Contributions on the following topics would be appreciated:
- Risks related to polity changes
- What kinds of risk are associated with new reshaped relationships of power and policy making (e.g. the end of the monopoly of traditional politics in adult education and learning policy making)?
- What is the real influence of international organizations on country-level education policies, and what are the implications of under- or overestimating that influence?
- Who is responsible for the impacts of implementing adult education and learning policy in specific national/regional contexts?
- Role of expertise in policymaking and the transnationalization of adult education and learning policy research
- What is the influence of expertise on adult education and learning policy-making, and what are the causes and effects of failures in different forms of expertise?
- What are the new forms of transnationalized academic research in adult education and learning policy (theoretical concepts and research methods applied, values emphasized)?
- What do we know about new transnational forms of adult education and learning policy expertise produced outside the academia (theoretical concepts and research methods applied, values emphasized)?
- Education policy and new social risks
- How can adult education and learning policy contribute to community integration today?
- What is the role of new social risks in contemporary adult education and learning policy (e.g., issues of risk distribution and legitimization)?
- What are the opportunities and threats of treating adult education and learning as a social right or obligation?
- Reflecting risks and the need to learn as a source of inspiration for adult education and learning policy-making
- To what extent is there a correspondence between, on the one hand, the ways adult individuals reflect risks and respond to them in their learning, and, on the other, adult education and learning policy?
- To what extent can the debates and social practices that exist in civil society and the political public sphere inspire the making of adult education and learning policy?
- To what extent, and in what ways, can particular forms of adult education and learning policy support the development of civil society?
Contributors need not confine themselves to the above topics. Proposals that develop themes and issues from the prior conferences of the ESREA Network Policy Studies on Adult Education are particularly welcome. Scholars from all countries are invited to submit proposals, and papers may relate to any part of the world.
Guidelines for Submission of Proposals: Proposals should be sent as an attached file [in *.doc, *.docx, or *.pdf format]. They should be typed, single spaced, in A4. Author(s) name(s), institutional affiliation(s), phone number(s) and postal details should be stated only in the email accompanying the abstract. Include title and 5 keywords.
Paper proposals should not exceed 600 words including: title; 3–5 keywords; aims/objectives; main perspective or theoretical/conceptual framework; methods, research design, mode of inquiry; data sources or evidence; results and/or conclusions; significance to the field of policy studies in adult education.
Symposium proposals should not exceed 1200 words including: title; 3–5 keywords; aims/objectives, significance for the field of policy studies in adult education, and short abstracts (approx. 200 words each) of all papers. They should also nominate a Chairperson and a Discussant.
Presentations: 30 minutes maximum; at least 15 minutes will be allowed for discussion.
Language: The conference language is English.
All abstracts must be submitted by 24th January 2019 to email@example.com
All proposals will be blind reviewed by the scientific committee.
Acceptance will be confirmed by 15th February 2019.
Final versions of papers (no more than 5000 words including references) must be submitted by 25th April 2019. Please use the APA (American Psychological Association) reference system.