Participants who presented their papers during the 3rd WCCES Symposium are encouraged to revise and submit their papers to one of the three WCCES publication outlets (each with its rigorous peer-reviewed process): 1) Papers of 6000 words in Global Comparative Education: Journal of the WCCES in one of the six official languages of the United Nations 2) Short papers of 3000 words in World Voices Nexus: The WCCES Chronicle in one of the six official languages of the United Nations 3) Papers of at least 6000 words in English as chapters in one or more edited volumes in the WCCES Brill-Sense book series.
3rd WCCES Symposium (Virtually through Zoom) Teachers, Teaching Profession, and Comparative Education: Fostering Values Education and Engaging Academic Freedom amidst Emerging Issues related to COVID-19
Co-convened with 1st International Conference of Mondial Association for Peace by Comparative Education 6th International Conference of Indian Ocean Comparative Education Society 3rd Conference of Portuguese Society of Education Sciences - Section of Comparative Education
25-27 November 2020
The advent of Wikipedia, Google, and several online learning institutions is challenging the conventional role of a teacher, who hitherto acted as a “sage on the stage”. Information is literally at the fingertips of learners, nevertheless the challenge of converting it into actionable knowledge still remains. Even artificial intelligence systems today are not advanced enough to replace the human teacher. It is highly likely that several components of teaching delivery may be taken over by technology in the times to come. However the role of a human teacher as a mentor, guide, and researcher is hard to be replaced.
In the current global crisis of Covid-19 pandemic, teachers at all levels of the education systems across the globe face formidable challenges, such as whether to continue in this profession or not, the need to help future generations of citizens develop humanist values, dealing with rapid technological changes that affect their roles, identities and work, freeing themselves and their students from the grip of consumerism fuelled by world markets. In the framework of comparative education, this symposium aims to attract views, experiences and insights from research on the teaching profession from different parts of the world, with an eye on these challenges. It would indeed help in understanding the multi-faceted role of a teacher today and tomorrow (during and after the Covid-19 pandemic) from varied cultural, linguistic, political and geographical perspectives.
Questions for Consideration A number of questions, including (but not limited to) the following are raised as the guiding threads for this symposium: • How can the teaching profession rise to the call in the SDGs towards the promotion of the idea and requirements to nurture shared values caring for our local and global, social and physical environment in recognition of our common humanity? • How can the teaching profession and teachers in the framework of comparative education promote and uphold common values recognising our mutual dependence? • What processes are taking place and/or can be envisioned to leverage the constructive impact of the education systems in different parts of the world during and post the Covid-19 pandemic? • How can the technology be conceived as an effective tool that can help achieve the humanistic values and goals? • What role can comparative education/educators/researchers play in protecting and fostering teachers’ freedoms when these are threatened? • How can autonomous and critical thinking be applied in teaching and research to promote and sustain academic freedom? • What cross-national comparisons of values education be conducted from the lower to higher levels of education systems? • What are the implications for gender equity and values education as in many national contexts there is a gendered structure of the teaching profession characterised by a feminisation of the lower levels while the upper levels, especially in the universities, are dominated by the male teachers and researchers?
Extended Deadline for 300 words (in Microsoft Word) abstract submission in any of the following languages: English, French, Portuguese or Spanish: 10 November 2020
More information will be communicated during and after the symposium.For more details, please visit the WCCES main website: www.wcces-online.org
Thanks to our sponsors, the registration fee has been waived off for participants hailing from low and lower-middle income countries (World Bank List of Economies, June 2020) and students from anywhere in the world. For other participants, the registration fee is Euro 40. Donations to support the symposium will be much appreciated and acknowledged.
Mandatory Registration Form
Please note that it is mandatory to complete the registration form through this linklatest by 20 November 2020 for the participants to partake in the symposium.
The following points are helpful in completing the registration form:
In the place where the Tax Identification Number is requested, you should put 999 999 990 (without the spaces)
You do not need to enter information about your passport.
On the "Free Training" issue, the option is already pre-filled and should not be changed.
Message from WCCES President about the film session on Friday, 27 Nov. 2020 at 17:30 GMT
Dear Symposium Participant,
Please join us after the closing session of the WCECS 3rd Symposium at GMT17:30 on Friday 27 November for a special viewing of a section of John Feldman’s film: Symbiotic Earth: How Lynn Margulis Rocked the Boat and Started a Scientific Revolution. https://hummingbirdfilms.com/symbioticearth/
We are delighted that the film director John Feldman will be able to join us for the session. After a short introduction to the film and viewing a 20-minute section, Hugh McLean, from the Open Society Foundations, will talk to John Feldman about his film and the educator, independent thinker and evolutionary biologist, Lynn Margulis (1938-2011). Lynn Margulis stood up to what she called the Neo-Darwinian capitalist zeitgeist, the male-dominated scientific orthodoxy, the denkkollektive (thought collective) that dominated evolutionary theory for the second half of the 20th century, to usher in a revolution in scientific thinking, which has great relevance for the subject of our symposium: Teaching and Academic Freedom in an Age of COVID-19.