2022 Conference Program

ERD 2022 is held online on June 24-25, 2022

The program for this edition of Education, Reflection, Development (ERD) International Conference is under construction. It will pe published, during the month of June, before the date set for the event.

Keynote speaker

PhD. Stefan Popenici, Charles Darwin University (Australia)
An Artificial Education: impact, opportunities and risks of using Artificial Intelligence in education

Abstract: Based on a methodological framework structured by critical qualitative research, this presentation is focused on the use of artificial intelligence in higher education. It explores the impact of Artificial Intelligence in the context of current managerial arrangements and the ethos of universities, exploring the impact on students’ learning, teaching methods and the aims of higher education. The in-depth analysis that is employed for this presentation also explores some major challenges, opportunities and risks associated with the emergence of artificial intelligence systems, such as technological surveillance or corporate exploitative practices in academia. The last part will be devoted to a proposal for informed selections of artificial intelligence solutions for education.

Tracey Cameron, Department of Indigenous Studies at The University of Sydney & Benjamin Nickl, Department of Comparative Literature and Culture Studies at The University of Sydney
Time for the ‘Longer Form’. Sharing narratives of place and space and histories in higher education: A collaborative teaching approach to curriculum with deep listening and long feeling

Abstract: In a culture of the hyper-individualised and oppositional identities, we define ourselves not by who we are, but by how we differ from or oppose other cultural communities, ideas, and values. Such a culture harks back to a narrowing of minds in liberal education where phenomena such as ‘’cancel culture’’ and a hyper-affective focus on the Self are hot-button issues. At play is also a climate of anti-intellectualism paired with the quickness of feeling on social media and the decay of the ‘’longer form’’. Increasingly, relational labour stops at both students’ and educators’ structural sense of who they are and the limits of their disciplinary literary: in short, we seek to identify and perform our identity much like it happens online—quickly, effectively, and promotionally. But how do we react to the cultural conflicts and barriers to social interaction that arise from such ‘’quick’’ identity models that primarily seek sameness and reject Others? The answers involves a collaborative approach to identity-based performance models on and off campus that seem to have exploded in recent years in the Global West and in higher education worldwide. The speakers will reflect on their shared praxis, teaching activity that promotes deep identity and long meaning. All to mark relational literacy, the ability to connect, as a prominent aim of 21st-century education.


Register and be part of this year's event (ERD 2022).

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