Topics & Responsibles

Multiculturalism and Ethnic minorities

Sandra Romero

Universidad de Zaragoza
sandraromero@unizar.es

Mª del Mar Bernabé Villodre

Universidad de Valencia
maria.mar.bernabe@uv.es

Throughout history, migrations have been an enrichment for the host country when it has been able to welcome and show a willingness to coexist, beyond cohabitation.
But to achieve this, companies have faced new social and educational challenges. In this last area, Goverments and schools face a new challenge: the construction of an educational model which takes into account ethnic and cultural diversity, characterized by the promotion of the academic success of all students, as well as the skills needed to function in a multicultural context.
From scientific research, specialists in education must focus on analyzing what elements, tools, techniques and methodologies, promote the inclusion of immigrant students of ethnic minorities in order to guarantee an educational model in accordance with the cultural pluralism that characterizes actual society.

Adult Education

Tatiana Iñiguez

Universidad de Zaragoza
tatianai@unizar.es

Francesco Marcaletti

Universitat Internacional de Catalunya
fmarcaletti@uic.es

This topic calls for submissions related to adult education, covering a wide range of approaches. For example, research related to lifelong education will be included; the overcoming of educational, cultural and social inequalities and difficulties; the acquisition of literacy skills, instrumental and digital learning; community participation; family training; the contributions of authors of great relevance in this field as Paulo Freire, etc. The studies can be approached taking into account the rural environment, solidarity economy, volunteers’ participation, development cooperation, entities’ management, occupational education, etc. In the process of evaluation of communications, the social impact of each of the investigations will be taken into account.

ICT and Communication

Javier Gil Quintana

Universidad Católica de Ávila
javier.gil@ucavila.es

Alejandro Quintas Hijós

Universidad de Zaragoza
quintas@unizar.es

Media education is a confluent and mobilizing field for citizen empowerment. This axis focuses, firstly, on the contribution of innovative experiences related to learning and the didactic possibilities of digital media, from the phenomenon of MOOC to various developments in e-learning and the use of technologies in everything related to Training and education, both formal and non-formal. We will analyze the different dimensions of Information, Communication and Relation Technologies (ICRT), which constitute a heritage for the analysis of contemporary society, its forms of life and representations. It is interesting to review, from the theoretical and practical point of view, the concept of media and digital competence, which changes and adapts to an educational reality that is transformed at great speed.

Gender

Oriol Ríos

Universitat Rovira i Virgili
joseoriol.rios@urv.cat

Ana Toledo

Universitat de Barcelona
ana.toledo@ub.edu

To be accepted at the gender theme proposals must be linked to gender studies and educative research, from several disciplines. This theme includes communications on gender violence, masculinities, women in History and Science, media, gender and image, gender and socialization, non sexist education, sexual education, feminist theory, gender and immigration, bullying linked to gender, sexual harassment, women and poverty, women and leadership, women and politics, women and health, women and cultural minorities, women’s trafficking, gender and sexuality, etc. As well as any other issue linked to gender and research on education.

We invite people interested in presenting communications based on scientific evidences and/or based on consistent theories pointed to overcoming gender inequalities from diverse disciplines and backgrounds.

Kindergarten and primary education

Escolástica Macías Gómez

Universidad Complutense de Madrid
escomac@ucm.es

Dra. Concepción Pérez López

EU Cardenal Cisneros
conchi.perez@cardenalcisneros.es

We hope to receive communications on research that would contribute to improve the knowledge and boost the different Primary and Child Education stages.

It will be taken into account those works that, from scientific knowledge approach, will carry on its development around issues belonging to these school stages, pursuing as well, to influence in our societies’ ways of life’s environment.

Originality and novelty, the ethic and scientific rigor, likewise the commitment with renovating  and permanently improving, will be fundamental criteria to accept proposals. Thus, will be very appropriate those communications that would influence in current necessary and innovative issues as those addressed to que first stage of child education, those linked to neuroeducation, likewise the effect of using different kind of teaching on learning and evaluating, or works collaboratively developed between different institutions, as schools and universities, among others.

From this space we hope to contribute to a reflection and a debate that would stimulate a critical thinking able to make transformative contributions to Education, and thus, to society.

Secondary Education

Dorleta Apaolaza Llorente

Universidad del País Vasco
dorleta.apaolaza@ehu.es

Elena Carrión Candel

Universidad Internacional de la Rioja
elena.carrion@unir.net

At the Secondary Education Area are welcomed those contributions linked to the compulsory secondary education, high school and vocational training, likewise the community participation on them. As main axes we highlight those methodologies and successful experiences that help overcome inequalities and social exclusion, likewise those that favors equality, school success and the meaning creation. We positively take into consideration those proposals that would take into account the participation of all the educative agent, likewise the works’ innovation, scientific rigor and quality.

Inclusive education

Andrea Jardí

Universidad de Barcelona
ajardi@ub.edu

Alma Yadira Esparza

Universitat de Barcelona
yadira_bry@hotmail.com

2017 CIMIE Conference by means of the Inclusive Education theme, joins the challenge of educating in a school for all, with no exclusions, that would guarantee equity and equality of opportunities, to allow all of the students facing the XXIst century Informational Society challenges. Following this aim, communications will be allowed that empirically and theoretically would contribute to a responsible research and innovation, bringing concrete evidences to imporove education and school success at the different educational levels and that would specially take into account diversity as a human quality wealth. Those works that would promote the integration of the different educational stakeholders (students, teachers, families, professionals, administration, community, etc.) to promote inclusion will be positively considered.

Teachers’ Training

Josep Mª Canal

Universitat Rovira i Virgili
josepmaria.canal.barbany@gmail.com

Vladia Ionescu

Universitat de Barcelona
vladia.ionescu@gmail.com

The topic for teacher training at #CIMIE19 will be a space for dialogue and debate in which to analyze and deepen the importance of this subject in improving the quality of education and the keys that support it. This area is aimed at those who understand education as an element of social transformation, and who seek to establish an egalitarian dialogue between all educational agents that may be involved in teacher training and the research undertaken on this topic.

Due to its importance, the training of educational professionals, either in its initial phase (ITT) or in the ongoing and continuous training, requires scientific research that outlines the best actions in this field, thus providing the keys to design and expand the success experiences that generate the best results for students. This is why this topic will call for communications committed to science, departing from the necessary epistemological and methodological rigor, focusing on the analysis of teacher training (initial and pemanent), taking into account the different stages and departing from the interdisciplinary perspective and dimension, with impact and social transformation. The main objective is to move towards a teacher training (initial or permanent) that ensures a quality education for all children.

School, Family and Community

Laura Natividad

Universitat de Girona
natividad_lau@gva.es

Susana León Jiménez

Universitat de Barcelona
susana.leon@ub.edu

School, Family and Community aim to be a space devoted to scientific dialogue were presenting and discussing educational research, proposals and projects with impact, as well as to share those scientific evidence that suppose educational improvements while transcends the school walls for transforming the social reality of the community.

According to the VIII edition of CIMIE19, Education: the door for any social improvement, there would be welcome those submissions that show a clear social impact line, with scientific evidence on how the joint work of those members of the school community supposes a social improvement in all its dimensions. In other words, we expect to receive papers that show how the active involvement of all the agents of an educational community involves not only improvements in academic and social success but also the transformation of the background.

Excellence in Teaching and Research University

Marta Abanades Sánchez

Universidad Europea de Madrid
marta.abanades@universidadeuropea.es

Miriam Jimenez Bernal

Universidad Europea de Madrid
miriam.jimenez@universidadeuropea.es

Research and university teaching excellence-RUTE aims being a meeting point among those people performing excellence researches, following both international scientific community’s scientific rigor criteria, and evidence-based teaching, as well among people aiming to approach this field work and these way of researching and working in the academia. RUTE focuses on two goals: 1) Knowing and deepening research and teaching successful actions that would stand out both because of the scientific quality of their processes, the impact of their outputs, and the transferability of their research and teaching actions; 2) Deepening and fostering research linked to educational indicators’ excellence.

As soon as the communication will be selected you could choose between two options: A) presenting it (divulgation aim) or B) getting a feedback from the public in order to present it in a future publication in a JCR journal. We welcome all those works linked to these two goals within one of these two proposed options.

Religion and Spirituality in Education and Society

Ana Burgués Freitas

Universidad de Barcelona
ana.burgues@ub.edu

Jesús Marauri

Universidad de Deusto
jmarauri@deusto.es

Since decades communications linked to religion and spirituality have been presented and debated at the most prestigious educative research networks and conferences. Issues as “Religion and education”, “Spirituality and education”, “Interreligious dialogue and social cohesion”, “Catholic education”, “Confuncianism, taoism and education”, among some more others, have their own space at places as international relevant as AERA (American Educational Research Association).
CIMIE gathers this witness and opens a wide issue that welcomes the most diverse concerns linked to religion and spirituality within education and society that would be presented as a research project, study or report. By means of this issue we start a new way to approach to religion and spirituality to the academic field and the educative environment. We invite you to bring to us your proposals.

Educational Leadership

Gisela Redondo

Universidad de Zaragoza
grsama@unizar.es

Marta Camarero Figuerola

Universitat Rovira i Virgili
marta.camarero@urv.cat

The scientific literature shows that EDUCATIONAL LEADERSHIP influences educational improvement, both in terms of academic results and coexistence in schools.
The different styles of leadership and their development have been widely researched at the international level and there are many theoretical and empirical works dealing with the different agents that develop and sustain leadership practices, from teachers and management teams in schools to students, families or the school community.

This topic aims to be a space to share educational leadership research related to the improvement of education and its role for educational improvement in different educational areas (university, school, non-formal, informal …).

Prevention of radicalization

Xavier Torrens Llambrich

Universitat de Barcelona
xaviertorrens@ub.edu

Verónica Yazmín García Morales

Universitat de Barcelona
veronicagarcia@ub.edu

Existen extremismos de todo tipo: extrema derecha, extrema izquierda, islamismo radical, nacionalismo radical, populismo radical y los extremismos monotemáticos (antiabortistas, antifeministas, animalistas violentos, etc.). Los extremismos como tales legitiman los prejuicios y las ideas que subyacen en el discurso de odio que conlleva la fracturación de la cohesión social. Asimismo, los extremismos violentos son peligrosos para la propia seguridad humana.
La tríada de temas incluidos son la radicalización, el extremismo violento y el terrorismo. Primero, la radicalización que conduce a la violencia es un proceso en el que los individuos adoptan un sistema de creencias extremistas que conforman un discurso de odio y legitiman que ellos mismos u otras personas opten por la violencia. Segundo, el extremismo violento es un posicionamiento radicalizado que hace uso de medios violentos para defender o afirmar sus posicionamientos ideológicos. Tercero, el terrorismo es la acción armada destinada a diseminar el terror e intimidar a una población o presionar a un gobierno para imponer sus reivindicaciones.
Ante todo ello y con la voluntad de orientar la investigación científica de calidad con el fin de alcanzar la “Educación: la puerta para toda mejora social”, CIMIE dedica uno de sus temas a analizar y debatir sobre la prevención de la radicalización.

Damos la bienvenida a comunicaciones sobre:
1. Políticas educativas que, basadas en evidencias científicas, demuestren eficacia en su implementación, contribuyendo al éxito educativo en la prevención de la radicalización del alumnado.
2. Programas educativos de detección de personas en proceso de radicalización y de agentes de radicalización, aquellos individuos que sobre la base de un discurso extremista, buscan involucrar a personas con vulnerabilidad.
3. Proyectos educativos que, a partir de análisis de teorías de la conspiración que se difunden, permitan evitar que se propaguen prejuicios y estereotipos que sustentan la incitación al odio.
4. Prácticas educativas de sensibilización y formación que ofrezcan contranarrativas que contrasten ante las narrativas que conducen a los extremismos.
5. Investigación educativa basadas en evidencias sobre la inclusión en la diversidad y la participación de familias, profesorado y alumnado a partir de políticas educativas de éxito.
6. Análisis de la violencia machista y el feminicidio como extremismo en relación al género y las mujeres.
7. Diseño de políticas públicas inclusivas de la diversidad.
8. Evaluación de ideologías y discursos políticos extremistas.
9. Prácticas de aprendizaje sobre derechos humanos y literatura.
10. Actuaciones educativas de éxito en diversidad de entornos y socialización preventiva de la atracción hacia la violencia.
Paralelamente y teniendo en cuenta que el lema de la presente edición de CIMIE es “Educación: la puerta para toda mejora social”, son bienvenidas todas aquellas comunicaciones que muestren iniciativas con un impacto social positivo en los resultados educativos de los alumnos y alumnas en la prevención de la radicalización.