Wednesday, February 27, 2013

TABE Call for Papers 2013

2013 Call for Proposals

Texas Association for Bilingual Education (TABE) invites you and your colleagues to submit a proposal to present at this year's annual conference.  

TABE is happy to announce that this year's conference will be held in Houston, Texas, October 9-12, 2013, at the Westin Oaks Hotel & Westin Galleria.

All presentation proposals will be reviewed and approved by a committee. Notifications will be sent out via email by late August.  All approved presenters will need to register for the TABE Conference. 

To view the guidelines and submit your proposal using an online form, click the link below and submit electronically.

The deadline to submit proposals for presenting is May 15, 2013.

For questions, you may contact the TABE Office by emailing us or calling 800-822-3930.

DON'T FORGET:  The deadline for proposals is May 15, 2013. We look forward to seeing you at TABE 2013!
110 Broadway, Suite 480
San Antonio, TX 78205
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Tuesday, February 26, 2013

The Urban Review Special Issue: Book Banning, Censorship, and Ethnic Studies in Urban Schools

In this issue:
Book Banning, Censorship, and Ethnic Studies in Urban Schools: An Introduction to the Special Issue
Luis Urrieta & Margarita Machado-Casas

“If There is No Struggle, There is No Progress”: Transformative Youth Activism and the School of Ethnic Studies
Nolan L. Cabrera, Elisa L. Meza, Andrea J. Romero & Roberto Cintli Rodríguez

Teaching as a Healing Craft: Decolonizing the Classroom and Creating Spaces of Hopeful Resistance through Chicano-Indigenous Pedagogical Praxis
Silvia Toscano Villanueva

Tempest, Arizona: Criminal Epistemologies and the Rhetorical Possibilities of Raza Studies
Elias Serna

A Curriculum of the Borderlands: High School Chicana/o-Latina/o Studies asSitios y Lengua
Cati V. de los Ríos

Teaching the Teachers: Dismantling Racism and Teaching for Social Change
Elsa Cantú Ruiz & Norma E. Cantú

Arpaio Doesn’t Control Anything: A Summer with El Hormiguero in Phoenix, Arizona
Juan F. Carrillo

Critical Media ReviewPrecious Knowledge: Arizona’s Battle Over Ethnic Studies
José García

Intergenerational Learning for Just and Sustainable Communities Conference and Retreat

Intergenerational Learning for Just and Sustainable Communities
Conference and Retreat
Eastern Michigan University
College of Education
March 21-23, 2013

Join us for the second annual EcoJustice and Activism conference and
workshops March 21nd-23th, 2013 at Eastern Michigan University in
Ypsilanti, MI. This year we will focus on the theme of
Intergenerational Learning for Just and Sustainable Communities. We
are committed to engaging activists, educators, and scholars in deep
and meaningful discussion around what we can do together to address
current social and ecological crises threatening our communities. We
are especially interested in how we learn from our Elders, and what
intergenerational collaboration looks like.

The weekend will begin with a Keynote address on Thursday evening,
(speaker to be announced soon!) The format for the weekend has changes
slightly. We hope to encourage more interaction and conversation
between local activists, teachers and scholars with activist scholars
and educators from out of town by mixing up the format on both days.
Thus, we will have both workshops and panel presentations on both days
along with scheduled discussion forums.

Paper and Panel Presentations: Please send us a short one-page
abstract detailing the paper or panel presentation that you are
proposing. What is the question or problem that is being addressed?
How does it related to EcoJustice Education? Who are the primary
scholarly sources being drawn upon to frame the discussion. What are
the connections to activism? To intergenerational relationships?

Workshops: Propose a workshop! This should be a hands-on session
dealing with some social or ecological issue in our community, and
linking it directly to grassroots activism. Proposals should describe
1) what the session will be about, 2) what the objectives of the
session are, and 3) what general activities will be engaged (how
participants will be involved).

Deadline for Proposals: February 22nd (NOTE)

Conference Schedule

Thursday Evening March 21nd

Keynote Address by Malik Yakini, President, Detroit Black Community
Food Security Network

Friday Morning and Afternoon:

Workshops with local activists, panel and paper presentations with
local and international scholars.

Discussion forums

Friday Evening:

Film or other alternative presentation TBA

Saturday Morning and Afternoon:

Workshops with local activists, panel and paper presentations with
local and international scholars.

Discussion forums.

Travel and Accommodations:

Nearest Airport is Detroit Metro (DTW), about 20 minutes from
Ypsilanti. There is not easy travel from the airport to Ypsilanti
however, so renting a car is the best bet. If you let us know that you
are coming, we can help folks team up to rent together. A taxi will
cost about $50.00.

We may also be able to run a shuttle for you depending on when you
arrive. So let us know if an when your ETA is and we’ll do our best to
coordinate rides.

Train: Amtrak goes to Ann Arbor which is about 8 miles away. You could
take a cab from there to Ypsilanti for about $10.

Hotel Accommodations:

Eagle Crest Marriot Hotel:

Days Inn Ann Arbor (about 3.5 miles from campus, also near a busline
and restaurants, shops, etc)

Bed and Breakfasts (these are walkable to campus and on the busline)

Parish House Inn (downtown Ypsi):

The Queen’s Residence (also downtown)

Possible Alternative Housing:

We may be able to arrange guest housing with our graduate students and
friends of EcoJustice. Contact Rebecca Martusewicz
( if you are interested in exploring that option.

Organization of Educational Historians--2013 Annual Meeting Call for Papers

Organization of Educational Historians
2013 Annual Conference
Chicago, IL—October 4-5
Exploring Landscapes of Learning: Questions, Methods, and New Territories

This conference theme invites proposals to explore learning in all its
forms, to inquire into the vast array of settings, processes, and
kinds of learning found in the past. The range of potential topics is
meant to be construed broadly, as are the ranges of potential inquiry
questions, investigative techniques, and source materials. In the
landscapes around schools and other formal institutions, as well as in
the many landscapes that constitute human affairs, what kinds of
learning occur? Through what processes? How does learning aggregate
and accumulate to reshape landscapes over time (including its often
unexpected results)? By what means might historians identify and take
stock of the processes and products of learning? What implications
might efforts to do so hold for historians’ perception and practice of
their work? Whether through case studies, synthetic interpretation,
historiographical and conceptual critique, or other modes of analysis,
the conference encourages inquiry and exploration of these and related
questions about education and learning in history.

Submission of Proposals
The conference is open to proposals for topics that are unrelated to
the theme. However, proposals that do address the theme will be given
priority consideration. Accepted proposals that address the conference
theme will be grouped into sessions held in the main meeting room that
accommodates larger audiences.

Proposals for papers, panels, symposia, and alternative formats should
be between 500-750 words. A proposal should restate the title of the
paper, describe its contents, discuss its significance, and include a
description of historical sources used. The proposal should contain no
information indicating the identities of participants. The proposal
must be accompanied by an abstract (composed of no more than 50 words)
and a cover sheet. The cover sheet will not be sent to proposal
reviewers. For fuller elaboration of presentation formats and
submission requirements, see the OEH website:

Proposals must be submitted no later April 1, 2013. Proposals will be
accepted only as Word document attachments, received via e-mail. Send
proposals to the program chair, Dr. Glenn P. Lauzon, at The e-mail message’s subject line should read: "OEH
2013 Proposal."

Blind Review and Notification: The OEH Program Committee will review
each proposal. Criteria for review include purpose of the
presentation, theoretical context/framework, contribution to the
field, and written presentation.

American Education History Journal: All papers presented at the annual
meeting can be submitted for peer review and possible publication in
the American Educational History Journal.
Registration: All individuals whose proposals are accepted are
required to pre-register for the conference.

Conference Location: Courtyard by Marriott Downtown Chicago – River
North, 30 E. Hubbard Street, Chicago IL 60611; web address:

Northeastern University College of Professional Studies, Faculty non-tenure track

Northeastern University, College of Professional Studies, Faculty
in Graduate Programs in Education (Non-Tenure Track/Renewable)

The College of Professional Studies at Northeastern University invites
applications for a full-time non-tenure track, faculty position in our
innovative graduate programs in Education. The programs address the
increasing need for individuals working in educational settings and
other learning environments to possess graduate level competencies.
The graduate programs are primarily on-line scholar-practitioner
programs that prepare students to identify, investigate and respond to
complex problems of practice and ultimately effect change in their
organizations and society by integrating theory, research and practice
in specialized areas.

The College seeks faculty who have the ability to teach and advise
doctoral and masters students, in the field of education. This
position involves teaching and advising. Actual course load may vary
with other responsibilities.

The position requires a doctorate in education; 2-3 years advising
experience at the doctoral level; teaching and research expertise in
curriculum and/or teaching and learning; proficiency teaching adult
learners; working knowledge of various research methodologies; and a
strong record of teaching excellence.

This is a non-tenure track, renewable position. This position requires
a flexible work schedule that includes required evening hours and the
possibility of weekend hours.


Southern Illinois University--Assistant Professor Qualitative Research, Tenure-track

 College of Education and Human Services, Southern Illinois
University Carbondale, Assistant Professor, Qualitative Research

To Begin Fall 2013

This is an Assistant Professor position to teach graduate level
courses in the area of qualitative methodology. This position’s home
department is open to one of eight departments in the College of
Education and Human Services (COEHS). Home department will be
determined at time of hire. COEHS offers accredited undergraduate
and/or graduate programs in eight departments/units: Curriculum and
Instruction, Educational Administration and Higher Education,
Educational Psychology and Special Education, Health Education and
Recreation, Kinesiology, Rehabilitation Institute, Social Work, and
Workforce Education and Development. See for more
information about our college and its programs.

Responsibilities of the Position

1.      Teach courses at the graduate level (master’s and doctoral) in the
areas of qualitative methodology. Teach other courses, as appropriate,
that contribute to the home department’s programs and course
2.      Maintain a record of scholarly productivity by initiating research
leading to publication in nationally refereed journals in the
appropriate field of interest and specialization.
3.      Advise graduate students relative to their academic program requirements.
4.      Assist in program planning, review, and evaluation.
5.      Share supervision of clinical experiences, if applicable.
6.      Serve on and chair master’s and, as appropriate, doctoral committees.
7.      Develop grant proposals to seek and secure external funding for
research and training. Administer grant programs as awarded.
8.      Serve the constituencies of the Department, College, and University
as approved/assigned.

Requirements of Candidates

1.      The rank of Assistant Professor requires an earned doctorate. The
candidate’s area of specialty is open but should be compatible with,
and preferably complement, a current program specialization in one of
our eight departments housed in the College of Education and Human
Services. COEHS offers accredited undergraduate and/or graduate
programs in eight departments/schools: Curriculum and Instruction,
Educational Administration and Higher Education, Educational
Psychology and Special Education, Health Education and Recreation,
Kinesiology, Rehabilitation Institute, Social Work, and Workforce
Education and Development. See for more
information about our college and its programs.
2.      Applicants of the rank of Assistant Professor who have completed
all requirements, except the dissertation, will be considered. If
official evidence of completion of the appointee’s earned doctorate is
not received by August 15, 2013, the position offered will be term
appointment at the rank of Instructor and at a lower salary.
3.      Background or experience in qualitative research methodology is required.
4.      Potential to develop a record of research is required for the rank
of Assistant Professor.
5.      Potential to develop grant proposals and receive external funding
is expected.

Preferred Characteristics

1.      Experience teaching qualitative methodology courses.
2.      Graduate-level teaching experience.
3.      Experience working with doctoral students.
4.      Record of published qualitative research.
5.      Knowledge/skills in software for qualitative analysis (e.g., NVivo).

Appointment and Salary

This is a continuing tenure-track appointment. Appointment is for a
nine-month academic year. Contingent on available funding and demand
for teaching assignments, an additional summer session appointment may
be possible. Salary is commensurate with experience and background.
Progress in rank will require demonstrations of productivity in
research and publication, teaching, and service.
Deadlines for Applicants: March 11, 2013 or until filled. Effective
Date of Employment: August 16, 2013


Complete applications must include a letter of application, curriculum
vitae, copy of unofficial transcripts, a statement of research
background, writing or publication sample, and names and contact
information for three references. All materials should be sent to this

Send PDF files to (Susan Wills)

Or send hard copies to
Search Committee – Qualitative Assistant Professor Position College of
Education and Human Services
Wham Building, Room 115-Mail Code 4624
Southern Illinois University Carbondale
625 Wham Drive Carbondale, IL 62901

Questions about the position may be directed to
William Crimando, PhD 618 453-8293

SIU Carbondale is an affirmative action/equal opportunity employer
that strives to enhance its ability to develop a diverse faculty and
staff and to increase its potential to serve a diverse student
population. All applications are welcomed and encouraged and will
receive consideration.


AESA 2013 Conference Hotel Info

 AESA 2013 Annual Conference Hotel Information

The 2013 AESA conference will be held at the Hyatt Regency Baltimore
hotel.  Below is contact information for the hotel.

300 Light Street
Baltimore MD 21202
Phone: 410 528-1234

Booking Information
Room rates are:  $175 for singles and doubles; $195 for triples and quad rooms.

The conference rate is available until October 1st, 2013 OR until our
group block is filled, whichever comes first.  Please make your
reservations by clicking on the link below.

This is a dedicated booking website specifically for AESA members. You
can use it to make, modify and cancel hotel reservations online, as
well as to take advantage of any room upgrades, amenities or other
services offered by the hotel.  If you have questions about the hotel
or are having problems making reservations, please contact Sandra
Spickard Prettyman at  The hotel will be UNABLE to
accommodate requests beyond our room block or beyond our cutoff date.

In the Hotel
There are several restaurants in the hotel, including Bistro 300,
which is open for breakfast, lunch, and dinner.  Bistro 300 Lounge is
open from 3pm—12am and offers drinks and limited food offerings. There
is also a Perks café for breakfast and snacks. There are a lot of
other eating options very close to the hotel, in a variety of price
ranges, from coffee shops to sandwich shops, to gourmet restaurants.

There is a 24-hour fitness center.

Wired and wireless internet is available in guest rooms costs for a
fee.  There is no internet in the hotel lobby or in the meeting room

Getting To The Hotel
The best option to get from the airport to the hotel is the new
Maryland Light Rail train.  Follow the signs in the airport for the
Light Rail System. You need to purchase a ticket at the vending
machines in the station; they take credit cards and/or cash.  Take the
train toward Hunt Valley to the Pratt Street station, which is about
an 8 minute walk from the hotel.  The cost is $1.60 each way.  For
more information:

There are also shuttles (about $15 each way) or taxis ($35--$40).

2013 Pedagogy of Privilege Conference, Denver CO

2013 Pedagogy of Privilege Conference
August 5th and 6th
University of Denver


The 2013 conference is the 3rd biennial conference held at the
University of Denver that brings scholars, students, faculty, staff,
community members, social justice workers, and activists together to
engage in dialogues about the various apsects of privilege and the
ways in which privilege impacts education, social justice work,
helping professions, and research.


The conference is for you if you are:

a) an activist or organizer in your community or on your campus
b) a current or future scholar or researcher interested in issues of
multiculturalism, power, oppression, and privilege
c) an educator concerned about social justice issues in your classroom
and school community
d) a helping professional who works with people who are culturally
different than yourself on the basis of race/ethnicity, gender, gender
identity/expression, sexual orientation, religion/worldview, social
class, disabilities, citizenship, or other axes of difference
e) a community member concerned about issues of social justice

For more information and registration see the website at or email


Queer Studies in Ed Series

Description: Palgrave Macmillan                                                         NEW SERIES
Queer Studies and Education
LGBTQ social, cultural, and political issues have become a defining feature of twenty-first century life, transforming on a global scale any number of institutions, including the institution of education. Situated within the context of these major transformations, this series is home to the most compelling, innovative, and timely scholarship emerging at the intersection of queer studies and education. Across a broad range of educational topics and locations, books in this series incorporate lesbian, gay, bisexual, transgender, and intersex categories, as well as scholarship in queer theory arising out of the postmodern turn in sexuality studies. The series is wide-ranging in terms of disciplinary/theoretical perspectives and methodological approaches, and will include and illuminate much needed intersectional scholarship. Always bold in outlook, the series also welcomes projects that challenge any number of normalizing tendencies within academic scholarship—from works that move beyond established frameworks of knowledge production within LGBTQ educational research to works that expand the range of what is institutionally defined within the field of education as relevant queer studies scholarship.

Series editors:
William F. Pinar is Professor, Canada Research Chair at the University of British Columbia, Canada. He is the author, most recently, of Curriculum Studies in the United States: Present Circumstances, Intellectual Histories (2012).
Nelson M. Rodriguez is Assistant Professor of Women’s and Gender Studies at The College of New Jersey, where he teaches courses in queer and gender studies. His current research areas include queer studies and education, critical masculinity studies, and Foucault studies. His most recent publications include Queer Masculinities: A Critical Reader in Education (with John C. Landreau) and Queering Straight Teachers: Discourse and Identity in Education (with William F. Pinar). His forthcoming book (with Cris Mayo) is Queer Pedagogies: Theory, Praxis, Politics.
Ugena Whitlock is Associate Professor of Curriculum and Instruction and Gender and Women’s Studies at Kennesaw State University in Georgia. She is also currently Associate Chair of the Interdisciplinary Studies Department. She is the author of This Corner of Canaan: Curriculum Studies of Place and the Reconstruction of the South and editor of the forthcoming collection Queer South Rising: Voices of a Contested Place. Her research focuses on reconstructing self and society within contexts of place, drawing from her experiences growing up in a working-class, fundamentalist Christian family in the South.

For proposals, contact:
Sarah Nathan
Palgrave Macmillan, New York
The series editors can be reached at:

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