The 12th Asian Conference on Education (ACE2020)

Join us online for ACE2020!

October 31 – November 02, 2020 | Held online from Tokyo, Japan

Special Announcement: ACE2020 will be held Online

Due to continued uncertainties surrounding the ongoing global coronavirus pandemic, IAFOR has made the decision to hold ACE2020 entirely online via Zoom.

View the Conference Programme


Speakers

  • Kristie Collins
    Kristie Collins
    Reitaku University, Japan
  • Maria Guajardo
    Maria Guajardo
    Soka University, Japan
  • Yvonne Masters
    Yvonne Masters
    Editor-in-Chief: IAFOR Journal of Education (Scopus), & Independent Researcher, Australia
  • Oussouby Sacko
    Oussouby Sacko
    Kyoto Seika University, Japan
  • Jennifer Yphantides
    Jennifer Yphantides
    Soka University, Japan

Welcome to The 12th Asian Conference on Education (ACE2020), held in partnership with the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan.

ACE2020 encourages academics and scholars to meet and exchange ideas and views in an international forum stimulating respectful dialogue. This event will afford an exceptional opportunity for renewing old acquaintances, making new contacts, networking, and facilitating partnerships across national and disciplinary borders.

Since its founding in 2009, IAFOR has brought people and ideas together in a variety of events and platforms to promote and celebrate interdisciplinary study, and underline its importance. IAFOR continues to engage in many cross-sectoral projects across the world, including those engaging leading universities (Virginia Tech, UCL, Singapore Management University, University of Belgrade, Lingnan University, Barcelona University, University of Hawai’i, Moscow State University), think tanks, research organisations and agencies (the East-West Center, The Center for Higher Education Research, The World Intellectual Property Organization), as well as collaborative projects with governments and international governmental organisations (Government of Japan through the Prime Minister’s office, the United Nations in New York) and media agencies (The Wall Street Journal, JWT, HarperCollins).

With the IAFOR Research Centre at Osaka University, we have engaged in a number of interdisciplinary initiatives we believe will have an important impact on domestic and international public policy conversations and outcomes.

IAFOR's unique global platform facilitates discussion around specific subject areas, with the goal of generating new knowledge and understanding, forging and expanding new international, intercultural and interdisciplinary research networks and partnerships. We have no doubt that ACE2020 will offer a remarkable opportunity for the sharing of research and best practice and for the meeting of people and ideas.

We look forward to seeing you online!

The ACE2020 Organising Committee

Tien-Hui Chiang, Zhengzhou University, China
Joseph Haldane, The International Academic Forum (IAFOR), Japan
Tzu-Bin Lin, National Taiwan Normal University, Taiwan
Barbara Lockee, Virginia Tech., USA
Yvonne Masters, Independent Researcher, Australia
José McClanahan, Creighton University, USA
Justin Sanders, Temple University, Japan Campus
Zachary Walker, University College London (UCL), UK


IAFOR Journal of Education (Scopus Indexed Journal)

This conference is associated with the Scopus and DOAJ listed IAFOR Journal of Education. Further information about publishing opportunities.
 

Key Information
  • Venue & Location: Held online from Tokyo, Japan
  • Dates: Saturday, October 31, 2020 ​to Monday, November 02, 2020
  • Early Bird Abstract Submission Deadline: June 12, 2020*
  • Final Abstract Submission Deadline: August 31, 2020
  • Registration Deadline for Presenters: September 25, 2020

*Submit early to take advantage of the discounted registration rates. Learn more about our registration options.



Our Response to the Ongoing Coronavirus (COVID-19) Global Pandemic

Present, Publish, Participate On-site or Online

Continued excellence in service, wherever you are

Our commitment to you; academics, scholars and educators around the world, is to continue to run conferences where and how possible, but in the full knowledge that in these unprecedented and changing times, we must engage as much as is possible online, allowing those who choose not to travel, or who cannot travel, opportunities to present, publish and participate online.

Flexibility

Given the uncertainties surrounding travel restrictions due to the coronavirus pandemic, and related and evolving government responses, we understand that potential delegates’ plans may be subject to change beyond their control, and indeed many people may not be able to travel to our conferences. We will be as flexible as we can our side to allow delegates to switch registration types between “on-site” and “online” depending on their circumstances, up until one month before the conference, so that you can be assured that whatever your situation, you can still present, publish and participate.


About ACE

Over the years, the Asian Conference on Education (ACE) has brought together thousands of passionate scholars and educators from around the globe to discuss ideas critical to the development of education in Asia and beyond, making it one of the most respected, and longest running annual conferences focused on all levels of education in Asia.

ACE was the first conference organised by The International Academic Forum (IAFOR) in Osaka in 2009, when the organisation was founded. By the time the eleventh Asian Conference on Education is held, some 22,000 academics will have presented at an IAFOR conference, whether in Asia, the Middle East, Europe or North America.

Founded in Japan at a time when academic conferences held in English did not exist (outside those organised by professional associations dedicated to English language teaching), IAFOR quickly found support for these among a growing number of scholars in Japan, Asia, and beyond. Participants came together to make friends, network, and, at a time of rapid globalisation and technological advances, explore the latest ideas. The conferences also encouraged the search for research synergies in the pursuit of addressing and finding solutions to many of the myriad and complex challenges presented by the modern world.

IAFOR now has university partners across the globe, counts some of the world’s foremost intellectuals as advisers, and boasts an interdisciplinary research centre in Osaka University’s School of International Public Policy. The organisation also has a conference program that spans three continents, and in a divided world, IAFOR’s founding principles of nurturing ideas, individuals and research projects across barriers of nation, culture, and discipline are more timely than ever.


About IAFOR’s Education Conferences

IAFOR promotes and facilitates new multifaceted approaches to one of the core issues of our time, namely globalisation and its many forms of growth and expansion. Awareness of how it cuts across the world of education, and its subsequent impact on societies, institutions and individuals, is a driving force in educational policies and practices across the globe. IAFOR’s conferences on education have these issues at their core. The conferences present those taking part with three unique dimensions of experience, encouraging interdisciplinary discussion, facilitating heightened intercultural awareness and they promoting international exchange. In short, IAFOR’s conferences on education are about change, transformation and social justice. As IAFOR’s previous conferences on education have shown, education has the power to transform and change whilst it is also continuously transformed and changed.

Globalised education systems are becoming increasing socially, ethnically and culturally diverse. However, education is often defined through discourses embedded in Western paradigms as globalised education systems become increasingly determined by dominant knowledge economies. Policies, practices and ideologies of education help define and determine ways in which social justice is perceived and acted out. What counts as "education" and as "knowledge" can appear uncontestable but is in fact both contestable and partial. Discourses of learning and teaching regulate and normalise gendered and classed, racialised and ethnicised understandings of what learning is and who counts as a learner.

In many educational settings and contexts throughout the world, there remains an assumption that teachers are the possessors of knowledge which is to be imparted to students, and that this happens in neutral, impartial and objective ways. However, learning is about making meaning, and learners can experience the same teaching in very different ways. Students (as well as teachers) are part of complex social, cultural, political, ideological and personal circumstances, and current experiences of learning will depend in part on previous ones, as well as on age, gender, social class, culture, ethnicity, varying abilities and more.

IAFOR has several annual conferences on education across the world, exploring common themes in different ways to develop a shared research agenda which develops interdisciplinary discussion, heightens intercultural awareness and promotes international exchange.


About IAFOR

“Inspiring Global Research Collaborations”

Founded in 2009, The International Academic Forum (IAFOR) is a politically independent non-partisan and non-profit interdisciplinary think tank, conference organiser and publisher dedicated to encouraging interdisciplinary discussion, facilitating intercultural awareness and promoting international exchange, principally through educational interaction and academic research. Based in Japan, its main administrative office is in Nagoya, and its research centre is in the Osaka School of International Public Policy (OSIPP), a graduate school of Osaka University. IAFOR runs research programs and events in Asia, Europe and North America in partnership with universities and think tanks, and has also worked on a number of multi-sector cooperative programs and events, including collaborations with the United Nations and the Government of Japan. Read more about IAFOR.

International | Intercultural | Interdisciplinary


Special Themes and Areas of Focus

Authors have the optional opportunity of identifying whether their paper addresses either the 2020 IAFOR Special Theme and/or one of the ongoing IAFOR Special Areas of Focus.

IAFOR 2020 Special Theme: “Embracing Difference”

At a time when nationalism and ethno-centrism have become ascendant ideologies and provide easy refuge from the anxieties generated by globalisation and economic uncertainty, it is far too easy to see “difference” as a problem rather than an opportunity. Yes, cultural, religious, linguistic, and social differences can make us uncomfortable. They can be frightening, unsettling, and intellectually challenging. At the same time, they are enormously generative. It is only through encountering cultures and belief systems unlike our own that we learn anything about the flaws and limitations inherent in our own perspectives.

“Difference” is the source of innovation and change. While negotiating the difficulties of seemingly incompatible belief systems may pose tremendous challenges to us all, the payoffs for actively seeking out, celebrating, and working to converse across profound differences are manifold. As we learn about others, we learn about ourselves. And through those encounters, we have the opportunity to chart a future in which difference does not lead to violence, intolerance, or retrenchment, but instead is celebrated as the source of our collective strength.


IAFOR Special Areas of Focus

In line with its organisational mission, IAFOR encourages, facilitates and nurtures interdisciplinary research, with an emphasis on international and intercultural perspectives. Current areas of focus of the organisation include the following ongoing collaborative programmes and initiatives.

Innovation and Value

The Innovation and Value Initiative is housed at the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan. It was launched at the United Nations Headquarters in New York, in a special collaborative UN/IAFOR session at the Third Annual Multi-stakeholder Forum on Science, Technology and Innovation for the Sustainable Development Goals (STI Forum 2018) on June 6, 2018, and has included various conferences and seminars, including the October 2018 IAFOR Global Innovation & Value Summit (GIVS), organised in partnership with the Wall Street Journal. This theme invites reflections at the intersection of innovation and value as they relate to the conference areas of study. For more information about the Innovation and Value Initiative, click here.

Resilience

IAFOR was asked by the Prime Minister’s Office and Cabinet Office of the Government of Japan to collaborate on the launch of the Kansai Resilience Forum. The forum was held in February 2019 and looked at how resilience is built in individuals and communities, through education and experience, as well as through various physical and logistical structures, enhanced by innovations in engineering and technology. This theme encourages interdisciplinary studies on the concept and reality of resilience as it relates to the conference areas of study. For more information about the Kansai Resilience Forum, click here.

The Silk Road

The IAFOR Silk Road Initiative is an ambitious international, intercultural and interdisciplinary research initiative that 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. The initiative is a collaborative endeavour which includes the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University (Japan), Belgrade University (Serbia) and The École Normale Supérieure (France). This theme encourages submissions on Silk Road Studies and international cooperation in general as they relate to the conference areas of study. For more information about the IAFOR Silk Road Initiative, click here.

Kristie Collins
Reitaku University, Japan

Biography

Kristie Collins is an Associate Professor in the Faculty of Foreign Studies at Reitaku University, in Kashiwa, Japan. Kristie teaches courses in Gender Studies, Canadian Studies, and English as a Foreign Language, and has been teaching at universities across England, Finland, Turkey, and Japan for over twenty years. Among her varied publications, are The Marginalized Majority: Media Representation and Lived Experiences of Single Women (Bern: Peter Lang, 2013) and the chapter, “Waiting with bated breath: My journey to securing tenure” in the upcoming Foreign female English teachers in Japanese higher education: Narratives from out quarter, edited by Diane Hawley Nagatomo, Katheen A. Brown, and Melodie Cook (Candlin & Mynard, 2020).

Panel Presentation (2020) | Embracing Difference
Maria Guajardo
Soka University, Japan

Biography

Maria Guajardo is committed to raising the next generation of global leaders as a Professor of Leadership Studies at Soka University, Tokyo. Previously she served as Dean and Vice-President, with the distinction of being the first non-Japanese female to serve in these positions. Her research connects leadership development, global citizenship education, and social change. Her work in diversity, equity, and inclusion has taken her from Malaysia to Mumbai, and from Singapore to South Africa. Her portfolio includes national and local policy work, leading national youth development initiatives, and advancing educational initiatives for children living in poverty. Maria, a clinical psychologist, has degrees from Harvard University and the University of Denver.

Panel Presentation (2020) | Embracing Difference
Yvonne Masters
Editor-in-Chief: IAFOR Journal of Education (Scopus), & Independent Researcher, Australia

Biography

Yvonne Masters is an independent researcher in Australia. She has been involved with IAFOR for several years as a member of The Asian Conference for Education Organising Committee, as co-facilitator of The Asian Undergraduate Research Symposium, and as a member of the International Academic Advisory Board. Yvonne is the current Editor-in-Chief of the IAFOR Journal of Education, a Scopus indexed, open access journal on education.

Yvonne was a teacher and teacher educator for over 40 years and is still passionate about education. She was a senior lecturer in Professional Classroom Practice in the School of Education, University of New England, Australia, a position that she accepted after five years as Director of Professional Experience in the same School. Prior to taking up her position at UNE, she had 30 years’ experience in secondary schools including in the roles of Curriculum Coordinator, Deputy Principal and Principal. Her teaching experience spans three Australian states. Her research interests centre on undergraduate research, academic publication, teacher education and policy, professional experience, teacher identity, online learning and virtual worlds. Yvonne was awarded her PhD, focused on school principalship, from Deakin University.

She is an active researcher and gained, in collaboration with other researchers, 4 Internal UNE School of Education Research grants; was a partner in a $200,000 ALTC (OLT) grant, VirtualPREX: Innovative assessment using a 3D virtual world with pre-service teachers; in 2014 achieved a UNE Seed Grant for a one year project to explore teacher quality; and in 2015 gained a $50,000 OLT seed grant to develop resources to assist pre-service teachers to gain online teaching skills to assist them in teaching wholly online into virtual schools.

Yvonne serves as a reviewer for several education journals and is a senior reviewer for IAFOR conferences. She presents on a variety of education topics including publishing as an academic, teacher education policy, undergraduate research, and online teaching at a range of conferences, both Australian and international.

Keynote Presentation (2020) | Embracing Difference/Challenging Difference: Two Sides of the Same Coin
Workshop Presentation (2020) | Embracing Difference, Finding Commonality – Collaborative Research and Writing

Previous Presentations

Featured Panel Presentation (2018) | Thriving in Publication: Ethical Guiding Principles for Academic Publication
Featured Presentation (2017) | Change in Education: By Whom? For Whom?
Oussouby Sacko
Kyoto Seika University, Japan

Biography

Born in Mali in 1966, Oussouby Sacko studied architecture in China, arriving in Japan in 1991, he earned his PhD at Kyoto University’s Graduate School of Engineering, Department of Architecture. His research explores the relationships between society and architectural space. His publications include Literacy and Culture of Knowledge (Nakanishiya Publishing, 2007) and Contemporary African Culture Today (Seigensha, 2020). He joined Kyoto Seika University in 2001 and was promoted to Professor in 2013. On April 1, 2018, he was elected as the President of the University.

Panel Presentation (2020) | Embracing Difference
Jennifer Yphantides
Soka University, Japan

Biography

Jennifer Yphantides is a tenure-track faculty member in the department of International Liberal Arts at Soka University in Tokyo, Japan. She has been working in the field of education since 1993 and has taught in North America, Europe, The Middle East, and Asia. Additionally, she has worked on government-funded peace projects affiliated with the University of Haifa, Israel which focused on the promotion of tolerance of ethnic and religious diversity in the region and on the inclusion of persons with disabilities in mainstream classrooms. She has a BA in History from McGill University, an MA in War Studies from King's College, London, and an MA TESOL from Teachers College, Columbia University, and an EdD in Organizational Leadership from Northeastern University. Her current research interests are diversity and inclusion of neurologically diverse students in the English Foreign Language classroom.

Panel Presentation (2020) | Embracing Difference