CALL FOR PAPERS
International Conference on Critically Approaching Education, Languages, Cultures, and
Communication for Inclusive and Equitable Pedagogy (CALCIP)
12-13 February 2026
“Knowledge emerges only through…the restless, impatient, continuing, hopeful inquiry human
beings pursue in this world”—Paulo Freire; this conference would contribute to a broader
conversation about the intersection of Education, Language, and Culture in a multilingual and
multicultural society. Language pervades our thoughts, and different languages cause their
speakers to construe reality in different ways (Pinker, 2003). Children acquire language and
begin to form their identities in a culture through language. Cultural assimilation and identity
creation happens through language (Kumaravadivelu, 2008). Before entering school, the
children have already started meaning making through various mediums. NEP 2020 highlights
the importance of first language or mother tongue in pedagogy and emphasizes to use the
mother tongue as the medium of instruction (Phogat, 2021). The process of second language
acquisition and learning is similar to that of first language acquisition and learning. It requires
meaningful interactions in the target language, and we need more refined models of language
learning integrating the cultural and intercultural dimensions (Zarate et al, 2011; Liddicoat,
2019, Derivry-Plard, 2020; Potolia & Derivry-Plard, 2023). The learners rely upon various
forms of literacies (reading and writing) and start building their understanding towards a
different culture through diverse texts, videos, and activities. Content for language learning
(first language and second language) is prescribed in schools in the form of language textbooks
which includes eminent authors in their respective languages and cultures. Literature be an
important part of education can bring political consciousness and eventually a positive social
change (Mander, 2015). Great thinker, poet, and philosopher Tagore understood the need to
expand the ‘social radius of acceptance’ through socially inclusive democratic education and it
will create a ripple effect outside in the society (Mukherjee, M. (2020). The stories, poems,
novels, biographies, autobiographies, excerpts from such fiction and non-fiction are served to
learners for language and communication skills enhancement and develop their proficiency in
language. Representations conveyed within texts and activities chosen through language in
education may both reflect or influence the learners’ mindsets (Nayar, 2024). One of the ways
to map the populist tendencies is to delineate processes of representation (Nandan, 2024). When
educators or teachers can show and discuss the processes of representation to their learners,
they help the learners to develop critical thinking and bring change in the mind-set of young
learners. The conference aims to critically engage with the representations in the language
curriculum prescribed in schools and in higher education. “We do not create discourse,
discourse creates us”, Michel Foucault; it becomes crucial to revisit the popular discourses in
the language books. Analysing the internet discourses can allow us to observe the social
problems (Crystal, 2005). We are participating and building new cultural templates,
negotiating, and engaging through ‘memes’ with representation of reality (Mander, 2022). An
identity is also created through memes on the internet (Akhther, 2021). Papers are also welcome
where an attempt has been made to map the representation of marginalized people in the
popular culture. Also, to map their level of participation in creating discourses in popular
culture.
Research suggests that teachers must be trained to create inclusive and equitable
learning environments inside the classrooms (Kaur, 2012). Teachers’ preparedness for inclusion
has received little attention (Srivastava et al, 2017). Teacher’s role is central to the pedagogic
process in nurturing creativity and critical thinking (Tagore, 1906). The conference also aims
to map whether the teachers are trained during their pre-service training for using an inclusive
language inside the classroom. Language is one of the distinctive features of being human, one
of the most important facilitating factors in the formation of human social groups, and at the
same time one of the factors that separates groups from one another. Inclusive language
practices can bridge socio-economic divides, allowing marginalized communities to participate
more fully in education and professional settings. These inclusive language practices also help
the marginalized communities to have better access and opportunities to tap into the potential
of Access Benefit Sharing. As language learning has become more important for societies
responding to globalization and internationalization, governments have paid more attention for
change and policymaking in language education must be closely looked at. Additionally,
investigating the language used in the curriculum and paving a way forward to use more gender
neutral and gender inclusive language, especially pronouns is also one of the points for
discussion (Phogat, 2023). Further, probing into the educational policies at regional, local,
national, and global level for knowledge sharing, and drawing comparisons allows for taking
mutual lessons (Malet & Liu, 2021; Malet & Garnier, 2020) to Ensure inclusive and equitable
quality Education—Sustainable Development Goal 4 in terms of social justice and global
citizenship.
The conference invites ideas to build knowledge on possible pedagogical approaches to
achieve inclusive education through languages. It is very important that the non-discriminatory
and non-stereotypical approach on gender roles in the public and private life, in syllabi,
handbooks, and textbooks, and/or the critique of such practices should be promoted (Grünberg,
2011). Giving space to the personal narratives of the trans, non-binary, differently abled,
indigenous groups, and Dalits in the textbooks, as well as creating characters with such roles
in fiction, increase the scope of social justice for the underrepresented in educational content
(Ma’shumah, et al, 2020). There is a lack of dialogue and inclusion with the transgender
community and there is an urgent need for inclusive approaches (Deb, 2020). Such inclusive
approaches give a chance to individuals to grow as global citizens and contribute into making
a peaceful and empathetic society. It is important for the mental well-being of the individuals
(Morarka, & Lodha, 2017). Taking a step towards SDG 16, the intention is to engage in critical
dialogues and problem-solving methodologies for using language as a tool for empowerment
and positive social change.
Theme 1: Language policies, language curricula and pedagogy, and their power dynamics
Theme 2: Language Learning and Teaching for Intercultural Communication: thinking globally
and acting locally
Theme 3: Language visibility and empowerment for vulnerable people: trans, non-binary,
indigenous, Dalit
Theme 4: Inclusion and Visibility of Sign Language for Empowerment
Theme 5: Language Education for Student-Teachers: Empathy and Empowerment
Theme 6: Discourse analysis of texts: Exploring representations in School Education and
Higher Education Curricula
Theme 7: Discourse analysis of internet linguistics: Exploring representations of trans,
nonbinary, indigenous, Dalit in the popular culture
Theme 8: Languages for Sustainable Development and language rights
Theme 9: Linguistic rights, Education rights and Citizenship
Theme 10: Language Pedagogy and Digital Competence
Theme 11: Trans, non-binary, indigenous, and Dalit as Content Creators: In texts and popular
culture
Theme 12: Steps towards Inclusive and Equitable education through Language
Theme 13: Cross-cultural dialogues for language learning
Individual Presentations: Abstracts: 300-500 words, should clearly indicate the title of the
presentation, 3-5 keywords, and 2-3 references. The presentation will be of 20 minutes
followed by a 10-minute question-answer round.
Panels: Each panel session can include 3-5 presenters. The panel organiser should submit a
short proposal including title of the panel and a general description of the topic and the panel’s
general theme. The panel leader/coordinator should also upload the abstracts of the
presentations to be included in the panel on behalf of the presenters. Abstracts: 300-500 words
should clearly indicate the title of the presentation, 3-5 keywords, and 2-3 references.
Round tables: Each round table should include 3-5 presenters and a discussant. The round
table organiser should send a short proposal (max 300 words) including the title of the round
table and a description of the topic and the round table’s discussion theme, 3-5 keywords and
2-3 references. The round table will be followed by a 15-minute discussion with the audience.
Abstract Submission Link:
https://docs.google.com/forms/d/e/1FAIpQLScKEteczuPk_7xJwkPqIyUHo5k8EOMdYrZgM
-wGeil2f-eXbA/viewform?usp=header
Special Mention: Best Paper presenter in each panel will be awarded with a certificate of
appreciation and a trophy.
Publication: Select research papers will be published as a special issue in INSTED:
Interdisciplinary Studies in Education & Society (Teraźniejszość - Człowiek - Edukacja),
www.insted-tce.pl
Important Dates:
Call for papers opens: May 01, 2025
Deadline for abstract submission: June 15, 2025
End of abstract approval process: July 15, 2025
Notification of Acceptance/Rejection: July 30, 2025
Registration Begins: August 01, 2025
Registration closes: September 30, 2025
The conference will be hosted at Bennett University, Greater Noida, India, on 12-13 February
2026 (Thursday-Friday)
Languages for the conference: English (any language is acceptable but must provide an
English translation)
Registration Details:
INR 2000: Single author
INR 1500: Co-Authorship
INR 1200: Research scholars
INR 1000: UG and PG students
Payment Link - https://rzp.io/l/RNrWjkJ
For more details please visit - http://calcip.sciencesconf.org
Email -
[email protected]REFERENCES:
Akhther, N. (2021). Internet Memes as Form of Cultural Discourse: A Rhetorical Analysis on Facebook.
Crystal, D. (2005, February). The scope of Internet linguistics. In Proceedings of American Association for the
Advancement of Science Conference; American Association for the Advancement of Science Conference,
Washington, DC, USA (pp. 17-21).
Deb, Swarupa (2020) “Living on the Edge: COVID-19 Adds to Distress and Discrimination of Indian Transgender
Communities”. Health and Human Rights Journal. Harvard University Publication. Viewpoint, March 26, 2020.
https://www.hhrjournal.org/2020/03/living-on-the-edge-covid-19-adds-to-distress-and-discrimination-of-
indiantransgender-communities/
Derivry-Plard, M. (2020). A Multilingual Paradigm: Bridging Theory and Practice, in S.A. Houghton, J. Bouchard,
Native-Speakerism: Its Resilience and Undoing, Singapore, Springer: 157-172.
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higher education.
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Fostering Communication For The Digital Age, London/New York, Routledge.
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attitudes and knowledge. Teacher Development, 21(4), 561–579.
https://doi.org/10.1080/13664530.2017.1279681
Tagore, R. (1906). The problem of education. Towards universal man, 67-82.
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