Annual Meeting Program Co-Chair 
Lasana D. Kazembe
Indiana University - Indianapolis

Erica Dávila
Lewis University

Kenzo Sung
Loyola Marymount University

Antonio Duran
Arizona State University

Chonika Coleman-King
University of Florida

Graduate Student Representatives  

Ronald Cunningham
Indiana University – Indianapolis

Kristina Johnson-Yates
Indiana University – Indianapolis

Webmasters

Co-Webmaster
Kara Woodley
University of Wisconsin-Superior

Co-Webmaster
Jason N. Smith
University of Wisconsin-Madison

Section 1 Co-Chairs (Education and Place, Space, Time) 
Education and Space, Place, Time encompasses research related to geographical (space and place) settings as well time—the past, present, and futures of teaching and learning in formal and informal venues. spatial units of analysis may be comprised of classroom, school, community, region, nation, and/or global scales. temporal considerations may include historical and contemporary conditions and imagined and potential futures that are currently being conceptualized. the purpose is to build descriptions of and theoretical insights about teaching and learning across time and for present futures.

Brenda Harris
University of Washington

Section 2 Co-Chairs (Differences and Intersectionalities) 
Differences and Intersectionalities emphasizes scholarship focused on experiences and implications of race, ethnicity, gender, sexuality, language, nationality, social class, dis/ ability, region, religion, spirituality, and additional forms of diversity. this section considers work regarding the intersection of differences across and between education institutions and home/ community, theory and practice, social barriers and constraints, and sources of agency that may contribute to educational opportunity and change.  

Berenice Sánchez
Idaho State University

Kathleen King Thorius
Arizona State University

Section 3 Co-Chairs (Languages, Literacies, and Representations)
Languages, Literacies, and Representations centers on the power, intricacies, and effects of languages, literacies, and representations. It documents and examines sign and representational systems that are textual, oral, visual, and affective; that engage embodied ways of knowing; and that draw from different literacies (Indigenous, global South, etc.). It addresses bilingualism, multilingualism, and bi-/multi-cultural literacies in formal or informal education (including foreign language, bilingual, and English as a Second Language settings). It examines representations in schools, popular cultures, music, media, and other informal educational sites. 

Section 4 Co-Chairs (Policies, Mattering, and Praxis) 
Policies, Mattering, and Praxis highlights inquiry into micro and macro education policies, politics, and praxis. This section encourages analyses of sociocultural contexts of education policy through approaches that highlight processes, histories, lived experiences, and outcomes. How and where policies, politics, and praxis matter; to whom and for what purposes; and how across pasts, presents, and futures are foci of this section. Innovative ontological, epistemological, and methodological approaches are welcome.

Antonio Ellis
American University 

Ayana Allen-Handy
Drexel University

Section 5 Co-Chairs (Inquiry, Transformation, and Communities) 
Inquiry, Transformation, and Communities highlights the possibilities, insights, and challenges of education research. Analyses— including race/ethnic, feminist, queer, indigenous studies; decolonial, transnational; quantitative, qualitative, mixed-methods; ethnography; participatory action research; sociocultural; historical; geographical; and new methodologies—that are situated within local and/or global contexts of education; are transdisciplinary, collaborative, culturally appropriate; activist/advocacy oriented; theoretically and methodologically innovative; and that have the potential for fostering transformative outcomes in education and communities are encouraged in this section. 

Craig Willey
Indiana University - Indianapolis

Section 6 Co-Chairs (Inquiry in the Social Context of Education) 
Inquiry in the Social Context of Education highlights the possibilities of education research in the social context of education PK-20. Submitters to the section should provide an analysis that includes race/ethnic, feminist, queer, indigenous studies; decolonial, transnational; quantitative, qualitative, mixed-methods; ethnography; participatory action research; sociocultural; historical; arts-based, geographical; and new methodologies—that are situated within local and/or global contexts of education; are transdisciplinary, collaborative, culturally appropriate; activist/advocacy oriented; theoretically and methodologically innovative. The section is specifically looking at the various research methods and methodologies in education research. The focus is more on research processes. This section also welcomes theoretical papers, including discussions of ontology, epistemology, methodology, or ethics from a broad range of perspectives.