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, governments 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.
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.
We have spended several decades talking about the incorporation of Information and Communication Technologies (ICT) in Education. However, the term may has become obsolete to encompass the new changeable educommunicative paradigm that is opening up as digital technologies advance. The possibilities, the risks, the implementation of new methodologies driven by the use of digital technologies, the application of robotics, artificial intelligence or big data… The educational field is porous and technological advances seem to penetrate directly into it. What pedagogical proposals support these changes? What place do ethics have in this new paradigm? What values should we emphasize so that Education does not lose its inclusive, integral and humanistic essence? What advances can we make in methodologies or pedagogies linked to digital contexts? What are the implications of incorporating digital technologies in teaching and learning processes? In this area, we want to answer those and many other questions that arise in this new techno-educational context that, without a doubt, the situation created by COVID-19 has highlighted. We want to do it without losing sight of the contributions offered by knowing practical educational experiences.
To be accepted in 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.
This line deals with the development and education of children and their families from 0 to 12 years old as a complex and unique process in which each one of them progresses from a constructive interaction, in which different circumstances are involved. such as biological evolution, cognitive development, and social experience.
Works, projects, research, studies and experiences that show educational evidence that improve the lives of children and, therefore, improve the world will be accepted. Therefore, among other topics, neurodidactic-related communications, collaborative or online work, as well as procedures and resources on how confinement due to the Covi19 pandemic has been addressed in early care, early childhood
education and primary education.
We hope to contribute to the reflection and debate that stimulates reflective and critical thinking from transformative contributions for education and, consequently, for society.
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.
Communications that address educational experiences, evidence and scientific research related to the presence, learning, participation, and success of all students without exceptions will be welcome in this thematic area. That is, those contributions related to the achievement of an educational system and of an increasingly inclusive society will be valued. These communications may be linked to students, teachers, families, as well as other stakeholders in the community. Contributions may also be framed at any educational stage (Early Childhood, Primary, Secondary, Higher Education …). Those proposals that are examples of good practices, help rethink the meaning of education and contribute to a more equitable, fair and humane society will be specially considered.
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.
The topic School, Family and Community opens a space for scientific dialogue and exchange where presenting and witnessing research, proposals and projects with impact prospects in the educational community, and where sharing evidence aimed at educational improvement and the transformation of the community.
In line with this new edition of CIMIE21, Educational Evidences that improve the world, contributions addressed to impact and transformation will be welcomed, as they evidence scientifically how the work and active involvement from the educational community, the family and/or the school reverts to improvement, not only in academic and social success but also in the small and large-scale environment.
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.
In the most prestigious networks in educational research, communications related to religion and spirituality have been presented and debated for decades. Topics such as “Religion and Education”, “Spirituality and Education”, “Interreligious Dialogue and Social Cohesion”, “Catholic Education”, “Confucianism, Taoism and Education”, “Koran and Muslims”, among many others, have their own space in such prominent international places as the AERA (American Educational Research Association).
CIMIE21, consistent with its identity of fidelity to the scientific evidence of the international community, opens its doors and its hearts to reflect on the extent to which the spirituality, the transcendence, the search for meaning, the religion… of persons and societies, contribute to the construction of a more committed, more inclusive, more feminist, more just world… in short, as the motto says, how spirituality, in general, and religion, in particular, build a better world.
We invite you to accompany us with your communications and experiences.
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 …).