XVIII World Congress of Comparative Education Societies
Fostering Inclusive Ecologies of Knowledge: Education for Equitable and Sustainable Futures
22-26 July 2024, Cornell University, Ithaca, New York, USA
Onsite Day-1 Parallel Session - 3
Day 1 - Monday, July 22, 2024 - 1:30 pm to 3:00 pm - Room MVR1153
Each presenter should present for about 15 minutes. In a 90 minute parallel session, there will normally be 5 presenters. Thus, about 75 minutes should be consumed in presentations while leaving about 15 minutes for discussion/ Q&A.
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The Chair of a parallel session will determine a suitable time duration for each presentation depending upon the actual number of presenters in the session. It is important to start & finish the sessions on time in order to vacate the room for the next session. If the assigned Chair of a parallel session is absent for any reason, one of the participants should assume this role in consultation with the other participants.
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Presenters are expected to bring their own laptops and connect to the AV projector to avoid computer virus transmission.
Chair: Manabi Majumdar, Pratichi Trust, India
Legend:
Correct category registration fee paid
Incorrect category registration fee paid
Registration fee not paid
Paper 886
Manabi Majumdar, Pratichi Trust, India
Learning by doing: Democratization of Solar Energy Knowledge in an Indian Suburb
Paper 845
Tameah Chandler, University of Massachusetts Amherst, USA
Expert Power: A Case Study and Analysis of Equity within Family Professional Partnerships in Taiwan’s Special Education
Poster 792
Perizat Yelubayeva, Al-Farabi Kazakh National University, Kazakhstan
Gulzat Berkinbayeva,
NARXOZ University, Kazakhstan
Integrating Language and Media Literacy: Creating Inclusive Knowledge Ecology for Kazakh Youth
Paper 828
Fransiska Silitonga, University of Maryland, College Park, USA
Nature Journaling as Part of Environmental Education for Students: A Response to the Environmental Crisis in Indonesia
Paper 418
Gregory Massara, University at Albany, USA
Creating Common Ground Among Diverse Groups in American Public Education: State-level Strategies