CALL FOR PAPERS

 

Call for 15th Edition 2019

THEMED ISSUE 15

Call for Papers

“Not just an object”: Making meaning of and from everyday objects in educational research for social change

 

Guest Editors

Daisy Pillay, Kathleen Pithouse-Morgan and Inbanathan Naicker

When we consider “the interpretive possibilities of objects, documents, and things . . . . we can situate the thing or object within broader societal questions” (Mitchell, 2011, p. 49).

How do we get at the meanings of everyday (and not so everyday) objects and how might their meanings have significance for broader social questions if as Shanks (1998) explains, “the [object] is itself a multiplicity, its identity is multiple” (p. 24)? The study of material culture offers researchers diverse languages of, with, and about objects and visual representations of those objects (Nordstrom, 2013).  In generating object narratives that simultaneously occupy the past, present and future we get to understand the “confused and confounded relationship between objects and subjects – both living and nonliving”, entangled and complex (Nordstrom, 2013, p. 238). Researching education through studying the meanings we attribute to objects defies binaries and linearities – to suggest that educational experience is open to new and different re-workings and re-visionings. As researchers mediating meanings of and from objects, “we are not apart from the trajectories of objects, subjects, culture, society, and discourse” (Nordstrom, 2013, p. 253). Working with objects locates us within those trajectories as we try to make sense of them with theories that allow us to see the entanglement and connections in between objects and lived experience (Nordstrom, 2013).

This special issue will bring together researchers from diverse contexts and multiple knowledge fields who share a commitment to educational research for social change. The issue will offer a shared space in which subjects and objects, living and nonliving, entangle to open up understandings of the connections made between objects and the “relationships which flow constantly between-across persons and things” (Nordstrom, 2013, p. 238).  It will open up ways to rethink objects and subjects as interconnecting entities that can demonstrate the social meanings of daily lived experiences of education and the objects used in personal and professional lives (Pahl & Roswell, 2010; Turkle, 2007).

Authors are invited to submit articles that will exhibit and narrate visual representations in response to the question: “How do we get at [the] meanings of everyday (and not so everyday) objects and how might their meanings enrich our research for social change?”   Each article will offer a unique object narrative. Taken as whole, the special issue will portray “a message about our [educational] life, an ensemble which will portray possible [educational]messages, of possibility and plurality” (Nordstrom, 2013, p. 252).

The themed issue will push the boundaries of what counts as evidence in research for social change to consider the educational possibilities of objects, situated within wide-ranging societal questions (Mitchell, 2011). It will raise debates about the potential of objects in generating social, historical and autobiographical narratives, with implications for social change. 

REFERENCES

Mitchell, C. (2011). Doing Visual Research. London: Thousand Oaks: Sage.

Nordstrom, S. N. (2013). Object-interviews: Folding, unfolding, and refolding perceptions of objects. International Journal of Qualitative Methods, 12, 237-257. Retrieved from http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/16635

Pahl, K., & Roswell, J. (2010). Artifactual literacies: Every object tells a story. New York, NY: Teachers College Press.  

Turkle, S. (Ed.). (2007). Evocative objects: Things we think with. Cambridge, MA: The MIT Press.

Shanks, M. (1998). The life of an artifact in an interpretive archaeology. Fennoscandia archaeologica, 15, 15-42.

 

Deadlines

Abstracts (150–200 words) are due on 01 April 2018

Abstracts could address these elements:

Abstracts, together with the article title, author names and contact details, should be submitted as an email attachment to: edjournal@nmmu.ac.za

Potential authors should consult the Educational Research for Social Change information for authors for style guide information

 

 

Call for 16th Edition 2019

THEMED ISSUE 16

THE FOURTH INDUSTRIAL REVOLUTION AND THE CREATION OF SUSTAINABLE LEARNING ENVIRONMENTS

 

Guest Editors

Prof Sechaba Mahlomaholo (Walter Sisulu University)

 mmahlomaholo@wsu.ac.za

 

Dr Makeresemese Qhosola (University of the Free State)

QhosolaMR@ufs.ac.za

and

Prof Wendy Setlalentoa (Central University of Technology)

wsetlale@cut.ac.za

Nations, societies, and communities throughout the world are at different stages of change and transformation towards the fourth industrial revolution (Industrie 4.0). Initially, the use of water and steam power in the production of goods and services propelled the accompanying social changes into what Klaus Schwab called the first industrial revolution. Then, the advent of electrical power marked the emergence of the second industrial revolution. Furthermore, the discovery and use of digital technologies ushered in the third industrial revolution. These changes are now being overtaken by unprecedented advances of the fourth industrial revolution that merge all the above. These changes integrate the physical, the digital, and the biological worlds to impact all disciplines (including educational research), economies, and industries—and even challenge ideas about what it means to be human (World Economic Forum, n.d.; Younus, 2017).

In order to function meaningfully in the era of Industrie 4.0, nations, societies, and communitiesrequire highly educated and skilled citizens. This is due to the complex interactions between human and human, between human and machine, and between machine and machine that constitute the mode of operation during this era—for example, advances in Internet connectivity among billions of people across the globe from their different geographical settings. These people are able to connect simultaneously to one another as they pursue their different interests. It is about massive storage, retrieval, and transmission of data across vast physical spaces and distances at unimaginable speeds. No wonder Industrie 4.0 is also known as the Industrial Internet of Things (IIoT) because objects and services are now created and transported with the same speed across vast distances. Other examples of Industrie 4.0 or IIoT include achievements in the creation and use of artificial intelligence, automatons, robotics, and drones in advancing human life—to mention a few.

While these industrial transformations and changes hold a lot of promise for the improvement of human life, there are also fears of their negative, unintended outcomes as well. Among others, there are challenges due to the deepening of social inequalities. This results from the increase in the levels of unemployment and, hence, poverty among the uneducated and unskilled sections of the population. This social class, more than any other, may not meet the demands of the abovementioned complex technological contexts. Current Industrie 4.0 requires fewer machine operators and more strategic thinkers and programmers. Uzair Younus (2017) argued that “basic reading and writing skills will not be enough: the workforce of the fourth industrial revolution must know how to write and read computer code and work in conjunction with sophisticated hardware and software” (para. 12).

In the context of the above, this special issue calls for original research papers in line with the journal’s approach, which focuses on educational research for social change. These papers should help in the understanding of how sustainable learning environments can be created so that humanity can take full advantage of the advances of Industrie 4.0 while, at the same time, responding meaningfully to the socioeconomic challenges thereof. The special issue will accept papers that link changes towards Industrie 4.0 directly to educational research for social change from a methodological, theoretical, or contextual perspective. This link should happen throughout the article, not just in a sentence in the introduction and conclusion.

Accepted papers will reflect original, integrated, and unpublished conceptual or empirical research on the following questions:

In responding to the above questions, papers should make original contributions to the theories and practices of educational research for social change through new ways of understanding critical concepts constituting Industrie 4.0. These should be related to the creation of sustainable learning environments. Other contributions could be in the form of papers exploring new methodologies for researching these concepts.

Extended abstracts (see ersc website for guidelines: http://ersc.nmmu.ac.za/index.php?id=2) together with the article title, author names, and contact details, should be submitted as an e-mail attachment to mmahlomaholo@wsu.ac.zaand copied in to edjournal@mandela.ac.za

References

World Economic Forum. (n.d.). The fourth industrial revolution [Review of the book The fourth industrial revolution, by K. Schwab]. Retrieved from https://www.weforum.org/about/the-fourth-industrial-revolution-by-klaus-schwab

Younus, A. (2017, May 9). Fourth industrial revolution. Dawn. Retrieved from https://www.dawn.com/news/1331909

 

Potential authors should consult the Educational Research for Social Change information for authors for style guide information