ARLE IFTE 2024 will offer a hybrid extended program, with virtual and onsite keynotes, special panels, and multiple options for social/enrichment activities.
Joe Lo Bianco
Joseph (Joe) Lo Bianco, AM, FAHA, is Emeritus Professor in language and literacy in the Faculty of Education, The University of Melbourne, where he held the position of Chair Professor of Language and Literacy Education between 2004 to his retirement in June 2020. He was elected President of the Australian Academy of the Humanities in 2012, the first educator to hold this position, and currently serves as AAH vice president and international officer. He is Deputy Director of University’s Initiative for Peacebuilding. Joe’s academic specialisation is language and literacy policy analysis, accompanied by extensive on-the-ground participation in real-world policy writing, advising governments on the education of Indigenous and migrant children, the language and literacy rights of oppressed minorities, bilingualism and social questions connected to citizenship and multilingualism in national development. He has also worked extensively on language teaching methods, Q methodology research, English as a Second Language and English as a Lingua Franca and related areas. Most of his policy advising work has taken place in conflict-afflicted multi-ethnic societies in Asia and, through this, he has developed methods and writings in peacebuilding and conflict mitigation in education. He has also researched and published on revival of Indigenous languages. For some years he has been chief editor of the Language Policy book series for Springer, commissioning, reviewing and publishing original research volumes on language problems all across the world. He has more than 150 publications on language, policy and planning, language education, literacy, culture and identity. Joe was elected President of the Australian Academy of the Humanities in 2012, the first educator to hold this position, and currently serves as AAH vice president and international officer. He is Deputy Director of University’s Initiative for Peace building.
Debra Myhill is Emeritus Professor of Education at the University of Exeter, UK, and throughout her career has researched the teaching of writing. In particular, her research has focused particularly on young people’s composing processes and their metacognitive awareness of them; the inter-relationship between metalinguistic understanding and writing; the talk-writing interface; and the teaching of writing. Underpinning this research is the principle that literacy, especially writing, is a pathway to empowerment. She is Past-President of the European Association for Research in Learning and Instruction; and President of the United Kingdom Literacy Association. She is the author/co-author of several books including: "Talking, Listening, Learning: Effective Talk in the Primary Classroom" (Open University Press); "Using Talk to Support Writing" (Sage); "The Handbook of Writing Development" (Sage); "Writing Voices: Creating Communities of Writers" (Routledge); and "Understanding Literacy and Disadvantage" (Sage).
Suzanne Choo is Associate Professor in the English Language and Literature Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. Her research has been published in various peer-reviewed journals such as Harvard Educational Review, Reading Research Quarterly, Research in the Teaching of English, Critical Studies in Education, among others. Her book, "Reading the world, the globe, and the cosmos: Approaches to teaching literature for the twenty-first century", was awarded the Critics Choice Book Award by the American Educational Studies Association. She is interested in issues related to education for global and cosmopolitan citizenship particularly in relation to literature education. Her most recent book is "Teaching ethics through literature: The significance of Ethical Criticism in a global age". She has twice been awarded the Excellence in Teaching commendation award by her university.
Bob Fecho is Professor of English Education at Teachers College, Columbia University. In addition to being widely recognised for his scholarly work on equity and inclusion relating to adolescent literacy, Bob also taught English and reading for over two decades in Philadelphia, and founded the Red Clay Writing Project at the University of Georgia. His recent research interest lies in issues surrounding standardisation and the impetus to teach in dialogical ways.
Notable among his publications are "Novice Teachers Embracing Wobble in Standardised Schools: Using Dialogue and Inquiry for Self-Reflection and Growth" (2021), "Teaching Literature to Adolescents" (3rd and 4th editions) (2016, 2021), and "Dialoguing across Cultures, Identities, and Learning: Crosscurrents and Complexities in Literacy Classrooms" (2017).
Aparna Mishra Tarc
Aparna Mishra Tarc is an Associate Professor of Education at York University, Toronto, and the Director of the Graduate Program. Before her academic career, she was an elementary school teacher in the Philippines, Vietnam, and Canada. Now a leading expert in the literary humanities in education, her work attends closely to marginalised and displaced children in the classroom, exploring how pedagogies, processes and practices intersect with the literary arts to shape subject formation and social difference.
Aparna has authored over 50 articles and chapters, including the monographs "Literacy of the Other: Renarrating Humanity" (SUNY Press) and "Pedagogy in the Novels of J.M Coetzee: The Affect of Literature" (Routledge).
A special panel event featuring Presidents and Chairpersons from prominent international English and literacy education organisations, including Professor Andy Goodwyn, President of IFTE and Professor Nikolaj Elf, Chair of ARLE and Tonya Perry the incoming NCTE President. These experienced educators, researchers and leaders will come together to discuss contemporary challenges and opportunities in English and literacy education, each providing a unique perspective informed by their local contexts.
Literary education & activism
How might literary education serve as a catalyst for social change? Panelists, including Emeritus Professor Wayne Sawyer and Professor Jacqueline Manuel, will discuss topics ranging from censorship and inclusivity in text lists, to policy objectives and constraints, ultimately exploring how literature can be leveraged as a force for transformation and positive societal impact.
Unsettling the curriculum
Experienced educators, authors and leading academics, including Associate Professor in Indigenous Education Melitta Hogarth, will discuss issues of representation and inclusivity, alternative knowledges, and social justice pedagogies to compare approaches to challenging colonial logics in contemporary language education.
Literacies, AI & emergent tech: Implications for teacher education
At the intersection of emergent technologies and literacy practices, expert panelists, including ARC DECRA Fellow Lucinda McKnight, will discuss the ethical and practical dimensions of machine learning and artificial intelligence as powerful forces shaping the future of what it means to be 'literate' and what it means to study and teach language.
Social and Enrichment Activities
On-site in Melbourne
All social activities are built into the program, with varying options to stay on campus or explore further into the city.
Yarra River cruise
Coffee tasting ('cupping')
Aboriginal heritage walking tour
University of Melbourne Archives and Special Collections presentation
Wurrdha Marra: National Gallery of Victoria
Image credit: City of Melbourne.
Local wine and cheese workshop
During break times, virtual participants will have the option to join themed Zoom rooms to re/connect with others and discuss areas of interest.
Special journal editions: discussion tables
Delegates are invited to submit papers covering topics of the conference for special editions of English Teaching: Practice & Critique, L1 Studies in Language and Literature and English in Australia. Representatives from these journals will be available to discuss these special issues in a hybrid format.
PhD Pre-Conference Day
PhD students will have the opportunity to present work-in-progress that focuses either on the theoretical foundations of their research or on data and data analysis. Sessions will comprise 3 presentations, and each presenter will be given 10-15 minutes to present a particular point to address (e.g., developing theoretical ideas, data excerpts). Experienced researchers with expertise on the topic will engage participants in discussion and provide productive feedback. PhD presentations/presenters are also welcome to present at the main conference.
The PhD day will also include opportunities for networking and socialising.
Further details to come.
Professional Learning Day for Teachers & School Visits
Saturday June 22nd will be a day of professional learning for local teachers. The day will feature diverse and engaging workshops led by leading academics and educators, including the highly esteemed Debra Myhill.
Registration is seperate to the main conference and will open soon.
Conference delegates will have the opportunity to visit local schools to learn more about language and literacy education in Australia.
The overview below is indicative only and subject to change. Times shown are Australian Eastern Standard Time (AEST).