Hogeschool van Amsterdam

Pedagogy Congress: Towards an inclusive society


On 29 and 30 March 2019, the second edition of the international Pedagogy Congress will take place. This year's key theme is 'Towards an inclusive society'. This event is organised by the cooperating partners of the Masters Education/Pedagogy of the Netherlands and is open to PhD students, academics, practitioners, social workers, and pedagogy and education students.

Pedagogy Congress

Internationally, there is a movement towards a more inclusive society. In education, we see that several nations strive for an inclusive system. Furthermore, welfare services have shifted from institutions towards communities and home care. In research, we aim to include our respondents as a co-researcher, and professionals are more and more in the lead. During this congress we will explore all of these developments through practice and science. The congress is held on 29 and 30 March 2019 in Amsterdam.

29 March 2019

This first day of the congress offers the opportunity to visit institutions in practice, both in Social Work and Education. As part of a pedagogical leisure activity, a tour through Amsterdam will be organised and you will have the opportunity to close the day with drinks.

Time Activity
10.00 - 12.00 Work visits *
12.00 - 14.00 Break
14.00 - 16.00 Touristic activity
16.00 - 18.00 Drinks

* The full schedule and list of the work visits will be announced as soon as possible.

30 March 2019

The second day of the congress focuses on practice-based and practice-oriented research. Guided by keynote speakers we will plenarily kick off the congress.

Time Activity
09.00 - 09.30 Walk-in and reception
09.30 - 10.00 Welcome and stories
10.00 - 10.45 Keynote - Michelle Fine
10.45 - 11.15 Break
11.15 - 12.30 Parallel session 1*
12.30 - 13.30 Lunch
13.30 - 14.15 Keynote - Aminata Cairo
14.15 - 15.15 Parallel session 2*
15.15 - 15.45 Break
15.45 - 17.00 Parallel session 3*
17.00 - 17.30 Closing session
18.00 Dinner

* The programme of the parallel session will be announced in February.


We are honoured to have Michelle Fine, distinguished professor of Critical Psychology of the Graduate Center, City University of New York, as our first keynote. She will share her experience in participatory action research. Focusing on inclusive education, Aminata Cairo, PhD from The Hague University of Applied Sciences, is our second keynote.

Michelle Fine

Michelle Fine

Michelle Fine is a Distinguished Professor of Critical Psychology, Women’s Studies and Urban Education at the Graduate Center, CUNY, and founding co-director of The Public Science. She works in a project at the Graduate with a research collective of academics, educators, activists and community members dedicated to participatory action research rooted in social movements, designed to generate progressive policy, feed organising campaigns, challenge academic notions of expertise, knowledge production and justice, and designed to provoke.

Michelle Fine recently published JUST research: Widening the Methodological Imagination in Contentious Times and authored the preface to the 2018 reprint of Maxine Greene’s Dialectic of Freedom. Author or co-author of more than 15 books and over 100 articles, she has been fortunate to sit and research alongside young people for 30 years, chronicling the wounds of dispossession and also their embodied and collective forms of resistance, willful subjectivities and radical wit – with school push outs, Muslim American youth, New Jersey students researching the racial/class/disability impact of high stakes testing, the impact of college on women in prison (and then out), the children of women and men in prison, the consequences of restorative justice in schools and beyond, the struggles and gifts of foster youth at CUNY, young women with disabilities navigating academia and activism, and most recently we have been collaborating with an intergenerational research team comprised, primarily, of LGBTQ youth of color on a project called What’s Your Issue?.  In terms of policy work, the project with the most greatest reach may be “Changing Minds: The Impact of College in Prison on Women in a Maximum Security Facility” with Maria Elena Torre, Kathy Boudin, Iris Bowen, Judith Clark, Donna Hylton, Migdalia Martinez, Missy, Rosemarie Roberts, Melissa Rivera, Pam Smart and Debora Upegui - which is nationally recognised as the primary empirical basis for the contemporary college in prison movement, and among the primary empirical justifications for Governor Cuomo’s recent policy commitment to resuscitate college in prison. And then sometimes I am lucky enough to work with brilliant lawyers like Paul Trachtenberg in the Englewood Cliffs/Englewood integration lawsuit, and serve as an expert witness in gender, sexuality and race discrimination education cases, e.g. for the high school aged women who sued for access to Central High School in Philadelphia and then the Citadel Military Academy in South Carolina, and in Williams v. California, a class action lawsuit for urban youth of colour denied adequate education in California.

Michelle’s work won several awards for her work, such as: the 2018 STAATS Award from the American Psychological Foundation for Lifetime Achievements in Science; the 2017 Award for Distinguished Contributions to Qualitative Methods from Division 5 of the American Psychological Association; the 2013 Strickland-Daniels Mentoring Award from the Division of Psychology of Women of the American Psychological Association, 2013 American Psychological Association Public Policy Research Award, the 2012 Henry Murray Award from the Social Psychology and Personality Society, 2011 Kurt Lewin Award from the Society for the Psychological Study of Social Issues.

Aminata Cairo

Aminata Cairo

Aminata Cairo is the Lector of Inclusive Education at The Hague University of Applied Sciences. Born and raised in Amsterdam and of Surinamese origin, she has completed her academic career in America since she was 18 years old. She obtained master's degrees in Clinical Psychology and Medical Anthropology and obtained her PhD in Medical Anthropology from the University of Kentucky. As an international woman of African descent, she personally experienced the challenges of diversity and inclusion. She finds her passion in applied anthropology with students and communities and is driven to make the academic environment and the wider society more inclusive. She has received the Martin Luther King Jr. Humanitarian Award from the Southern Illinois University Edwardsville for her social contribution. In 2016 she was decorated by the government of Suriname with the Honorary Order of the Palm for her contribution to culture in Surinam.

Call for abstracts

Share your ideas of a planned or ongoing research project, your intervention method developed through research, your research findings, or take the chance to discuss about research with us and other practitioners (-researchers) during the parallel sessions! The parallel sessions are based on four themes with the following titles: Responsive Education, Participatory Research, Beyond Empowerment and Professionals in the Lead. More information about the themes can be found below.  

One can submit an abstract for an oral presentation, a poster, a workshop or a roundtable. The call for abstracts for the parallel sessions is open until 1 December 2018. More information about the guidelines and procedure can be found below.


The costs for participation include admission to the sessions, daily lunches and refreshments as indicated in the programme and congress material.


Regular tickets (for two days, costs for drinks/dinner are not included) Deadline: 1 February 2019
Students € 55
Alumni € 85 (10% discount)
Other participants € 195


Additional fees (optional)  
Drinks (Friday) € 15
Congress dinner (Saturday) € 50
Work visits € 20



If you would like to stay in Amsterdam for the weekend, you can get a discount at the Volkshotel and Hotelschool The Hague / Skotel Amsterdam. You can make a reservation by telephone or email by mentioning your participation in the congress. Please note that the number of available rooms is limited. 

Wibautstraat 150
1091 GR Amsterdam
Telephone: +31 (0)20 261 2100
Email: hello@volkshotel.nl

Hotelschool The Hague / Skotel Amsterdam (discount available until 14 February)
Jan Evertsenstraat 171
1057 BW Amsterdam
Telephone: +31 (0)88 028 1820
Email: skotelAM@hotelschool.nl

Responsive education

Education is permanently challenged by changes in the environment, such as the introduction and widely spread use of mobile technology and social media, the growing influence of extremist or populist thinking or the rapidly growing flexibilisation and globalisation of labour markets. Teachers, schools and the educational systems as a whole are expected to adapt to the fast pace of these changes. In this process schools and other educational organisations need to maintain a balance between the environmental forces and their own vision, ambitious organisational factors, educators and their stakeholders, as they are all part of the changing environment. Schools which succeed in maintaining this balance by actively participating in their environment, can be seen as responsive schools (Goodlad, 1975). From this perspective we seek contributions which discuss

  • the challenges teachers, schools and the educational system have to cope with;
  • the way schools try to maintain the balance between adapting to external needs and focusing on their own vision and ambition;
  • to what extent and in which way the actors and the educational system as a whole do succeed in actively responding to those external challenges.


Participatory research

Since a decade or more, universities of applied sciences are looking for their own position in the field of research and knowledge production. They have found their niche in focusing on practice-based research. However, when defining the characteristics of this research, the academic tradition remains dominant. There is a risk of too much focus on a dominantly academic orientation on research that will reward academic rigour and disregard practice-based rigour. Universities of applied sciences should address this issue in order to develop their own research framework and paradigm to deviate from the traditional academic approach on research.

Discourses concerning research paradigms, epistemology of practice-based research, the interaction between theory and practice, the discourse on evidence-informed and evidence-based, the role of the researcher in relation to subjectivity and everyday experiences should be enclosed in a professional conference of Pedagogics. From this point of view we call for contributions which have a strong focus on

  • research as an act of cooperation between researchers and their subjects of examination;
  • research as an act of co-creating new practices together with field-practitioners;
  • research as a means to give voice to and value practical knowledge.


Beyond empowerment

Empowerment has long been the theoretical concept behind most social work interventions. It is a complex multi-level concept which is used in several domains, amongst them in Social Work and Education. The literature is unclear on the elements it contains and how they influence each other. Even though the concept is not clarified, it has served as the political legitimation of cutbacks in the field of social work. Empowerment seems to have turned into a euphemism for pulling back professional care and support and replacing it by informal care and relief from laymen. These developments force pedagogy to further clarify the concept of empowerment and use it as a starting point to provide professionals with tools to empower themselves and create a profession which sticks to the emancipatory ambitions of its own without adopting the empty rhetoric of policymakers.

From this perspective we call for contributions which shed new light on

  • what a contemporary empowering emancipatory practice in social work looks like;
  • how cooperation between clients, laymen and professionals can overcome apparent contradictions;
  • which professional standards apply to this new emancipatory practice.


Professionals in the lead

After decades of a growing emphasis on institutional cooperation, merging and managing professionals, the tide seems to be turning. There is a new interest in the role of independent collaborating professionals. No longer are the vision and direction located within the hierarchical structure of organisations. There is a growing awareness that competences and a moral compass need to decide on what is right and wrong in the social arena, and how issues should be addressed to serve service users. Professionals are supposed to take the lead in this moral debate about the profession and the subsequent reform of practice. This not only opens new perspectives for professionals to exercise their personal agency, but it also entrusts them with a considerable responsibility. It also calls for professional governance: professionals who are aware of this responsibility, are willing to account for their actions and use professional standards as a starting point. It also means that, if necessary, professionals dare to deviate from these standards. This conference theme aims to discuss these issues. For that reason we call for contributions which focus on

  • professional standards and how they are produced and maintained by the profession;
  • the way professionals individually and collaboratively keep their competencies up-to-date;
  • the way professionals account for their actions towards their clients, other stakeholders and a broader audience.

Abstract submission

You can submit your abstracts from 1 September 2018 until 1 December 2018 by sending an email to abstracts-pedagogy-congress@hva.nl.


Submission guidelines

The review board will judge your abstract on the following criteria:

  • It is relevant and an actual issue in pedagogy;
  • It matches the current state of debate in practice based pedagogical research;
  • It clearly fits into the conference theme;
  • It makes clear in what way the audience will be invited to engage in the discussion suited to the chosen presentation format (see the following).


Presentation and submission formats

Present and Discussion (25 minutes)

Present and Discussion session allows presenters to present their research and findings in an in-depth manner. These presentations are individually submitted and already have data and results to present. Preferably, presenters have a paper about their research available for the audience. Where possible, presentations with similar topics will be merged in one session. For Present and Discussion the maximum amount of words is 650. We recommend the following format:

  • Abstract (max. 200 words) – meant to attract the attention of potential audience
  • Relevance of the research for practice (max. 150 words)
  • Method (max. 150 words)
  • Results and conclusion (max. 200 words)
  • Questions for the audience (max. 100 words)


Poster sessions

A poster communicates the main ideas, objectives, planned methods, results and conclusions of a planned or ongoing research project, depending on the phase of development of the project. The participants can walk around, ask questions or start an in-depth discussion with the presenters. For the poster session the maximum amount of words is 600. We recommend the following format:

  • Abstract (max. 200 words) - meant to attract the attention of potential audience
  • Relevance of the research for practice (max. 150 words)
  • Phase of development (50 words)
  • Results and conclusion, if applicable (max. 200 words)


Workshop (60 minutes)

In a workshop, presenters can demonstrate a tool that has been developed through research, show a new teaching or intervention method that results in a research and development project or illustrate collaborative inquiry strategies used in research. Learning-by-doing, hands-on experience, and engaging in in-depth active learning are crucial in a workshop. For the workshop the maximum amount of words is 850. We recommend the following format:

  • Abstract (max. 200 words) - meant to attract the attention of potential audience
  • Relevance of research and development project (max. 150 words)
  • Short description of the tool of methodology (max. 150 words)
  • Theoretical background (max. 200 words)
  • Set-up of the workshop (max. 150 words)


Round table (25-30 minutes)

A roundtable session offers the chance to discuss with other practitioners (-researchers) about the dilemmas or findings which might be difficult to justify of a starting or on-going project. Or the results of, experiences during or future directions of a finished research project. For the round table session the maximum amount of words is 650. We recommend the following format:

  • Abstract (max. 200 words) - meant to attract the attention of potential audience
  • Relevance of the research and/or the research and development project (max. 150 words)
  • Theoretical background (max. 200 words)
  • Issues to discuss with the audience (max. 100 words)


Submission and review procedure

Dates Activity
1 December 2018 Closing of call
December - January Review process: depending on the number of submissions. For now, we are planning to do the review process by a committee of reviewers.
1 February 2019 Presenters will be informed about the result of the review process.
15 February 2019 Planning of presentation in the conference schedule
1 March 2019 Publication of the extended conference programme


  • Amsterdam University of Applied Sciences
  • Fontys University of Applied Sciences
  • HAN University of Applied Sciences
  • HU University of Applied Sciences Utrecht
  • Inholland University of Applied Sciences
  • NHL Stenden University of Applied Sciences
  • Rotterdam University of Applied Sciences

Contact us

In case you have any further questions, please contact us via conference@uva.nl or +31 (0)20 525 4791.



Gepubliceerd door  Faculteit Onderwijs en Opvoeding 9 november 2018