Wednesday, January 29, 2014

ICUSP The Institute for Community, University and School Partnerships (UT Austin Campus) presents Season 2 of Blackademics Television, which airs on KLRU PBS TV Austin


The Institute for Community, University and School Partnerships.

Soon we'll record the material for Season 2 of Blackademics Television, which airs on KLRU PBS TV Austin, and lives online at PBS.org. The event will be free to the public and I am hoping that you will help spread the word and will join us as well.

This season's presenters will include playwrights, grammy award winning scholar musicians, and a range of activist and new media scholars. Their presentations will be recorded before a live studio audiences over two nights: 
TuesdayFebruary 4 and Wednesday, February 5.
Doors will open each night at 6:30pm and shooting will start at 7:00pm.
We'll record at KLRU Studio 6A (the Historic Austin City Limits Stage), located at 2504 Whitis Avenue on the edge of the UT campus.

For those who are less familiar with the Blackademics concept, think TED talks for Black Studies and you are getting close. 
Or you can just view Season 1 on-line at PBS.org (put "Blackademics" in the search box and episodes will come right up). 

And for those who'd like to know who is presenting what and when, we'll be updating our web site, Blackademicstv.com, with that information.

Alright, that is all for now …
You are among my friends and colleagues, so I wanted to send you word ahead of the push.
Thanks for your ongoing support and see you soon.
-Kevin

Kevin Michael Foster
Executive Producer, Blackademics Television
Executive Director, ICUSP, Inc.


 

3rd Cultural Studies in Education Conference 2014 THEME: “What Resistance Looks Like: Learning From Experience, Research, & Activism"


3rd Cultural Studies in Education Conference 2014

THEME: “What Resistance Looks Like: Learning From Experience, Research, & Activism"
We welcome proposals from diverse fields to provide insights on your work as a teacher, researcher, activist, and community leader. Your proposal should address any of the following questions:
1.     What does resistance look like in your field or area of work?
2.     What are the challenges of doing resistance work?
3.     How do you build collaboration/alliances in resistance to prevent giving up or falling into pessimism or cynicism?
We accept proposals in various formats, including: paper presentations, workshops, roundtables, as well as creative work, such as visual art, film, and performance art.  We seek submissions from those involved in traditional or non-traditional forms of education. We encourage the examination of the social, cultural, political, economic, historical, linguistic, and psychological influences in educational contexts. Possible topics migh include, but are not limited to: youth popular culture(s); identity; immigrant youth, families and communities; pedagogy; teacher education; professional development;  LGTBQIA; disability; visual and performing arts; student/community activist movements and organizing, and so on.

Guidelines for Proposal Submission
Submit your proposal via email (utaustincse@gmail.com) by January 27, 2014. Include the following information: Title, abstract (150-250) words, presentation format, equipment, and/or accommodations needed for the presentation.
This conference is intended to provide a space for students, and community members and organizations to present research focusing on education. It is also intended to provide students an opportunity to gain experience in the process of submitting, preparing, and presenting research at an academic conference. Most importantly, the conference aims to support all participants in all capacities, whether they are emotional, spiritual, and/or academic. 

 

The Puerto Rican Studies Association invites you to join us at the 11th Biennial PRSA Conference to be celebrated in Denver, Colorado between 23 and 26 October 2014.


The Puerto Rican Studies Association invites you to join us at the 11th Biennial PRSA Conference to be celebrated in Denver, Colorado between 23 and 26 October 2014.

THEME: Boricuas/Lati@s in Global Flux: Shifting Spaces of Inflection 
For a copy of the revised call for papers please use the following link:
2014PRSA Biennial Conference Call for Papers (Revised)

Deadline for the submission of proposals: 31 January 2014.

In addition, and in response to numerous requests, we have also decided to provide a waiver of the requirement to become a PRSA member in order to participate in a panel organized by a member in good standing. Panel organizers interested in taking advantage of this policy change need to contact me at charles.venator@uconn.edu before submitting their proposals. Of course, given that all membership fees are used to subsidize the costs of the biennial conference, we encourage all participants to become members of PRSA.

If you are interested in participating in this year's biennial PRSA conference, please submit your response to the call for papers using the link below:
Please click here to respond
For more information, please feel free to contact:
Charles R. Venator-Santiago
Puerto Rican Studies Association
venator2@gmail.com

THE UNITED STATES CAPITOL HISTORICAL SOCIETY, CAPITOL FELLOWSHIP PROGRAM



THE UNITED STATES CAPITOL HISTORICAL SOCIETY, CAPITOL FELLOWSHIP PROGRAM
Targeted Fields
Humanities. School of Arts and Architecture. Including art or architectural history, American history, and American studies.
Open To
Prospective/Current Graduate Students. Students Working on Master's Thesis. Students Working on Doctoral Dissertation. Postdoctoral Scholars.
Citizenship
No citizenship requirements.
Eligibility Requirements
Research must involve the resources of the Architect of the Capitol, including the architectural drawings, manuscripts, and reference collections, or material on the Capitol in the Library of Congress.
Stipend
A stipend of $2500 per month, up to a maximum of $30,000 for a full year.
Deadline
3/15/2014
Program Description
One fellowship is awarded annually to help educate the public on the history of the Capitol building and Congress. Research should be directly related to some elements of art or architecture within the buildings of the United States Capitol, the congressional offices, the Library of Congress, the Supreme Court, and the Botanic Garden. Depending upon the scope of the proposal, the fellowship may be requested for a minimum of one month and maximum of one year.
For More Information
Dr. Donald Kennon
U.S. Capitol Historical Society
200 Maryland Avenue
N.E., Washington, D.C., 20002

(202) 228-2700
bwolanin@aoc.gov
www.uschs.org/history/capitol-fellowship/


Tuesday, January 28, 2014

CHAIRPERSON: Tennessee Technological University Exercise Science, Physical Education, & Wellness

Tennessee Technological University
Exercise Science, Physical Education, & Wellness
Cookeville, TN 38505
 
CHAIRPERSON – Exercise Science, Physical Education & Wellness
Full-time, nine-month appointment to begin August, 2014 with tenure pending TBR approval. Initial screening of applications will begin on 2/10/2014; open until filled. AA/EEO
 
QUALIFICATIONS: REQUIRED – An earned doctorate in Exercise Science, Physical Education and Wellness or related field, with commensurate professional experience to qualify for appointment at the rank of Associate Professor or Professor. Demonstrated significant achievement in an academic or performance discipline. Documented success in higher education instruction. Proven ability to work effectively with people of diverse backgrounds.
 
ESSENTIAL FUNCTIONS: The chairperson will provide leadership for the academic, personnel, fiscal and public affairs of the very active Department of Exercise Science, Physical Education, and Wellness. The department chair oversees all operations of the department, including the management of budget; supervising and assigning teaching and non-teaching responsibilities to faculty and staff; faculty and staff evaluations; curriculum and accreditation matters; and coordinating with various campus offices to advance departmental and university objectives. The chair will represent and serve as an advocate for the department within the university and to the greater public. The chair will have teaching responsibilities each semester.
 
Tennessee Technological University is a public institution with an enrollment of approximately 11,500 students located on the eastern Highland Rim of Tennessee. The University’s Carnegie classification is Masters-Large. The Exercise Science, Physical Education, and Wellness Department has experienced considerable enrollment growth with B.S. concentrations in Coaching & Sports Administration, Fitness & Wellness, Pre-OT/Pre-PT, Recreation & Leisure Management, and K-12 Teacher Licensure. MA concentrations in Exercise Science include Adapted Physical Education, Elementary & Secondary School Physical Education, Fitness & Lifetime Wellness, and Sport Management.
 
The application procedure is available at: www.tntech.edu/jobs


Thanks, Lisa

Lisa Zagumny, Ph.D.
Interim Associate Dean & Director of Doctoral Studies
College of Education
Tennessee Technological University
Box 5116
TJ Farr Building 101
Cookeville, TN 38505

931.372.3177 phone
931.372.6149 fax
www.tntech.edu/elphd

Mellon Sawyer Seminar Series Post-doctoral Fellowship

Mellon Sawyer Seminar Series Post-doctoral Fellowship
Territorial Roots and Diasporic Routes: 
Native American and Indigenous Cultural Politics in the Americas
University of Texas at Austin

Native American and Indigenous Studies (NAIS) and the Teresa Lozano Long Institute of Latin American Studies (LLILAS) invite applications for a one-year post-doctoral fellowship with the Mellon Sawyer Seminar Series on Territorial Roots and Diasporic Routes: Native American and Indigenous Cultural Politics in the Americas (description follows)

The successful candidate will show interest in dialogue and theory across North-South divides in indigenous studies, and ideally will have research or practical experience in both realms. Applicants must have received their Ph.D. degrees within the last five (5) years. Disciplinary specialization is open. The successful candidate must show exceptional scholarly promise and will be expected to co-coordinate and participate in the bi-weekly Sawyer Seminar series, which will draw indigenous scholars from throughout the hemisphere. The fellow will be located either in NAIS or LLILAS, depending on primary research focus, and is expected to interact with faculty and students from both units. Appointment will begin September 1, 2014, and will provide a stipend of $45,000, plus standard benefits. To apply, please send a letter of application, curriculum vitae, dissertation abstract, and brief description of current research agenda via Interfolio (apply.interfolio.com/24286).  Three letters of recommendation must be submitted separately through Interfolio. All materials should be in pdf format.  All materials must be received by February 21, 2014, to be considered. Background check conducted on applicant selected.  The University of Texas at Austin is an Affirmative Action/Equal Opportunity Employer.

Description of the Sawyer Seminar Series:
The seminar series will explore the relationship between indigenous territory and diaspora in the Americas.  We depart from the understanding that, while there is an assumed incompatibility between “indigenous” (original to a place) and “diaspora” (dislocated from an original space), this dichotomy obscures the lived experiences of indigenous peoples, who have been in movement for various reasons, including population pressures, forced relocation, war, territorial dispossession, and “voluntary” labor migration (to name just a few).  While these processes have generated tensions in relation to place-based identities and claims to territorial homelands, indigenous peoples have also creatively engaged these tensions, refashioning their sense of belonging, adapting cultural resources to new conditions, reframing claims to rights, and generating new forms of political organization. This territory-diaspora relationship provides the first axis of dialogue for the Seminar.  The second axis is geographic:  although joined by common histories of colonial oppression and a foundational relationship to the earth, and unified by many cultural-political affinities, indigenous peoples of North and South also have substantively divergent experiences. While in the past these differences have generated obstacles to efforts of hemispheric organization and of comparative analysis, some of the most exciting emergent trends in indigenous studies directly engage, rather than avoid, these tensions.  This Seminar will encompass cases from both North and South in the realms of language, identity, cultural production, and political organization.  These discussions will seek understandings that bridge North-South differences and illuminate the ways indigenous communities are negotiating the complexities of the territory-diaspora throughout the hemisphere. 

Monday, January 27, 2014

CALL FOR CHAPTERS--Social Justice, the Common Core, and Closing the Instructional Gap: Empowering Diverse Learners and Their Teachers


Social Justice, the Common Core, and Closing the Instructional Gap:
Empowering Diverse Learners and Their Teachers
Edited by Janet C. Richards, Ph.D. and Kristien Zenkov, Ph.D.
(Forthcoming from Information Age Publishing)
Chapter proposals due Friday, February 28, 2014
Chapter drafts (for accepted proposals) tentatively due June 27, 2014
Book Premise
There is little doubt that the Common Core State Standards (CCSS) are a controversial entity. They are
provocative for the way in which they have been developed, for the ways they are being implemented and
evaluated, for their content, and for their failure to explicitly consider the needs, interests, and histories of
diverse populations. While the CCSS continue to be problematized by critics around the country—
including the editors of this volume—it is evident our nation is moving toward (some would argue we
have arrived at) a national set of standards and/or a national curriculum. This text will be an important
volume for multiple audiences, in large part because it will bring together critical perspectives on the
CCSS and the notion of national standards/curricula. It will simultaneously provide a social justice
orientation as a way to interpret the CCSS and respond to their limits, while presenting practical examples
of social justice-oriented, CCSS-focused curricula that empower diverse learners and their teachers.
Social Justice, the Common Core, and Closing the Instructional Gap will consist of chapters by
classroom teachers and university scholars who portray honest, engaging, first-person accounts of their
successes and challenges connecting a social justice pedagogical orientation to the Common Core State
Standards. These authors will candidly and passionately share the challenges of navigating between a
social justice curriculum and high stakes standards- and test-driven environments. They will highlight
their accomplishments that include effectively supporting students to consider social injustices and devise
plans to work toward a more equitable world.
Despite criticisms of the CCSS, tenets of the Common Core can connect to social justice pedagogies. As
such, the following ideas and practices will be highlighted in this volume:
1) Moving from instruction to inquiry. More than ever, curriculum will start with questions
rather than the delivery of information. Subject matter is important, but teachers need to
know how to apply knowledge through designing a problem solving process. Teachers might
begin by posing a significant challenge to students and capturing the challenge in a
manageable problem statement or driving question. The question frames the project while the
problem sets the solution process into motion. Choosing and crafting a suitable problem
requires experience, curiosity, and passion, as well as thorough knowledge of the discipline.
2) Balancing knowledge and skills. The CCSS rebalance the equation between content and
skills. The emphasis is on a blend of knowing/doing and learning/demonstrating, in which
students apply what they know and demonstrate mastery of 21st century skills such as
presentation and collaboration. This shift changes expectations for mastery, rearranges
assessments and grading systems, and relies on coaching students for better performance.
3) Going deep. “Deep” thinking sounds good in theory, but it takes time, making it problematic
in the context of a 48-minute period or a 180-day school year. Deep thinking also conflicts
with current testing requirements, which do not reward insight and analysis. The CCSS
suggest that teachers overcome these problems by assessing fewer standards (the goal of the
Common Core), using a variety of proven thinking tools, and designing a controlled process
that helps students focus their thinking on the driving question.
4) Teaching teamwork. The CCSS identify collaboration and teamwork as 21st century skills to
be taught. This is laudable, but something bigger is underway. As the outside world shows
us, we are moving into a collaborative culture of continuous learning within networked
communities. Teachers might meet this goal of teaching collaboration by using team
contracts, peer collaboration rubrics, and work ethic rubrics to turn group work into effective
teams. This guidance is a necessity for a curriculum that emphasizes problem solving and
inquiry, now often utilized in the real world through work projects that require teamwork.
2
5) Establishing a culture of inquiry. Inquiry is central to of the CCSS. It challenges teachers by
removing a convenient and traditional means of being in charge—because inquiry cannot by
taught by a teacher standing in front of the classroom. Instead, to remain in charge we must
teach students how to take charge of themselves, to respect the inquiry process, and become
self-directed learners. This requires time, patience, and a blend of assessments and tools that
promote the development of self-awareness, respect, self-control, and other attributes of a
functioning community.
6) Blending coaching with teaching. This tenet requires that teachers often work shoulder to
shoulder with students, giving them feedback, questioning them, and urging them on to the
next level of achievement. It is a collaborative, communal form of teaching and learning that
requires good listening, appropriate praise, and focused criticism (Markham, 2012).
Opening Chapters
This book will open with an accessible chapter that focuses on the development of the CCSS and the
content of these standards. Given their centrality to the future of our schools’ curricula and teachers’
pedagogies, it is vital that academics and teachers engage thoughtfully with the motivations behind and
the development of these standards. The second chapter will explore the notion of social justice
education, including a bit of history and detailing just what a social justice stance looks like in practice
and in terms of standards and curricula. The third chapter will be another accessible and not too lengthy
exploration of the intersections and tensions between the CCSS, their development and content, and the
social justice notions explored in the second chapter. This chapter will examine both ideas and practices,
beginning to introduce the types of explorations that will comprise the remainder of the book.
Body of the Book
The bulk of the book will be 12-15 relatively brief (15-20 pages) explorations of the CCSS as they
intersect with and enact a social justice orientation. These chapters might include descriptions of how
educators are critically examining and implementing the CCSS, with particular emphases on particular
grade levels, content standards, classroom strategies, and assessment practices. These chapters will be
written by university- and school-based authors, but the focus must absolutely be on K-12 practices.
Combined these chapters will depict what the CCSS look like in practice, guided by a social justice
orientation. Each chapter must include the following elements:
• 15-20 double-spaced pages; 1-inch margins; 12 pt Times/Times New Roman font
• Description of the authors’ contexts—urban, suburban, ex-urban, rural—and factors teachers are
facing, including CCSS, high stakes testing, district and school regulations, etc.
• Explicit description of the author’s notion of social justice in relationship to the author’s
teaching/learning context, with relevant references
• Explicit focus on one specific grade level—elementary, middle school, or high school
• Explicit identification of the specific CCSS authors utilize for their social justice-focused inquiry
projects and pedagogies
• Written for teacher/academic audience with authentic lessons for K-12 curricula and pedagogies
• Related in active and authentic voice and through the lens of actual classroom practice (i.e., what
happens in social justice classrooms when they extend CCSS into equity-focused educational
activities)
• Tools teachers utilize that illustrate how they enact CCSS-oriented social justice pedagogies in
their classrooms
• Explicit discussions of the tensions teachers and academics face when implementing social
justice-focused pedagogies and how they might respond to direct instruction and standardized
assessment pressures with more holistic, social justice-focused assessment methods
• Poignant, compelling, insightful, aesthetic representations as valid data (e.g., visual art, poetry,
photo-art, memoirs, e-mail messages, in-class student discussions, and comments, etc.) from
diverse students, families, and future teachers that portray their experiences, feelings, and
perceptions in their quest for social equity in the classroom and in communities
Maximum 500 word chapter proposals due Friday, February 28, 2014 to
Janet Richards at janetusm@me.com and to Kristien Zenkov at kzenkov@gmu.edu

Thursday, January 23, 2014

REMINDER CALL FOR PAPERS/PROPOSALS “What Resistance Looks Like: Learning From Experience, Research, & Activism” 3rd Annual Cultural Studies in Education Conference


“What Resistance Looks Like: Learning From Experience, Research, & Activism”
3rd Annual Cultural Studies in Education Conference
Presented by the Cultural Studies in Education Graduate Student Council
March 1, 2014

The theme, “What Resistance Looks Like: Learning From Experience, Research, & Activism,” responds to the work that those within the university and within K-12 schools are doing to challenge norms and create emancipatory spaces. Learning, teaching, and researching are all political endeavors that require critical understandings of society that then inform purposeful action. This conference seeks to support these acts of resistance and opposition by building inspiration, collaboration, solidarity, courage, and encouragement as we revitalize each other in our efforts to counter oppressive schooling practices and conformity to dominant standards and norms.

We welcome proposals from diverse fields to provide insights on your work as a teacher, researcher, activist, and community leader. Your proposal should address any of the following questions:

1.     What does resistance look like in your field or area of work?
2.     What are the challenges of doing resistance work?
3.     How do you build collaboration/alliances in resistance to prevent giving up or falling into pessimism or cynicism?

We accept proposals in various formats, including: paper presentations, workshops, roundtables, as well as creative work, such as visual art, film, and performance art.  We seek submissions from those involved in traditional or non-traditional forms of education. We encourage the examination of the social, cultural, political, economic, historical, linguistic, and psychological influences in educational contexts. Possible topics migh include, but are not limited to: youth popular culture(s); identity; immigrant youth, families and communities; pedagogy; teacher education; professional development;  LGTBQIA; disability; visual and performing arts; student/community activist movements and organizing, and so on.

Guidelines for Proposal Submission

Submit your proposal via email (utaustincse@gmail.com) by January 27, 2014. Include the following information: Title, abstract (150-250) words, presentation format, equipment, and/or accommodations needed for the presentation.

This conference is intended to provide a space for students, and community members and organizations to present research focusing on education. It is also intended to provide students an opportunity to gain experience in the process of submitting, preparing, and presenting research at an academic conference. Most importantly, the conference aims to support all participants in all capacities, whether they are emotional, spiritual, and/or academic.

You may present your research in one of the following formats:

·      A course paper you intend to expand as a conference paper or to submit for publication to as a journal article.
·      A paper being presented at an upcoming conference (use this space to practice).
·      A writing workshop on how you incorporate the general theme of the conference to your research.
·      A draft of a chapter from your dissertation.
·      An idea you seek to develop and/or incorporate to your research.
·      A roundtable where you discuss a current theme in education.

This list is partial and is intended to provide suggestions on presentation formats. Be sure to include the format of your presentation in your proposal abstract.

We will contact you by February 21, 2014 with the conference program and details. 

UT Rapoport Center’s Human Rights Happy Hour Speaker Series-- Pablo Ceriani "Human Rights and the Politics of Migration: A Latin American Perspective" Wednesday, January 29, from 3:30-5:30pm

Please join us for the next event in the Rapoport Center’s Human Rights Happy Hour Speaker Series.  Pablo Ceriani, recent appointee to the UN Committee on the Rights of Migrant Workers, is Professor of Law and Coordinator of the Migration & Human Rights Program at the National University of Lanús (Argentina).  His talk is entitled “Human Rights and the Politics of Migration: A Latin American Perspective.”  The event, which is free and open to the public, will take place on Wednesday, January 29, from 3:30-5:30pm, in the Sheffield Room (TNH 2.111) at the University of Texas School of Law.  The event is co-sponsored by LLILAS BENSON.  Light refreshments will be served.

Professor Ceriani’s research focuses on human rights, migration, and refugee law.  He has worked on these issues in various contexts around the world, including Africa, Asia, North and South America, and Europe.  Ceriani has published numerous journal articles and books on migration and human rights, and has edited and co-published many others.  Most recently, he edited a report titled The Rights of Child and Adolescent Migrants at the Mexico-Guatemala Border (Ed. Fontarama, Mexico City, originally published in Spanish).  He has served as a visiting professor in Belgium, Mexico, Spain, and the US, and has presented at numerous conferences, workshops, and seminars around the world.  In addition to his academic work, Ceriani was recently appointed to the UN's Committee on the Rights of Migrant Workers.  He has worked as a lawyer and clinical coordinator at Centro de Estudios Legales y Sociales (CELS), and is currently an associate with Global Migration Policy Associates.  He has served as a consultant for UNICEF and UNFPA on the rights of child, adolescent, and female migrants, has consulted for the ILO and the International Organization for Migration (IOM).  He earned a Master's degree and a law degree from the University of Buenos Aires, and is currently pursuing a PhD at the University of Valencia.

We hope to see you there!

All Best,

Karen Engle
Daniel Brinks

NoLa Social Justice OrganizingRetreat February 27th - March 2nd | New Orleans, Louisiana

NoLa Social Justice OrganizingRetreat
February 27th - March 2nd  |  New Orleans, Louisiana
*Free!*
e-mail info@solidarityignite.org for more information
*Social Justice enthusiasts unite!*
Join us for our social justice organizing retreat in beautiful, sunny New Orleans! We’ll be sharpening our organizing skills, fine-tuning our campaign schematics, and meeting other student leaders in the movements for workers’ rights, anti-human trafficking, LGTBQ rights, immigrant rights, environmental justice, and so much more! Don’t have a campaign yet? That’s okay! Come and learn how to build a group on your campus!
Highlights:
*Meet students from all over, feed your creativity, fine-tune your organizing skills, and develop your game plans for your campaign! Build alliances with a network of students from across the country fighting for change, just like you! Plug into a national network of support!
*Learn about the history of student-labor organizing, and its’ amazing achievements!Students and garment workers have organized to see to the creation of Alta Gracia- the world’s first ever living-wage, union-made college apparel factory, in the Dominican Republic Free Trade Zone.
*Gain a better understanding of campaigning on campus with fun, interactive, youth-led workshops on coalition building, organizing conversations, power dynamics, and more! Hear from students who have had concrete wins on their campuses, and how they made it happen!
*Listen to direct testimonies from workers- both local and international- who are fighting for respect on the job, and learn how we can be in solidarity!
*Warm weather! Sunshine! Live music! Mardi Gras! Delicious food! Enjoy historic New Orleans!
FREE FUNDRAISING WORKSHOPS and TRAVEL SCHOLARSHIPS AVAILABLE.No money? No problem! We’ll pre-game this conference with skill-shares via Google Hangouts of how you can raise the money to get you to the conference, even if this would normally be beyond your means. Working class perspectives are a huge asset to the conference! We can work together to make this happen- if you’re committed to the cause, where there’s a will there’s a way. We do offer limited need-based travel scholarships- just apply here and we’ll work together from there.

REGISTER TODAYat this link, and e-mail info@solidarityignite.org with any questions!

Dr. Enrique Alemán's documentary Stolen Education on Thursday, February 6, 2014, in the Alkek Teaching Theatre from 6:30 p.m.-8:30 p.m. Texas State University San Marcos, TX

Dr. Enrique Alemán, Jr. from the University of Utah:

1)  The screening of Dr. Alemán's documentary Stolen Education on Thursday, February 6, 2014, in the Alkek Teaching Theatre from 6:30 p.m.-8:30 p.m.  Dr. Alemán will be at the screening and will lead a Questions and Answers session following the screening.  I have attached a poster for the event so that you can share it with your students.  All are invited and the movie is free!

2) Dr. Enrique Alemán Jr., producer of Stolen Education, is leading a special discussion on Stolen Education and other educational issues for faculty members and graduate students on Friday, February 7, from 9:30-11:00 a.m. in ED 3066.  Breakfast will be served.

Stolen Education is a powerful documentary about how Mexican American students were not only segregated by race, but were required to attend three years of first grade to overcome their "language   problem" in Driscoll, Texas in the 1950s.  In this documentary, producer Dr. Enrique Alemán Jr. visits present day Driscoll, Texas and captures the remarkable first-hand testimonials of those children, now in their 60s, who were retained in the first grade and who testified in court.  

To see a trailer of the documentary, please visit:  http://www.youtube.com/watch?v=kvkrmeGE58E

To learn more about Stolen Education on Facebook, please visit:  https://www.facebook.com/StolenEducation

The Quetzal Critical Film Series Website:  http://www.education.txstate.edu/ci/news/Quetzal.html

Tuesday, January 21, 2014

CARLA Summer 2014 Institutes for Language Teachers


CARLA Update - Electronic Newsletter - top header and logo
 
Dear Colleague:
Registration is now open for the CARLA Summer Institutes for Language Teachers and Summer Institutes for Immersion Teachers!
  • Please share this announcement with colleagues
  • You can also share the news through Facebook
Hurry, some institutes fill early - register now!
Immersion 101 class photo
The Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota has sponsored a summer institute program for second language teachers since 1996. This internationally known program reflects CARLA's commitment to link research and theory with practical applications for the classroom. Each institute is highly interactive and includes discussion, theory-building, hands-on activities, and plenty of networking opportunities.
CARLA summer institute participants—more than 4,300 to date—have come from all over the world. They have included foreign language and ESL teachers at all levels of instruction, as well as program administrators, curriculum specialists, and language teacher educators.

Summer Institutes for Language Teachers

CARLA offers a range of institutes targeted at foreign language and ESL teachers from a variety of teaching levels and contexts:
Using the Web for Communicative Language Learning and Professional Development—online course
July 7–August 10, 2014
Presenters: Marlene Johnshoy and Alyssa Ruesch Bonnac
In this online course, participants will work together to create a foundation for gathering, sharing, evaluating, and incorporating technology into the second language curriculum.
Using Technology in Second Language Teaching
July 14–18, 2014
Presenters: Catherine Clements, Marlene Johnshoy, Beth Kautz, Dan Soneson, Rick Treece, Pablo Viedma, Caroline Vang, and Zhen Zou
Participants in this institute will learn how to use technology to facilitate student use of the target language and get hands on practice in using computers to promote students’ skills in interpretation, presentation, and interaction.
Focusing on Learner Language: Second Language Acquisition Basics for Teachers
July 14–18, 2014
Presenters: Elaine Tarone and Maggie Broner
Participants will learn to analyze learner language in light of research on second language acquisition and will then consider implications for language teaching.
Improving Language Learning: Styles- and Strategies-Based Instruction
July 14–18, 2014
Presenter: Martha Nyikos
This summer institute is designed to help language teachers maximize students’ ability to learn a foreign/second language through styles- and strategies-based instruction.
Culture as the Core in the Second Language Classroom
July 21–25, 2014
Presenters: Wendy Allen and Francine Klein
Weaving together theory and practice, this interactive institute will help teachers develop instructional strategies and practical tools for integrating language learning with a systematic culture curriculum.
Content-Based Language Instruction and Curriculum Development
July 21–25, 2014
Presenter: Laurent Cammarata
This institute will provide foreign language teachers with the background and tools needed to implement content-based instruction (CBI) in their second language classroom.
Developing Assessments for the Second Language Classroom
July 28–August 1, 2014
Presenters: Donna Clementi and Ursula Lentz
Focusing on the alignment of standards-based curriculum and assessment, this institute includes an overview of the wide range of purposes in assessment, and step-by-step guidance in creating integrated performance assessments for classroom use.
Language and Culture in Sync: Teaching the Pragmatics of a Second Language
July 28–August 1, 2014
Presenter: Noriko Ishihara
Participants will gain both theoretical and practical insights on teaching students how to use functional language appropriately in different sociocultural contexts.
Developing Materials for Language Teaching
July 28–August 1, 2014
Presenter: Bill Johnston
This summer institute will provide teachers with practical tools and hands-on experience in designing a wide range of materials that will improve their students’ abilities to use the language for communicative purposes.
Immersion Institute Participants

Summer Institutes for Immersion Teachers

CARLA also offers these popular institutes that are designed specifically for immersion educators:
Immersion 101: An Introduction to Immersion Teaching for Chinese and Japanese
July 21–25, 2014
Presenters: Tara Fortune and a team of veteran immersion teachers
This institute provides novice immersion teachers of character-based languages with the tools and information they need to survive and thrive in the immersion classroom. The institute also includes a two-day session for administrators of immersion education programs for character-based languages.
Immersion 101: An Introduction to Immersion Teaching
July 28–August 1, 2014
Presenters: Tara Fortune and a team of veteran immersion teachers
This institute provides novice immersion teachers with the tools and information they need to survive and thrive in the immersion classroom. The institute has been reconfigured to offer two teacher sessions simultaneously and an expanded 3-day session for administrators of immersion education programs.

Information

More information is available on the CARLA website at: www.carla.umn.edu/institutes.
To request a copy of a print brochure you can email the CARLA office at:carla@umn.edu.
The institutes have been developed and are offered with the support, in part, of the U.S. Department of Education’s Title VI Language Resource Center program. The summer institutes are co-sponsored by the University of Minnesota’s College of Education and Human Development and College of Liberal Arts.
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CALL FOR PAPERS--Mid-Western Educational Researcher

Announcement of New Editorial Team for and Invitation to Contribute
to the Mid-Western Educational Researcher

As the new editorial team for the Mid-Western Educational Researcher,
we’d like to reconnect with those of you who have been involved with
the Mid-Western Educational Research Association in the past, as well
as those who may not know of this organization, and invite you to take
a look at the opportunities the MWER journal can provide.

MWER is an online peer-reviewed scholarly journal that publishes
articles examining educational issues and practices. It publishes
feature articles (research-based manuscripts addressing diverse issues
in education), graduate student inquiry, and book reviews. New to the
journal during our term as editors will be the addition of media
reviews, commentaries (original opinion pieces or analyses dealing
with issues and events of educational, pedagogical, or methodological
significance), and a mentoring corner (short essays that aim to foster
the professional and research skills of graduate students, junior
faculty members, and teacher researchers).

We will also be exploring some new directions for MWER, including
theme issues (such as an occasional issue that emphasizes topics of
particular relevance to the Midwest) as well as guest-edited issues.
We also plan to publish the “best of” submissions from the annual
Mid-Western Educational Research Association conference, held every
November.

We extend a special invitation to you to serve as a reviewer for the
journal. You can easily volunteer to review by clicking on this link:
https://docs.google.com/forms/d/1o1dHH4IdfmxjZ3qvas4kMFMwMF2L7hKwjoBMAnOwsyw/viewform

We also hope you will consider submitting your work for publication.
Now that MWER is online, there is more space to accommodate
outstanding work from higher education faculty, student affairs
professionals, and graduate students, as well as P-12 teachers and
administrators, policymakers, and other educational stakeholders. You
can learn more at http://www.mwera.org/MWER/ where we provide
information for authors and reviewers.

Please feel free to share this information with your colleagues, and
we look forward to hearing from you. Our new email address for MWER is
MWER1316@gmail.com. Let us know if you have questions or suggestions
for the journal, any of its components, or ideas for special issues.

Finally, you are invited to join the MWERA listserv. We hope to keep
you informed with a quarterly announcement about each new issue and
MWERA; your contact information will not be shared and your inbox will
be respected. Receipt of the email you are reading does not mean you
are on this list; you must opt in to receive emails. Should you care
to opt in, you may use the following link:
http://listserv.ohio.edu/mailman/listinfo/mwera/

We look forward to hearing from you in the new year.

MWER Editorial Team
Debra Miretzky, Co-Managing Editor
Sharon Stevens, Co-Managing Editor
Katrina Daytner, Editor
Sarah Schoper, Editor