Call for Papers: The 3rd International Congress of Qualitative Inquiry
Qualitative Inquiry and the Politics of Evidence
May 2-5, 2007
University of Illinois, Urbana-Champaign
Paper, Poster, and Session Proposals: accepted October 1 until December 1, 2006
Website for more information: http://www.qi2007.org/
The Third International Congress of Qualitative Inquiry will take place at the University of Illinois, Urbana-Champaign, from May 2-5, 2007. The theme of the Congress, building on Jan Morse, is "Qualitative Inquiry and the Politics of Evidence." Participants will explore the politics of evidence and truth and what these terms mean for qualitative inquiry in this new century. If we as qualitative researchers do not define these terms for ourselves, someone else will.
Questions to be considered include: In qualitative inquiry, What is truth? What is evidence? How is evidence evaluated? Can evidence be manipulated? " How can qualitative research inform the policy-making process? How is qualitative evidence represented, discounted, or judged to be unacceptable? What is a fact? What is true, or false, or evidence is determined by socially defined criteria. Different discourses--law, medicine, history, cultural, or performance studies--- define qualitative evidence differently.
The Congress will consider the influence of scientifically based research (SBR) models on qualitative inquiry. These models are becoming quite influential in other nations (U.K., South Africa, Australia). The Congress will also consider what evidence and truth mean under the terms of postpositivism, poststructualism, indigenous, democratic, postcolonial, queer, feminist, performative, and participatory models of inquiry. Participants will explore new ways of evaluating and using qualitative evidence in social policy arenas. They will examine how new understandings of qualitative evidence can advance the goals of social justice and progressive politics.
Call for Papers: 2007 Metanexus Institute Conference 2007
Transdisciplinarity and the Unity of Knowledge
June 2-6, 2007
Deadline for Abstracts: December 15, 2006
The 20th century may very well come to be considered the “age of hyper-specialization.” Through the increasing division of labor—both economic and intellectual—humans have certainly made enormous progress. We see the acceleration of specialization not only in industry, but in higher education as well. Does hyper-specialization, however, with its intensification of complexity and multiplication of information, also produce significant problems? Does it—and must it—lead to disintegration, a fracturing of knowledge, of culture, and of the soul? What impact has hyper-specialization had on education? And what are its implications for that which goes by the name of “science and religion dialogue”?
Today, universities are divided into a dizzying array of academic departments and research centers. There seem to be too few guiding threads to tie together the various disciplines or even the classical divisions between the natural, social, and human sciences, let alone the discoveries of science and the insights of religion. University curricula tend at times to be cafeteria menus of disparate courses, with too few attempts at a synthesis—intellectual or existential.
Thus the challenge of the 21st century will be to integrate or synthesize the outcomes of the exponential growth in human knowledge into meaningful wholes. It’s not that specialization needs to be overcome; it’s that individuals, communities, and civilization in general will need to develop the complementary means by which to appropriate and take the measure of all particular expertise. We must regain our ability, a facility, an adeptness, at taking the whole into our most profound concern.
One approach to a possible synthesis has been commonly known as the "science and religion dialogue." But does the science and religion dialogue really provide the much-needed intellectual and spiritual synthesis, the antidote to the sorely lacking unity of knowledge? Does such a dialogue really get us to the whole story of the whole cosmos for the whole person? Does it go far enough?
See their website for more information: www.metanexus.net/conference2007
"Futures of Life" Workshop: Call for Papers
Department of Science and Technology Studies at Cornell University, April 27-29, 2007
Deadline: December 1, 2006
The new life sciences pose many challenges for contemporary societies, not least the difficulties of acquiring and creating knowledge about potential social and technological "futures." Knowledge claims about the future have peculiar epistemic properties, stemming from multiple layers of uncertainty, ignorance, and reflexivity. Such claims, which are often aimed at intervening in the future not just representing it, blend the descriptive and the performative. Their forward-looking focus leaves them positioned in a speculative space informed by a precarious mixture of fact, conjecture, and fantasy. The speed of change in the biosciences, combined with the complexity of the social and natural worlds in which they are entangled, makes the process of creating knowledge about putative "biofutures" particularly difficult. Anticipatory knowledge is often considered less than reliable, and yet it is highly coveted and vitally important -- its tools of prediction and control are essential to the activities of states, firms and civil society.
This workshop will focus on the social dimensions of anticipatory knowledge. The majority of the papers will focus on the new life sciences, but other areas of sociotechnical change will be included for comparative purposes. In particular, we are interested in the creation of anticipatory knowledge; the institutional capacities and social machinery used to create it; its spread, uptake, translation, and use; and its role in reshaping regimes of governance.
If you are interested in participating, please submit 500 word abstracts by December 1st, 2006 to Nicole Nelson, firstname.lastname@example.org.
Conference Announcement and Call for Participation: New Chemical Bodies: Biomonitoring, Body Burden, and the Uncertain Threat of Endocrine Disruptors, Philadelphia, Pennsylvania, March 22-23, 2007
Deadline: December 1, 2006
In July of 2005, the U.S. Centers for Disease Control released its ThirdNational Report on Human Exposure to Environmental Chemicals. Through the process of biomonitoring-measuring the amount of a chemical in a blood or urine sample-the CDC aims to track the accumulation of synthetic chemicals into the human population through direct measurement of the populace. As the report states: "Biomonitoring measurements are the most health-relevant assessments of exposure because they measure the amount of the chemical that actually gets into people from all environmental sources (e.g., air, soil, water, dust, or food) combined." But just what happens once these chemicals enter our bodies, and what exactly we are to do with this information remains unclear. This conference aims to address the uncertainty that surrounds the now well established fact that organisms of all types, kinds, and geographies-including but certainly not limited to humans-find themselves carrying/composed of a cadre of chemicals heretofore unknown to the planet.
Additionally, the class of chemicals generally referred to as environmental endocrine disruptors presents challenges to our current systems of monitoring and regulating synthetic chemicals in the environment. These chemicals have potential activity at orders of magnitude lower than current dose limits for other toxins. Perhaps more troubling, these chemicals leave no "smoking gun" with effects manifested years if not decades later, and often times in a body only indirectly exposed (such as developing fetuses). Thus, new modes of thinking about these problems seem necessary and timely. Understanding the new chemical bodies of the twenty-first century requires new analytical tools - both instrumental and conceptual. A primary goal for this conference, then, is to begin thinking about what this new set of tools might look like.
The Chemical Heritage Foundation will host the 2007 Gordon Cain Conference, "New
Chemical Bodies: Biomonitoring, Body Burden, and the Uncertain Threat of Endocrine Disruptors," on March 22-23, 2007. The conference is designed to foster cross-disciplinary discussion and collaboration between those working in the chemical, ecological, environmental/public health, and social sciences to address the problems and challenges associated with the use and proliferation of human body burden studies, especially as they relate to research into endocrine disrupting chemicals. We will employ a format focused on discussion rather than paper presentation; as such, this call is for participation rather than specifically for papers (see below for further details). Please submit inquiries and statements of interest to Jody Roberts (email@example.com), Gordon Cain Fellow, Chemical Heritage Foundation. Statements should include an abstract-length (approx. 200 words) description of how your work bears on the issues outlined below, along with appropriate publication(s) or work(s) in progress (graduate students are certainly encouraged to apply). Deadline for submission is 1 December 2006 with notification of acceptance no later than 1 January 2007. Some travel assistance will be available for participants through the Gordon Cain Fellowship.
For more information, see: http://www.chemheritage.org/events/event-detail.asp?id=255
Call for Papers:
European Computing and Philosophy Conference
June 21-23, 2007
University of Twente, Enschede, The Netherlands
Submission of Extended Abstracts: January 29, 2007
Website for more information: http://www.utwente.nl/ecap07/
The conference will deal with all aspects of the "computational turn" that is occurring through the interaction of the disciplines of philosophy and computing. Authors should submit an electronic version of an extended abstract (total word count approximately 1000 words). More information about submitting abstracts will be issued in the next, official call for papers, or contact the local organizer, Katinka Waelbers, firstname.lastname@example.org.
Special Issue ‘Science Studies & Science Education’
Deadline: March 31, 2007
Updated September 15, 2006
Science Education has a long tradition of publishing articles about the relationships between history and philosophy of science and science education. Science Education published the first scholarly papers on sociology of science and science education. Recently, it has provided a vibrant forum for research on argumentation and scientific discourse, drawing from such fields as rhetoric, epistemology, and cognitive sciences. As educational research moves to more nuanced understandings of science teaching and learning, we believe we can both learn from science studies as well as provide evidence relevant to the blind spot of science studies -- education. In 2007 Science Education will publish a special issue and institute a new section of the journal focusing on Science Studies & Science Education.
The intents of this special issue are:
- To clarify/illuminate/analyze/discuss the potential significance of science studies for science education;
- To provide a forum for the scholarly exchange of ideas and theories regarding science education and science studies;
- To launch a new Science Studies & Science Education section for Science Education.
For the special issue and the subsequent establishment of the new section on science studies, we will solicit manuscripts that develop our understanding of how Science Studies applies to theory, methodology, policy and practice of science education. Some example applications of Science Studies in science education might include the following questions:
- Epistemic Questions: How are ideas formulated, evaluated and developed in science? In science teaching and learning?
- Cognitive Questions: What constitute scientists ways of reasoning? What can we learn from cognitive analyses of scientists to help school children and university students in learning science?
- Historical Questions: How do scientific and classroom ideas change over time? What factors contribute to change?
- Anthropological Questions: How are classroom and research group cultures produced? Maintained? Changed?
- Sociological Questions: What historical, political and social norms characterize and guide the scientific enterprise? How do such norms translate to classroom science learning environments?
- AI Questions: What logical and other formal reasoning capabilities and patterns underlie domain specific inquiry in science and scientific thinking? Are there general patterns of reasoning that are valuable across all scientific domains?
- Political Questions: How do we implement the theoretically best educational practices into the very constrained real world of science education?
Manuscripts for this Special Issue should be submitted online. Information regarding the preparation of manuscripts and directions for online submission is available at:
For online submissions, submit files at: http://mc.manuscriptcentral.com/scied
Please indicate in a cover letter to the editor that you would like the manuscript to be considered for publication in the Science Studies and Science Education Special Issue.
Special Issue: "Studying the Users of Digital Education Technologies: Theories, Methods and Analytical Approaches," The New Review of Hypermedia and Multimedia
Deadline: May 16, 2007
Digital technologies are increasingly integral components of educational settings and Digital Libraries, serving for instance as repositories, as scaffolds to enhance face-to-face pedagogy, and as distance-learning tools. How might we understand the impact of these technologies on knowledge and learning, and what lessons might be learnt from their use, that could be applied to future technologies? Addressing these research questions requires recognition of the highly complex character of digital education technologies: they vary in size from handheld PDAs to large distributed digital library projects; they are used in a range of formal and informal educational settings ranging from schools and universities to hospitals, clinics, museums and art galleries; and they serve learners of all ages. How may researchers approach this heterogeneity and work towards useful research outcomes?
This special issue of NRHM addresses issues associated with the qualitative understanding of the use of digital educational technologies in real-life contexts (with a focus on digital libraries, broadly conceived), by emphasizing the importance of contextual sociotechnical studies of technology use and design. The issue will consider educational technologies as complex mixtures of people, practices and technologies, embedded in a range of institutional, technological and social contexts. The editor therefore invites contributions that address the qualitative and sociotechnical study of digital educational technologies and users ‘in the wild.’
The New Review of Hypermedia and Multimedia (NRHM) is published by Taylor & Francis and appears in both print and digital formats. For more details, see the journal website: http://www.tandf.co.uk/journals/titles/13614568.asp
Submissions should be sent by email to the guest editor, preferably in pdf format. Questions and enquiries concerning this call should be directed to the guest editor. Open topic papers meeting NRHM's scope in general are also welcome (send to Editor, email@example.com).
Special issue 'Socio-technical Dynamics in the Free/Libre Open Source Software (FLOSS) Social World' in the journal Science Studies, an Interdisciplinary Journal for Science and Technology
Deadline: October 29, 2006
Updated: June 15, 2006
Manuscripts in English in any area relevant to the special issue should be submitted electronically to the guest editor Yuwei Lin and Lars Risan . You will normally receive an acknowledgement within a few days. Please provide email addresses for all authors.
Papers, no exceeding 10,000 words including notes, references and abstract, are accepted in electronic format, with Open Document Text (.odt) or OpenOffice.org 1.0 Text Document (.sxw) being the preferred formats (other formats are acceptable by prior arrangement). Files should not be security protected, and should be anonymised. The editors reserve the right to make the style of presentation uniform prior to publication, whilst making every effort not to alter the content of an article.
For details of preparation of the manuscript, see the Science Studies Journal website
The AJS Seeks Papers
Deadline: Novemenber 15, 2006
Updated: August 16, 2006
Special issue on genetics and social structure. Papers are invited for consideration that use genetics or information about heritability to illuminate the structure and operation of social organization and/or social processes. We seek submissions that take advantage of the opportunities afforded by genetic information to better explicate complex social processes or institutions and, thereby, advance sociological theory and research design. Submissions must incorporate genetics or information about heritability into a clearly sociological research agenda; we do not seek manuscripts incorporating sociological information into a genetic or biomedical research agenda.
You may submit three hard copies and one electronic copy on diskette to the AJS editorial office at 5835 South Kimbark , Chicago , Illinois 60637.
Handling will be facilitated, however, if you submit via the journal's Web Peer Review system. It is essential that you note in your cover letter that the submission is for the special issue. Please include a $30 submission fee (instructions for payment via electronic submission are found on the submission Web site). Inquiries about the review process or progress on a particular manuscript should be directed to firstname.lastname@example.org
The 6th Biennial International Triple Helix Conference on University-Industry Government-Links 16-18 May 2007
Deadline: January 8, 2007
Updated: July 17, 2006
We invite scholarly paper contributions that seek to advance over understanding of the dynamics of University-Industry-Government interactions in general and the emerging entrepreneurial university models in particular. We also welcome practitioner-oriented contributions that provide insights on new policy innovations and share knowledge on practices, as well as proposals for workshops and poster presentations that contribute to promoting exchange and dialogues on how universities in the 21st century can better cope with the challenges of globalizations while serving local and regional goals.
We invite submissions of extended abstracts in the following categories:
(A) Papers for presentation in Parallel Sessions
(B) Papers for Workshop Sessions
(C) Poster presentations
Papers and poster presentations will be selected based on abstract submissions which should be of a maximum length of two pages including figures and references.
Authors of accepted abstract will be required to submit their full papers / poster abstracts according to the submission guidelines which are available in the conference website. Authors of the best papers presented at the conference will be invited to submit their contributions to a number of special issues of relevant international journals.
For more details on the conference sub-themes and paper submission procedures and guidelines, please visit http://www.triplehelix6.com.
You can also direct any logistics-related query you may have about the conference to organizing chair (email@example.com).
Queries related to abstract/paper submissions and the conference theme can be directed to the organizing chair (firstname.lastname@example.org).