The Bulgarian Comparative Education Society (BCES) is holding two consecutive conferences on June 10-14, 2019 in Pomorie, Bulgaria - 30 Years since the Fall of the Berlin Wall: Educational Reforms in Eastern and Central Europe & Eurasia 1989-2019 [1] (10-11 June) and XVII BCES Annual International Conference - Glocal Education in Practice: Teaching, Researching, and Citizenship [2] (11-14 June).
The Calls for Papers for both events is February 15, 2019.
30 Years since the Fall of the Berlin Wall: Educational Reforms in Eastern and Central Europe & Eurasia 1989-2019 [1] (10-11 June)
The goal of this International Symposium is to organize in-depth discussions on educational reforms that have happened in Eastern and Central Europe, and Eurasia in the past 30 years, since the fall of the Berlin Wall in November 1989.
The Symposium provides a platform for case, international, and comparative studies on education in nearly 30 former socialist countries. This event tries to attract philosophical, historical, economic, political, sociological, statistical, psychological and pedagogical approaches to studying educational reforms in Eastern and Central Europe, and Eurasia. Delegates are invited to present their descriptions, analyses, syntheses and comparisons on past and recent educational reforms, and prognoses on the development in future.
The mission of the Symposium is to create a colorful mosaic of what has happened in education in Eastern and Central Europe, and Eurasia in the past 30 years.
For further information see http://www.bcesconvention.com/ [1]
XVII BCES Annual International Conference - Glocal Education in Practice: Teaching, Researching, and Citizenship [2] (11-14 June)
Internationally, there is a growing body of work on globalization and glocalization driven by a rapidly changing world and associated global and local issues. Although, both notions, globalization and glocalization, have developed as a response to the increasingly inter-connected and inter-dependent world, global education has gained stronger scholarly attention than glocal education. This keynote address provides a platform to put together the two notions in conversation with one another in order to uncover the meaning of glocal education in practice in connection to teaching, researching, and citizenship.
Currently, there are no universal or established standards for glocal education, however, some scholars, institutions, and organizations have developed a variety of approaches and frameworks for glocal education. The glocal approach to education can be understood in terms of (a) how educational institutions manage to transfer understanding of global realities, opportunities and challenges with connection to the local context and (b) how are the educational institutions meeting the mission of addressing local needs while addressing global realities and performing at a level of global aspirations. At the heart of glocal education is the exploration of local and global connections to maximize glocal consciousness and to contribute to a local and global common good. The concept can be understood in a form of a dual-citizenship that comes with privileges and responsibilities. We are all citizens of a specific nation(s) as well as citizens of the world sharing the same goal to understand and sustain the world in which we live. Glocal education is meant to provide the capacity to recognize oneself in the narrative of the interconnected world as well as local realities.
For further information see http://www.bcesconvention.com/ [1]