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:
mathedsearch@newpaltz.edu
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
Thursday, December 20, 2012
CRITICAL MEDIA LITERACY CONFERENCE, Apr. 6, 2013
Critical Media Literacy conference, Lewis University
http://
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?
http://
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 Issue: Critical Education CALL FOR PAPERS
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 at liberalismineducation@gmail.
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.
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 at liberalismineducation@gmail.
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.
Tuesday, December 18, 2012
JOBS IN CURRICULUM & INSTRUCTION
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