You can read the abstracts here.
15. April
|
|||
Time
|
Programme
|
Room
|
Chair
|
14.00-14.30
|
Opening ceremony
|
Aula
|
|
14.30-16.15
|
Keynote lecture:
Prof: Peter McLaren
The End of
Education: Schooling, Late Capitalism and New Directions in Critical Pedagogy
|
Aula
|
|
16.00-16.45
|
Coffee break
|
Aula
|
|
16.45-17.45
|
Conceptualizing
Interculturality in a Multicultural Teacher Education Programme (Kaisa Hahl,
Erika Löfström)
|
115
|
Erika Kopp
|
The
Evaluation of Courses in the Teacher Education Programs in terms of Multicultural
Education (Zeki Arsal)
|
|||
Layers of
Diversity in Using Testimony in Education (USC Shoah Foundation; workshop
leader: Andrea Szőnyi)
|
305
|
||
17.55-18.55
|
Teaching
for social justice through the internationalization of teacher education
(Erin Mikulec)
|
113
|
Alaster Scott Douglas
|
Challenges
to embedding global social justice into initial teacher education- an Irish
perspective (Mags Liddy)
|
|||
'We be of
one blood, thou and I' (Zöld Kakas /Green Rooster/ Lyceum; workshop leader:
Kata Kerényi)
|
305
|
||
19.00
|
Opening reception with performances
|
Aula
|
|
16. April
|
|||
Time
|
Programme
|
Room
|
Chair
|
9.00-10.30
|
Keynote lecture: Prof. Geri Smyth
Methodologies
for Researching with Linguistically and Culturally Diverse School Populations
|
Aula
|
|
10.30-11.00
|
Coffe break
|
Aula
|
|
11.00-12.00
|
We laugh
together, we educate together! A campaign on inclusive education (UCCU Roma
Informal Education Foundation; workshop leader: Flóra László)
|
212
|
|
Teaching
Human Rights in Higher Education (Anna Babicka-Wirkus)
|
305
|
Attila Horváth
|
|
Moral
Intelligence for more Diverse and Democratic World (Mustafa Z. Altan)
|
|||
Educating
Teacher Students to Teach to Transgress (Elina Särkelä)
|
407
|
Dennis Beach
|
|
Addressing
learner diversity in school classrooms: differentiated teaching in England
and USA (Alaster Scott Douglas)
|
|||
12.10-13.10
|
Stories
teachers tell: a grounded theory study (Krisztina Nagy-Váci)
|
212
|
Éva Szabolcs
|
Education
for linguistic diversity in schools: A matter of social justice? (Maria
Alfredo Moreira)
|
|||
Learning-at-work
periods supporting competence diversity development of in-service teachers
(Esa Virkkula)
|
213
|
Åsa Morberg
|
|
Advancing
With Reflections: Professionalizing Technical and Apprenticeship Trainers
(George J Haché)
|
|||
Social
Justice and Diversity in Indigenous Teacher Education: Indigenising the
Academy (Presenter: Kirk Anderson)
|
313
|
||
What Is
the Goal of Reflection in Teacher Education: Social Justice or Personal
Development? (Petr Svojanovsky)
|
314
|
Mónika Kovács
|
|
“It’s Just
a Commercial!”: American Teacher Candidates’ Understanding and Perceptions of
Negative Cultural and Ethnic Stereotypes in the Media (Julie McGaha)
|
|||
13.15-14.30
|
Lunch
|
Aula
|
|
14.30-15.30
|
„Free
School" - Drama Education Methods in Political Education (Krétakör
/Chalk Circle/; workshop leaders: Ádám Bethlenfalvy & Bálint Juhász)
|
305
|
|
Teachers’
Beliefs and Intercultural Sensitivity (Bruno Leutwyler)
|
212
|
Monique Leygraaf
|
|
Student
Teachers’ and Teachers’ Beliefs about Diversity in the Hungarian Research
Studies (Orsolya Kálmán)
|
|||
Changing
perspectives and agendas: entrepreneurship education in vocational learning
and teaching (Martti Pietilä, Sade-Pirkko Nissila)
|
313
|
Erika Kopp
|
|
A Survey
of Self-evaluation Process, Attitudes and Opinions of Geography
Teachers in Serbia (Tijana Ilic)
|
|||
Social
Justice Representations of Primary and Secondary Spanish teachers and
students (Vanesa Sainz, Almudena Juanes, Tatiana García, Santiago Agustín,
Liliana Jacott, Antonio Maldonado)
|
407
|
Åsa Morberg
|
|
Different
Mathematics Education Perspectives in a Multicultural societies. A
Preliminary Study in Kosovo’s Institutions (Xhevdet Thaqi, Valbona Berisha)
|
|||
| 15.40-16.40 |
A Social
Justice framework in Education (Almudena Juanes, Antonio Fernández, Vanesa
Sainz, Santiago Agustín, Vanessa Seguro)
|
213
|
Éva Szabolcs
|
Beyond the
Illusion of Inclusion towards the Metaphor of Harmony Jazz and Implications
for Teacher Practice and Education in Culturally Diverse Societies (Dawn
Courage)
|
|||
Position
of Social Justice in Teacher Education Curriculum in Hungary (Erika Kopp,
Judit Szivák, Sándor Lénárd, Nóra Rapos)
|
305
|
György Mészáros
|
|
The
Marginalisation of Social Justice as a Form of Knowledge in Teacher Education
(Carl Bagley, Dennis Beach)
|
|||
New and
old challenges to social justice and equity in education: immigrant students
in Spain (Iulia Mancila)
|
314
|
Geri Smyth
|
|
Asylum
Seeker and Refugee school aged Minors in Hungarian Public Education (Beatrix
Bukus)
|
|||
16.40-17.00
|
Coffee break
|
Aula
|
|
17.00-18.00
|
Discourse
on inclusion in education (Ksenija Romstein)
|
212
|
Attila Horváth
|
Education
versus family for children with special needs in Latvia (Linda Daniela)
|
|||
Representations
of Social Justice and Citizenship (Tatiana García-Vélez, Everardo
Pérez-Manjarrez, Vanesa Sainz, Antonio Fernández)
|
305
|
Orsolya Kálmán
|
|
Integrating
Students´ and Teachers´Personal Stories and Intercultural Competence as Part
of Professional Development (Marija Sablic, Marija Lesandric)
|
|||
Care
Ethics, Practice and Critical Pedagogy: Attending to the ‘Inner/Outer’
Distinction in Education as a Hallmark of Humanisation (Andrew O'Shea)
|
407
|
Peter McLaren
|
|
Education
Contributing to Social Justice (Monique Leygraaf)
|
|||
18.10-19.10
|
Life is a
Learning Journey -Evaluation and Assessment as a possibility for Individual
Learning and Success (Maarika Piispanen, Merja Meriläinen)
|
213
|
Erika Kopp
|
Training
for Integration in a Context of a Course Portfolio (Zsuzsa Kovács)
|
|||
Early
school leaving: perceived reasons, responsibilities of different actors and
successful pedagogical methods of prevention (Judit Juhász, Mihályi
Krisztina)
|
313
|
Dennis Beach
|
|
Policy
Analysis of Early School Leaving (ESL) in Hungary (Ágnes Kende, Júlia Szalai)
|
|||
Importance
of gender diversity among preschool teachers. Examples from Croatia (Tina
Madunic)
|
314
|
György Mészáros
|
|
Continuity
and Change: Examining the Diversity Profile of National University of Ireland
(NUI) Initial Teacher Education Entrants, 2006-2013 (Elaine Keane, Manuela
Heinz, Conor Foley)
|
|||
19.30-
|
“Social dinner” with NGOs:
1. Green
Rooster Lyceum
2. The Refugee
Mission of the Reformed Church
3. Amnesty
International Budapest
4. Chance
Community Association; Romani Platni Roma Community Restaurant
5.
Artemisszió Foundation
6. The
Public Sociology Group "Helyzet" - Gólya co-operative ommunity
hub
7. Awareness
raising about LGBT people - school program (Labrisz Lesbian Association –
Szimpozion Society)
8. Megálló
Group Foundation
|
||
17. April
|
|||
Time
|
Programme
|
Room
|
Chair
|
9.00-10.30
|
Round table with researchers, students, representatives of NGOs
Diversity,
democracy, justice: visions of change. What can teachers do?
Participants:
Geri Smyth, Peter McLaren, Gábor Halász
(researcher), Eszter Salamon (President of the European Parent Association /EPA/) Dóra Soponyai (high school
teacher), András Pósa (high school student), Judit Takács (sociologist), Julio Diniz-Pereira (researcher, activist:
Landless Wokers Movement, Brazil) |
Aula
|
|
10.30-11.00
|
Coffee break
|
Aula
|
|
11.00-13.10
|
Multicultural tours:
1. Walk where the Roma live! Budapest 8th district visiting tour
(two groups) 2. Jewish tradition – Hungarian peculiarities, history of the district 3. From the Jewish Quarter to the Ghetto 4. Virtual encounters with survivors – personal stories on location with special focus on the ghetto experiences (with tablets) 5. Virtual encounters with survivors – personal stories on location with special focus on rescue activities (with tablets) |
||
13.10-14.30
|
Lunch
|
Aula
|
|
14.30-15.30
|
Minority
language education in Romanian teacher training (Noémi Birta-Székely)
|
212
|
Alaster Scott Douglas
|
Creating
Linguistic Awareness Among Preservice Teachers (Burcu Ates, Helen Berg)
|
|||
Initial
Teacher Education (ITE) in Careless Times: Caring as Professional Ethical
Praxis and Identity (Maeve O'Brien)
|
305
|
György Mészáros
|
|
Why to
teach about envied groups in social justice education? (Mónika Kovács)
|
|||
Including
indigenous environmental education in adult education: eco-hermeneutic
inquiry as arts informed research (Andrejs Kulnieks, Dan Longboat, Kelly
Young)
|
407
|
Peter McLaren
|
|
The Role
of the Landless Workers Movement (MST) on the Development of Brazilian
Activist Educators’ Identities (Júlio Emílio Diniz-Pereira)
|
|||
15.40-16.40
|
Teachers´s
views on diversity: towards an inclusive education (Iulia Mancila, Cateri
Soler García, Miguel López Melero)
|
213
|
Monique Leygraaf
|
Addressing
Educational Inequity through Service-Learning (Barbara Greybeck)
|
|||
School
Leadership for Equity: Lessons from the Literature (Ward, S.C., Bagley, C.,
Lumby, J., Woods, P., Hamilton, T., Roberts, A.)
|
313
|
Orsolya Kálmán
|
|
Distributed
Leadership for Equity - Systemic influences on teachers’ work and
professional development (Máté Schnellbach, Nóra Révai)
|
|||
16.40-17.00
|
Coffee break
|
Aula
|
|
17.00-18.00
|
Something
lacking: Teaching in classrooms with minimal diversity (Jeff Garmany)
|
212
|
Mónika Kovács
|
Automatic
Segregation in Hungary (Mária Dobosi)
|
|||
Know Your
Place! (Rory Mc Daid)
|
305
|
Geri Smyth
|
|
Racial,
religious, and gender discrimination in English teaching in Taiwan (Chih-Min
Shih)
|
|||
From
Ritual Conformity to Ritual Resistance: Pupils’ Strategies in De-Segregated
Classroom (Jana Obrovská)
|
314
|
György Mészáros
|
|
Ethical
issues in the research with children (Tijana Borovac)
|
|||
18.30-19.00
|
Closing
|
Aula
|
|
20.00-22.00
|
Book
presentation and conversation with the author :
|
|
