Developing an EERA Network Identity – NW 20 through the years

Developing an EERA Network Identity – NW 20 through the years

EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

In this blog post, Raimonda Brunevičiūtė reflects on the history of Network 20, Research in Innovative Intercultural Learning Environment.

My first experience with EERA and ECER was also my first experience with NW 20 Research in Innovative Intercultural Learning Environment. Back in 2004, NW 20, still in its third year of operation, stood out from other networks with clearly defined research boundaries, and therefore I immediately felt an affinity to it. Today, I would like to reflect on my 20 years of experience as its member and co-convenor.

NW 20 has never limited itself to only one area of education. From the intial two thematic presentation clusters in 2002/3, we have grown to cover over 15, most of them permanent.

NW 20 may have appeared to have no face of its own, but the network’s founders, link convenors John Willumsen, Pavla Polechova, and Manfred Bayer, and later co-convenors Tony Cotton and Maria-Angels Subirats de Bayego, were particularly supportive, encouraging, and committed to conveying to younger co-convenors the network’s innovative and intercultural approach. This was the network’s face – dynamic, constantly renewing, accepting, accumulating, and developing new ideas. Openness strengthened the network’s identity and helped to sustain the network and to compete with the great topic diversity of newly emerging networks.

The turnover of network presenters was not surprising –they moved between NW 20 and other networks, but the majority of them became the network’s permanent members. Some, after having been in other networks, came back – like children who bring back gained knowledge and innovation to their homes. That turnover led to a special introductory ZERO session, unique to NW 20. It was first organized at ECER2010 in Helsinki by John Willumsen and Tony Cotton as an Interactive Workshop for Presenters and Others. Since ECER2011, the Berlin ZERO session has gained a clear direction – “Developing the Network 20 Community”.

In 2014-2015, the founder and long-time link convenor, John Willumsen and the first NW co-convenors left the network. For a long time, only a few of the co-convenors were involved in the network: Christian Quvang, who became a link convenor, Carmen Carmona Rodriguez, and myself, Raimonda Brunevičiūtė, while the rest of the co-convenors were newcomers. Although most members had been in the network for a longer time, the question of the NW 20 identity arose again. In ECER2016 and ECER2017, the ZERO sessions of the Network focused on discussing its future activities. This prompted me to invite my colleagues Christian Quvang, Carmen Carmona Rodriguez, and Nijolė Petronėlė Večkienė to collect material on the network’s activity during 2004-2018, highlighting the features that define its general identity, and to encourage the participants of the ZERO session to reflect and describe the organizational culture of the NW 20. That was to be completed by ECER2019 in Hamburg.

Our investigation was based on the statement that each individual or organization has an aggregate of characteristics that make them recognizable and distinguishable from the others. When defining its identity and signaling it to various groups of society, an organization is creating its corporate image, organizational culture being one of its key elements. According to Handy, all organizational cultures may be classified depending on how the organizational culture is formed, determined, and managed (consciously or not) by organization managers of all levels. According to this classification, there may be four kinds of organizational cultures: power (or club), role, task, and person. The network convenors’ position and functioning are very important in this respect.

Cameron and Quinn proposed a universal model, where all organizational cultures are classified according to two dimensions of criteria: 1) flexibility, discretion, and dynamism versus stability, order, and control and 2) internal orientation, integration, and unity versus external orientation, differentiation, and rivalry. Four types of organizational culture are identified: a) hierarchy-oriented culture; b) market-oriented culture; c) clan-oriented culture; and d) adhocracy-oriented culture. In this respect, the activities of network members inside and outside the network contribute to the creation of its identity.

Hofstede designed a model of cultural dimensions, where organizations are understood as mini-societies with specific cultural and lifestyle structures. A culture is a collective programming of a person’s thinking and an aggregate of commonly accepted values. Hofstede identified five cultural dimensions that may be used to describe and compare individual cultures: Power Distance, Uncertainty Avoidance, Individualism/Collectivism, Masculinity/Femininity, and Long-/Short-Term Orientation. Values form the stable core of the culture.

The first part of the ZERO session focused on the results of a retrospective survey content analysis and a generalized report on the topics (4) and activities of NW 20 during 2004-2018. During the second part, interactive discussion was used to define NW’s identity using the organizational models proposed by Cameron, Handy, and Hofstede.

The outcomes of the discussion on the experience of the previous years have shown that during the ZERO sessions, new members of the network become familiarized with the activity, history, and peculiarity of the NW 20, while its stable members reaffirm their relationship with the network, and all participants together discuss its future activities, preserving the axis of the identity and organizational culture of the NW 20.

As a result of this analysis, “The NW 20 topic tree” (5) was constructed, which is valuable for NW identity in the future. The diversity in the branches of this tree does not destroy or weaken, but rather nourishes and strengthens the trunk of the tree, wherein lie the core values of the network as a community – freedom, self-realization, and equal communication. 

At the conclusion of our research, the main features of NW 20’s identity were identified: the NW community is formed by a variety of people; we pay attention not only to differences or similarities, but what civic and humane values people share each other; we welcome different methodologies in research and practice in different fields of learning environment; the main idea which unites the NW 20 community – wide understanding of innovation and intercultural learning. 

Prof. Dr. Raimonda Brunevičiūtė

Prof. Dr. Raimonda Brunevičiūtė

Retired Professor of Lithuanian University of Health Sciences, Kaunas, Lithuania

Prof. Dr. Raimonda Brunevičiūtė is a retired Professor at the Lithuanian University of Health Sciences, Kaunas, Lithuania. She is a member of the Lithuanian Educational Research Association (LERA) Board and the Lithuanian Classical Association (Societas Classica) Board.

Prof. R. Brunevičiūtė has been a member of EERA NW 20 since 2004 and has been co-convenor of the NW 20 since 2008.

She has  43 years of experience teaching at the University Department of Languages and Education, as well as in secondary school (gymnasium).  Her research interests focus on the history and didactics of teaching international classical origin terminology,  humanitarian fundamentals in professional education, intercultural and interprofessional communication.  

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Past reflections and future horizons

Past reflections and future horizons

EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

Professor Venka Simovska, the first link-convenor of Network 8, Health and Wellbeing Education, and co-author of an EERA / Springer publication on wellbeing and schooling, thinks back on her years with EERA, the role of Network 8, and the new phase that EERA is entering.

As we mark the 30th Anniversary of the European Educational Research Association (EERA), I reflect on the incredible journey since the establishment of Network 8, Health and Wellbeing Education, in 2010. As the first link-convenor of this network in the period 2010-2017, and a member of the convenor group since then, my experience has been both fulfilling and transformative, providing me with unique insights into the role that EERA plays in shaping the landscape of educational research and the community of educational researchers.

Acknowledging the profound influence of education on the development and wellbeing of children and young people, and recognizing the interconnectedness between education and wellbeing, Network 8 was established to serve as a platform for researchers to engage in examining the complexities, tensions and ambiguities associated with health and wellbeing in schools. Our open and inclusive approach to research acts as a catalyst for collaboration crossing different disciplines and research paradigms, fostering critical examination of various conceptualizations, theoretical framings, and research methodologies related to school-based health and wellbeing.

I have vivid memories of ECER in Berlin in 2011 where Network 8 had its first slot in the conference agenda. The invigorating atmosphere of that conference has stayed with me throughout the past years and, remarkably, has even intensified in subsequent conferences. Year by year, I have had the pleasure of reconnecting with colleagues from Europe and beyond and creating new connections in this dynamic academic community. Another strong trace in my reflections is ECER in Budapest in 2015, marked by the refugee crisis in Europe, and the sense of solidarity and activism that the EERA community demonstrated. Fast forward to ECER 2021, the landscape shifted dramatically as the conference was held online due to the global COVID-19 pandemic. Despite the physical disconnect, the virtual setting provided a meaningful platform for researchers to stay connected during extraordinary times.

The following year, in a transition from the purely virtual experience, ECER 2022 was organized as a hybrid format. We were presented with the option to either travel to Yerevan or participate remotely. Carole Faucher, a distinguished member of the convenor group for Network 8, delivered a keynote in Yerevan. Her presentation addressed the global-local dichotomy in knowledge production, a topic that is a central focus of our network’s interests, and a theme we are dedicated to strengthening in the future. Finally, ECER 2023, hosted by the University of Glasgow, emerged as a milestone with a record-breaking number of participants. This resonated not only within Network 8 but across all EERA networks, highlighting the indispensable role of this research community on a global scale. In my view, this record-setting conference, as well as the evolving nature of ECER conferences, from the challenges of the refugee crisis to the adaptability demanded by a global health pandemic, underscores the resilience of the EERA community and its dedication to advancing research in the field of education.

Furthermore, EERA’s commitment to developing educational research is distinct in its support and nurturing of more than 30 thematic research networks like Network 8. This not only enhances the quality and diversity of educational research but also contributes to the professional development of researchers at various stages of their careers. By prioritizing both established thematic networks and the promotion of emerging scholars, EERA contributes to the vitality, capacity, and quality of educational research in times marked by neoliberal societal tendencies that can be inhospitable to research in humanities and social sciences.

Through its engagement in ECER, Network 8 has contributed to shaping fresh research agendas and fostering research cooperation. One significant outcome is manifested in the partnership with the Emerald Journal Health Education, resulting in several special issues portraying the state-of-the-art research in the field. One of the most recent collaborative research outcomes is the publication of the book “Wellbeing and Schooling: Cross-Cultural and Cross-Disciplinary Perspectives” in 2022 within the EERA Book Series by Springer. Co-edited by Ros McLellan, Carole Faucher, and myself, and with contributions from about 20 scholars from the network, this book revisits, challenges, and rearticulates taken-for-granted wellbeing conceptualizations, policies, and intervention frameworks.

As I turn towards the future, reflecting on the challenges Network 8 has confronted and navigated over the years, in the domains of reviewing, publishing, presenting, and debating research—a clear appeal emerges for EERA to strengthen its commitment to explicit acknowledgement and incorporation of diverse ethico-onto-epistemologies in the research presented at ECER and other EERA practices. The historical influence of Eurocentrism, rooted in the dominance of Western perspectives, has shaped the trajectory of academic research, often marginalizing non-European ways of knowing. By embracing a broader spectrum of cultural, social, and indigenous knowledge systems, EERA can not only enhance the quality and relevance of research but also contribute to challenging entrenched power imbalances within academia. This is not just a matter of intellectual diversity; it is a dedication to fostering a truly pluralistic and democratic scholarly landscape.

Marking three decades of existence, EERA is now entering a new phase characterized by maturity, resilience, accumulated experience, and a strong sense of community. As we celebrate this milestone, I am confident that EERA can be at the forefront of cultivating a research environment where diverse epistemological, ontological, methodological, and ethical perspectives are not only recognized but also celebrated, contributing to knowledges that reflects the richness of our global intellectual heritage. In embracing this transformative shift, collectively we can set the stage for a future where academic discourse is genuinely reflective of our complex, diverse and interconnected world.

Professor Venka Simovska

Professor Venka Simovska

Danish School of Education, Aarhus University, Copenhagen

Venka Simovska is a Professor in School Development, Learning, and Wellbeing at the Danish School of Education (DPU), Aarhus University, located in Copenhagen, Denmark. Her research interests lie at the intersection of educational theory, psychology, and health and wellbeing promotion in schools.

Simovska‘s scholarly work is characterized by qualitative and plural research methodologies, embracing interpretive and (post)critical paradigms. She is currently leading a research project funded by the Independent Research Fund Denmark (DFF), titled: “Paradoxes of Learning to be Well: Re-examining the Curriculization of Wellbeing” The project critically examines wellbeing discourses and practices in primary and lower secondary schools in Denmark.

In addition to her research, Simovska has recently co-edited the book “Wellbeing and Schooling: Cross-Cultural and Cross-Disciplinary Perspectives” alongside Ros McLellan and Carole Faucher. This publication is part of the EERA Book Series – Transdisciplinary Perspectives in Educational Research published by Springer.

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Growing (with) EERA Network 14

Growing (with) EERA Network 14

EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

Joana Lúcio, former Link Convenor of Network 14, reflects on her time with EERA, and how the growth of the network went hand in hand with her professional and personal growth. 

I attended my first ECER in 2010, during the second year of my doctorate. I presented two papers – one pertaining to my PhD and another related to a smaller group research project I was involved in at the time – both within Network 14, and in the context of a session chaired by then-Link Convenor Rune Kvalsund. Rune was (and has been) a very generous and engaging chairperson, and kindly invited me to attend the Network meeting the following day. I remember feeling very welcome and “at home” within that plural and international group of researchers. I was immediately keen to engage with the Network to the best of my ability. At the end of the following year’s conference, in Berlin, Rune and Linda Hargreaves (another one of NW14’s longest-serving convenors, and former Link Convenor) inquired about my availability to take over the role of Link Convenor in 2012, when Rune planned to step down. I was in equal parts thrilled and terrified by that invitation and the inherent responsibility. The following year, shadowing Rune Kvalsund and learning the ropes of EERA and ECER – while also completing my PhD – was one of much professional, academic and personal growth.

Network 14 thankfully experienced exponential growth during my tenure as Link Convenor (2012-2015). We grew from a group of 5-6 reviewers assessing 20-30 submissions a year, to a team of over 18 reviewers going through over 90 submissions annually, while also promoting collaborations (joint calls or sessions) with other networks. It was one of the most hectic, exciting, enriching and unforgettable experiences of my life!

Stepping down as Link Convenor after three years was an organic process, as it was in line with what previous Link Convenors had done. Nevertheless, I remained as connected with the Network as before. In 2015, I co-edited a special issue of the European Educational Research Journal with John I’Anson (Network 25), featuring contributions from a joint two-part symposium that took place at ECER 2013 (Istanbul). For ECER2015 (Budapest), I co-authored NW 14’s special call for papers. Later, I co-edited a special issue of the Australian and International Journal of Rural Educating, featuring contributions resulting from a special call for ECER 2016. I have remained a convenor (reviewing and moderating) and a participant in Network 14’s activities, both before, during, and in the aftermath of ECER.

Between special calls for papers, handbooks, edited journal issues, seasonal schools, etc., Network 14 has remained one of the most prolific, while also one of the longest-established networks within EERA.

In recent years, the number of submissions received annually by Network 14 has stabilized at around 60-70. Our convenor team continues to evolve, welcoming new collaborators whenever (or wherever, topic-wise) necessary. This is a testament to how the Network continues to foster young and less-experienced researchers, as it did for me fourteen years ago. It is just as much a testament to how the issues of schooling, communities and families remain pertinent within educational research. Finally, it is a clear indication that evidence-based research (in fields such as rural/urban schooling, place-conscious education, educational trajectories and transitions, school-family-community links, parental and familial involvement in schools, etc.) is, and should be, at the forefront of European and international agendas.

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.

EERA’s unique buzz – and the lessons I’ve learned

Professor Emeritus Terri Seddon explains why the European Conference on Educational Research became her ‘first-choice’ academic conference, and worth the long-haul flights from her home in Melbourne. 

Experiences and benefits from collaborating in the international ethnography network

Four long-term Network 19 members, currently serving as network convenors, share their stories and insights into what the network means to them.

Developing an EERA Network Identity – NW 20 through the years

As part of our 30th anniversary celebration, Professor Raimonda Brunevičiūtė reflects on her EERA journey, and the development of Network 20, Research in Innovative Intercultural Learning Environment.

Growing (with) EERA Network 14

As part of our 30 years of EERA celebrations, Dr Joana Lúcio reflects on her time as Link Convenor of Network 14, and her professional and personal growth.

Pleasure, confusion, and friendship – 30 years of EERA

EERA’s first Secretary General and founding editor of the EERJ, Professor Martin Lawn, looks back at the sometimes rocky road of EERA, the developments into the organisation it is today, and considers where the journey should go next.

Improving the quality of education – EERA Network 11 through the years

To celebrate EERA’s 30th anniversary, Dr Gento takes a look at the activities of Network 11 to improve the quality of education, within EERA and in the wider educational research community.

Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

For the 30th anniversary celebrations of EERA, Dr Patricia Fidalgo reflects on her time as Link Convenor of the Emerging Researchers’ Group, and the joy this fulfilling role brought her.

A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

In our blog series celebrating 30 years of EERA, Professor Fiona Hallett reflects on the sense of belonging within a supportive community of scholars.

Dr Joana Lúcio

Dr Joana Lúcio

Dr. Joana Lúcio (PhD) holds a Doctorate in Education Sciences by the University of Porto (PT), with a thesis focused on the Educating Cities movement, through the lens of social and educational mediation. She has conducted and/or been a part of several research-intervention projects in the field of Local Development, with a particular interest on non-formal and informal educational processes, and the roles of citizens’ associations, local government and SMEs.

In 2018, she finished a post-doc in Sociology of Education, at the Institute of Education of the University of Minho, Braga (PT). She is currently a researcher at CIEd – Research Centre in Education, University of Minho, Braga (PT) and a convenor for Network 14. Communities, families, and schooling in Educational Research, at the EERA.

Pleasure, confusion, and friendship – 30 years of EERA

Pleasure, confusion, and friendship – 30 years of EERA

EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

In this blog post, EERA’s first Secretary General and founding editor of the EERJ, Professor Martin Lawn,  looks back on his time with EERA, and considers the future of the organisation.

Sometime in the late 90s, I was asked to join the very new European Educational Research Council by my own Association, the British Education Research Association. I had very limited experience working with European researchers, and my main colleagues were in North America. I had not heard about EERA, and I attended my first meeting, a small group, with one request from BERA. ‘Make sure our two conferences don’t conflict’. The first meeting was in a very good restaurant in Edinburgh, and I felt reassured about the future, even though the conversation seemed to reveal a deal of unresolved questions. Yet within a short time, I became its first Secretary General and my friend and colleague, Sverker Lindblad, its President. As I was bored with my English work context, and being middle-aged and foolish, I became heavily involved in the Association.

EERA had big problems then. There was no stable part of the organisation. In fact, in our imagination, it was important and growing, but in practice, it barely existed. There were no archives or key files, no money, no regular contacts, and some suspicion or ignorance of each other. It was very difficult to provide a clear plan of our work and an ideal conference model to anybody. My post became a nightmare, and it began to fill my entire working life. Most of all, it was common sense to think the ECER made money for the EERA, yet it was unclear where it went.

The Council arrived for meetings assuming a stability which did not exist. Over the years, most problems were solved but new ones always arose. At an early network evaluation of submissions, there was a strong feeling that most papers were national in focus, which, allied to the dominance of papers from England, led to some very annoyed delegates. So, a requirement to speak from the national to the European was made an evaluation item. Likewise, some gaming of the symposium idea led to a national dominance, and so, a new rule of three country representation was made. Sometimes, a new constraint had to be imposed: the customary idea of a banquet had to be ditched after attempts to feed everybody led to chaos, and a very sore point in ECER evaluations. EERA had a little but good newsletter, which I liked, but because we could not manage its distribution, it had to go.

We were rapidly leaving the pre-digital age, and communications between Council members and network convenors, and soon with members, made information flows possible. The move to Berlin was an excellent development in stabilising the EERA. An alliance with a publisher allowed the creation of an online journal, the EERJ, a site for serious discussions about the very thing we were involved with – the Europeanisation of educational research – and the policy issues we had to face or shape. Soon, the EERJ board became quite useful in proposing ECER speakers and devising the Moot, a self-governing space for educational research.

Just about every ECER colleague was familiar with their national context of education research – its agencies, foci, key actors – but when we began to act in the European context, we ‘pooled our ignorance’ and decided to start with Brussels, collect everything we could find and record any useful conversation. This wasn’t easy. Educational research wasn’t an issue in the early 2000s as it is now. Some people we assumed would be key informants were not. They were just passing through or were unsure themselves. A signifier of this problem was an early visit by the President and me to the Rue de La Loi in Brussels. Walking round and round this city block and unable to find our numbered entrance, we finally looked up and saw our number in bright green and three storeys tall! But this was the start of a serious attempt to find ourselves and our policy context.

For me, it led to studies in the Europeanisation of research, which led to a new field of work. It enabled the Moot to invite speakers from European associations and institutions, and the first President of the European Research Council to address an ECER meeting and invite us to participate. Finding good ECER speakers who could help us understand ways to analyse and act in our common Europe was part of the same mission. Over the years, many close colleagues in EERA and the EERJ, from the north and south, became good friends and creative partners in ideas about research, projects and writing. Large-scale projects – funded by the European Research Council or supported by national research funding – on knowledge and policy, European school inspection systems, or the influence of early testing communities in education, all came with strong EERA networking.

Often it is the case that organisations in their early days challenge themselves as to their purposes and tasks. When our circumstances stabilised, we did the same. Inviting knowledgeable speakers (EERA chose one, the host ECER association chose the other), inducting new council members and network convenors, and representing the Postgraduate Network directly in the Council.

But now is the time for another challenge. We have a large Council, revealing the success of our wish to represent all educational researchers in Europe. Yet, strangely, many members of the Council, including some Officers, have never given a paper at the ECER, seen how networks operate, or published in the EERJ. In the early days, there was an open discussion session where the Council could be called to account. This no longer exists. The separation between the governing body and its members appears wide; in some ways, this is a sign of growth.

It was said years ago that speakers at ECER should reflect the advice of a scientific council. Today, with increasing numbers of speakers, the challenge is perhaps less about representation and more about scientific purpose and quality. This would reconnect to our root cause – what is the purpose of EERA in relation to knowledge production and scientific quality in Europe?

Professor Martin Lawn

Professor Martin Lawn

Honorary Professor , School of Social and Political Science, University of Edinburgh

Martin has held a number of roles throughout his career.  He was a Senior Research Fellow at the University of Oxford, Visiting Professor in CELE, University of Turku (Finland) and, Professor of Education at the University of Birmingham.

He was the Founding Editor of the European Educational Research Journal and the first Secretary General of the European Educational Research Association. He is a Fellow of the Academy of Social Science (UK). From 2002 to 2014, Martin was a Professorial Research Fellow at the Centre for Educational Sociology at the University of Edinburgh.

For many years, Martin has researched and published on teacher professionalism and the labour process of teaching. Currently, he researches European education policy and the 20th Century history of the educational sciences and comparative education.

Recent books include Assessment Cultures – historical perspectives [Peter Lang 2018], The Rise of Data in Education Systems – collection, visualisation and use [Symposium Books. Comparative Histories of Education Series 2014]; and Europeanizing Education – Governing a new Policy Space (with Sotiria Grek) [Symposium Books, Oxford 2012].

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.

EERA’s unique buzz – and the lessons I’ve learned

Professor Emeritus Terri Seddon explains why the European Conference on Educational Research became her ‘first-choice’ academic conference, and worth the long-haul flights from her home in Melbourne. 

Experiences and benefits from collaborating in the international ethnography network

Four long-term Network 19 members, currently serving as network convenors, share their stories and insights into what the network means to them.

Developing an EERA Network Identity – NW 20 through the years

As part of our 30th anniversary celebration, Professor Raimonda Brunevičiūtė reflects on her EERA journey, and the development of Network 20, Research in Innovative Intercultural Learning Environment.

Growing (with) EERA Network 14

As part of our 30 years of EERA celebrations, Dr Joana Lúcio reflects on her time as Link Convenor of Network 14, and her professional and personal growth.

Pleasure, confusion, and friendship – 30 years of EERA

EERA’s first Secretary General and founding editor of the EERJ, Professor Martin Lawn, looks back at the sometimes rocky road of EERA, the developments into the organisation it is today, and considers where the journey should go next.

Improving the quality of education – EERA Network 11 through the years

To celebrate EERA’s 30th anniversary, Dr Gento takes a look at the activities of Network 11 to improve the quality of education, within EERA and in the wider educational research community.

Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

For the 30th anniversary celebrations of EERA, Dr Patricia Fidalgo reflects on her time as Link Convenor of the Emerging Researchers’ Group, and the joy this fulfilling role brought her.

A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

In our blog series celebrating 30 years of EERA, Professor Fiona Hallett reflects on the sense of belonging within a supportive community of scholars.

Improving the quality of education – EERA Network 11 through the years

Improving the quality of education – EERA Network 11 through the years

EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

In this blog post, Dr Samuel Gento, Honorary Link Convenor of Network 11, reflects on the activities of the network to improve the quality of education in Europe and beyond.

The celebration of the 30th Anniversary of the European Educational Research Association (EERA) is an important event to be enjoyed by all of us who are concerned with the study and improvement of education in Europe and in the rest of the world. Education is a fundamental factor in humanity’s progress and development of all human beings, wherever they are. In general, the contributions of EERA extend to different areas and responsible people, such as the following:

  • Quality of education in itself;
  • Professors from universities and other educational institutions;
  • Educators, in general (in their various positions and intervention modalities);
  • Researchers, in general, and, especially, those dedicated to the improvement of education;
  • Universities and other educational institutions;
  • Educational systems in countries around the world;
  • Progress of all countries, consolidated by a good education;
  • Interpersonal human relationships, optimized with a good educational level;
  • Democratic organizations, strengthened by their members’ good education.

Although the European Educational Research Association (EERA) has its headquarters and its priority field of activities in Europe, the impact of its research extends to all areas and countries of our planet, as has been demonstrated by participants from other continents, such as Asia, Africa, America, Australia and Oceania.

EERA Network 11 – part of the EERA family

In my role as convenor and link-convenor of Network 11, Educational Improvement and Quality Assurance, I have received the invaluable help provided by the Association, in general, and, in particular, by its components such as:

• The EERA Office in Berlin
• The Executive Board, with its President, General Secretary, Treasurer and their staff members
• The EERA Council
• The co-convenors, especially those from Network 11
• The reviewers of proposals, proceeding from all continents
• The presenters of papers, symposia, posters, round tables, etc.
• The participants in the different sessions, especially those of Network 11

My first presentation at the Association Conferences (ECER) took place in 1999 at the Conference held in Lahti (Finland).

After successive presentations, I was designated as ‘link convenor’ of Network 11 in 2007, at the ECER held in Ghent (Netherlands), a position previously implemented by Dr. Jan van Damme, from Holland).

With the support of Network co-convenors, I acted as Link Convenor’ until 2014, when I presented my resignation at the ECER held in Porto (Portugal).
In 2018, I was designated ‘Honorary Link Convenor, a position I continue to hold today.

After my resignation as Link Convenor, other co-convenors were appointed to this position in Network 11:

  • Linn Grant McMahon, from Scotland (from 2015 to 2016)
  • Heidi Flavian, from Israel (from 2016 to 2021)
  • Ineta Luka, from Latvia (from 2021 to 2024)

The purpose and activities of Network 11 over the years

The fundamental purpose of Network 11 has been to improve quality of education at its different levels and modalities. To this aim, we propose to investigate the procedures and strategies that contribute to a constant improvement of education. This will have an impact on an improvement in situations and conditions of every person, both in their personal sphere, as well as in the social, economic and stability ones in their particular context.

In the activities carried out by Network 11, we have received the aforementioned aid of EERA. In implementing interventions in conferences (ECER) we have had, in particular, the collaboration of Network 7,  Social Justice and Intercultural Education, and Network 26, Educational Leadership.

We have had to overcome some challenges in operating Network 11, such as the designation of successive link-convenors. This difficulty results from the increased responsibility and dedication that the coordination of the network requires. We also changed the name of the network itself. The initial name of ‘educational effectiveness’ was changed to ‘educational improvement’, by understanding that the quality of education requires a continuous and endless process of continuous improvement.

Beyond EERA – Network 11 in the educational research community

In addition to the activities of network 11 within EERA, we have carried out some initiatives aimed at research and improvement of education in various contexts. Among them, we may mention the following:

  • The creation of the ‘Leadership and Quality in Education’ network www.leadquaed.com
  • The constitution of the ‘European Association of Leadership and Quality in Education’, registered in the Spanish Ministry of Internal Affairs
  • The collaboration with several European universities for the delivery of a Master’s Degree (Universities of Spain -UNED-, Latvia, Germany, and the Czech Republic)
  • The promotion of the Journal of Quality in Education
  • The publication of the book From Pedagogy to Quality Assurance in Education: An International Perspective, 2020, Heidi Flavian (ed.), Emerald Publishing Limited
  • The publication of various articles in education journals
  • Participation in conferences held in different countries of Europe and America.
Dr Samuel Gento

Dr Samuel Gento

Emeritus Professor at the UCJC (University of Camilo José Cela), in Madrid

​Brief professional and academic history

  • Primary School teacher in rural and urban schools.
  • Secondary Education teacher in different provinces in Spain.
  • Education Inspector of the Spanish Ministry of Education.
  • Secretary of Inspectorate Counsel in Burgos and Madrid.
  • Associate Professor at UNED (National University of Distance
  • Education), in Madrid.
  • Lecturer at the UNED.
  • Full Professor at the UNED.
  • Emeritus Professor at the UCJC (University of Camilo José Cela), in Madrid.
  • Doctor Honoris Causa from the University of Latvia (in Riga).
  • Link Convenor from Network 11 of the EERA.
  • Honorary Link Convenor of Network 11 of EERA.
  • Founder and President of the ‘European Association of
  • Leadership and Quality of Education’ (registered at the Spanish Interior Ministry).
  • Honorary President of the ‘European Association Leadership and Quality of Education’.

University academic positions

  • Curriculum Coordinator of the UNED.
  • First Vice Dean at the Faculty of Education of UNED.

 

Lines of research and professional development

  • Member of Spanish Delegation in international conferences and seminars, especially those organized by UNESCO.
  • Coordinator of research projects on: organization of educational institutions, teaching of foreign languages (especially English) and in-service teacher training (particularly in special education).
  • Professor of Didactics, School Organization, Educational School Supervision, and Special Education.
  • Promoter and director of the ‘European Joint Master on Educational Treatment of Diversity (120 ECTS)’, imparted by UNED (University of Distance Education) and Universities of Latvia (in Riga), Karlova (in the Czech Republic) and Reutlingen (in Germany).
  • Coordinator and publisher of 24 modules of Official Master’s Degree of Educational Treatment of Diversity.
  • Counsellor of the ‘State Education School Council’.
  • Presentations at conferences, seminars and courses in different Universities in Latvia, the United States and Latin America (especially in Argentina, Bolivia, Costa Rica, Mexico and Venezuela).
  • Presentations at international conferences, mainly those organized by the ‘AERA (American Association of Research in Education)’, ‘EERA (European Association of Research in Education)’, ‘World Curriculum Council’, ‘EADTU (European Association of Distance Teaching Universities)’ and ‘EDEN (European Distance Education Network)’.
  • Organization of 11 International face to face Conferences on ‘Educational Treatment of Diversity’ in Madrid and Palma de Mallorca (Spain), and 2 virtual ones.
  • Organization of the First International Conference on ‘Leadership and Quality of Education’.
  • Member of the scientific committee of education journals such as: Bordón (from the Spanish Society of Pedagogy), Participación Educativa (from the State Education School Council) and ‘Quality Assurance in Education’ (from the United Kingdom).
  • Founder and president of the ‘European Association of Leadership and Quality of Education’.
  • Participation in: English teacher training, evaluation of educational institutions, improvement of the quality of institutions, educational leadership and educational treatment of diversity.
  • Publications in books and scientific magazines on topics such as: organization of educational centres, quality of educational institutions, indicators and predictors of quality of educational institutions, pedagogical or educational leadership, special education, educational treatment of diversity, therapeutic pedagogy, adult training, educational inspection, school supervision, management and supervision of educational centres.

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.

EERA’s unique buzz – and the lessons I’ve learned

Professor Emeritus Terri Seddon explains why the European Conference on Educational Research became her ‘first-choice’ academic conference, and worth the long-haul flights from her home in Melbourne. 

Experiences and benefits from collaborating in the international ethnography network

Four long-term Network 19 members, currently serving as network convenors, share their stories and insights into what the network means to them.

Developing an EERA Network Identity – NW 20 through the years

As part of our 30th anniversary celebration, Professor Raimonda Brunevičiūtė reflects on her EERA journey, and the development of Network 20, Research in Innovative Intercultural Learning Environment.

Growing (with) EERA Network 14

As part of our 30 years of EERA celebrations, Dr Joana Lúcio reflects on her time as Link Convenor of Network 14, and her professional and personal growth.

Pleasure, confusion, and friendship – 30 years of EERA

EERA’s first Secretary General and founding editor of the EERJ, Professor Martin Lawn, looks back at the sometimes rocky road of EERA, the developments into the organisation it is today, and considers where the journey should go next.

Improving the quality of education – EERA Network 11 through the years

To celebrate EERA’s 30th anniversary, Dr Gento takes a look at the activities of Network 11 to improve the quality of education, within EERA and in the wider educational research community.

Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

For the 30th anniversary celebrations of EERA, Dr Patricia Fidalgo reflects on her time as Link Convenor of the Emerging Researchers’ Group, and the joy this fulfilling role brought her.

A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

In our blog series celebrating 30 years of EERA, Professor Fiona Hallett reflects on the sense of belonging within a supportive community of scholars.

Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

Dr Patricia Fidalgo reflects on her time as the Link Convenor of the Emerging Researchers’ Group between 2012 and 2016. Dr Fidalgo is an Associate Professor at the Emirates College for Advanced Education, UAE.

As I sit down to share my journey as the Link Convenor for the Emerging Researchers Group from 2012 to 2016, I can’t help but marvel at the serendipitous turn of events that led me to this fulfilling role. It all began in 2011 at the ECER conference in Berlin, where fate, chance, and a bit of luck intertwined to shape a remarkable chapter in my academic career.

In the vast landscape of academic conferences, the ECER gathering in Berlin in 2011 held a special place in my heart. Little did I know that this particular event would set the stage for a series of fortunate events that would change my professional life. During this conference, the European Educational Research Association was searching for a new Link Convenor for the Emerging Researchers Group.

I threw my hat into the ring by sheer chance, not fully comprehending the exciting journey that awaited me. To my surprise and delight, I was chosen for the role, beginning an incredible adventure.

Following my selection, I shadowed the outgoing Link Convenor, Fiona Hallet, for an entire year. This period of apprenticeship allowed me to gain valuable insights into the responsibilities, challenges, and joys associated with the position. As ECER 2012 concluded, I eagerly stepped into the shoes of the Link Convenor for the Emerging Researchers Group.

My tenure as the Link Convenor from ECER 2012 to 2016 was a time of immense learning and personal growth. Coordinating activities, facilitating communication among emerging researchers, and contributing to the vibrant academic community became integral aspects of my role. The exposure to diverse perspectives, methodologies, and research topics enriched my own scholarly journey.

The Emerging Researchers Group serves as a nurturing ground for budding scholars seeking to carve their niche in the vast landscape of educational research. Throughout my tenure as Link Convenor, I witnessed firsthand the countless opportunities the group and its associated conferences provided emerging scholars. These opportunities extended beyond the confines of traditional academic settings, offering a platform for participants to present their work, engage in meaningful discussions, and receive constructive feedback from peers and established researchers alike. The annual ECER conferences became a showcase of cutting-edge research and a dynamic space for networking and collaboration. Emerging scholars had the chance to interact with seasoned academics, attend workshops, and participate in panel discussions that broadened their perspectives.

One of the most rewarding aspects of my time as Link Convenor was meeting and collaborating with many engaging and passionate individuals. The role allowed me to connect with emerging researchers and established scholars, conference organizers, and professionals across the educational research landscape. The network I cultivated during these four years has proven to be an invaluable asset, both personally and professionally, and the friendships forged during this period continue to be a source of inspiration and support.

The role took me on a whirlwind of travels for European meetings and conferences. Each destination brought a unique flavor to the experience, from lively cities to charming college towns. These journeys expanded my horizons and allowed me to witness the diversity and richness of educational research in the European context.

Reflecting on my time as Link Convenor, I cannot help feeling some nostalgia. The camaraderie, the shared passion for research, and the sense of belonging to a more prominent academic family are aspects I deeply miss. The Emerging Researchers Group holds a special place in my heart, and the memories of those years continue to shape my approach to academia.

My serendipitous journey as Link Convenor for the Emerging Researchers Group stands out as a vibrant thread in the vast tapestry of academic life. The chance decision to apply, the unexpected selection, and the subsequent years of learning and growth have left an indelible mark on my professional identity. I carry with me the warmth of connections made, lessons learned, and the gratitude for the serendipity that guided my path. Cheers to the wonderful times, the incredible people, and the enduring spirit of EERA’s Emerging Researchers Group!

Dr Patricia Fidalgo

Dr Patricia Fidalgo

Associate Professor, Emirates College for Advanced Education, UAE

Patricia Fidalgo holds a Ph.D. in Sciences of Education from Nova’s University of Lisbon, Portugal. Fidalgo is an expert in Technology, Networks and Multimedia in Education and Training and has developed most of her research agenda in those subjects. For several years, she was responsible for the Emerging Researchers’ Group of the European Educational Research Association. She has over 20 years of teaching experience in Europe, Africa and Middle East.

She is currently living in UAE and is an Assistant Professor at the Emirates College for Advanced Education (ECAE), where she teaches in the field of educational technology. Dr. Patricia Fidalgo is also head of the Curriculum and Instruction Division at the ECAE.

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.

EERA’s unique buzz – and the lessons I’ve learned

Professor Emeritus Terri Seddon explains why the European Conference on Educational Research became her ‘first-choice’ academic conference, and worth the long-haul flights from her home in Melbourne. 

Experiences and benefits from collaborating in the international ethnography network

Four long-term Network 19 members, currently serving as network convenors, share their stories and insights into what the network means to them.

Developing an EERA Network Identity – NW 20 through the years

As part of our 30th anniversary celebration, Professor Raimonda Brunevičiūtė reflects on her EERA journey, and the development of Network 20, Research in Innovative Intercultural Learning Environment.

Growing (with) EERA Network 14

As part of our 30 years of EERA celebrations, Dr Joana Lúcio reflects on her time as Link Convenor of Network 14, and her professional and personal growth.

Pleasure, confusion, and friendship – 30 years of EERA

EERA’s first Secretary General and founding editor of the EERJ, Professor Martin Lawn, looks back at the sometimes rocky road of EERA, the developments into the organisation it is today, and considers where the journey should go next.

Improving the quality of education – EERA Network 11 through the years

To celebrate EERA’s 30th anniversary, Dr Gento takes a look at the activities of Network 11 to improve the quality of education, within EERA and in the wider educational research community.

Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

For the 30th anniversary celebrations of EERA, Dr Patricia Fidalgo reflects on her time as Link Convenor of the Emerging Researchers’ Group, and the joy this fulfilling role brought her.

A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

In our blog series celebrating 30 years of EERA, Professor Fiona Hallett reflects on the sense of belonging within a supportive community of scholars.

A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

In this blog post, Professor Fiona Hallett looks back on her 18 years of engagement with EERA and ECER, and what makes this community of researchers so unique.

In the realm of academic conferences, the European Conference on Educational Research (ECER) stands out as a unique and transformative experience, especially for international students. My first encounter with ECER in 2006 marked the beginning of a journey that not only shaped my early career but also fostered a sense of intellectual camaraderie that set it apart from other conferences.

As an early career researcher navigating the landscape of academic associations, I was fortunate that ECER was my first exposure to this world. Little did I know that this event would not only broaden my horizons but also provide me with a mentorship experience that would become central to my academic growth.

What makes EERA and ECER so special

The distinctiveness of ECER lies not just in its academic sessions but also in the supportive atmosphere fostered by the organizers. During my first presentation, the session chair, doubling as a mentor, played a crucial role in creating an inclusive environment. The network meetings, characterized by their inviting nature, quickly drew me in, prompting a desire to actively contribute to the initiatives established by others.

In 2008, I assumed the role of the convenor for the Emerging Researchers’ Network, succeeding a predecessor whom I had the privilege to shadow. Professor Ian Menter, my appointed mentor during this transition, guided me with wisdom and generosity. The experience of taking over as the main convenor opened other doors, leading me to become a Council Member of the European Educational Research Association (EERA).

The collaborative ethos within EERA extended beyond administrative roles. Other networks offered support across a range of activities from reviewing papers and organizing sessions for early career researchers (including insightful sessions led by the Editors of BERJ); this support was invaluable. The intellectual generosity displayed by colleagues at EERA is a distinctive aspect that I have not encountered in other associations or conferences.

My journey with EERA and ECER

EERA has, undeniably, been pivotal in the trajectory of my academic career. From being an invited tutor at summer schools hosted by the Norwegian University of Science and Technology and the University of Hamburg, to being invited discussants at sessions at the ECER 2023 conference, the opportunities for growth have been immeasurable.

Reflecting on the past 18 years, the wealth of opportunities and the bonds forged with colleagues and friends stand out as a testament to the unique value of my engagement with EERA. The association continues to be part of my academic development, allowing me to contribute as a judge for the Best Paper Competition for the Emerging Researchers’ Group. This role enables me to support the next generation of researchers and assist emerging researchers at my own university in organizing their own research events.

In essence, the journey with ECER has been transformative, offering not only academic enrichment but also a sense of belonging within a community of scholars. As I continue to engage with EERA, I am reminded that this intellectual journey is a shared one, and the generosity of spirit within this community is something that I hope will endure for years to come.

Professor Fiona Hallett

Professor Fiona Hallett

Associate Dean of the Graduate School, Edge Hill University, UK

Professor Fiona Hallett is the Associate Dean of the Graduate School, Edge Hill University, UK. Professor Hallett is also Joint Editor of the British Journal of Special Education.

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.

EERA’s unique buzz – and the lessons I’ve learned

Professor Emeritus Terri Seddon explains why the European Conference on Educational Research became her ‘first-choice’ academic conference, and worth the long-haul flights from her home in Melbourne. 

Experiences and benefits from collaborating in the international ethnography network

Four long-term Network 19 members, currently serving as network convenors, share their stories and insights into what the network means to them.

Developing an EERA Network Identity – NW 20 through the years

As part of our 30th anniversary celebration, Professor Raimonda Brunevičiūtė reflects on her EERA journey, and the development of Network 20, Research in Innovative Intercultural Learning Environment.

Growing (with) EERA Network 14

As part of our 30 years of EERA celebrations, Dr Joana Lúcio reflects on her time as Link Convenor of Network 14, and her professional and personal growth.

Pleasure, confusion, and friendship – 30 years of EERA

EERA’s first Secretary General and founding editor of the EERJ, Professor Martin Lawn, looks back at the sometimes rocky road of EERA, the developments into the organisation it is today, and considers where the journey should go next.

Improving the quality of education – EERA Network 11 through the years

To celebrate EERA’s 30th anniversary, Dr Gento takes a look at the activities of Network 11 to improve the quality of education, within EERA and in the wider educational research community.

Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

For the 30th anniversary celebrations of EERA, Dr Patricia Fidalgo reflects on her time as Link Convenor of the Emerging Researchers’ Group, and the joy this fulfilling role brought her.

A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

In our blog series celebrating 30 years of EERA, Professor Fiona Hallett reflects on the sense of belonging within a supportive community of scholars.

EERA and ECER – nostalgic reflections of a past love affair

EERA and ECER – nostalgic reflections of a past love affair

EERA is celebrating 30 years in 2024, and as part of our anniversary celebrations, we have invited people who have been at the heart of the association to share their memories and reflections. In a series of blog posts, which will run throughout 2024, we will share those precious memories, from the people who helped foster the global EERA community.

In this blog post, Dr Peter Gray takes a rather light-hearted yet nostalgic look back over the meetings and encounters of EERA and ECER, and wonders whether the spark can be rekindled.

EERA is 30! Like an old flame, there is nostalgia, the desire to tie up loose ends, regret, and exhilaration. I remember EERA, and ECER in particular, as a love affair with conversations and possibilities, ultimately something in the past that was life-changing, but unreal.

Professionally, I owe everything to chance meetings at ECER, and its kaleidoscope of cities, Geneva, Ghent, Helsinki, Gothenburg, Istanbul, Cadiz, Porto, Budapest, and more, the complex architecture of education in bricks and cuisine, locality and world-making. Passionately, I loved the anticipation of arrival, meeting the wonderful EERA office team, everything in order and yet everything in the chaos of ideas and interactions, fluid, a kiss of learning and desire. Desire for what? 

Always there was the Manhattan moment of critical mass, the idea that two and a half thousand people, intelligent, bright, outward-looking people, could somehow explode education into what it should be, a blinding light overcoming the desperate human condition of violence and stupidity. Yet, how could we achieve this? Thousands of papers, presentations, and answers, yet no progress. How could this knowledge be captured and made to fly?

We tried, of course. The spark was there, the team was forming, and the technology kept moving forward. But still, we are at the margins of science, amateur researchers with our small, dim-burning candles of evidence against the hadron colliders and their fundamental particles. Not a single useful result, and yet physics gets billions; we get what’s left. 

This is the disappointment of lovers, the promise unfulfilled of nirvana, crushed by the realities of work and domesticity. We all went home afterwards and filled in forms, did the washing, went back to the everyday. The same thing happens at festivals, a sudden sense of community ending in a long journey home. 

No-one is to blame, because the essence of this communality is that there is no divine leader, no mindless idiot in a suit driving us towards death and degradation. We tried and did our best, but, as in love, there is always a fatal flaw. We have mountains of evidence, but no vision. We have an army, but no ammunition. We have the desire, but reality always drags us back.

 ECER was and is, at least for me, about becoming an insider, whilst outside dull reality, about knowing the personalities and the systems, about recognition. And yet there should have been more. Being inside is no good unless there is a relationship with the outside. Educational research, our love, ultimately retreats into the comfort of home, rather than becoming the one true source of light and inspiration.

My great ECER moment in Porto, 2014, was not a three people and a dog presentation in a sleepy seminar room. It was a massive outdoor concert, Stopestra, the answer to musical and political austerity. Eighty musicians playing to five thousand dancing professors, singing our way out of the past. That was our moment, but we missed it. Education continues as a dismal drizzle of PISA results, pointless testing, PhDs with no philosophy.

How can we return to our love, when she has settled down in a nest of flatpack furniture and earnest upbringing? Can we ride out for the last time, giving everything we have to the cause? Like an affair, we began with a future and ended in the past. Why have we not generated something beyond the boundaries of tradition and history? Why are we not changing the world?

 I loved EERA and ECER, and I still love them, but when we meet, it is shy, awkward, a quick coffee in Conftool. I wonder about how it could have been, and how it could be still. I am not jealous of her new lovers, who are doing what lovers always do. I am happy to keep the faith, to review and rewind. Thank you for everything, EERA. See you someday!

Dr Peter Gray

Dr Peter Gray

Dr Peter Gray has a long history of working with European projects, starting in the field of vocational education for industry in 2002 and continuing through a wide range of projects in teacher education, science/STEM education and even in astrophysics. However, he owes his career to EERA/ECER, having met Norwegian colleagues there in 2006 and subsequently becoming projects adviser at NTNU in Trondheim, until retiring in 2022. He was convener of the Teacher Education Research Network at ECER for several years and still does reviews for the network.

He has worked as an evaluator/rapporteur and Vice–Chair for the European Commission in the Horizon programme and is currently on the advisory boards of the London School of Management Education and Golden Links Educational Consultants. Dr Gray was also a visiting professor at Nord University (May 2023-April 2024). Amongst other publications, he was co-editor, with Per Ramberg, of “Servants of the School: Building Teacher Education in Mid-Norway, 1998-2018”, published in 2019.

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.

EERA’s unique buzz – and the lessons I’ve learned

Professor Emeritus Terri Seddon explains why the European Conference on Educational Research became her ‘first-choice’ academic conference, and worth the long-haul flights from her home in Melbourne. 

Experiences and benefits from collaborating in the international ethnography network

Four long-term Network 19 members, currently serving as network convenors, share their stories and insights into what the network means to them.

Developing an EERA Network Identity – NW 20 through the years

As part of our 30th anniversary celebration, Professor Raimonda Brunevičiūtė reflects on her EERA journey, and the development of Network 20, Research in Innovative Intercultural Learning Environment.

Growing (with) EERA Network 14

As part of our 30 years of EERA celebrations, Dr Joana Lúcio reflects on her time as Link Convenor of Network 14, and her professional and personal growth.

Pleasure, confusion, and friendship – 30 years of EERA

EERA’s first Secretary General and founding editor of the EERJ, Professor Martin Lawn, looks back at the sometimes rocky road of EERA, the developments into the organisation it is today, and considers where the journey should go next.

Improving the quality of education – EERA Network 11 through the years

To celebrate EERA’s 30th anniversary, Dr Gento takes a look at the activities of Network 11 to improve the quality of education, within EERA and in the wider educational research community.

Serendipity in Action: Being a link convenor for the ERG was a vibrant thread in the vast tapestry of my academic life

For the 30th anniversary celebrations of EERA, Dr Patricia Fidalgo reflects on her time as Link Convenor of the Emerging Researchers’ Group, and the joy this fulfilling role brought her.

A Transformative Journey: Nurturing Emerging Researchers at the European Conference for Educational Research.

In our blog series celebrating 30 years of EERA, Professor Fiona Hallett reflects on the sense of belonging within a supportive community of scholars.