Call for Division F (History and Historiography) New Scholar’s Book Award
Submission Deadline: November 1, 2024
Division F (History and Historiography) of the American Educational Research Association (AERA) is pleased to invite proposals for the New Scholar’s Book Award. This award celebrates and recognizes quality research in the history of education. We invite books that expand, complicate, shift, or disrupt our understanding of existing and burgeoning topics and areas within the history of education. Past awardees are listed on our website.
The New Scholar’s Book Award
The American Educational Research Association, Division F, awards a New Scholar’s Book Award in the history of education biennially. The Prize Committee solicits nominations of books that fulfill the following criteria:
Application Process
The following members serve on the Awards Committee. Please mail hard copies (or e-versions) to Dr. Vincent Willis (vwillis@ua.edu), the committee chair, to be considered for the award. The committee may request additional books depending on whether the book is submitted as a hard copy or e-version.
Call for Division F (History and Historiography) Graduate Student Paper
Submission Deadline: November 15, 2024
Division F (History and Historiography) of the American Educational Research Association (AERA) is pleased to invite proposals for the Graduate Student Paper Award. This award celebrates and recognizes quality graduate research in the history of education. Reflecting the Division’s commitment to advancing knowledge about the history of education and developing historians of education, this grant program seeks to support the research of doctoral students in the field. We invite papers that expand, complicate, shift, or disrupt our understanding of existing and burgeoning topics and areas within the history of education. Past awardees are listed on our website.
The Graduate Student Paper Award
Division F awards a biennial award for the best graduate student paper presented at AERA in the field of educational history. Nominations by faculty, graduate advisors, discussants, chairs, and self-nominations by students are welcome. The paper must have been presented during either the 2023 or 2024 meeting, and the presenter must be active member in Division F. The grantee is invited to receive the award at the AERA Annual Meeting in April 2025. Information on funded projects will appear on the Division F website, social media forums and announced in AERA Highlights.
The Selection Committee is chaired by Dr. Vincent Willis.
Proposals should include the following documents:
To submit, please email the delineated documents as PDF files to the Awards Committee chair, Dr. Vincent Willis (vwillis@ua.edu) by November 15, 2023 11:50 pm PST. Awardees will be announced by February 15, 2025.
AERA Division F – 2025 Annual Meeting Call for Proposals
Division F: History and Historiography
Program chair: Michael Hevel
The Division F Program Committee invites submissions addressing all periods and topics in the history and historiography of education, especially those that contextualize current debates in the field of public education. In keeping with the 2024 AERA program theme, “Research, Remedy, and Repair: Toward Just Education Renewal,” we welcome submissions that use historical analysis to reshape current understandings of the past to help explain the present and guide the future, to inform coalition building through community-based organizing, and to engage with public-facing projects that use history to build a more inclusive and justice-centered present.
Division F welcomes innovative formats for research presentations. We also seek submissions that incorporate new strategies, media, and other formats of public scholarship into the 2025 Annual Meeting, as well as submissions that will draw interest both within Division F and beyond. Projects that address the current challenges in schools are encouraged. We are particularly interested in responding to this year’s call to action that asks us “to share insights from our work toward a goal of improving education for all and to remind ourselves of the critical importance education holds in realizing democratic ideals.” Such research is critical to the urgent need to “confront racism and ethnic discrimination, violent extremism, political repression and polarization, climate change, science denial, deepening racial, ethnic, socioeconomic, and linguistic segregation and inequality, and the ongoing loss and trauma related to the COVID-19 pandemic.”
In recognition of this call, Division F continues to challenge scholars and practitioners to interrogate linkages between education research and public policy, examine how migration and immigration transformed the United States landscape, enrich our understanding of the experiences of underrepresented groups as part of diverse democracies, and use innovative theoretical frameworks that transcend traditional disciplinary boundaries. We seek studies on the history of Black, Asian American, Latina/o/x, Pacific Islander, Native American, and LGBTQ+ education, as well as investigations of the education of contemporary immigrant groups, the working classes, and intersectional analyses. We also look for historical and comparative studies on topics such as colonial education, Indigenous education, civic education, sexuality and gender in education, rural education, urban education, suburban education, religion and education, education and state formation, education and the law, teachers’ work, curriculum and instruction, and community-based education.
Submissions should clearly identify the historical sources on which the study is based and discuss the paper’s larger significance within the historiography and/or scholarly literature of the topic and/or period. All submissions, whether papers or sessions, will undergo blind review; thus, they must not include author identification.
Questions related to the Division F Call for Submissions and review process can be sent to the program chair: Dr. Michael Hevel, University of Arkansas, hevel@uark.edu. We look forward to your submissions and working with you as a presenter, discussant, or chair.
We look forward to your submissions and working with you as a presenter, discussant, or chair.
2025 AERA ANNUAL MEETING CALL FOR SUBMISSIONS
Denver, Colorado April 23–27
Deadline for Submissions: July 26, 11:59 p.m. PT
The Call for Submissions for the 2025 AERA Annual Meeting is now open. The deadline for submissions will close on July 26 at 11:59 p.m. PT.
The 2025 AERA Annual Meeting will be held in Denver, Colorado, from Thursday, April 23 to Sunday, April 27, 2025. The theme is "Research, Remedy, and Repair: Toward Just Education Renewal."
The portal must be used for all paper or session submissions for consideration by a division, special interest group, or committee. Please review the Call for Submissions as it contains important information about this year's Annual Meeting theme and submission requirements.
How to Submit:
1. Please review the Call for Submissions (PDF) 2. Log in 3. Click "My AERA" at the top of the page 4. Scroll down to the 2025 Annual Meeting and click "Online program portal"
Thank you for your continued interest in participating in the AERA Annual Meeting. The AERA Meetings Team stands ready to assist you with any questions or concerns. Please contact us by e-mail at annualmtg@aera.net or phone 202-238-3200.
Lauren Lassabe Shepherd. Resistance from the Right: Conservatives and the Campus Wars in Modern America. Chapel Hill, NC: University of North Carolina Press, 2023.
Pivoting from studies that emphasize the dominance of progressivism on American college campuses during the late sixties and early seventies, Lauren Lassabe Shepherd positions conservative critiques of, and agendas in, American colleges and universities as an essential dimension of a broader conversation of conservative backlash against liberal education.
This book explores the story of how stakeholders in American higher education organized and reacted to challenges to their power from the New Left and Black Power student resistance movements of the late 1960s. By examining the range of conservative student organizations and coalition building, Shepherd shows how wealthy donors and conservative intellectuals trained future GOP leaders such as Karl Rove, Bill Barr, Jeff Sessions, Pat Buchanan, and others in conservative politics, providing them with tactics to consciously drive American politics and culture further to the authoritarian right and to "reclaim" American higher education.
Robert Mann. Kingfish U: Huey Long and LSU. Baton Rouge, LA: Lousianna State University Press, 2023.
No political leader is more closely identified with Louisiana State University than the flamboyant governor and U.S. senator Huey P. Long, who devoted his last years to turning a small, undistinguished state school into an academic and football powerhouse. From 1931, when Long declared himself the “official thief” for LSU, to his death in 1935, the school’s budget mushroomed, its physical plant burgeoned, its faculty flourished, and its enrollment tripled.
Along with improving LSU’s academic reputation, Long believed the school’s football program and band were crucial to its success. Taking an intense interest in the team, Long delivered pregame and halftime pep talks, devised plays, stalked the sidelines during games, and fired two coaches. He poured money into a larger, flashier band, supervised the hiring of two directors, and, with the second one, wrote a new fight song, “Touchdown for LSU.”
While he rarely meddled in academic affairs, Long insisted that no faculty member criticize him publicly. When students or faculty from “his school” opposed him, retribution was swift. Long’s support for LSU did not come without consequences. His unrelenting involvement almost cost the university its accreditation. And after his death, several of his allies―including his handpicked university president―went to prison in a scandal that almost destroyed LSU.
Derrick P. Alridge, Jon N. Hale, and Tondra L. Loder-Jackson, eds., Schooling the Movement: The Activism of Southern Black Educators from Reconstruction through the Civil Rights Era. Columbia, SC: University of South Carolina Press, 2023.
Southern Black educators were central contributors and activists in the civil rights movement. They contributed to the movement through their classrooms, schools, universities, and communities. Drawing on oral history interviews and archival research, Schooling the Movement examines the pedagogical activism and vital contributions of Black teachers throughout the Black freedom struggle. By illuminating teachers' activism during the long civil rights movement, the editors and contributors connect the past with the present, contextualizing teachers' longstanding role as advocates for social justice. Schooling the Movement moves beyond the prevailing understanding that activism was defined solely by litigation and direct-action forms of protest. The contributors broaden our conceptions of what it meant to actively take part in or contribute to the civil rights movement.
Andrew Stone Higgins. Higher Education for All: Racial Inequality, Cold War Liberalism, and the California Master Plan. Chapel Hill: University of North Carolina Press, 2023.
The 1960 California Master Plan for Higher Education remains to this day the largest and most ambitious attempt to provide free, universal college education in the United States. Yet the Master Plan, the product of committed Cold War liberals, unfortunately served to reinforce the very class-based exclusions and de facto racism that plagued K–12 education in the nation's largest and most diverse state. In doing so, it inspired a wave of student and faculty organizing that not only forced administrators and politicians to live up to the original promise of the Master Plan—quality higher education for all—but changed the face of California itself.
Higher Education for All is the first and only comprehensive account of the California Master Plan. Through deep archival work and sharp attention to a fascinating cast of historical characters, Andrew Stone Higgins has excavated the forgotten history of the Master Plan: from its origins in the 1957 Sputnik Crisis, through Governor Ronald Reagan's financial starvation and his failed quest to introduce tuition, to the student struggle to institute affirmative action in university admissions.
Bruno-Jofré, Rosa, Michael Attridge, Jon Igelmo Zaldívar (Eds). Rethinking Freire and Illich: Historical, Philosophical, and Theological Perspectives. Toronto, ON, Canada: University of Toronto Press, 2023.
Published with the help of a grant from the Federation for the Humanities and Social Sciences, through the Awards to Scholarly Publications Program, using funds provided by SSHRC. This book is a product of a SSHRC Connection grant.
Tamson Pietsch. The Floating University: Experience, Empire, and the Politics of Knowledge. Chicago, IL: University of Chicago Press, 2023.
In 1926, New York University professor James E. Lough—an educational reformer with big dreams—embarked on a bold experiment he called the Floating University. Lough believed that taking five hundred American college students around the globe by ship would not only make them better citizens of the world but would demonstrate a model for responsible and productive education amid the unprecedented dangers, new technologies, and social upheavals of the post–World War I world. But the Floating University’s maiden voyage was also its last: when the ship and its passengers returned home, the project was branded a failure—the antics of students in hotel bars and port city back alleys that received worldwide press coverage were judged incompatible with educational attainment, and Lough was fired and even put under investigation by the State Department.
In her new book, Tamson Pietsch excavates a rich and meaningful picture of Lough’s grand ambition, its origins, and how it reveals an early-twentieth-century America increasingly defined both by its imperialism and the professionalization of its higher education system. As Pietsch argues, this voyage—powered by an internationalist worldview—traced the expanding tentacles of US power, even as it tried to model a new kind of experiential education. She shows that this apparent educational failure actually exposes a much larger contest over what kind of knowledge should underpin university authority, one in which direct personal experience came into conflict with academic expertise. After a journey that included stops at nearly fifty international ports and visits with figures ranging from Mussolini to Gandhi, what the students aboard the Floating University brought home was not so much knowledge of the greater world as a demonstration of their nation’s rapidly growing imperial power.
Rosa Bruno-Jofré and Jon Igelmo Zaldívar. Ivan Illich Fifty Years Later: Situating Deschooling Society in his Intellectual and Personal Journey. Toronto, ON, Canada: University of Toronto Press, 2022.
Published with the help of a grant from the Federation for the Humanities and Social Sciences, through the Awards to Scholarly Publications Program, using funds provided by The Social Sciences and Humanities Council of Canada (SSHRC). This book is a product of a SSHRC Connection grant
AERA recently launched the 2023 Virtual Research Learning Series featuring six courses on important topics: Click Here. The courses, taught by leading experts, are appropriate for graduate students, early career scholars, and other researchers who seek to increase their knowledge and enhance research skills. The courses run June 1 through September 21. All courses will include interaction, active discussion, and Q&A with participants.
We encourage you to spread the word about these high-quality learning opportunities through division channels, as you see appropriate. If you have any questions, please don’t hesitate to contact Tony Pals, Director of Communications of AERA (tpals@aera.net).
Dear AERA Graduate Student Members:
This summer, you can join a community of education researchers and practitioners who care deeply about antiracist, culturally responsive education strategies at a discounted, graduate student rate. Come to NYC or log in virtually this July 10-13 for the 8th annual Reimagining Education: Teaching, Learning and Leading for a Racially Just Society Summer Institute (RESI) at Teachers College, Columbia University.
As the longest-running and largest professional development institute designed to help educators prepare children for a multiracial democracy, RESI offers participants a star-studded cast of Plenary speakers, including Dr. Gholdy Muhammad, Dr. Bettina Love, Dr. Chris Emdin, Dr. Yolanda Sealey-Ruiz and many more scholars and experts. In addition, the institute offers Community Dialogue Sessions to guide you on a journey toward deeper understanding of your own racial literacy while connecting with educators from across the country and the world. This also provides hands-on Workshops to facilitate growth focused on antiracist practices. On Friday, July 14, stay with us for a Teach-In and a call to action Policy Dialogue on Race, Education and Democracy.
Flexible Hybrid Scheduling allows you to register for Full Participation, Day Passes or Plenary Only Passes.
Researching issues of race and education has never been more timely or more important, and opportunities to be in solidarity with caring professionals in our field are rare. See you at RESI 2023!
For more information on our programming and curriculum visit the website; for the graduate students’ discount, go to our registration page and enter the code: Grad50!
Executive Director, Reimagining Education Summer Institute and Advanced Certificate Program
Teachers College, Columbia University
Email: reimagineed@tc.Columbia.edu
Instagram: @reimagineedt
Cal State East Bay: Assistant Professor of Education Leadership (Deadline September 28, 2023)
University of Florida: Clinical Assistant or Clinical Associate Professor (Deadline November 10, 2023)