EERA Blog
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EduTopics: ECER – A WebApp for exploring ECER contributions since 1998
30 years of EERA means 30 years of ECER conferences. 30 years of discussions. 30 years of inspiring new research ideas, setting trends but also reflecting and adapting to paradigm shifts in terms of educational issues and methodological advancements. This momentous occasion is not only an anniversary to be celebrated and should be a point of retro- and introspection, but also of tone and theme setting for the future of educational research. After all, ECER is and always has been one of the central yearly occasions to reflect on one’s own work and determine potential future avenues of research. But as George Santayana once (allegedly) said: “To know your future, you must know your past.”...
The curriculum as ‘folding’ democratic practice
In today’s multilingual world, with approximately 7,000 spoken or signed languages, at least half of the global population is bilingual. Reflecting this diversity, Australia’s population is remarkably multicultural, with 29.5% born overseas and nearly 250 languages spoken in homes. This linguistic richness calls for an educational framework that mirrors these realities. In response, the English as an Additional Language (EAL) curriculum in Australia is at a crucial juncture, where it must bridge monolingual norms (e.g., Standard Australian English) with the multilingual realities of classrooms. Drawing on Deleuze, Dewey, and Bill Green’s “curriculum as practice,” our research introduces...
Towards reconnecting within and beyond the educational research community in Serbia
Serbia is a country nestled in the Balkans, Southeast Europe, which evokes a multitude of associations depending on one's generational perspective. From Ottoman rule and the Battle of Kosovo, legendary scientist Nikola Tesla, historical figures like Gavrilo Princip, Nobel Prize winner Ivo Andrić, to the memories of Yugoslavia, the 1990s wars, the NATO bombing in 1999, the country's prowess in collective sports such as basketball, and the tennis player Novak Đoković – Serbia's narrative always provokes dilemmas. But why delve into this historical labyrinth when discussing educational research in Serbia? Serbia has always been a place where different cultures mix, leading to both...
Easy and difficult maths problems – and why language matters
As soon as we receive a task, we judge it, whether mentally or verbally. Is it interesting, boring, easy, difficult, or worthwhile? In school, teachers and students handle a large number of tasks every day, so it is unsurprising that they do the same. For example, when looking at the maths problems below, can you immediately tell which ones you find easy and which you would find more difficult to solve?If you were then asked to sort each addition problem according to its difficulty into the following table, could you solve the task, or would you hesitate?This sorting task is commonly used in German primary schools. Let's take a closer look at it, and at the linguistic level of its...
Peer review in the era of generative AI models: An ethical call
The emergence of generative AI models, such as ChatGPT, is significantly impacting various facets of society, including research and academia. Given their ability to generate human-like text based on input data or prompts, generative AI models have profound implications for the academic community. These implications entail ethical and societal challenges within the peer review process, raising questions about the potential role of such models (Schintler, McNeely and Witte, 2023). As a reviewer, I believe that it is my responsibility to highlight and discuss these critical and timely ethical concerns. Thus, while acknowledging the potential benefits of using such models for academic...
How theory matters in feminist posthumanist new materialist research
We are four researchers at various career stages who share an interest in how feminist posthumanist new materialisms (FPNM) matters in our research, pedagogy and lives. This blog explores what FPNM theory offers educational researchers and gives examples how we have employed this in our research.I came to theory desperate … to comprehend- to grasp what was happening around and within meFeminist posthumanist new materialist theory Educational researchers and doctoral students are expected to have and/or use a conceptual or theoretical framework. From a FPNM perspective, this presumption presents some concerns: one, concepts and theories are not pre-existing things, ‘out there’, waiting for...
The EERA Office – The view from within the spaceship
Angelika Wegscheider explains what it is like to steer the ‘spaceship’ of the EERA office, the changes she has seen over the years, and the lessons she’s learned from her time with the organisation.
A European Space for Educational Research and Dialogue
Past Secretary General of EERA, Professor Lisbeth Lundahl on the importance of EERA as an open and welcoming space for educational research and discourse.
20 Years a-going – Reflecting on two decades with EERA
Past President, Professor Joe O’Hara takes a walk down memory lane to celebrate EERA’s 30th anniversary, and reflects on the developments and achievements of the organisation.
Twenty years of participating in EERA’s 30 years
In this blog post, Professor Emeritus of Educational Sciences at Utrecht University in the Netherlands, and previous EERA president, Dr Theo Wubbels reflects on his involvement in EERA over the years, and where the organisation’s future lies.
My EERA story – from novice doctoral researcher to ERG Link Convenor
ERG Link Convenor Dr Saneeya Qureshi looks back on her journey, from her first conference, to her professional and personal growth with EERA, and the friendships made along the way.
Establishing Network 27 – and trends in didactics of learning and teaching over the past decades
Professor Emeritus Brian Hudson on the establishment and development of Network 27, and the associated trends in didactics of learning and teaching over the past few decades.
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