) prior to classroom training in the city of Valencia (June, 2023).

Students’ Selection:

Interested participants please contact your International Relations Office at your home institution for further information regarding your application and funding.

Find more information in the attached document.

Managing editor: Lisa (Zhiyun Bian)