On the last weekend of September, just as the first autumn gusts began to shake the changing leaves in lovely wooded Nashville, Indiana, Loyola SOE graduate students from the Cultural and Educational Policy Studies (CEPS) program descended upon the Ohio Valley Philosophy of Education Society (OVPES) annual conference. The lovely Seasons Lodge in Nashville brimmed with collegiality as graduate students and scholars heard general lectures and attended paper sessions by day and bopped along to a 70s rock cover band in the lodge bar by night.
CEPS faculty Dr. Amy Shuffelton served as the OVPES program chair for this year’s conference, and six CEPS students participated in paper sessions, with topics ranging from lobsters to demagorgans, feminism to fascism. Samantha Deane, a fifth-year student completing her dissertation, presented a paper entitled William James and the Study of War. Having presented at a number of conferences, Sam describes the OVPES annual meeting as one of favorites, featuring a friendly and welcoming group of scholars and an ideal space for graduate students to present their work at a professional conference. Second-year CEPS PhD student John Buethe brought home the prize for Best New Graduate Student paper for his account of educational themes in the popular NetFlix series Stranger Things, A Strange Critique: What Demogorgons Tell Us about Discipline, Transgression, and the Educative Power of Risk. CEPS MA student Jenna O’Leary gave her first conference paper, American Schooling- An Erotic Tool for Fascism
A few CEPS doctoral students also participated in a special pre-conference event for emerging scholars, where they had the opportunity to bounce seed ideas off of senior scholars and shape ideas into publishable papers.
After a weekend of taking in scholarly talks, making professional connections, enjoying pizza, beer, and inquiries into the nature of the banal, Loyola CEPS students polished off the weekend with a hike in the lush forest preserve in Nashville before heading home to Chicago.
-prepared by Annie Schultz, Graduate Research Assistant, Cultural and Educational Policy Studies, Loyola University Chicago