Keynote-speakers

Dr. Kristine Lund

Senior Research Engineer
Centre National de la Recherche Scientifique at the Ecole Normale Supérieure de Lyon, France

Prof. Karin Murris

Professor of Early Childhood Education University of Oulu (Finland) and Emerita Professor of Pedagogy and Philosophy, University of Cape Town (South Africa)

Prof. Veli-Matti Värri

Professor of education (philosophy of education and teacher education) is a philosopher whose expertise consists of the central issues of educational philosophy and theory, teacher education, ethics of education and philosophy of dialogue.

Detailed presentations of keynote speakers

Title

What is multivocality, what challenges does it bring and how can we help as educators and researchers?

Abstract:

How can we understand multivocality in the changing world of education? In this keynote, I will present different visions of the term ‘multivocality’ as it is understood by diverse academic disciplines, and how it can be understood to have impact on society. Each of these visions produces different challenges. I will offer suggestions about what we can do now as educators or researchers in education to meet those challenges and pinpoint where we need more research.

Kristine Lund

Kristine Lund is a Senior Research Engineer in the Centre National de la Recherche Scientifique at the Ecole Normale Supérieure de Lyon, France. She holds degrees in Computer Science (BA) from Gustavus Adolphus College in St. Peter, Minnesota, USA, in Artificial Intelligence (MS) from the University of Paris, France, and in Cognitive Science (PhD) and Education (HDR) from the University of Grenoble, France.

Her research is driven by her interest in interdisciplinary perspectives on collaboration and learning for individuals, groups, and communities.

She was elected to the Board of Directors of the International Society of the Learning Sciences (ISLS), serving from 2011-2017 and was selected as an ISLS Fellow in 2020.

She chaired the Computer Supported Collaborative Learning conference in 2019 in Lyon, and gave space to specific theoretical approaches with the conference theme ‘Combining embodied, enactive, extended, and embedded learning in collaborative settings'.

She has studied argumentation and explanation as mechanisms for learning and decision-making and is specifically interested in understanding how linguistic, cognitive, interactional, social, and emotional aspects of human interaction are intertwined.

Her work on communities focuses on collaboration in science and the interdisciplinarity of research on education.

She is a founding member of INSciTS, the International Network for the Science of Team Science and a founding member of the Global Alliance for Inter- and Transdisciplinarity.

Observing how an object of interest changes nature, depending on the vantage point from which it is studied led her to facilitate theoretical and methodological integration of team research on human interaction.

She now directs the 4.3 million-euro French laboratory of excellence ASLAN – Advanced Studies on Language Complexity https://aslan.universite-lyon.fr/ where special attention is given to research at the crossroads of language sciences, education, and computer science.

Title


Henry and the Sack Ball: Reconfiguring Child Agency and Multivocality.

Abstract

We use lenses for our research – our eyes and our technologies - and how we use ‘them’ and how we (Adult humans) are used by these lenses profoundly matters. Lenses are never innocent. How we theorise the metaphorical and literal lenses of our eyes and our cameras informs our observation practices and shapes what we mean by child agency and how we identify, support and promote multiple voices at both the individual and community levels. In my talk, I will trace some of the complex scientific, philosophical and religious influences that account for our current notion of child agency. I reconfigure child agency through a detailed postqualitative analysis of an example from education research on digital play with South African children and their human and other-than-human families. Akin to African and young children philosophies, my analysis forges ‘new’ relations to ‘nature’ – an ontological paradigm shift that is urgently needed in the Anthropocene.


Karin Murris

Karin Murris (PhD) is Professor of Early Childhood Education at the University of Oulu (Finland) and Emerita Professor of Pedagogy and Philosophy, University of Cape Town (South Africa). Grounded in academic philosophy, her main research interests are in philosophy of education, child studies, ethics, democratic postdevelopmental pedagogies, children’s literature and digital play. Karin has extensive experience of undertaking a wide range of funded research by national governments, charities, and industry, including Responsible Innovation in Technology for Children (RITEC), The Post-Qualitative Research in Higher Education Collective, Children, Technology and Play and Decolonising Early Childhood Discourses: Critical Posthumanism in Higher Education.

Her monographs include: Karen Barad as Educator: Agential Realism and Education (2022), The Posthuman Child (2016), and (with Joanna Haynes) Literacies, Literature and Learning: Reading Classrooms Differently (2018), Picturebooks, Pedagogy and Philosophy (2012). She is editor of Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines (2021) and Glossary: Postqualitative, New Materialist and Critical Posthumanist Research Across Disciplines (2022). She is co-editor of the Routledge International Handbook of Philosophy for Children (2017).

Karin is Chief Editor of the Routledge Postqualitative, New Materialist and Critical Posthumanist Research series (https://postqualitativeresearch.com ) and section editor of Routledge Encyclopedia of Qualitative Research Methods (in progress). The Posthuman Child Manifesto you can find on: https://www.youtube.com/watch?v=ikN-LGhBawQ


Title

Not yet here

Abstract

[This keynote speech will be held in Finnish]. Kasvatuksessa toteutetaan aina jonkin ihmiskäsityksen mukaisia ihanteita ja päämääriä, jotka sisältävät ontologisia olettamuksia siitä, mitä tarkoitetaan inhimillisellä subjektilla, ja miten tämä subjekti kehkeytyy (alkuperä) suhteessa sosiaaliseen todellisuuteen, toisiin subjekteihin ja ei-inhimilliseen luontoon. Siten kasvatuksen päämäärien asettaminen edellyttää käsitystä siitä, mitä ja millainen ihminen on, mitä pidämme ihmisen kasvussa arvokkaana, ja millä perusteilla ja mistä lähteistä tämä arvokas määrittyy. Viime kädessä on kysymys siitä, millainen on arvokas ihmiselämä. Sosialisaatiotehtävänä kasvatus kietoutuu aina oman aikansa ja erilaisten yhteiskuntien erityispiirteisiin, vallitseviin ideologisiin käsityksiin, aatteisiin ja valtasuhteisiin. Jokainen sukupolvi joutuu ratkaisemaan suhteensa ihmisyyden probleemaan ja siten tulkitsemaan suhdettaan kasvatuksen ihanteisiin ja päämääriin. Meidän sukupolvellemme arvokkaan ihmiselämän probleema on asetettu viheliäisten ongelmien, erityisesti ekokriisin, aikakaudella. Kaikkialla maailmassa kasvatus- ja koulutusyhteisöjä on sidottu talouden ja tuotantotoiminnan välineiksi, ylläpitämään ja uusintamaan talouskasvun ja teknologisen maailmankuvan ideologiaa ja sen ekonomistisen ihmiskuvan olettamuksia, vaikka juuri ne ovat johtaneet elämänmuotomme ekologiseen kriisiin. Siksi vallitseva koulutusjärjestelmä on ajateltava uusiksi. Koska erilaiset todellisuuskäsitykset ja arvomaailmat heijastuvat väistämättä eroina kasvatuksen käsitteen määrittelyssä, pelkkä empiria ja empiirinen tutkimus eivät riitä määrittämään kasvatuksen ideaaleja ja päämääriä – tarvitaan kasvatusfilosofista analyysia ja etiikkaan kytkeytyviä moraalisia kannanottoja siitä, mikä nähdään kasvatuksellisesti arvokkaaksi. Perustelen puheenvuorossani kasvatusfilosofian keskeistä merkitystä ekologisesti kestämättömän sosialisaation kritiikkinä, jonka erityisenä haasteena on ihmisen ja ei-inhimillisen luonnon suhteen uudelleenmäärittely, myös ihmisyyttä puolustaen erilaisia anti-humanistisia suuntauksia vastaan. Samalla argumentoin, miksi kasvatusfilosofian tulisi olla nykyisen marginaalisen asemansa sijasta kasvatustieteellisen koulutuksen ytimessä.


Veli-Matti Värri

Veli-Matti Värri, PhD, professor of education (philosophy of education and teacher education) is a philosopher whose expertise consists of the central issues of educational philosophy and theory, teacher education, ethics of education and philosophy of dialogue.

Most of Värri’s publications deal with the basic questions of educational ethics and the critique of instrumental rationality in education. His monograph Hyvä kasvatus – kasvatus hyvään, 1997 (Good Education – Education for Good) reached its fifth edition in 2004. In his latest monograph Kasvatus ekokriisin aikakaudella (Education in the Age of Ecological Crisis)

Värri’s main interest has been to re-conceptualize the ontological, socio-cultural and ethical reference points for constituting ecological education in the sphere of global capitalism.

Areas of interest: Educational philosophy and theory, ethics of education, ecological education, foundations of teacher education.