Assistant Professor, Mathematics Education Department of Secondary Education SUNY New Paltz The Department of Secondary Education at the State University of New York at New Paltz seeks applicants for a tenure-track position: Assistant Professor in Mathematics Education to begin Fall 2013. Responsibilities: The successful candidate will serve as the coordinator of the graduate and undergraduate math education programs. The program coordinator will propose and guide program revisions, advise all math education students, teach math methods and other math education courses, supervise students during field experiences, work with public school colleagues, and participate in accreditation reviews. Qualifications: Earned Ph.D. or Ed.D. in Math Education or a related field is required; exceptional ABD candidates with a firm completion date will be considered. Demonstrated effectiveness in field supervision and college teaching along with a record of scholarly success is highly desirable. Professional service with prior experience teaching in secondary settings, interests and achievements in math education, and the ability to work collaboratively with math and education students, and within public schools, is expected. Candidates who bring diverse cultural experience and who are especially qualified to mentor and advise all members of our diverse student population are especially encouraged to apply. The State University of New York at New Paltz is an AA/EOE/ADA employer. Application: Electronic submissions are encouraged. Please submit a cover letter, curriculum vitae, a sample of recent, relevant scholarly work and full contact information for three references to: email@example.com Chair, Mathematics Education Search Committee State University of New York at New Paltz HAB 602A, 1 Hawk Drive New Paltz, NY 12561 Please note search number F12-42 on all materials submitted Applications will be accepted until the position is filled; priority given to applications received by: January 21, 2013. The Department of Secondary Education is a congenial department committed to educating a new generation of outstanding teachers. Recognized regionally for the strength of its academic programs, New Paltz is a highly-selective comprehensive public college of about 7,800 students, offering a variety of undergraduate as well as some graduate degree programs. New Paltz is located 80 miles north of New York City, at the foothills of the Catskill Mountains, with easy access to the City and to nearby cultural and recreational amenities
Critical Media Literacy conference, Lewis University http://criticalmedialiteracyconference.blogspot.com/ Lewis University is pleased to announce its first annual Critical Media Literacy Conference to be held on April 6th, 2013 at Lewis University in Romeoville, IL. This will be a dynamic event featuring two outstanding keynote speakers (Dr. Carl James and Ira Shor) as well as a multitude of talented educators and academics wishing to share their work in the field of Critical Media Literacy. The theme of this conference is: Promoting Critical Awareness and Social Justice Through Critical Media Literacy We enthusiastically call for proposals, presentations and workshops that urgently and critically redefine, redirect, and recreate notions of knowledge, truth, and justice through and with critical media pedagogy. Proposals might address topics such as (but not limited to) the following: ●What are specific ways in which the corporate and political elite use the mass media to promulgate their ideologies and practices? ●How does the mass media perpetuate divisions amongst social groups across the globe? ●What role has the mass media played in the elite's continued "war against youth?" ●How can educators, youth, and concerned citizens provide more genuine representations of global citizens through their own media products? ●How has media literacy successfully fostered K-20 students' critical engagement with mass media? ●How have the various technologies employed by corporate conglomerates in the mass media been used to foster critical understanding and solidarity across the globe, rather than been employed to promote conformity and corporatism? ●How can various critical theories enrich our understanding of the mass media in the age of neoliberalism? ●What are some ways in which media literacy can be applied to the new demands and concerns of today's digitized culture?
Special Theme Issue of Critical Education Theme: Liberalism in Educational Policy, Practice, and Discourse Guest Editors: Angelina E. Castagno & Sabina Vaught Despite current scholarly attention to the ways neoliberalism characterizes much of our contemporary socio-political context, liberalism still profoundly informs power dynamics within schools, community organizations, and other educational contexts. While neoliberalism focuses on markets, choice, and efficiency, classical liberalism centers notions of the individual, equality, democracy, and meritocracy. These are enduring notions with significant ideological attachments, as well as institutional and policy-based manifestations within school settings. Although the concept of liberalism has somewhat shifting boundaries in response to larger social, political, and economic changes, there remain these powerful central elements (see, for example, Cochran, 1999; Dawson, 2003; Locke, 1690; Mill, 1869; Olson, 2004; Starr, 2008). This special issue seeks to examine how these liberal tenets shape power dynamics around race, gender, class, and sexuality in school policy, practice, and law. We suggest that liberalism’s power in schooling operates from its axis of individualism. At the heart of liberalism is the notion of the individual and individual rights. In liberal thought, individuals provide the foundation for laws and societal norms, and institutions exist primarily to further the goals, desires, and needs of individuals. An individual’s rights are of utmost importance under a liberal framework, so rights such as freedom of speech, thought, conscience, and lifestyle are viewed as fundamental and worth protecting at almost any cost. Equality of opportunity is another liberal mainstay. Value is placed on ensuring that individuals have equal access to various opportunities in society. However, liberalism is not concerned with ensuring equality of outcome since it is assumed that individuals can reasonably decide if and how to capitalize on opportunities presented to them. Moreover, liberalism generally opposes too much government regulation, but this can be a point of contention since government involvement is sometimes required to ensure the stability of other core liberal values. These tenets allow liberalism to both mask and reproduce power imbalances. As such, liberalism informs power mechanisms by which educational policies, practices, and discourses are shaped. With liberalism as an analytic construct through which to view schooling, we seek papers for this special issue that might address the following broad questions: • How is liberalism taken up, engaged, and employed in various educational contexts to reproduce power along axes of race, gender, sexuality, and class? • To what extent does the liberal identity and agenda drive educational efforts and movements, and to what effect? • What are the implications of liberalism on schools? On youth? On policy? On curriculum? On pedagogy? On activism? On reform efforts? Through these analyses, we hope to map the multiple ways liberalism impacts schooling in order to disrupt power inequities that remain pervasive and elusive when viewed strictly through a neoliberal framework. Drawing on critical theory, Critical Race Theory, Tribal Critical Theory, Red Pedagogies, gender and feminist studies, and other related theoretical traditions, this special issue will bring together articles that advance a critical conversation about liberalism, individualism, and power within U.S. schools. To submit a manuscript for consideration in this special issue of Critical Education, and for author submission guidelines, please visit www.criticaleducation.org. For any inquiries related to this special issue, please e-mail the guest editors firstname.lastname@example.org. For full consideration, complete manuscripts of no more than 5,000 words, including references, should be submitted by January 15, 2013. We strongly encourage submissions from advanced doctoral students and junior scholars.