Programme

The European Conference on Language Learning (ECLL) is a multidisciplinary conference held concurrently with The European Conference on Education (ECE). Keynote, Featured and Spotlight Speakers will provide a variety of perspectives from different academic and professional backgrounds. Registration for either conference will allow participants to attend sessions in both.

This page provides details of presentations and other programming. For more information about presenters, please visit the Speakers page.

Thursday, July 11 and Friday, July 12 will be held at SOAS University of London.
Saturday, July 13 and Sunday, July 14 will be held at University College London Torrington Place Training Centre.
Monday, July 15 will be held online.




Conference Outline

Wednesday, July 10Thursday, July 11Friday, July 12Saturday, July 13Sunday, July 14Monday, July 15

13:30-16:30: Pre-Conference Cultural Event: British Museum Guided Walking Tour
Please join us in a group visit to the nearby British Museum. Its permanent collection of eight million works is among the largest and most comprehensive in existence. On. Please note that wheeled cases and large items of luggage are not allowed on British Museum premises for safety and security reasons.

This is a ticketed event
Further Information

Conference Venue: SOAS, Brunei Gallery Lecture Theatre & Suite

09:15-10:00: Conference Check-in & Coffee | SOAS, Brunei Gallery Lecture Theatre

10:00-10:10: Announcements | SOAS, Brunei Gallery Lecture Theatre

10:10-10:30: Welcome Address & Recognition of IAFOR Scholarship Winners | SOAS,
Brunei Gallery Lecture Theatre

Joseph Haldane, IAFOR & University College London, United Kingdom

10:30-10:45: Special Welcome Address | SOAS, Brunei Gallery Lecture Theatre
Alison Koslowski, Pro-Provost (Equity & Inclusion) at University College London, United Kingdom

10:45-11:00: IAFOR Provost’s Address | SOAS, Brunei Gallery Lecture Theatre
Envisioning the Future: 2024-2029
Anne Boddington, IAFOR & Middlesex University, United Kingdom

11:05-11:25: Keynote Presentation | SOAS, Brunei Gallery Lecture Theatre
Providing Access to Higher Education for Refugees: Challenges and Benchmarks
Brendan Howe, Ewha Womans University, South Korea
11:25-11:35: Q&A Session

11:40-12:00: Keynote Presentation | SOAS, Brunei Gallery Lecture Theatre
The Joy of Not Knowing and Why It's So Brilliant to Not Know!
Marcelo Staricoff, University of Sussex, United Kingdom
12:00-12:10: Q&A Session

12:10-12:20: Conference Photograph | SOAS, Brunei Gallery Lecture Theatre

12:20-13:40: Lunch Break

13:40-14:40: Plenary Panel Discussion | SOAS, Brunei Gallery Lecture Theatre
Educating for Peace: Conflicting Narratives, Migration, Immigration and Global Citizenship
Joseph Haldane, IAFOR & Osaka University, Japan
Brendan Howe, Ewha Womans University, South Korea
Ljiljana Marković, European Center for Peace and Development (ECPD), Serbia
Moderator: Anne Boddington, IAFOR & Middlesex University, United Kingdom

14:45-15:45: Forum Discussion | SOAS, Brunei Gallery Lecture Theatre
Global Citizenship: Ethics and Care
Donald E. Hall, Binghamton University, United States (Moderator)

15:45-16:45: Conference Poster Session & Welcome Reception | SOAS, Brunei Suite

Conference Venue: SOAS, Brunei Gallery Lecture Theatre & Suite

09:30-10:00: Conference Check-in & Coffee | SOAS, Brunei Gallery Lecture Theatre

10:00-10:15: Welcome Address | SOAS, Brunei Gallery Lecture Theatre
Evangelia Chrysikou, University College London, United Kingdom

10:15-10:35: Keynote Presentation | SOAS, Brunei Gallery Lecture Theatre
Helping Us To Help Ourselves – How Assistive Robots and AI Can Change the Dynamics of Supporting Healthy Ageing and Social Care
Praminda Caleb-Solly, University of Nottingham, United Kingdom
10:35-10:45: Q&A Session

10:45-11:00: Coffee Break

11:00-11:20: Keynote Presentation | SOAS, Brunei Gallery Lecture Theatre
The Examination of Eye Movements in Language Learning Research: A Focus on Vocabulary
Ana Pellicer-Sánchez, University College London, United Kingdom
11:20-11:30: Q&A Session

11:30-12:45: Lunch Break

12:45-13:05: Keynote Presentation | SOAS, Brunei Gallery Lecture Theatre
How to Destroy a University
Donald E. Hall, Binghamton University, United States
13:05-13:15: Q&A Session

13:20-13:40 Keynote Presentation | SOAS, Brunei Gallery Lecture Theatre
Humanities at the Helm: Mobilizing Scholars to Confront the Planetary Climate Crisis
Alfonso García-Osuna, Hofstra University, United States
13:40-13:50: Q&A Session

13:55-14:15: Keynote Presentation | SOAS, Brunei Gallery Lecture Theatre
Invisiblised and Erased Narratives – Essential Views from the Margins
Neelam Raina, Middlesex University, United Kingdom
14:15-14:25: Q&A Session

14:25-14:45: Coffee Break

14:45-15:05: Keynote Presentation | SOAS, Brunei Gallery Lecture Theatre
Artificial Intelligence and Innovation Democracy
Cian O’Donovan, University College London, United Kingdom
15:05-15:15: Q&A Session

15:20-15:40: Keynote Presentation | SOAS, Brunei Gallery Lecture Theatre
The Societal Impact of AI and Questions Around Policy, Access and Democracy
David Mallows, University College London, United Kingdom
15:40-15:50: Q&A Session

15:55-16:55: Conference Poster Session 2 | SOAS, Brunei Suite

16:00-16:45: Workshop Presentation | SOAS, Brunei Gallery Lecture Theatre
IAFOR Undergraduate Research Symposium (IURS) Workshop
Grant Black, Chuo University, Japan
James W. McNally, NACDA & University of Michigan, United States
This presentation runs concurrently with Conference Poster Session 2

19:00-21:00: Conference Dinner at The Savile Club
This is an optional ticketed event

Conference Venue: Torrington Place Training Centre, University College London

08:50-09:30: Conference Check-in

09:30-11:10: Onsite Parallel Session 1
B07 (Basement): ECE | Foreign Languages Education & Applied Linguistics
B08 (Basement): ECE | Professional Training, Development & Concerns in Education
B09 (Basement): ECE | Pedagogy, Teachers, and Students' Achievements
B17 (Basement): ECE | Teaching Experiences, Pedagogy, Practice & Praxis (Workshops)
G08 (Ground): ECLL | Learning Environments
G09 (Ground): ECLL | Culture and Language
G10 (Ground): ECAH | Performing Arts and Contemporary Issues
G12 (Ground): ECE | Challenging & Preserving: Culture, Inter/Multiculturalism & Language
G13 (Ground): EGen | Resilience
G20 (Ground): ECAH | Comparative Perspectives on Family & Relationships

11:10-11:25: Coffee Break

11:25-12:40: Onsite Parallel Session 2
B07 (Basement): ECE | Perspectives on Foreign Languages Education
B08 (Basement): ECE | Professional Training, Development & Concerns in Education
B09 (Basement): ECE | Comparative Chinese Language Teaching
B17 (Basement): ECAH | Culture in Arts & Literature
G08 (Ground): ECLL | Learners' Motivation
G09 (Ground): ECLL | Translation & Interpretation
G10 (Ground): ECAH | Self in the Arts
G12 (Ground): ECLL | Culture and Language
G13 (Ground): EGen | Digital Skills & Older Adults
G20 (Ground): ECAH | Women in Arts & Novels

12:40-12:55: Coffee Break

12:55-14:35: Onsite Parallel Session 3
B07 (Basement): ECAH | Comparative Issues in Academic Writing
B08 (Basement): ECE | Professional Training, Development & Concerns in Education
B09 (Basement): ECE | Pedagogical Development & Contemporary Issues
B17 (Basement): ECE | Educational Research, Development & Publishing (Workshops)
G08 (Ground): ECLL | Plurilingualism
G09 (Ground): ECAH | Language Teaching & Learning
G10 (Ground): ECAH | Discourse and Ethics in Media and Politics
G12 (Ground): ECE | Learning Experiences, Student Learning & Learner Diversity
G13 (Ground): EGen | Lifespan Health Promotion
G20 (Ground): ECAH | Gender & Sexuality in Literatures

14:35-14:50: Coffee Break

14:50-16:30: Onsite Parallel Session 4
B07 (Basement): ECE | Language Learning and Teaching Experiences
B08 (Basement): ECE | Concerns in Higher Education Institutions
B09 (Basement): ECE | Comparative Learners' Behaviours
B17 (Basement): ECAH | Teaching and Learning the Arts
G08 (Ground): ECLL | Applied Linguistics Research
G09 (Ground): ECE | Culture and Language
G10 (Ground): ECAH | Arts and Politics of Space
G12 (Ground): ECE | International Education
G13 (Ground): EGen | Supercentenarians & Ageism
G20 (Ground): ECAH | Women in Comparative Humanities

16:30-16:45: Coffee Break

16:45-18:25: Onsite Parallel Session 5
B07 (Basement): ECE | Language Learning and Teaching Experiences
B08 (Basement): ECE | Comparative Issues in Higher Education
B09 (Basement): ECE | Learning Experiences, Student Learning & Learner Diversity
B17 (Basement): ECAH | Other Humanities
G08 (Ground): EGen | Literacy
G09 (Ground): ECE | AI & Education
G10 (Ground): ECAH | Politics in Arts & Culture
G12 (Ground): ECE | Educational Policy, Leadership, Management & Administration
G13 (Ground): EGen | Lifespan Health Promotion and Resilience
G20 (Ground): ECAH | Humanities and Religions in Literature

Conference Venue: Torrington Place Training Centre, University College London

08:45-09:15: Conference Check-in

09:15-10:55: Onsite Parallel Session 1
B07 (Basement): ECE | Perspectives on Teaching in the Contemporary Context
B08 (Basement): ECE | Design, Implementation & Assessment of Innovative Technologies in Education
B09 (Basement): ECE | Education, Sustainability & Society
B17 (Basement): ECLL | Educational Policy, Leadership, Management & Administrative
G08 (Ground): ECE | Technology & Education
G09 (Ground): ECE | Leadership & Entrepreneurship in Education
G10 (Ground): ECLL | Educational Technologies
G12 (Ground): ECE | Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
G13 (Ground): EGen | Built Environment
G20 (Ground): ECAH | Politics & Identity

10:55-11:10: Coffee Break

11:10-12:25: Onsite Parallel Session 2
B07 (Basement): ECE | Professional Development
B08 (Basement): ECE | Curriculum Design, Development & Policy
B09 (Basement): ECE | Education, Sustainability & Society
B17 (Basement): ECE | Design, Implementation & Assessment of Innovative Technologies in Education
G08 (Ground): ECE | Interdisciplinary, Multidisciplinary & Transdisciplinary Education
G09 (Ground): ECE | Leadership & Professional Development in Education
G10 (Ground): ECLL | Learning Environments
G12 (Ground): ECE | Counselling, Guidance & Adjustment in Education
G13 (Ground): EGen | Elderly Empowerment and Silver Economy
G20 (Ground): ECAH | Story Telling in the Arts

12:25-12:40: Coffee Break

12:40-14:20: Onsite Parallel Session 3
B07 (Basement): ECLL | Professional Development
B08 (Basement): ECE | Design, Implementation & Assessment of Innovative Technologies in Education
B09 (Basement): ECE | Design, Implementation & Assessment of Innovative Technologies in Education
B17 (Basement): ECE | Educational Policy, Leadership, Management & Administrative
G08 (Ground): ECAH | Technology & Education
G09 (Ground): ECE | Higher Education
G10 (Ground): ECE | Design & Implementation of Technologies in Education
G12 (Ground): ECE | Teaching Experiences, Pedagogy, Practice & Praxis
G13 (Ground): EGen | Lifespan Health Promotion
G20 (Ground): ECAH | Data & Technology

14:20-14:35: Coffee Break

14:35-15:50: Onsite Parallel Session 4
B07 (Basement): ECLL | Assessment
B08 (Basement): ECE | Design, Implementation & Assessment of Innovative Technologies in Education
B09 (Basement): ECE | Gender & Identity Issues in Higher Education
B17 (Basement): ECE | Educational Research, Development & Publishing
G08 (Ground): ECE | Digital Literacy
G09 (Ground): ECAH | Teaching & Learning
G10 (Ground): ECE | Gender Issues in Higher Education
G12 (Ground): ECE | Interdisciplinary Issues in Education
G13 (Ground): EGen | Public Policy
G20 (Ground): ECAH | Media & Film Studies

15:50-16:05: Coffee Break

16:05-17:45 Onsite Parallel Session 5
B07 (Basement): ECE | issues in Academic Writing & Publication
B08 (Basement): ECE | Curriculum Design & Development
B09 (Basement): ECE | Education, Sustainability & Society
B17 (Basement): ECE | Assessment Theories & Methodologies
G08 (Ground): ECE | Mathematics Teaching Experiences
G09 (Ground): ECE | Primary & Secondary Education
G10 (Ground): ECE | Technology & Education
G12 (Ground): ECE | Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
G13 (Ground): EGen | Built Environment
G20 (Ground): ECE | Primary & Secondary Education

17:45-17:55: Onsite Closing Session | Room G13

Conference Venue: Online via Zoom

07:55-08:00: Message from IAFOR

08:00-09:40: Online Parallel Session 1
Room A (Live-Stream): ECAH | Religion and History in Literature
Room B (Live-Stream): ECAH | Teaching and Learning Experiences
Room C (Live-Stream): ECE | Curriculum Design and Development
Room D (Live-Stream): ECE | Comparative Foreign Language Learning and Teaching
Room E (Live-Stream): ECE | Innovative Technology in Education

09:40-09:50: Break

09:50-11:05: Online Parallel Session 2
Room A (Live-Stream): ECAH | Film and Literature Studies
Room B (Live-Stream): ECE | Learning Experiences, Student Learning and Learner Diversity (Workshop)
Room C (Live-Stream): ECE | Contemporary Issues in Educational Institutions
Room D (Live-Stream): ECLL | Applied Linguistics Research
Room E (Live-Stream): ECE | Sustainability and inclusivity in Education

11:05-11:15: Break

11:15-12:55: Online Parallel Session 3
Room A (Live-Stream): EGen | Politics and Development
Room B (Live-Stream): ECE | Learner's Diversity and Inclusivity
Room C (Live-Stream): ECE | Issues in Alternative Education
Room D (Live-Stream): ECE | Foreign Languages Education
Room E (Live-Stream): ECE | Innovative Technology in Education

12:55-13:05: Break

13:05-14:45: Online Parallel Session 4
Room A (Live-Stream): ECAH | Arts Theory and Criticism
Room B (Live-Stream): ECLL | Culture and Language
Room C (Live-Stream): ECE | Professional Training, Development and Concerns in Education
Room D (Live-Stream): ECLL | Language, Linguistics
Room E (Live-Stream): ECLL | Innovative Technology in Education

14:45-14:55: Break

14:55-16:35: Online Parallel Session 5
Room A (Live-Stream): ECAH | Arts, Media and Society

16:35-16:40: Message from IAFOR


Speakers

  • Anne Boddington
    Anne Boddington
    Kingston University, UK
  • Evangelia Chrysikou
    Evangelia Chrysikou
    University College London, UK
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Alfonso J. García-Osuna
    Alfonso J. García-Osuna
    Hofstra University, United States
  • Donald E. Hall
    Donald E. Hall
    Binghamton University, United States
  • Brendan Howe
    Brendan Howe
    Ewha Womans University, South Korea
  • David Mallows
    David Mallows
    UCL Institute of Education, United Kingdom
  • Ljiljana Marković
    Ljiljana Marković
    European Centre for Peace and Development (ECPD), United Nations’ University for Peace
  • Neelam Raina
    Neelam Raina
    Middlesex University, United Kingdom
  • Ana Pellicer-Sánchez
    Ana Pellicer-Sánchez
    UCL Institute of Education, United Kingdom
  • Marcelo Staricoff
    Marcelo Staricoff
    University of Sussex, United Kingdom

Featured Presentations

  • The Joy of Not Knowing and Why It’s So Brilliant to Not Know!
    The Joy of Not Knowing and Why It’s So Brilliant to Not Know!
    Keynote Presentation: Marcelo Staricoff
  • Providing Access to Higher Education for Refugees: Challenges and Benchmarks
    Providing Access to Higher Education for Refugees: Challenges and Benchmarks
    Keynote Presentation: Brendan Howe
  • The Examination of Eye Movements in Language Learning Research: A Focus on Vocabulary
    The Examination of Eye Movements in Language Learning Research: A Focus on Vocabulary
    Keynote Presentation: Ana Pellicer-Sánchez
  • How to Destroy a University
    How to Destroy a University
    Keynote Presentation: Donald E. Hall
  • Humanities at the Helm: Mobilising Scholars to Confront the Planetary Climate Crisis
    Humanities at the Helm: Mobilising Scholars to Confront the Planetary Climate Crisis
    Keynote Presentation: Alfonso J. García-Osuna
  • Invisiblised and Erased Narratives –  Essential Views from the Margins
    Invisiblised and Erased Narratives – Essential Views from the Margins
    Keynote Presentation: Neelam Raina
  • Artificial Intelligence and Innovation Democracy
    Artificial Intelligence and Innovation Democracy
    Keynote Presentation: Cian O’Donovan
  • AI in Education
    AI in Education
    Keynote Presentation: David Mallows

*Please be aware that the above schedule may be subject to change.

Important Information Emails

All registered attendees will receive an Important Information email and updates in the run-up to the conference. Please check your email inbox for something from "iafor.org". If you can not find these emails in your normal inbox, it is worth checking in your spam or junk mail folders as many programs filter out emails this way. If these did end up in one of these folders, please add the address to your acceptable senders' folder by whatever method your email program can do this.


Conference Programme & Abstract Book

The online version of the Conference Programme is now available to view below via the Issuu viewing platform. Alternatively, download a PDF version. The Conference Programme can also be viewed on the Issuu website (requires a web browser). An Issuu app is available for Android users.

The Conference Programme contains access information, session information and a detailed day-to-day presentation schedule.


Pre-Recorded Virtual Presentations

A number of presenters have submitted pre-recorded virtual video presentations. We encourage you to watch these presentations and provide feedback through the video comments.


Previous Programming

View details of programming for past ECLL conferences via the links below.

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
Evangelia Chrysikou
University College London, UK

Biography

Dr Evangelia Chrysikou is a registered architect and senior research fellow at UCL. She owns the award-winning SynThesis Architects (London – Athens), that specialises in medical facilities. Her work received prestigious awards (Singapore 2009, Kuala Lumpur 2012, Brisbane 2013, Birmingham 2014, London 2014). Parallel activities include teaching at medical and architectural schools, research (UK, France, Belgium, New Zealand, the Netherlands, Greece and the Middle East) and advisory. She advised the Hellenic Secretary of Health and is the author of the new national guidelines for mental health facilities. Dr Chrysikou is the author of the book ‘Architecture for Psychiatric Environments and Therapeutic Spaces’, healthcare architecture editor, reviewer, active member of several professional and scientific associations and a TED-MED speaker. She is a Trustee, Member of the Board and Director of Research at DIMHN (UK) and Member of the Board at the Scholar’s Association Onassis Foundation.

Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

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

Dr Haldane’s research and teaching is on history, politics, international affairs and international education, as well as governance and decision making, and he is a Member of the World Economic Forum’s Expert Network for Global Governance. 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, since 2017, Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within the University.

In 2020 Dr Haldane was appointed Honorary Professor of UCL (University College London), through the Bartlett School of Sustainable Construction. He holds Visiting Professorships in the Faculty of Philology at the University of Belgrade, and at the Doshisha Business School in Kyoto, where he teaches Ethics and Governance on the MBA, and is a member of the Value Research Center. He is also a Member of the International Advisory Council of the Department of Educational Foundations at the University of Hawaiʻi Mānoa.

Professor Haldane has given invited lectures and presentations to universities and conferences globally, including at the United Nations Headquarters in New York, and advised universities, NGOs and governments on issues relating to international education policy, public-private partnerships, and multi-stakeholder forums. He was the project lead on the 2019 Kansai Resilience Forum, held by the Japanese Government through the Prime Minister’s and Cabinet Office, and oversaw the 2021 Ministry of Foreign Affairs commissioned study on Infectious Diseases on Cruise Ships.

Dr Haldane has a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the Université Paris-Est Créteil, Sciences Po Paris, and Nagoya University of Commerce and Business, as well as visiting positions at the French Press Institute in the Université Paris-Panthéon-Assas, and the schools of Journalism at both Sciences Po Paris, and Moscow State University.

From 2012-2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu), and since 2015 has been a Trustee of HOPE International Development Agency (Japan). He was elected Fellow of the Royal Asiatic Society in 2012 and the Royal Society of Arts in 2015. He lives in Japan and holds a black belt in Judo.


Previous Presentations

Featured Interview (2021) | A Life in Language: Lessons in Language and Language Learning
Panel Presentation (2020) | Embracing Difference? Adaptive Lifelong Learning
Panel Presentation (2020) | That's NOT Online Learning!: The Difference Between Emergency Remote Teaching and Online Learning
Alfonso J. García-Osuna
Hofstra University, United States

Biography

Alfonso J. García-Osuna has taught at Hofstra University and at City University of NY-Kingsborough for over 35 years. He specialises in mediaeval and early modern literature, receiving his PhD (1989) from the Graduate School of the City University of New York. He has completed postdoctoral work at the University of Valladolid, Spain, has published six books, and is a frequent contributor to specialised journals. Additionally, Dr García-Osuna is the editor of the IAFOR Journal of Arts and Humanities.

Alfonso received primary and secondary education in Las Palmas in the Canary Islands, the place where his family originated and where he grew up. An avid cyclist, he has completed the Road to Santiago, an 867-kilometre route through northern Spain, eight times.


Panel Presentation (2024) | TBA
Donald E. Hall
Binghamton University, United States

Biography

Donald E. Hall is Provost and Executive Vice President for Academic Affairs at Binghamton University (SUNY), USA. He was formerly Dean of the Faculty of Arts, Sciences, and Engineering at the University of Rochester, USA, and held a previous position as Dean of Arts and Sciences at Lehigh University, USA. Provost Hall has published widely in the fields of British Studies, Gender Theory, Cultural Studies, and Professional Studies. Over the course of his career, he served as Jackson Distinguished Professor of English and Chair of the Department of English (and previously Chair of the Department of Foreign Languages) at West Virginia University. Before that, he was Professor of English and Chair of the Department of English at California State University, Northridge, where he taught for 13 years. He is a recipient of the University Distinguished Teaching Award at CSUN, was a visiting professor at the National University of Rwanda, was Lansdowne Distinguished Visiting Scholar at the University of Victoria (Canada), was Fulbright Distinguished Chair in Cultural Studies at Karl Franzens University in Graz, Austria, and was Fulbright Specialist at the University of Helsinki. He has also taught in Sweden, Romania, Hungary, and China. He served on numerous panels and committees for the Modern Language Association (MLA), including the Task Force on Evaluating Scholarship for Tenure and Promotion, and the Convention Program Committee. In 2012, he served as national President of the Association of Departments of English. From 2013-2017, he served on the Executive Council of the MLA.

His current and forthcoming work examines issues such as professional responsibility and academic community-building, the dialogics of social change and activist intellectualism, and the Victorian (and our continuing) interest in the deployment of instrumental agency over our social, vocational, and sexual selves. Among his many books and editions are the influential faculty development guides, The Academic Self and The Academic Community, both published by Ohio State University Press. Subjectivities and Reading Sexualities: Hermeneutic Theory and The Future of Queer Studies were both published by Routledge Press. Most recently he and Annamarie Jagose, of the University of Auckland, co-edited a volume titled The Routledge Queer Studies Reader. Though he is a full-time administrator, he continues to lecture worldwide on the value of a liberal arts education and the need for nurturing global competencies in students and interdisciplinary dialogue in and beyond the classroom.

Professor Donald E. Hall is a Vice-President of the IAFOR Academic Governing Board.

Keynote Presentation (2024) | The Work of the University in Perilous Times
Brendan Howe
Ewha Womans University, South Korea

Biography

Brendan Howe is Dean and Professor of the Graduate School of International Studies, Ewha Womans University, South Korea, where he has also served two terms as Associate Dean and Department Chair. He is also currently the President of the Asian Political and International Studies Association, and an Honorary Ambassador of Public Diplomacy and advisor for the Korean Ministry of Foreign Affairs. He has held visiting professorships and research fellowships at the East-West Center (where he is currently enjoying a second term as a POSCO Visiting Research Fellow), the Freie Universität Berlin, De La Salle University, the University of Sydney, Korea National Defence University, Georgetown University, Universiti Malaysia Sarawak, and Beijing Foreign Studies University.

Educated at the University of Oxford, the University of Kent at Canterbury, Trinity College Dublin, and Georgetown University, his ongoing research agendas focus on traditional and non-traditional security in East Asia, human security, middle powers, public diplomacy, post-crisis development, comprehensive peacebuilding and conflict transformation. He has authored, co-authored, or edited around 100 related publications including Society and Democracy in South Korea and Indonesia (Palgrave, 2022), The Niche Diplomacy of Asian Middle Powers (Lexington Books, 2021), UN Governance: Peace and Human Security in Cambodia and Timor-Leste (Springer, 2020), Regional Cooperation for Peace and Development (Routledge, 2018), National Security, State Centricity, and Governance in East Asia (Springer, 2017), Peacekeeping and the Asia-Pacific (Brill, 2016), Democratic Governance in East Asia (Springer, 2015), Post-Conflict Development in East Asia (Ashgate, 2014), and The Protection and Promotion of Human Security in East Asia (Palgrave, 2013).


Panel Presentation (2024) | TBA
David Mallows
UCL Institute of Education, United Kingdom

Biography

Dr David Mallows is an Associate Professor at the UCL Institute of Education in the United Kingdom, where he also directs the IOE Academic Writing Centre. He has over 35 years of experience in adult education as a teacher, trainer, and researcher. His past roles include training future ESOL teachers and managing CELTA and other initial and continuing training programs.

Dr Mallows also held the position of Director of Research at the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), directing a diverse range of research projects on adult literacy, language, and numeracy. He currently collaborates with colleagues in Spain, Brazil, and Portugal on adult education research.

In addition to his research activities, Dr Mallows currently contributes to the UCL Institute of Education's MA TESOL program, leading the English Language Teaching Classroom Practice module. He also supervises PhD students in the fields of adult education and academic writing.


Keynote Presentation (2024) | TBA
Ljiljana Marković
European Centre for Peace and Development (ECPD), United Nations’ University for Peace

Biography

Ljiljana Marković is a Professor of Japanese Studies in the European Centre for Peace and Development (ECPD) of the United Nations University for Peace, and Special Advisor to the Executive Director and ECPD Academic Director. She is also a Visiting Professor at Toho University and Osaka University, Japan, and Gabriele d'Annunzio University, Italy.

Professor Marković is the author of a large number of publications in the fields of Japanese Studies and Economics. She completed her bachelor’s and master's degrees at Cambridge University, United Kingdom, before pursuing her doctorate at Chuo University, Japan. For many years, she was a Professor at the Faculty of Philology at the University of Belgrade, Serbia, with terms as Dean (2016-2020) and Vice Dean of Financial Affairs (2008-2016). She has served as the Chairperson of the International Silk Road Academic Studies Symposium since 2017.

Professor Marković received the Gaimu Daijin Sho Award from the Minister of Foreign Affairs of Japan in 2010. In the following year, she received the Dositej Obradovic Award for Pedagogical Achievement. Professor Marković recent accolades include the Medal of Merit by the President of Serbia in 2020, the Isidora Sekulic Medal for Academic Achievement in 2021, and the Order of the Rising Sun (Gold Rays with Rosette) in 2022, an Imperial Decoration awarded by the Government of Japan for her "outstanding contribution to establishing and improving friendly relations with Japan”.


Panel Presentation (2024) | TBA
Neelam Raina
Middlesex University, United Kingdom

Biography

Dr Neelam Raina is an Associate Professor of Design and Development at Middlesex University, London. Her research interests include conflict, security, peace building, material cultures, gender, and livelihood generation in fragile, conflict affected states. Raina’s work explores notions of healing, trauma, peace and reflection through the embodied practices of making, using material culture and tacit knowledge as the underpinning for approaching violence and peace building and for sustainable income generation. Raina is a post conflict reconstruction expert with a focus on South Asia where she has conducted extensive empirical research over the last two decades. The Women, Peace and Security agenda is key to Neelam’s and her research seeks to foreground voices of vulnerable and marginalised women.

Dr Raina has led several large-scale competitively funded research projects which examine material and social practices through which Muslim women in conflict areas reproduce themselves on a daily and generational basis, and through which the social relations and material bases of capitalism are renewed. Her work allows connections to be built between, creative home-based workers who are largely seen as peripheral, to development economics, and on the fringes of formal employment and contributors to GDP; to the larger notions of peace building, countering and preventing violent extremism, poverty spirals and conflict theory through culturally significant, socially relevant practices. She connects the British creative industry into solution-based impactful approaches to global challenges through research.

Raina is a strong advocate for Afghan women and is the Director of the Secretariat to the All-Party Parliamentary Group (APPG) on Afghan women and girls in UK parliament. Her research in Afghanistan is ongoing as she brings women’s tacit knowledge to commercially viable spaces from the confines of the home.

Raina has a PhD in Design and Development, and a Master’s in Design and Manufacture from De Montfort University, Leicester. From 2018-2021, she was the Challenge Leader for UKRI’s Conflict and Security Portfolio for the Global Challenges Research Fund. Raina has been a Visiting Fellow at the London School of Economics at the Centre for Women, Peace and Security. She is the editor for the International Journal of Traditional Arts, and her new work Creative Economies of Culture in South Asia – Performers and Craftspeople was published in 2021.

Keynote Presentation (2024) | TBA

Previous Presentations

Featured Panel Presentation (2023) | Schrodinger’s Box of Interdisciplinarity – Inside and Outside the Box Thinking About Global Challenges
Ana Pellicer-Sánchez
UCL Institute of Education, United Kingdom

Biography

Dr Ana Pellicer-Sánchez is an Associate Professor of Applied Linguistics and TESOL at the Institute of Education in the Faculty of Education and Society University College London (UCL), United Kingdom. She is a member of the UCL Centre for Applied Linguistics, where she conducts research on second language acquisition. Her research focuses on the teaching and learning of vocabulary in a second or foreign language. Recently, she has turned her focus on the use of eye-tracking technology to examine the cognitive processes involved in vocabulary learning when using different input conditions. Her work has appeared in international journals such as Language Learning, Language Teaching Research, Language Teaching, Studies in Second Language Acquisition, and The Modern Language Journal, among others. She is co-author of Eye-tracking in Applied Linguistics Research (2018), and co-editor of Understanding formulaic language: A second language acquisition perspective (2019). She has recently co-edited a special issue on “Eye-tracking in Vocabulary Research in Research Methods in Applied Linguistics” (2024).

Dr Pellicer-Sánchez has participated in a number of national and international projects and committees, exploring the acquisition of English in different contexts. She has been the convenor of the Vocabulary Studies Special Interest Group of the British Association of Applied Linguistics (2018-2022) and the co-chair of the London Second Language Acquisition Research Forum (2019-2021). She is also a founding member of the British Council Eye-tracking Special Interest Group. Currently, she serves as associate editor of The Language Learning Journal, and as a member of the advisory board of various academic journals.


Keynote Presentation (2024) | The Examination of Eye Movements in Language Learning Research: A Focus on Vocabulary
Marcelo Staricoff
University of Sussex, United Kingdom

Biography

Professor Marcelo Staricoff is a Lecturer in Education and will serve as joint Course Leader of the Bachelor of Arts in Primary and Early Years Programme and Course Leader for the Master of Education Course, from September 2024 at the University of Sussex, United Kingdom. He is the author of The Joy of Not Knowing (Routledge, 2021), a publication on the Philosophy of Education Transforming Teaching, Thinking, Learning, and Leadership in Schools. A former scientist and primary school headteacher, Professor Staricoff has worked on behalf of UNICEF with policy makers, educators, and textbook publishers to implement a reformed national curriculum in Uzbekistan. He also works for the Coram Children’s Charity alongside implementing courses and advising several schools and educational organisations in the United Kingdom.

Professor Staricoff speaks regularly at national and international events on the principles that underpin The Joy of Not Knowing’s philosophy of education and school leadership. He is also the author of its predecessor, Start Thinking (Imaginative Minds, 2005) and has published widely in the fields of creative, critical, multilingual, multicultural, and philosophical thinking and learning in the classroom. A member of the All-Party Parliamentary Group on Education (APPG), a Trustee of the Laurel Trust, and Chair of the Michael Aldrich Foundation, Professor Staricoff’s work and his contributions to education have been widely recognised, being named as a Founding Fellow of the Chartered College of Teaching in 2019 and through his assignment as a Fellow of the Higher Education Academy in 2023.


Keynote Presentation (2024) | The Joy of Not Knowing
The Joy of Not Knowing and Why It’s So Brilliant to Not Know!
Keynote Presentation: Marcelo Staricoff

Albert Einstein once said that as a teacher, he never taught his students; he just provided the conditions in which they could learn. In this practical and interactive session, we will argue that it is not enough to just create the conditions in which students are able to learn; we also need to create the conditions in which students are intrinsically motivated to want to learn. We will postulate that in order to create these conditions, we need to free students from the worry and anxiety that is usually associated with the process of learning, which inevitably places us in an emotionally uncomfortable position as we find ourselves in a state of not knowing, of being uncertain, and of finding things difficult. We will examine how, as educators, we can use the principles that underpin the Joy of Not Knowing (JONK) model of learning and philosophy of education to demonstrate how we can create learning environments where the students love not knowing and where the learning is co-constructed with the students. We will discuss how intrinsically motivated learners help to create classroom cultures where all students are keen to embrace the curriculum with enthusiasm and feel free to take risks with their creative, critical and philosophical thinking, seeking, rather than avoiding challenge and uncertainty, within a culture that provides them with all they require to be able to thrive socially, emotionally, culturally, and cognitively.

This session will also discuss how the art of teaching is so dependent on this ability to create the conditions that enable students to feel comfortable with being uncomfortable. We will explore the idea that these conditions must be established prior to the beginning of any formal learning and demonstrate how this is achieved by dedicating the first week of the academic year to a Learning to Learn Week. We will also argue and use examples to demonstrate that students’ learning is at its best when students don’t realise that they are learning (the concept of dis-metacognition), when students are encouraged to access their learning using all the richness of language and culture that they bring with them (the concept of multilingual thinking in multicultural classrooms), where the learning is presented through an intellectually playful lens (the concept of the philosophical learning objective as part of classrooms that function as values and children’s rights-led, democratic, dialogic-rich communities of inquiry), where learners all feel equally valued and are able to develop a deep and lifelong love of learning (the concept of personalised models of learning and the lifelong learning dispositions), and where the purpose of education is at the heart of the teaching and learning process.

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Providing Access to Higher Education for Refugees: Challenges and Benchmarks
Keynote Presentation: Brendan Howe

The global humanitarian crisis of refugee and forced migration flows is among the most pressing challenges to domestic and international governance. Securing access to higher education is among the most intractable challenges faced by refugees. Yet, securing higher education rights for refugees is critical not only for refugees’ self-empowerment, but also for the peaceful development of communities. Despite this, barriers remain prevalent. This research focuses on four of the most positive national governance provisions in Canada, Norway, and Australia, and the existing policy for access to higher education for North Korean refugees in South Korea. It is notable that these four countries are identified as middle powers, and middle powers often provide the impetus for global governance reform as an aspect of their niche diplomacy. Indeed, global governance reform represents a ‘noble opportunity’ for a middle power not only to aid the most vulnerable individuals and groups, but also raise its own prestige and influence on the international stage by complying with the norms of the liberal international order. Hence, the position of these case studies represent one of the most promising avenues for overcoming governance challenges related to both the humanitarian crisis and the transition to peaceful cosmopolitan societies.

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The Examination of Eye Movements in Language Learning Research: A Focus on Vocabulary
Keynote Presentation: Ana Pellicer-Sánchez

Vocabulary is one of the key components of language proficiency and is crucial for successful communication in a second language. Learners need to acquire large vocabulary sizes in order to understand a range of written and spoken texts, as well as to communicate with ease with others in the target language. Thus, a main concern of language researchers and practitioners has been to find effective approaches to support learners in acquiring the huge vocabulary learning targets. Vocabulary gains in research studies have traditionally been measured using offline tests, e.g., post-treatment vocabulary tests. However, in the last decade, we have witnessed an unprecedented increase in the number of vocabulary studies using eye-tracking, specifically to explore learners’ online processing of new words and their relationship with lexical gains. Until now, eye-tracking and its techniques have been predominantly used in psycholinguistics and cognitive psychology as a measure of cognitive effort and attention allocation. Second language acquisition research has begun to incorporate the utilisation of eye-tracking as a key tool for language acquisition studies.

The aim of this presentation is to provide an overview of what eye-tracking has shown so far in its early stages as a tool to study second language vocabulary learning. The presentation will first provide an introduction to the eye-tracking technique, showing its main advantages and affordances for the study of vocabulary learning. It will then illustrate the use of eye-tracking in vocabulary research, through the presentation of examples from recent studies on learning from reading and subtitled viewing. Directions for future research will be identified as well during the talk.

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How to Destroy a University
Keynote Presentation: Donald E. Hall

Universities across the globe are under attack, and threats are coming from many directions. Some of us find ourselves at ground zero in the culture wars: in the United States, for example, college campuses have become battlegrounds over questions of social justice, fact-based understandings of history, and the roots of inequality. American universities have seen intense verbal and even physical clashes arising from differences in opinion over the causes of and solutions to ongoing conflict in the Middle East, as well as proxy battles over the role of diversity offices and initiatives attempting to address systemic racism.

However, some existential threats come not from external cultural forces, but instead from disastrous internal leadership decisions and governmental policies.

In this call to action, I want to examine the tragic situation that one of my former employers—West Virginia University—finds itself in. A noxious combination of financial mismanagement, ignorance of enrollment trends, and wholesale state divestment from higher education has led to a gutting of key liberal arts programs, the termination of many tenured faculty, and deep cost-cutting that signals an impending death spiral of diminishing worth. We who are on the frontlines must find ways to challenge those who, through willful actions or ignorance, threaten the very existence of universities as we know them. This is not a call to martyrdom, but it is a call to action.

In this address, which will reference (among others) works by Michel de Certeau and Michel Foucault, both of whom were embroiled in the radical politics that shook late 1960s French higher education, I will argue for a multivalent tacticality that is at once radical in intent but also self-protective in nature. I ask conference members to take the work of IAFOR—its advocacy for international/intercultural/interdisciplinary understanding—back to their home campuses. The empathy, self-awareness, and commitment to understanding that we learn to exercise at IAFOR conferences represent critical skill sets we must draw on as we grapple with and respond to the growing volatility of our academic lives.

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Humanities at the Helm: Mobilising Scholars to Confront the Planetary Climate Crisis
Keynote Presentation: Alfonso J. García-Osuna

As the challenges of climate change mount, the role of humanists in addressing this existential threat has become increasingly important. While science undoubtedly plays the pivotal role in understanding and mitigating climate change, a review of the literature (Levine, 2023; Schaus, 2020) shows that humanists have generally been complacent spectators. There is scant analysis regarding the ways in which humanism can engage productively in the conversation on climate change and what it can bring to the table. This paper aims to change that. The research design employed involves a comprehensive examination of the possible intersections between humanism and climate action through a multidisciplinary lens. Drawing upon the work of noted scholars like Caroline Levine, Amitav Ghosh, and Marc Schaus, the paper synthesises diverse perspectives to elucidate the potential roles and responsibilities of humanists in combating global warming. Additionally, qualitative analysis of historical and contemporary examples of humanist texts is utilised to illustrate several practical applications of humanistic principles in addressing the climate crisis. This results in the itemisation of socio-cultural insights with which humanism can serve as a catalyst for transformative change in the fight against climate change. This paper concludes that exclusive to humanists are specific weapons with which to tackle the climate crisis, as well as an arsenal of unique perspectives that can be used to advocate for systemic change, promote sustainable lifestyles, and cultivate that ethical sense of environmental stewardship that science alone cannot bring to bear on the crisis.

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Invisiblised and Erased Narratives – Essential Views from the Margins
Keynote Presentation: Neelam Raina

Today's middle ground seems to be less ‘on point’ and an unfashionable place to be. The echo chamber effect of polarised thinking, in this bumper year of elections, gives us time to pause and reflect on where we have arrived after a worldwide pandemic. Since the global outbreak of COVID-19, our world is getting far more violent: conflict event rates have increased by over 40% from 2020 through 2023; with a stark increase of 12% in 2023 from 2022 rates (Armed Conflict Location and Event Data (ACLED), 2024). As a result, we now have scattered, fragmented spaces where an open constructive global dialogue could be undertaken: the middle ground is receding. These spaces are in short supply for young people across the world, who have constrained access to alternative narratives, histories, and writing. We risk the erasure of such spaces for our youth as each generation that passes takes with it memory, wisdom, and documentation of the middle ground. This talk discusses how this middle ground is key to addressing global challenges and explores how we could hold on to this shrinking space.

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Artificial Intelligence and Innovation Democracy
Keynote Presentation: Cian O’Donovan

‘It is time to hit pause on AI.’ In March 2023, hundreds of artificial intelligence experts endorsed that message in an open letter to leaders of the world's most powerful technology firms. Future risks are too great, they wrote, and the current pace of AI innovation is too rapid. Yet this letter gets at least one important detail wrong; if innovation is to increase public benefit and not just shareholder value, it's critical that society gets a say in the direction of innovation, not just its speed.

This talk will highlight multiple emerging directions of AI in health and care sectors and beyond. Appraising these directions is vital for democratic decision making about who should benefit from innovation such as AI, and who should pay. Moreover, focussing policy and public debate on how AI is being directed shows us that AI is not inevitable; its directions are influenced by a range of people, organisations, and interests across society.

The talk will combine perspectives on policy with research on public values in artificial intelligence and insights from care professionals as they try to get to grips with robotic, automation, and AI systems. It will show that regulation must be matched by capability building and collective action if AI is to empower those who work and depend on care services and not exclude them.

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AI in Education
Keynote Presentation: David Mallows

As higher education professionals, should we be worried about the lack of transparency, and the complex ethical issues that surround the development of AI and its application in higher learning institutions? This talk will discuss AI and education, specifically higher education, with special consideration in regards to the impact that AI might have, or is already having, on teaching and scholarship in our universities. The concept of AI literacy, currently being tentatively defined in scholarship, can largely be defined as a development of critical literacy, and should be highlighted for students as part of modern study within university curricula. This talk will argue that in order to counter the negative aspects of AI, educators and learners alike should be involved in the development of AI for education, not just subject to it. We should seek to influence the technology rather than just work reactively to adapt it (or more likely to adapt to it).

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