Monday, December 30, 2013

Una biografía del finado Tata Ireneo Rojas escrita por Tata Victoriano Cruz


Tata Ireneo Rojas un gran p'urhépecha
13 de diciembre de 2013 a la(s) 15:00

Imágenes integradas 1 

"Ma p’urhepecha enga marhuatspikujka Iretani, no uarhísïndi enga uárhijka;
tsipisïndi uárhikuarhu ka uárhisïndi tsïpikuarhu”.
 ...                               
“El p’urhepecha que sirve a su pueblo, no muere al morir;
vive para morir y muere para vivir”.

       Creencia p’urhepecha prehispánica


Nació el 24 de mayo de 1941 en la comunidad indígena de Cheran K’eri, Michoacán, México. En los primeros años de su niñez ayudaba a su padre Pedro Rojas Tehandon, en las labores del campo, siembra de maíz y pastorear ganado. Fue el segundo de los 10 hermanos, que tuvo el matrimonio de su padre con Victoria Hernández Campanur. Al concluir la educación primaria en la escuela Casimiro Leco en Cherán, acudió a la Universidad Michoacana de San Nicolás de Hidalgo (umsnh), en la que obtuvo su Licenciatura en Ciencias Físico Matemáticas en el año 1967. Un año después de su graduación, contrajo nupcias con Laura Leticia Navarrete quien le acompañó  a Alemania donde fue a continuar sus estudios de posgrado;  ella falleció de cáncer en 1970. Juntos procrearon una niña de nombre Laura Leticia, nacida en Zamora, Michoacán.

Ireneo Rojas, obtuvo el grado de maestría en el año de 1975 en la Universidad de Tubinga en la República Federal Alemana y el grado de doctor en 1978 con la distinción de magna cum laude.  

Al realizar estudios del idioma Alemán en el Instituto Goethe de Schwabisch Hall, en Alemania, descubrió el valor cultural y filosófico que tienen los idiomas indígenas y particularmente el p’urhepecha, su lengua madre;  por tal razón, a su regreso a México, específicamente a Michoacán, bajo el cobijo deumsnh, fundó el Centro de Investigación de la Cultura P’urhépecha, tomando como estandarte la lengua p’urhepecha en la lucha por la reafirmación cultural. El pueblo p’urhepecha comprende de unos 500 mil habitantes y ocupa el lugar número 15 de las lenguas mas habladas en México.

Siendo aun estudiante en 1964, inició su trabajo docente en la Universidad Michoacana, en la Facultad de Ingeniería Mecánica, Eléctrica y Química, impartiendo cátedra de física y matemáticas. Posteriormente, en las Facultades de Química y Ciencias de la Universidad Nacional Autónoma de México. Por dedicación en sus estudios, en 1976 el doctor Harold Stumpf, asesor de su tesis doctoral, lo nombró su ayudante en las cátedras de electrodinámica, termodinámica y mecánica cuántica en el Instituto de Física de la propia Universidad de Tubinga, Alemania, este nombramiento lo conservó hasta abril de 1978, fecha en que regresó a su país para incorporarse a la Universidad Michoacana de San Nicolás de Hidalgo, como docente investigador de tiempo completo.

Por su trabajo en el Centro de Investigaciones de la Cultura P’urhepecha de laumsnh, en el transcurrir del año 1978 se vuelven más recurrente la relación y amistad con el maestro Salvador Próspero Román de Tingambato, todo un personaje ya que fue pionero en la difusión de la música p’urhepecha en el ámbito estatal y nacional; así mismo fue educador, creador de grupos corales, de danza, de orquestas y escuelas de música, y fue precisamente en esa múltiple actividad artística p’urhepecha donde Ireneo Rojas se reencontró a la hija consentida de Tata Salvador Próspero, me refiero  a Rocío Próspero Maldonado, mujer de muchos talentos además de bella, dueña de una voz privilegiada para interpretar las pirekuecha (canciones en idioma p’urhepecha). En 1980 contrajo segundas nupcias con la artista p’urhepecha y desde entonces, Rocío Próspero e Ireneo Rojas, unieron sus vidas no para forjar un matrimonio común, sino para luchar por sus raíces culturales, por su pueblo, cada uno en sus propias trincheras, pero siempre en el mismo camino. En ese andar nacieron sus hijos: Irepan e Ireri Tsipekua.

A principios del año de 1981, Ireneo Rojas impartió una serie de conferencias sobre física nuclear en idioma p'urhepecha en las comunidades de la zona lacustre de Pátzcuaro, con el fin orientar a sus habitantes sobre los riesgos del uso y generación de la energía nuclear, ya que en ese entonces, el líder agrario Elpidio Domínguez Castro a fin de oxigenar su lucha, intentó construir un bloque obrero-campesino que fuera vanguardia de la izquierda en México y promovió junto con el Sindicato Único de Trabajadores de la Industria Nuclear (sutin) la instalación de una planta nuclear en los terrenos comunales de Santa Fe de la Laguna, en el municipio de Quiroga. Sin embargo, muchas comunidades indígenas de la región, el gobierno del Estado e incluso la misma comunidad de Santa Fe, se opusieron. Por el hecho de haber abierto los ojos a la gente de las comunidades al respecto, Ireneo Rojas fue blanco de muchos ataques de parte de algunos líderes, pero fueron más los que agradecieron su labor de profesional en la materia. 

El nomino honorífico de tatá en el pueblo p’urhepecha es destinado para aquellos que sirven a su pueblo, es decir, que han hecho algo por sus habitantes, por su ireta (comunidad), históricamente el pueblo p’urhepecha ha otorgado este título solo a dos personas que no son p’urhepecha que llegaron y fueron vistos como turhisï (hombre blanco de alma negra) y al paso del tiempo se convirtieron en un tatá, me refiero a tatá Vasco de Quiroga y tatá Lázaro Cárdenas del Rio. Por eso, al paso de que el trabajo de Ireneo Rojas fue notándose en diversas comunidades p’urhepecha, se le fue reconociendo y nació tatá Ireneo.

Unos de los logros que a tatá Ireneo Rojas lo hacía sentir orgullo, era la recuperación de una antigua ceremonia kurhikuaeri k’uinchekua, ‘renovación de kurhikua (fuego )’, con lo cual, los habitantes de las regiones p’urhépechainician el juchari uéxurhini (año nuevo p’urhépecha), que rememora la historia del antiguo pueblo p’urhépecha, en que se realizaba un gran rito al fuego, para pedirle su ayuda para dirigir la guerra, ganar batallas y así, extender el territorio de Kurhikuaeri. Este logro fue comunitario, entre varios hermanosp’urhepecha: Agustín Alcaráz García, Pedro Márquez Joaquín, Valente Soto Bravo, Néstor Dimas Huacus, Juan Ignacio Cárdenas, Juan Chávez Alonso,  Isidro Huacus, Rocío Próspero Maldonado, Felipe Chávez  y otros. Esto ocurrió en 1983 y a la fecha esta festividad se sitúa como un símbolo, la unidad y fortalecimiento del pueblo p’urhépecha contemporáneo, recuperando y fortaleciendo ritos y ceremonias, así como elementos tradicionales que puedan ser útiles en la vida cultural, social, espiritual, educativa y organizativa de losp’urhépecha basada en la raíces de: juchari anchekuarhikua (nuestro trabajo),juchari kaxumbekua (nuestro honor comunitario) juchari jakajkukua (nuestra cosmovisión) y Juchari P'urhéjkukua (nuestro espíritu guerrero).

En el año de 1986, fue nombrado Jefe del Departamento de Educación Indígena en el estado de Michoacán, lo que le permitió conocer de cerca la problemática que los pueblos enfrentan en sus diversas regiones, sobre todo, en el ramo de la educación. Llegó a la conclusión de que sólo revitalizando las manifestaciones culturales de cada pueblo indígena, se podría tener un estado mexicano diferente basado en su pluralidad cultural y lingüística.

“Mientras no se instrumente una verdadera educación bilingüe en este país, seguiremos corriendo el riesgo de estar simulando que sí se imparte, como se ha hecho hasta la fecha, en la mayoría de las regiones indígenas de México. Todos los profesionistas que estamos interesados en nuestras culturas indígenas, hemos visto con sumo interés la importancia que tiene el conocer y vivir en dos culturas diferentes, la propia y la nacional, lo que naturalmente nos enriquece en la concepción de los valores humanos que existen en éstas, así como en cualquier parte del mundo.”

Dijo en una de sus múltiples conferencias que ofreció tanto al interior de las comunidades como muchos puntos de la geografía mexicana y fuera de ella.

Fueron poco más de 30 años de servicio en la Universidad Michoacana, a la vez que ocupó diversos cargos administrativos, fue director General del Instituto Michoacano de Cultura;  miembro del Consejo Asesor del Programa de Lenguas y Literatura Indígenas del Consejo Nacional para la Cultura y las Artes y fue rector de la Universidad Intercultural Indígena de Michoacán, su última encomienda. Promovió la publicación de diversos textos y resultados de investigaciones tanto propias como de sus compañeros de Centro de Investigaciones de la Cultura P’urhepecha y de miembros de la comunidadP’urhepecha. Fue también promotor y gestor incansable de obras públicas diversas y de creación de  múltiples instituciones educativas en Cheran K’eri y otras comunidades de la Meseta P’urhepecha.

Tras el levantamiento del pueblo de Cheran K’eri en abril del año 2011 en defensa a la madre tierra del asecho de la delincuencia, Tata Ireneo Rojas junto con otros profesionistas de su comunidad recurrieron a las raíces organizativas del pueblo p’urhepecha prehispánico y lograron reconstruir un modelo de gobierno propio del pueblo p’urhepecha, propuesto  y puesto a consideración en asambleas a toda la comunidad. Tras varios meses de lucha el pueblo de Cherán K’eri logro convencer a las autoridades federales mediante un juicio, que se permitiera elegir sus propias autoridades sin la necesidad de convocar elecciones y de allí Cherán K’eri se reconstituyó como un gobierno propio y dejo de ser municipio.
Al asumir lo que sería su última encomienda, ser encargado de la rectoría de la Universidad Intercultural Indígena de Michoacán (uiim), dijo “me han llamado las autoridades educativas del estado a hacerme cargo, para sacar adelante el trabajo, y lo asumí, consciente de los problemas que le aquejan y los múltiples y delicados asuntos que habrá que enfrentar para poder darle curso y normalizar su existencia. Las razones que me asistieron para tomar tan delicado cargo fueron fundamentalmente, el tener el convencimiento de la necesidad de la institución para el desarrollo de nuestros pueblos en el estado de Michoacán; con esto, me refiero, no sólo al p’urhepecha, sino al mazahua, otomí, pirinda, matlatzinca y nahua de la costa, que sus jóvenes reclaman con justo derecho de acceso a la educación superior”.

Y si, fue tanto su pasión por su trabajo, que no tuvo tiempo de atenderse de un mal respiratorio que durante un viaje, manejando él personalmente el vehículo al Distrito Federal, la enfermedad fue su compañía. Sumamente enfermo el día 2 de diciembre acudió a la ciudad de Guadalajara al Decimo Encuentro Internacional de Escritores en Lenguas Indígenas celebrado dentro de la Feria Internacional del Libro (fil), a impartir una conferencia magistral, lo que fue su última intervención en el análisis de la problemática de la literatura en lenguas indígenas, y a su regreso a Morelia fue internado en un sanatorio de la ciudad de Morelia, donde finalmente falleció a las 4:00 hrs del sábado 7 de diciembre del 2013.

Hombres como Tata Ireneo no mueren, como dice una creencia prehispánica: mueren para vivir. Es por ello que sus compañeros del Consejo de Kurhikuaeri K’uinchekua, el día 8 de diciembre del 2013, momentos antes del sepelio le reconocieron su labor, su servicio como p’urhejkuti (guerrero). En su casa, frente a la kurhikua (fogata) y su troje, el cuerpo de Tata Ireneo Rojas Hernández recibió los honores, y en ceremonia a la usanza de los tuanapuecha, (antiguos) su tsipirirpiri (espíritu) volvió al kurhikuaeri (al fuego) para luego ir a morar en Araro Joskua (Constelación de Orión) con sus antepasados.

Tata Ireneo Rojas se fue a encontrar con Tata Juan Chávez Alonso, luchador por los derechos indígenas, fallecido en mayo del 2011 y Tata Juan Victoriano Cira, músico compositor, fallecido en septiembre del 2010.  Tanimu joskua andarasti, taminu.

Escribió:
Pedro Victoriano Cruz
Cherán K’eri, Michoacán. México
Diciembre 13 del 2013

-------------------------------------------------------------------------------------------------------------------------------

OXFORD EDUCATION RESEARCH SYMPOSIUM 2014


We are pleased to invite you and your institution to participate in the OXFORD EDUCATION RESEARCH SYMPOSIUM, which will be held 25 and 26 March, 2014 at St Edmund Hall in Oxford University.

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You are invited to present a paper on an aspect of education research, or you may wish to attend as an observer. The Oxford Conference is a Spring sequel to a very successful Fall (2013) Symposium at which the invitation for papers far exceeded expectations.

Notations for the Oxford 2014 meeting are:
*        Papers presented will be subsequently peer reviewed by external readers for inclusion in Symposium books or as sponsored journal articles.
*        Focus on educational excellence emphasizing best practices in teaching, learning, and training.
*        Leading edge studies in accountability and evaluation of education.
*        Latest in the education Reform Movement.
*        Evaluation methods to improve student outcomes.
*        School efficiency and accountability through performance measures.
*        Improving school quality through effective supervision.
*        Scientific evidence for quality teaching.

Major fields included are: Administration and LeadershipSecondary Instruction, Assessment and Evaluation, Early Childhood Language Arts and Literacy, Economics of Education, School Governance, Financing Education Systems, Special Education, and Pedagogy. The listing is not intended to be exhaustive and participants are encouraged to present nuanced research subjects within the scope of these topics.ox

Call for Papers--Special Issue, Creative Education


Special Issue on
"Special Education"
Submission Deadline: February 6th, 2014
Dear Luis Urrieta Jr.,
The Creative Education (CE), a peer-reviewed open-access journal, is seeking papers for the upcoming special issue on "Special Education". We would like to invite contributors like you to submit papers that may shed some light on this issue through our Paper Submission System.
Aims & Scope
• Individual specific education
• Individual needs
• Emotional disorders education
• Behavioral disorders education
• Development disorders education
• Special teaching area
• Special schools
• At-risk students
Other Special Issues in CE
Family and Education
(Submission Deadline: January 25th, 2014)
Early Childhood Education
(Submission Deadline: February 19th, 2014)
Virtual Learning Environment
(Submission Deadline: March 4th, 2014)
We are also interested in:
1) Short reports — 2-5 page papers where an author can either present an idea with theoretical background but has not yet completed the research needed for a complete paper or preliminary data.
2) Book reviews — comments and critiques.
Editor-in-Chief
Dr. Cathy H. Qi (University of New Mexico, USA)
CE Editorial Office
E-mail: ce@scirp.org
Place of Public Relation: Scientific Research Publishing Inc., P. O. BOX 54821, Irvine CA 92619-4821, USA.
Place of Customer Service: Building 5, Headquarters Space of Optical Valley, Tangxun Lake North Street 38#, East Lake High-Tech Development Zone, Wuhan 430223, Hubei Province, China.

Friday, December 27, 2013

(Tenure-Track) Assistant Professor Educational Research, University of Memphis in Tennessee

(Tenure-Track) Assistant Professor Educational Research, University
of Memphis in Tennessee (Application Due: January 14, 2014)

Assistant Professor in Educational Research, University of Memphis.
Doctorate in Educational Research or closely related field is
required. Responsibilities are to teach research methods and applied
statistics and pursue research agenda. Details available at
http://www.memphis.edu/cehhs/about/jobs.htm and
https://workforum.memphis.edu/, the electronic application site.
EO/AAE

INTERNATIONAL PUBLISHING COMPETITION CALIFORNIA SERIES IN PUBLIC ANTHROPOLOGY


INTERNATIONAL PUBLISHING COMPETITION CALIFORNIA SERIES IN PUBLIC ANTHROPOLOGY


The California Series in Public Anthropology encourages scholars in a range of disciplines to discuss major public issues in ways that help the broader public understand and address them. Two presidents (Mikhail Gorbachev and Bill Clinton) as well as three Nobel Laureates (Amartya Sen, Jody Williams, and Mikhail Gorbachev) have contributed to the Series either through books or forwards. Its list includes such prominent authors as Paul Farmer co-founder of Partners in Health, Kolokotrones University Professor at Harvard and United Nations Deputy Special Envoy to Haiti.

Each year the Series highlights a particular problem in its international competitive call for manuscripts. The focus this year will be onINEQUALITY IN AMERICA

We are particularly interested in authors who convey both the problems engendered by inequality as well as ways for addressing it. Prospective authors might ask themselves: How they can make their study "come alive" to a range of readers. They might, for example, focus on the lives of a few, select individuals tracing the problems they face and how, to the best of their abilities, they cope with them. Prospective authors might examine a specific institution and how, in various ways, it perpetuates inequality. Or authors might describe a particular group that seeks to address a particular facet of the problem. There is no restriction on how prospective authors address the topic of Inequality in America - only an insistence that it be presented in a way that attracts a range of readers into thinking thoughtfully about the issue (or issues) raised. The book's primary intended audiences tend to be college students as well as the general public.

The University of California Press in association with the Center for a Public Anthropology will review proposals for publication independent of whether the manuscripts themselves have been completed. The proposals can describe work the author wishes to undertake in the near future or work that is currently underway. The proposals submitted to the competition should be 3-4,000 words long and describe both the overall work as well as a general summary of what is (or will be) in each chapter. We expect the completed, publishable manuscripts to be between 200-250 pages (or 60,000-80,000 words) excluding footnotes and references. Examples of the types of analyses we are looking for might be:

In Search of Respect: Selling Crack in El Barrio by Philippe Bourgois
Nickeled and Dimed: On (Not) Getting By in America by Barbara Ehrenreich,
Someplace Like America: Tales From the New Great Depression by Dale Maharidge
Fire in the Ashes: Twenty-Five Years Among the Poorest Children in America by Jonathan Kozol
There Are No Children Here: The Story of Two Boys Growing Up in the Other America by Alex Kotlowitz

We are interested in establishing committed, supportive relationships with authors that insures their books are not only published but are well publicized and recognized both within and beyond the academy. We are committed to insuring the success of winning proposals.

DEADLINE FOR SUBMISSIONS IS MARCH 17, 2014 Submissions should be emailed to: bookseries@publicanthropology.org with the relevant material enclosed as attachments. They can also be sent to: Book Series, 707 Kaha Street, Kailua, HI. Questions regarding the competitions should be directed to Dr. Rob Borofsky at: bookseries@publicanthropology.org.

All entries will be judged by the Co-Editors of the California Series in Public Anthropology: Rob Borofsky (Center for a Public Anthropology & Hawaii Pacific University) and Naomi Schneider (University of California Press)

We would appreciate your forwarding this email on to others -- students and colleagues -- who might be interested in the Competition. Thank you.

Faculty Positions--University of Louisville


Job Opening

u n i v e r s i t y  o f  l o u i s v i l l e

bradley carpenter
Department of Leadership, Foundations, and
hUman Resource Education
College of Education and
Human Development
Office: 502-852-0611
FAX: 502-852-4563
E-mail: bradley.carpenter@louisville.edu
University of Louisville
Louisville, KY 40292

College of Education and Human Development
Clinical Assistant Professor
The Department of Leadership, Foundations and Human Resource Education at the College of Education and Human
Development (CEHD) invites applications for a clinical faculty position in P-12 Educational Policy, Leadership and
Administration. The clinical faculty member will be an essential team member in the redesign of the education specialist
(Ed.S.) program, and the development of a hybrid (online and face-to-face) model for regional educational doctorate (Ed.D.).
The Ed.S. program is currently designed to prepare social justice oriented school leaders who are able to engage staff,
improve the instructional capacity of schools, and respond effectively to the educational challenges of the 21st Century.
The goal of the Ed.S. program is to provide aspiring educational leaders with the field experience, clinical practice, and
conceptual and theoretical knowledge needed to transform schools.
The Ed.D. program is designed to prepare and support a community of ethical, reflective, and social justice oriented leaders
to improve the success of K-12 students. Educational leaders graduating from this program will understand, apply, and
commission research related to elementary and secondary schools.
Job Description and Responsibilities
The candidate for this position will be expected to:
• Teach Ed.S. and Ed.D. courses in educational leadership and policy;
• Advise Ed.S. and Ed.D. students;
• Provide leadership in the redesign of the Ed.S. and Ed.D. programs in ways that support the recruitment, retention,
and professional development of highly successful scholar practitioners;
• Collaborate in the development and management of the processes associated with principal and superintendent
certification;
• Lead and contribute meaningfully to the development of a regional Ed.D. hybrid program in construct;
• Cultivate, through scholarship and service, an informal network of alumni, community partners, and potential mentors
for the P-12 program.
Specific Qualifications
• Candidates must have an earned doctorate (Ph.D. or Ed.D.) in education with a focus on educational leadership,
educational policy, educational organization, and educational management in diverse settings;
• Exceptional candidates will have professional experience serving successfully as a leader in diverse P-12 educational
settings;
• Demonstrated experience serving as a leader at one or all of the following levels: state, central office, principal, and
assistant principal;
• Experience preparing and evaluating educational leaders in diverse settings;
• Demonstrated ability to engage in a broader discourse (state and/or nationally) pertaining to the specific needs of
leaders, teachers, and students in diverse school communities.

P-12 Educational Policy, Leadership and Administration
Department of Leadership, Foundations, and Human Resource Education


bradley carpenter
Department of Leadership, Foundations and
Human Resource Education
College of Education and
Human Development
Office: 502-852-0611
E-mail: bradley.carpenter@louisville.edu
University of Louisville
Louisville, KY 40292

College of Education and Human Development

Clinical Assistant Professor
Salary: Competitive, based upon qualifications and experience
Appointment: 12-month appointment. This is a three-year appointment with opportunity for renewal.
Beginning date: August 16, 2014
Apply: Applicants must apply online at http://www.louisville.edu/jobs and select posting #UL103.
Application and Review Timelines
Review of applications will begin December 6, 2013, and will continue until the position is filled. Applicants must
complete the online application form at http://louisville.edu/jobs, and select posting #UL103. You will be asked to submit
electronically your curriculum vita and complete a Self ID form on this site. Send a letter of interest explaining how
the minimum and preferred qualifications are met, names and contact information of four references, and two sample
publications or scholarly papers to:

P-12 Educational Policy and Leadership Search Committee
c/o Dr. Bradley W. Carpenter
Department of Leadership, Foundations and Human Resource Education
University of Louisville
Louisville, KY 40292
FAX: 502-852-4563
E-mail: bradley.carpenter@louisville.edu

Reference letters will be requested at a later date.

The University of Louisville is an Affirmative Action, Equal Opportunity, Americans with Disabilities Employer, committed to diversity, and in that spirit seeks
applications from a broad variety of candidates.

Thursday, December 19, 2013

European and North American Approaches to Human Rights, Spring 2014 Series, University of Texas at Austin, Papoport Center for Human Rights


Greetings Colleagues and Friends,

The Bernard and Audre Rapoport Center for Human Rights and Justice is pleased to announce our spring speaker series, which is on European and North American Approaches to Human Rights.  The colloquium series is organized in collaboration with European Studies and is the result of a grant from the European Union.  We will meet every other Monday beginning February 3 (excluding spring break) from 3:45-5:45 at the School of Law.  The sessions will bring together scholars and advocates from Europe and North America to engage in dialogue on pressing human rights issues of the day in both regions, from security and immigration to labor rights.  We have a fantastic line-up of speakers, as you can see below.  A full schedule with locations is attached and can also be found on our website.


February 3, 2014
Approaches to Counter-terrorism
§  Fionnuala Ní Aoláin, Dorsey & Whitney Chair in Law, University of Minnesota Law School, and Professor of Law, University of Ulster’s Transitional Justice Institute in Belfast
§  Aziz Rana, Associate Professor of Law, Cornell University Law School
This event is co-sponsored by the Robert S. Strauss Center for International Security and Law

February 17, 2014
Approaches to Race, Citizenship and Immigration
§  Liz Fekete, Executive Director, Institute of Race Relations, London
§  Leti Volpp, Robert D. and Leslie Kay Raven Professor of Law in Access to Justice, University of California, Berkeley, School of Law
This event is co-sponsored by Ethnic and Third World Literatures

March 3, 2014
Approaches to Religious Freedom and Secularism
§  Sonia Dayan-Herzbrun, Professor Emeritus of Social Sciences, University Paris Diderot-Paris 7
§  Hilal Elver, Research Professor in Global Studies and Co-director of the Project on Climate Change, Human Security and Democracy, University of Santa Barbara
§  Richard Falk, Albert G. Milbank Professor of International Law and Practice, Emeritus, Princeton University, and Research Professor, Global and International Studies, University of California, Santa Barbara
This event is co-sponsored by the Center for Middle Eastern Studies and the Institute for Historical Studies
It will be held in the Eidman Courtroom (CCJ 2.306) in the School of Law

March 24, 2014
Approaches to Employment Discrimination
§  Laura Carlson, Associate Professor of Law, Stockholm University School of Law
§  Samuel Bagenstos, Professor, University of Michigan School of Law

April 7, 2014
Approaches to Universal Jurisdiction
§  Juan Garcés, Spanish Attorney, Lead Counsel in criminal case against Augusto Pinochet in Spain
§  Michael Tigar, Emeritus Professor of the Practice of Law, Duke Law School, and Professor Emeritus of Law, Washington College of Law, American University

April 21, 2014
Approaches to Labor Rights
§  Mitchel Lasser, Jack G. Clarke Professor of Law and Director of Graduate Studies, Cornell Law School
§  Kerry Rittich, Professor, Faculty of Law and the Women's and Gender Studies Institute, University of Toronto

"Education for Revolution" Special Issue




"Education for Revolution," a special issue collaboration of the journals Works & Days  and Cultural Logic has just been launched. 

Works & Days, published by the English Department at Indiana University of Pennsylvania, explores problems of cultural studies, pedagogy, and institutional critique, especially as they are impacted by the global economic crisis (http://www.worksanddays.net).

Cultural Logic has been online since 1997 and is a non-profit, peer-reviewed, open access, interdisciplinary journal publishing essays, interviews, poetry, and reviews by writers working within the Marxist tradition (http://clogic.eserver.org).

This is the second collaboration between the two journals. 

Cultural Logic will be publishing an expanded, open access, version of this issue in the coming months. The expanded edition of the issue will include new articles addressing education for revolution in Greece, Turkey, and India. 

Read Works & Days editor David B. Downing's "Foreword to the Revolution" here:

Works & Days + Cultural Logic
Education for Revolution
E. Wayne Ross & Rich Gibson (Editors)

Table of Contents
Barbarism Rising: Detroit, Michigan, and the International War of the Rich on the Poor
Rich Gibson, San Diego State University

Resisting Neoliberal Education Reform: Insurrectionist Pedagogies and the Pursuit of Dangerous Citizenship [Available online: http://goo.gl/lm2PIl ]
E. Wayne Ross, University of British Columbia
Kevin D. Vinson, University of The West Indies

Reimaging Solidarity: Hip-Hop as Revolutionary Pedagogy
Julie Gorlewski, State University of New York, New Paltz
Brad Porfilio, Lewis University

Learning to be Fast Capitalists on a Flat World
Timothy Patrick Shannon, The Ohio State University
Patrick Shannon, Penn State University 

Contesting Production: Youth Participatory Action Research in the Struggle to Produce Knowledge
Brian Lozenski, Zachary A. Casey, Shannon K. McManimon, University of Minnesota

Schooling for Capitalism or Education for Twenty-First Century Socialism?
Mike Cole, University of East London

Class Consciousness and Teacher Education: The Socialist Challenge and The Historical Context
Curry Stephenson Malott, West Chester University of Pennsylvania

The Pedagogy of Excess
Deborah P. Kelsh, The College of Saint Rose 

Undermining Capitalist Pedagogy: Takiji Kobayashi’s Tōseikatsusha and the Ideology of the World Literature Paradigm
John Maerhofer, Roger Williams University

Marxist Sociology of Education and the Problem of Naturalism: An Historical Sketch
Grant Banfield, Flinders University of South Australia

The Illegitimacy of Student Debt
David Blacker, University of Delaware

Hacking Away at the Corporate Octopus
Alan J. Singer, Hofstra University

A Tale of Two Cities — and States
Richard Brosio, University of Wisconsin, Milwaukee

SDS, The 1960s, and Education for Revolution
Alan J. Spector, Purdue University, Calumet

Wednesday, December 18, 2013

CALL FOR ABSTRACTS--A Special Issue of L2 Journal---Critical Perspectives onNeoliberalism in Language Education


Call for Abstracts: Critical Perspectives on Neoliberalism in Language Teaching

A Special Issue of L2 Journal
Critical Perspectives onNeoliberalism in Language Education
Call for Abstracts

Guest editors: Katie Bernstein, Emily Hellmich, Noah Katznelson, Jaran Shin, Kimberly Vinall

Language is increasingly understood as a commodified skill that allows learners, seen as language entrepreneurs, to compete in the global marketplace.  Language teaching has become increasingly privatized through the emergence of a global industry that presents language in pre-packaged, standardized forms in response to the needs of the free market. As language becomes both a target—as a technicized skill—and an instrument of neoliberalization, language education finds itself caught in the crossfire. Neoliberal ideology and policy affect decisions about which languages to teach and to learn, when, where, and to whom languages are taught, and how to teach them.  

This special issue seeks to build on previous work related to globalization, language standardization, multilingual subjectivities, and linguistic imperialism, amongst other related topics. By situating these discussions within the frame of neoliberal ideologies and practices this issue seeks to critically explore the historically situated ways in which neoliberal discourse has influenced the field of language education in order to open up spaces for critical reflection and action.

ISSUE FOCUS
We invite both theoretical submissions that explore the relationship between neoliberalism and language education as well as empirical submissions (e.g. case studies) that focus on the effects of neoliberalism in specific contexts impacting L2 and TESOL/ESL teachers and learners. These contexts may range from the scale of a single language classroom—K-12, university, adult education; second language, foreign language, heritage language—to the scale of national or international language policies. Articles in this special issue, therefore, might explore:
1.    Language policy: How does neoliberalism influence language policies on a national or international level? How does this intersect with colonialism, globalization, and postcolonialism? How is English bound up with neoliberalism?
2.    Educational philosophy (such as competitive models): How does neoliberalism influence philosophies of education, particularly language education?
3.    Curriculum: How does neoliberalism structure and organize curriculum and assessment?
4.     Teaching and learning practices: How does neoliberalism seep into classroom practices? How does neoliberal education produce subjects? How do these processes intersect with constructions of race, class, gender, and/or sexuality?

We especially invite articles that investigate neoliberalism's operation on multiple scales and the relationship between scales (e.g. the effects of neoliberalized language policies on curriculum, the effects of curriculum on teaching, teaching on identities, etc.), as well as articles that address the possibility of resistance and influence from subjects and local practices.

SUBMISSION INFORMATION
Please submit a 300-word abstract to l2specialissue@gmail.com by February 28, 2014.  Inquiries can be directed to the same address.  Authors will be notified of abstract acceptance by March 30. Manuscripts will be due August 15.

THE L2 JOURNAL
The L2 Journal is a fully refereed, interdisciplinary journal which aims to promote the research and the practice of language learning and teaching. It publishes articles in English on all aspects of applied linguistics broadly conceived, i.e., second language acquisition, second language pedagogy, bilingualism and multilingualism, language and technology, curriculum development and teacher training, testing and evaluation. All manuscripts are peer reviewed.