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“XVII World Congress of Comparative Education Societies”

Publicado por: Carlos Alberto Reyes De la Cruz en

octubre 30, 2018 578 Visitas

Por. Carlos A. Reyes.




“XVII World Congress of Comparative Education Societies”

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Congress. “XVII World Congress of Comparative Education Societies”

Headquarters. Barceló Maya Grand Resort, Riviera Maya de la cd. de Cancún, Quintana Roo México.

Dates. del 20 de mayo al 24 de mayo 2019.





Dear Colleagues,

We are confident that, for comparatists, to travel abroad has always represented a very important activity to learn about other cultures. We invite you to experience the life of the Mayan civilization and explore the ruins of that ancient culture. We believe that organizing our XVII World Congress of Comparative Education Societies in Riviera Maya, Mexico; will give you a unique opportunity to visit fantastic nearby sites, such as Chichén Itzá, recently named one of the new Seven Wonders of the World and cultural heritage of humanity by UNESCO.

The area of Cancun, and its surroundings, is a well-known cosmopolitan place with an average of 180 conferences per year and flights to the main cities of the world. The accommodation capacity and restaurants, together with the turquoise color of the seas and the white of the sands, make a great venue for our world conference. The government of the state of Quintana Roo, as well as a number of universities, together with the Sociedad Mexicana de Educación Comparada, is working towards providing with the nicest facilities to ease our academic work.

This century started with renewed goals for the millennium and statements about global citizenship and sustainability; but there are also new issues like migration, terrorism, wars, fuel crisis, among others, that impinge upon the present but will have strong effects upon the future and deserve special thinking and action for educators. That is why we invite comparative education societies to work upon the far and the near future of education, either with a global or a local perspective. To re-think about the ends of education, to make reflections about pedagogies, about the curriculum of the future, the future profile of families and learners, or their new educational settings, or about the fate of teacher training, future scenarios portray so many topics for the future of comparative education.

As you will see, the Sociedad Mexicana de Educación Comparada together with the World Council of Comparative Education Societies and the associated Mexican institutions, are prepared to welcome you in this beautiful spot of Mexico, so as to work for you to have a satisfactory academic world conference.



Marco Aurelio Navarro Leal

Honorary President


Zaira Navarrete Cazales

Executive President


Carlos Ornelas

Vice President





Assuming that education mantains a dialectical relationship with society, insofar as it is a factor for its advancement as well as a reflection of it; we have to admit that the future of education is strongly related to the future of society, which is not only constructed by the force of historical trends but also by the action of new social, political, economic, cultural and technological movements, as well as by international agreements such as the Sustainable Development Goals and its scenario for 2030, subscribed by all countries afilliated to the United Nations.

Comparative Education scholars, affiliated or not to the societies of the WCCES, are invited to share their research, experiences and reflections about the future of education considering the next thematic groups and their topics, being these indicatives and by no means exclusive.



Thematic Groups.


  1. Future ends of education.
    The ends of education are related to the type of society that is envisioned and desired by its citizens. Some societies are at war and need an education for peace; some societies are across unsustainable inequities and need education for inclusion; some are in need of a more active citizenship; some other in need of labor capacities for economic integration. How are educational ends set? Are the current educational ends suitable for the future society?
  2. Pedagogies for the future.
    During the last century, different pedagogies were competing in relation to diverse societal circumstances, since they are related to the idea of the man/woman that a society aims to have and the means to educate them. Pedagogies, such as collaborative, individualist, participatory, active, critical, or a pedagogy for the oppressed, or a pedagogy of hope, or a pedagogy for liberation, have been developed. Nevertheless, discussion is needed facing the trends of marketization and dehumanization of society.
  3. A curriculum for the future.
    During the last century school systems were exploring innovative curriculum designs: overt, open-ended, flexible, hidden, concomitant, subject-centered, learner-centered, experience-centered, constructivist, problem-centered. Assumptions are that these designs are connected to particular principles that govern what counts as knowledge. It has been accepted that societies have diverse principles, nevertheless there seems to be forces promoting a global hard-core knowledge.
  4. Teaching and learning in the future.
    Bringing together teachers and learners is not always an easy task. Some societies have experienced a variety of ways to facilitate this encounter for the caravans of nomadic groups, first nation reservations, scattered populations in the mountains, people with special needs and virtual classrooms across the continents.
  5. The teacher of the future.
    To share and reflect upon a prospective vision of the way in which the teacher will carry out his/her activities in the future. From initial to continuous training, and throughout career. How will teachers face the challenges that society will demand in the future? What kind of initial and in-service training will be needed for teachers to accomplish foreseen new tasks at all educational levels?
  6. The students of the future.
    Students are coming to school from a more diversified backgrounds. For some children the resources of globalization like technology, information, products, trips, are more familiar than for other , so that between countries and between social groups, they arrive to school with a different background. To middle and higher education, it is foreseen the incoming of students from social groups that in many societies had no access before, such as first nation, migrants, adults, marginals, foreigners. To cope with diversified needs of students and to retain them in school with an acceptable academic performance will be a challenge.
  7. Schooling in the future.
    There are many examples where students do not go to school, but the school goes to the pupils, such as the education for the nomadic caravans through the Saharan deserts, or the education for the gypsies, or radio education, or community multigrade tele education. Besides the distance education programs, there seems to be a trend by which university students are opting for distance courses to reduce commuting to the campus. What would be the effects of missing campus or school life? What is the future of schooling?
  8. Future families and education.
    From some research results, it has been said that those schools with a high involvement of parents the academic scores are better, nevertheless in some societies the traditional pattern of the family is radically changing and there is a growing proportion of different types of families, like single-parent families, extended families, stepfamilies, grand-parent families and parents of the same sex. How will the school manage to convey different types of families in school activities?
  9. The future of work and the professions.
    The purpose of thematic group is to analyze the main changes that professions are facing in the context of labor markets de-regulation, in order to understand their impact on professionals’ education as well as on their entrance, mobility, and permanence in the occupational system. The traditional definition of profession is now limited in relation to the currently challenges of society. Thereby, it is necessary to approach them from other perspectives that help us to account for important aspects, such as the rights and obligations of professionals and their direct and indirect beneficiaries, professional auto-regulation, responsible conduct and non-ethical practices in professional activity, the ideological and socio-political dimensions of professional consolidation, and the professional’s role in the achievement of social justice. Some topics could be: higher education institutions and the new demands of professional training; new professional specialties, frontier fields, and interdisciplinary projects; technification of production processes and the displacement of skilled and unskilled human resources; Professional ethics challenges in the globalized world; The role of professionals vis a vis emergent social needs, such as vulnerability, justice and inclusion
  10. Education technology for the future.
    Education technology will play a major role in the future of education. Virtual reality, flipped classroom, distant learning, mass online open courses, learning environment modeling, learning management platforms, are some developments used for distance education but are also used in regular courses to bridge the gap between teachers and learners when they are not in the classroom. What are the criteria for selecting technologies relevant for different kinds of knowledge matter? To what extent do teachers adopt technologies? What are the factors that make teachers resist using technologies?
  11. The future of comparative education.
    The develppment of transport, communication systems, as well as the development and sharing of digital information archives opens new perspectives for comparativists to participate in international academic gatherings, to work with international partners and networks, on educational topics that become of global interest. Big data processes, open source, government accountability and transparency besides the organization of international observatories will be new sources of information for comparative studies.



Submission guidelines for Individual papers:


Proposals for an individual paper should be 300-500 words in length and should include the following information even if the findings are only preliminary at the time of submission:

  1. Objectives or purposes
  2. Main perspective or theoretical/conceptual framework
  3. Analytical methods, research design, or modes of inquiry
  4. Data sources or evidence
  5. Results and/or conclusions
  6. Significance of the study



Submission guidelines for panel sessions.


Proposals for group panel presentations should include the following information:

  1. A 300-500-word summary of the overall panel session proposal, with the following information:
    • Title of the panel session
    • Objectives and main questions to be addressed
    • Main perspectives and/or theoretical/conceptual frameworks
    • Description of how the session will be structured
    • Significance of the panel session to comparative/international education or the Congress them
  2. A 200-250 word description of each individual presentation, which includes the following information:
    • Objectives or purposes of the paper
    • Perspective or theoretical/conceptual framework
    • Analytical methods, research design, or modes of inquiry
    • Data sources or evidence
    • Main results and/or conclusions
    • Significance of the presentation to the overall panel topic
  3. A list of the panel members including their institutional affiliations and contact information.



Submission Guidelines for individual posters:


Proposals for an individual poster should be 300-500 words in length and should include the following information even if the findings are still preliminary at the time of submission:

  1. Objectives or purposes
  2. Main perspective or theoretical/conceptual framework
  3. Analytical methods, research design, or modes of inquiry
  4. Data sources or evidence
  5. Results and/or conclusions
  6. Significance of the study

*Posters should be designed to fit within the following dimensions: 90cm in length and 120cm in height.



Submission guidelines for Workshop proposals


Each Workshop proposal should include the following information:

  1. A 500-word summary describing the objectives of the workshop, the target audience, instructional goals, and planned workshop activities.
  2. A list of the names and institutional affiliations of the instructional staff.
  3. A list of equipment or room set-up requirements.



Proposals evaluation.


There will be three dates to report results of evaluation of proposals, as they have been submitted:

  • October 10 th , 2018 for those proposals submitted August 1 st – September 30 th , 2018
  • December 10 th , 2018 for proposals submitted October 1 st – November 30 th , 2018
  • January 10 th , 2019 for proposals submitted December 1 st – 31 st , 2018



Proposals evaluation:


There will be three dates to report results of evaluation, as they have been submitted:

  • October 10th, 2018 for those proposals submitted August 15th – September 30th, 2018
  • December 10th, 2018 for proposals submitted October 1st – November 30th, 2018
  • January 10th, 2019 for proposals submitted December 1st – 31st, 2018



Conference Registration Opens: August 15th, 2018 (We encourage you to support the congress organization, register as soon as possible).

Early Registration Deadline: Thursday, February 28, 2019

To qualify for discounted early registration rates, you must register before February 28th, 2019. After February 28th, regular registration rates apply.

Registration Deadline for Presenters: Friday, March 15th, 2019
Presenters who have not registered for the conference by 11:59 p.m. EST on March 15th, 2019 will be removed from the conference program.



Visit the complete information in: http://2019worldcongress.org/

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