As educators around the world respond to the global COVID-19 pandemic, the Journal of Professional Capital and Community (JPCC), in collaboration with the International Congress for School Effectiveness and Improvement ( ICSEI), and the ARC Education Project, is launching a special issue: Professionalism in the Pandemic. We invite manuscript submissions from board members of JPCC and ICSEI, thought leaders associated with ARC, and select individuals from other institutions.
The purpose of this special issue is to create a scholarly forum for sharing perspectives from around the world about how educators in classrooms, schools, school systems, and broader communities are innovatively, creatively, and productively responding to this unfolding crisis. Toward this end, we are inviting thought leaders from around the world to speak in the voice of public intellectuals, providing perspectives for practitioners and policymakers who are seeking to not simply adapt to meet the crisis at hand but also to step back and consider the medium to longer-term implications.
Manuscripts should be in the form of reflective and forward-thinking essays (2,000 – 4,000 words). They will be editorially reviewed in one week and expedited through the production process to publish online. All articles will be free to access for a minimum of 3 months upon publication. We anticipate launching Professionalism in the Pandemic May 15 with an initial corpus of essays, and then publish subsequent essays on a rolling basis throughout the summer. This Link shows the process for submission.
Given the unfortunate but unavoidable cancellation of a face-to-face AERA, the ARC Education Project at the University of Ottawa is organizing an exciting opportunity for 40 early career researchers to benefit from 30 minutes of individual and complimentary mentoring. It’s not an official AERA offering, but we hope it will help compensate for the loss of face-to-face time for many early career researchers and be complementary to other AERA offerings.
12 world-renowned thought leaders have each offered 30 minutes of their time to connect with 4 early career researchers (48 in total) in the overall fields of educational change and/or teacher professionalism during what would have been face-to-face AERA congress dates. They are particularly interested in applicants who aspire to become public intellectuals – i.e. to become highly accomplished scholars who regularly communicate their scholarly work on the public stage in national, international and local public and professional media, online and offline. The mentors will answer any questions about developing a career, how to become a public intellectual, and the fields of educational change and teacher professionalism, in relation to their own work and the applicant’s work.
The Mentors (alphabetically)
Pak Tee Ng
Sir Ken Robinson
Corrie Stone Johnson
- You must be studying for a doctoral degree in education or within 3 yrs of receiving your degree.
- It must be in the broad fields of educational change and/or teacher professionalism.
- You must be prepared to demonstrate knowledge of an entire book written by the thought leader.
- You must be a member of AERA and have planned to attend AERA this year.
- We will operate an honor system regarding these criteria.
Applications will be 1st come, 1st served.
Please send your statement of interest to Trista Hollweck, the Exec Director of ARC email@example.com
In your statement, please state your name, position and organization/university and area of research.
Clearly list your top two choices only of preferred mentors in your statement.
You must be available for the whole of what would have been the AERA Conference (April 17-21)
Dr Hollweck will allocate the 4 applicants per mentor. You will be notified if you’ve been successful.
Successful applicants will be given instructions on how to connect with their mentor
Please follow @arceducation1 & @hargreavesbc on twitter for updates.
Engage, Play & Discuss
December 4, 2019
LMX 477, University of Ottawa
Innovation, Design & System Thinking in Education