IAFOR > The European Conference on Language Learning (ECLL) > ECLL2018

ECLL2018

“Surviving and Thriving in Times of Change”

June 29 – July 01, 2018 | The Jurys Inn Brighton Waterfront, Brighton, UK

In 2017, IAFOR education conferences in Asia, Europe, the Middle East and North America brought together delegates from around the world to consider the theme of “Educating for Change” from a variety of different perspectives and approaches, taking full advantage of the international make-up of the attendees and the huge diversity of experiences. A recurring theme throughout the conferences was the reference to the future, be it immediate or longer term, as being uncertain; the natural resilience and optimism was counterbalanced by both apprehension; with hope also came fear.

In this period of great global political and economic instability, rising inequality and social unrest, the role of education within society has never been more important, but never more vulnerable. This brings us to our conference theme for 2018, which references these inherent vulnerabilities in both educational systems and the individual students and teachers, as well as the necessary resilience needed to not only survive, but also thrive.

How do we teachers, administrators and policymakers adopt and adapt to change outside our control? How do we nurture and encourage positive change, through the excitement of the imagination, innovation and creativity? How can technologies be better used to help us teach, and to help students learn? How do we sustain and manage change? How can we react positively to negative change? How can we, our institutions and our students survive and thrive in these times of change?

Read ECLL2018 Conference Proceedings
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Programme

  • Children Working as Co-researchers and Researchers – Possibilities and Challenges
    Children Working as Co-researchers and Researchers – Possibilities and Challenges
    Keynote Presentation: Annamaria Pinter
  • “It’s interesting, but not for me”: understanding what shapes student subject choice and career aspirations age 10-18
    “It’s interesting, but not for me”: understanding what shapes student subject choice and career aspirations age 10-18
    Keynote Presentation: Louise Archer
  • Teaching in Times of Change – To Nurture the Essentials for a Thriving Education
    Teaching in Times of Change – To Nurture the Essentials for a Thriving Education
    Keynote Presentation: Björn Åstrand
  • Teacher Tales: Context-embedded Language Teacher Professional Development
    Teacher Tales: Context-embedded Language Teacher Professional Development
    Keynote Presentation: Anne Burns
  • IAFOR Silk Road Initiative Information Session
    IAFOR Silk Road Initiative Information Session
  • Education, Conflict & Peacebuilding: Transcending Negative Peace, Peace Education & the Global Education Agenda
    Education, Conflict & Peacebuilding: Transcending Negative Peace, Peace Education & the Global Education Agenda
    Keynote Presentation: Mario Novelli
  • IAFOR Documentary Photography Award 2017
    IAFOR Documentary Photography Award 2017
    Award Winners Screening

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Speakers

  • Louise Archer
    Louise Archer
    University College London (UCL), UK
  • Björn Åstrand
    Björn Åstrand
    Umeå University, Sweden
  • Anne Burns
    Anne Burns
    University of New South Wales, Australia
  • Mario Novelli
    Mario Novelli
    University of Sussex, UK
  • Annamaria Pinter
    Annamaria Pinter
    University of Warwick, UK

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Organising Committee

The Conference Programme Committee is composed of distinguished academics who are experts in their fields. Conference Programme Committee members may also be members of IAFOR's International Academic Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Conference Programme Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and overseeing the reviewing of abstracts submitted to the conference.

  • Kwame Akyeampong
    Kwame Akyeampong
    University of Sussex, UK
  • Anne Boddington
    Anne Boddington
    Kingston University, UK
  • Steve Cornwell (1956-2022)
    Steve Cornwell (1956-2022)
    The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan
  • Jean-Marc Dewaele
    Jean-Marc Dewaele
    Birkbeck, University of London, UK
  • Brian Hudson
    Brian Hudson
    University of Sussex, UK
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech., USA

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Review Committee

  • Dr Mohammed Nihad Ahmed, University of Mosul, Iraq
  • Ms Aliya Aimoldina, Kazakhstan Branch of Lomonosov Moscow State University, Kazakhstan
  • Dr Hasan Alwadi, University of Bahrain - Bahrain Teachers College, Bahrain
  • Dr Vinita Gaikwad, Kean University (USA) in China, China
  • Dr Maria Lemus-Hidalgo, Autonomous University of Aguascalientes, Mexico
  • Dr Rasha Osman Abdel Haliem, The Higher Technological Institute & Amideast, Egypt
  • Dr Emilie Riguel, Sorbonne Nouvelle University, France
  • Dr Satu Tuomainen, University of Eastern Finland, Finland

IAFOR's peer review process, which involves both reciprocal review and the use of Review Committees, is overseen by conference Organising Committee members under the guidance of the Academic Governing Board. Review Committee members are established academics who hold PhDs or other terminal degrees in their fields and who have previous peer review experience.

If you would like to apply to serve on the ECLL2019 Review Committee, please visit our application page.

Apply to Join the Review Committee

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Children Working as Co-researchers and Researchers – Possibilities and Challenges
Keynote Presentation: Annamaria Pinter

In this talk, first of all, I will be sharing my experiences of working with primary English teachers in India who tried to engage their learners as co-researchers in their classrooms. I will share some practical examples of tasks and activities that have worked well in these classrooms as well as the teachers' and the children’s reflections about their experiences.

Then I will also reflect on my experiences of working with children as researchers. In this study, children worked on a questionnaire survey exploring topics of their own interest.

I will discuss both benefits and challenges of engaging children as co-researchers and researchers in English language classrooms and beyond.

Read presenter biographies on the Speakers page.

“It’s interesting, but not for me”: understanding what shapes student subject choice and career aspirations age 10-18
Keynote Presentation: Louise Archer

This talk draws on data from the Aspires/Aspires2 study – a large, national, mixed methods project, which sought to understand the subject choices and career aspirations of young people aged 10-18. A cohort of students were tracked from primary through secondary school, via five surveys with over 40,000 students and in-depth longitudinal interviews with 60 students (and their parents) between age 10 and 18. Focusing in particular on students' science choices and aspirations – as an example of an area which is widely recognised as being of acute policy concern – the talk unpicks the complex social and cultural factors that shape student “choices” and produce persistent patterns in post-16 participation. The talk concludes with suggestions for policy and practice, including evidence of a promising pedagogical approach for improving students' science engagement.

Read presenter biographies on the Speakers page.

Teaching in Times of Change – To Nurture the Essentials for a Thriving Education
Keynote Presentation: Björn Åstrand

Inevitably education has to deal with change in several respects. Education, it can be argued, is about creating opportunities for individuals to change and for societies to adapt to change as well as about creating change. In democratic societies, educational policies on equity have become key. Any society with such ambitions has to review how the model chosen for schooling plays out in that respect – and to rethink how it provides teachers and principals with appropriate conditions for teaching and leadership in ways that can realise the most demanding purposes of education. Thus, education policy in contemporary societies has to revisit its foundation and elaborate a new contract between teachers and principals on the one hand and with the increasingly knowledge dependent society on the other. Such a contract rests upon two legs, organisational settings and resource allocation together with a focus on the teaching profession. This keynote will focus on the latter, discussing the role of the teaching profession, questioning how societies nurture the teaching profession – and how the teaching profession takes on the future of the profession.

Read presenter biographies on the Speakers page.

Teacher Tales: Context-embedded Language Teacher Professional Development
Keynote Presentation: Anne Burns

In recent years it has been increasingly argued that, in order to promote effective teaching, professional development should be linked to and embedded within the contexts where teachers work. In this presentation, I explore the idea of context-embedded teacher development that taps into teacher agency and also draw on teachers’ tales about how their own classrooms have provided the impetus for profound professional insights. In particular, I focus on teacher action research undertaken by English language teachers in different parts of the world to investigate their own practices, and also on research that has tracked the impact of this form of professional development on the teachers involved. The presentation concludes with what lessons can be drawn from these initiatives for sustaining teacher professionalism.

Read presenter biographies on the Speakers page.

IAFOR Silk Road Initiative Information Session

As an organization, IAFOR’s mission is to promote international exchange, facilitate intercultural awareness, encourage interdisciplinary discussion, and generate and share new knowledge. In 2018, we are excited to launch a major new and ambitious international, intercultural and interdisciplinary research initiative which uses the silk road trade routes as a lens through which to study some of the world’s largest historical and contemporary geopolitical trends, shifts and exchanges.

IAFOR is headquartered in Japan, and the 2018 inauguration of this project aligns with the 150th Anniversary of the Meiji Restoration of 1868, when Japan opened its doors to the trade and ideas that would precipitate its rapid modernisation and its emergence as a global power. At a time when global trends can seem unpredictable, and futures fearful, the IAFOR Silk Road Initiative gives the opportunity to revisit the question of the impact of international relations from a long-term perspective.

This ambitious initiative will encourage individuals and institutions working across the world to support and undertake research centring on the contact between countries and regions in Europe and Asia – from Gibraltar to Japan – and the maritime routes that went beyond, into the South-East Continent and the Philippines, and later out into the Pacific Islands and the United States. The IAFOR Silk Road Initiative will be concerned with all aspects of this contact, and will examine both material and intellectual traces, as well as consequences.

For more information about the IAFOR Silk Road Initiative, click here.

Education, Conflict & Peacebuilding: Transcending Negative Peace, Peace Education & the Global Education Agenda
Keynote Presentation: Mario Novelli

This paper will explore the complex relationship between education and peacebuilding in conflict-affected contexts, drawing on findings from multi-country research studies undertaken for UNICEF dating back from 2010. The first part of the presentation will explore the way education systems and interventions are marginalised by mainstream approaches to peacebuilding in post-conflict environments. This relates to the underlying ‘security first’ logic underpinning these interventions, which emphasises negative peace (the cessation of violence) rather than positive peace (addressing the underlying causes that underpin conflicts). In the second part, we will explore contemporary approaches to promoting peacebuilding through education, which I argue, over emphasise inter-personal relationships, attitudes and behaviours, and underplay the significant systemic and structural opportunities that exist within education systems to promote ‘positive’ peace. Furthermore, the absence of a serious reflection on these broader education policy and peacebuilding debates leads education actors to reproduce a broader ‘global education policy’ agenda that is conflict-insensitive at the very least and in many places might be a catalyst to conflict. Finally, we will reflect on the possibilities for innovation and change in this emerging field and the obstacles therein.

Read presenter biographies on the Speakers page.

IAFOR Documentary Photography Award 2017
Award Winners Screening

The IAFOR Documentary Photography Award was launched by The International Academic Forum (IAFOR) in 2015 as an international photography award that seeks to promote and assist in the professional development of emerging documentary photographers and photojournalists. The award has benefitted since the outset from the expertise of an outstanding panel of internationally renowned photographers, including Dr Paul Lowe as the Founding Judge, and Ed Kashi, Monica Allende, Simon Roberts, Jocelyn Bain Hogg, Simon Norfolk and Emma Bowkett as Guest Judges. Now in its third year, the award has already been widely recognised by those in the industry and has been supported by World Press Photo, Metro Imaging, MediaStorm, Think Tank Photo, University of the Arts London, RMIT University, British Journal of Photography, The Centre for Documentary Practice, and the Medill School of Journalism.

As an organisation, IAFOR’s mission is to promote international exchange, facilitate intercultural awareness, encourage interdisciplinary discussion, and generate and share new knowledge. In keeping with this mission, in appreciation of the great value of photography as a medium that can be shared across borders of language, culture and nation, and to influence and inform our academic work and programmes, the IAFOR Documentary Photography Award was launched as a competition that would help underline the importance of the organisation’s aims, and would promote and recognise best practice and excellence.

Winners of the IAFOR Documentary Photography Award 2017 were announced at The European Conference on Media, Communication & Film 2017 (EuroMedia2017) in Brighton, UK. The award follows the theme of the EuroMedia conference, with 2017’s theme being “History, Story, Narrative”. In support of up-and-coming talent, the IAFOR Documentary Photography Award is free to enter.

Access to the Award Winners Screening is included in the conference registration fee. For more information about the award, click here.

Image | From the project Single Mothers of Afghanistan by IAFOR Documentary Photography Award 2017 Grand Prize Winner, Kiana Hayeri.

Louise Archer
University College London (UCL), UK

Biography

Professor Louise Archer holds the Karl Mannheim Chair of Sociology of Education at UCL’s Institute of Education, having previously been Professor of Sociology of Education at King's College London, where she was also the Director of the Centre for Research in Education in Science, Technology, Engineering and Mathematics. Her research focuses on educational identities and inequalities, particularly in relation to gender, ethnicity and social class.

Keynote Presentation (2018) | "It's interesting, but not for me": understanding what shapes student subject choice and career aspirations age 10-18
Björn Åstrand
Umeå University, Sweden

Biography

Dr Björn Åstrand is senior lecturer at Umeå University and former Dean of Teacher Education and Educational Sciences at Karlstad University (2014-17) in Sweden. Prior to that he was Dean of Faculty for Teacher Education (2005-08) and Dean of the School of Education (2008-11) at Umeå University. He is a certified secondary teacher but transferred and joined his current institution in early 1990s. He has been Vice Chair of the Swedish Association for Deans in Teacher Education and has chaired the network on Teacher Education Policy in Europe (TEPE). He has been active in advancement of teacher education in specific areas such as promoting the scientific foundations for teacher education, internationalisation, quality assurance and use of ICT. In 2007 he was appointed to a governmental expert committee proposing a revised model for Swedish teacher education. Then in 2015 the government assigned him to an expert group for the improvement of the Swedish school system and since 2016 he has served as chair of a special inquiry on behalf of the Swedish government, investigating how schooling can be enhanced by improving conditions for teaching and school leadership. Dr Åstrand has undergraduate degree from Uppsala University and a teacher degree and PhD in history from Umeå University. He has been a Visiting Scholar at Stanford University and his current research is focused on educational history, comparative education, democracy and values and teacher education.

Keynote Presentation (2018) | Teaching in Times of Change – To Nurture the Essentials for a Thriving Education
Anne Burns
University of New South Wales, Australia

Biography

Anne Burns is a Professor of TESOL at the University of New South Wales in Sydney, Australia where she supervises doctoral students. She is also Professor Emerita at Aston University, Birmingham and an Honorary Professor at the University of Sydney, and the Education University of Hong Kong. She has been a Visiting Professor at Unitec, New Zealand, the University of Stockholm, Sweden, Thammasat University, Thailand, the Institute of Education, Hong Kong, and Soka University, Japan.

She is the Academic Adviser (with Diane Larsen-Freeman) for the Applied Linguistics Series published by Oxford University Press, a Senior Consultant to National Geographic Learning, and Series Editor (with Jill Hadfield ) of the Routledge Research and Resources Series. In 2016, she was recognised as one of TESOL International’s ’50 at 50’ who have made a significant contribution to the field of English language teaching.

Anne’s research interests include action research, teaching speaking from a discourse/genre perspective, curriculum development, and language teacher education. Her book, Doing Action Research in the Language Classroom: A Guide for Practitioners (2010, Routledge), has been extensively used by English language teachers and teacher educators internationally. More recent publications include Teaching Speaking: A Holistic Approach (authored with Christine M. M. Goh, 2012, CUP), Second Language Assessment and Action Research (edited with Hanan Khalifa, 2018, CUP and Cambridge English), International Perspectives on Teaching the Four Skills in ELT (edited with Joseph Siegel, 2018, Palgrave Macmillan), and The Cambridge Guide to Learning English as a Second Language (edited with Jack C. Richards, 2018).

Keynote Presentation (2018) | Teacher tales: Context-embedded Language Teacher Professional Development
Mario Novelli
University of Sussex, UK

Biography

Mario Novelli is Professor of the Political Economy of Education and Director of the Centre for International Education (CIE) at the University of Sussex. His research explores the relationship between education, globalisation and international development, with a specific focus on education delivery in conflict-affected contexts. Between 2010-2017 his research focused on issues related to the role of education in peacebuilding processes and he has worked closely with UNICEF on a series of projects. Between 2014-2017 he was Co-director of a major Research Consortium on Education and Peacebuilding, funded by UNICEF and the Dutch Ministry of Foreign Affairs. The consortium was led by the Universities of Amsterdam, Sussex and Ulster and carried out a multi-country study on the role of education in peacebuilding in South Africa, Pakistan, Uganda, Myanmar. He currently leads a 2-year (2018-2020) ESRC research programme exploring ‘Learning and Knowledge Production in Social Movements in Conflict Contexts: Case Studies from Turkey, Colombia, Nepal and South Africa’. He has carried out consultancies and research projects for a range of bi-lateral and international organisations including DFID, the Dutch Ministry of Foreign Affairs, UNICEF, and UNESCO.

Keynote Presentation (2018) | Education, Conflict & Peacebuilding: Transcending Negative Peace, Peace Education & the Global Education Agenda
Annamaria Pinter
University of Warwick, UK

Biography

Dr Annamaria Pinter is an Associate Professor at the Centre for Applied Linguistics, University of Warwick, UK. She lectures at Masters and Doctoral levels and supervises post-graduate students in the area of teaching languages to children. She has published widely in the area of teaching English to young learners. She is the author of Teaching Young Language Learners Oxford Handbooks for Language Teachers, Oxford University Press (2nd edition, 2017) and Children Learning Second Languages, Palgrave Macmillan (2011). She is also an editor of an e-book series entitled Teaching English to Young Learners. She sits on the Advisory Board of the ELT Journal and she is a member of the ELT expert panel of Oxford University Press. Dr Pinter has published extensively in ELT/Applied Linguistics journals, has written numerous book chapters and has given many plenary talks worldwide in the broad area of teaching young language learners. Dr Pinter’s research interests include all aspects of second and foreign language learning in childhood, inclusive and participatory research methods with children and facilitating children to become researchers. She is also interested in language teacher development, teacher research, task-based learning and teaching, materials development and identity development in bilingual children.

Keynote Presentation (2018) | Children Working as Co-researchers and Researchers – Possibilities and Challenges
Kwame Akyeampong
University of Sussex, UK

Biography

Kwame Akyeampong is Professor of International Education and Development at the Centre for International Education (CIE), University of Sussex, UK. He has international research experience in educational evaluation and research and has worked on education and development research projects in a range of countries including Ethiopia, Ghana, Nigeria, Kenya, Rwanda and Malawi. His research interests include education policy analysis, teacher governance, educational access and equity, impact evaluation studies in education, and employing quantitative and qualitative research methods. He also has experience managing large research education projects. He has consulted for the World Bank, DFID, and JICA on education evaluation projects and programmes. He was senior policy analyst with UNESCO, Paris, from 2011 to 2013. He is currently the co-chair of the Teacher Alliance for the Global Education and Skills Forum.

Panel Presentation (2020) | Inclusive Education: A Critical Dialogue on Marginalised Communities

Previous ECLL Presentations

Plenary Panel II (2017) | Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
Anne Boddington
Kingston University, UK

Biography

Anne Boddington is Professor of Design Innovation, Pro Vice Chancellor for Research, Business and Innovation at Kingston University in the UK and recently appointed as the Sub Panel Chair for Art & Design: History, Practice & Theory for the UK’s Research Excellence Framework (REF) 2021. Professor Boddington has extensive experience of the leadership, management and evaluation of art and design education and art and design research in higher education across the UK and internationally. She is an experienced chair and has held trustee and governance roles across the creative and cultural sector including as trustee of the Design Council, an independent Governor, Fellow of the Royal Society of Arts (RSA), an affiliate member of the Royal Institute of British Architects (RIBA), a member of the executive of the Council for Higher Education in Art & Design (CHEAD) and a member of the advisory board of the Arts & Humanities Research Council. She has an international reputation in creative education and research and has been a partner, a collaborator, a reviewer and evaluator for a wide range of international projects and reviews across different nations in Europe, the Middle East, Southern and east Asia and North America.

Previous Presentations

Plenary Panel (2020) | Embracing Difference? Adaptive Lifelong Learning
Plenary Panel I (2017) | Think Like a System, Act Like an Entrepreneur
Steve Cornwell (1956-2022)
The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan

Obituary: Professor Steve Cornwell (1956-2022)

President of IAFOR (2016-2022)

It is with great sadness that we write of the passing of the President of IAFOR, Professor Steve Cornwell, who died of cancer earlier this week in Osaka, Japan. He was Chairman of the International Academic Advisory Board, and a member of the Board of Directors. He was also until March of this year Vice-President of Osaka Jogakuin University. Before moving to Japan and becoming an academic he held a number of management positions in non-profit organisations in the arts and theatre sectors in the United States.

An extremely popular professor, as well as a highly capable senior administrator, Steve Cornwell was one of IAFOR’s earliest and strongest supporters. As a Professor of English and Interdisciplinary Studies he identified strongly with our core mission of encouraging interdisciplinary discussion, facilitating intercultural awareness, and promoting international exchange.

He was a respected academic in the field of English language teaching, holding an MA in English from Wake Forest University, an MFA from Virginia Tech., an MAT from the School for International Training, and an EdD from Temple University. He also taught on the MATESOL program for The New School in New York, and was engaged with teacher professional development both in Japan and abroad, serving in many roles both local and national with the Japan Association for Language Teaching (JALT), including three terms on its National Board of Directors, as Director of Programme from 2010 to 2016. He also worked closely with the Bangladesh English Language Teaching Association (BELTA) for several years, jointly putting on professional development events for English teachers in Bangladesh.

From 2009, Professor Cornwell helped nurture and shape IAFOR, bringing to bear a wealth of experience in directing academic institutions, international programmes, and administering NPOs. He helped guide IAFOR’s Osaka conferences from 2010 onwards as the local conference chair, and was a popular face at events, often leading the traditional welcome address, and telling overseas delegates how much better his beloved Osaka was than Tokyo.

A founding member of the International Advisory Board of IAFOR, he became steadily more involved with the organisation over the years. Following the death of the Reverend Professor Stuart Picken in 2016, Steve Cornwell agreed to become the Chair of the restructured International Academic Advisory Board, and President of the organisation.

His input, insight and deliberation was indispensable in guiding IAFOR through challenging times, notably the 2011 earthquake and nuclear crisis, and the ongoing coronavirus pandemic.

Professor Cornwell was an educational leader of great resolve, but with enormous kindness and unwavering integrity. He was a man of great resilience, and despite suffering the tragedy of his wife’s death in 2019, whom he loved dearly, and his own cancer diagnosis, he continued to embrace life with dignity and humour. He was a loyal and true friend to many, seeing and encouraging the best in them.

His memory will live on in the hearts and minds of his many friends and colleagues, and in the thousands of students he taught and inspired.

Joseph Haldane
Chairman and CEO, IAFOR

Jean-Marc Dewaele
Birkbeck, University of London, UK

Biography

Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birkbeck, University of London. He does research on individual differences in psycholinguistic, sociolinguistic, pragmatic, psychological and emotional aspects of Second Language Acquisition and Multilingualism. He has published over 180 papers and chapters, co-edited five books and five special issues. He is the author of a monograph Emotions in Multiple Languages in 2010 (2nd ed in 2013). He is Vice-President of the International Association of Multilingualism, Convenor of the AILA Research Network Multilingualism, and former president of the European Second Language Association. He is General Editor of the International Journal of Bilingual Education and Bilingualism. He won the Equality and Diversity Research Award from the British Association for Counselling and Psychotherapy (2013) and the Robert C. Gardner Award for Outstanding Research in Bilingualism (2016) from the International Association of Language and Social Psychology. He is father of a trilingual daughter and holds a black belt (Shodan) in Go Kan Ryu karate.

Brian Hudson
University of Sussex, UK

Biography

Brian Hudson is Professor of Education and Head of the School of Education and Social Work at the University of Sussex. He is the main Organiser of the World Education Research Association (WERA) International Research Network on Didactics - Learning and Teaching; a member of the WERA Outreach Committee; an Associate Editor of the Journal of Curriculum Studies and a Board Member of the Teacher Education Policy in Europe (TEPE) Network. He is Honorary Member of the EERA Network on Didactics - Learning and Teaching; Honorary Professor at the University of Dundee and Adjunct Professor in the Department of Education Studies and Leadership at the University of Ghana.

Previous Presentations

Plenary Panel II (2017) | Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4
Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School of Business at Doshisha University (Japan), and a Member of the International Advisory Council of the Department of Educational Foundations at the College of Education of the University of Hawaiʻi at Mānoa (USA).

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

Featured Interview (2021) | A Life in Language: Lessons in Language and Language Learning

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Barbara Lockee
Virginia Tech., USA

Biography

Dr Lockee is Professor of Instructional Design and Technology at Virginia Tech., USA, where she is also Associate Director of the School of Education and Associate Director of Educational Research and Outreach. She teaches courses in instructional design, message design, and distance education. Her research interests focus on instructional design issues related to technology-mediated learning. She has published more than 80 papers in academic journals, conferences and books, and has presented her scholarly work at over 90 national and international conferences.

Dr Lockee is Immediate Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), M.A. in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.