The Sustainable Heritage Network [SHN], an Institute of Museum and Library Services’ (IMLS) funded initiative Workshop June12-14, 2014

The Sustainable Heritage Network [SHN], an Institute of Museum and Library Services’ (IMLS) funded initiative, is dedicated to connecting experts in cultural heritage digitization and preservation to archivists and librarians in order to support the curatorial needs of local communities. 

As part of this effort, and in partnership with the Association of Tribal Archives, Libraries, and Museums, the SHN will hold a workshop beginning Thursday afternoon, June 12, following the closing luncheon of ATALM’s 2014 International Conference of Indigenous Archives, Libraries, and Museums.  The workshop will conclude onSunday, June 14 at noon.  All workshops will take place at the Renaissance Hotel in Palm Springs, California.

The workshop will provide conceptual as well as hands-on training on a range of issues critical to the digital preservation of cultural materials.  During the workshop, specialists in the fields of preservation and digitization will cover key topics with an emphasis on the unique needs and challenges facing indigenous communities globally. Workshop participants are invited to contribute examples from their institutions and work collaboratively to solve shared problems.

Registration is $100 for the entire workshop and includes lunch.   Registration is limited to 25 people and is filling up quickly.  To register, go to http://www.atalm.org/node/100/editpdf

Scholarships, covering registration, lodging, and travel, are available.  The deadline for applying is thisTUESDAY, APRIL 1.   Announcements will be made on April 15.   To apply, go to  http://www.formstack.com/forms/atalm-sustainable_heritage_scholarship

For more information about the project, and to access some really great resources, go to http://sustainableheritagenetwork.org/ For updates, “like” SHN’s Facebook page: http://www.facebook.com/sustainableheritagenetwork For more information about the workshops, or if you would like to receive news and announcements from the SHN, please contact  support@sustainableheritagenetwork.org

             

Also, please note that registration for the 2014 International Conference of Indigenous Archives, Libraries, and Museums (June 9-12) is filling up quickly, as is the hotel.  To register for the conference or for more information on booking hotel rooms, go to www.atalm.org  

I hope to see you in June!

Susan Feller, President

Association of Tribal Archives, Libraries, and Museums

Civic Summit: East Austin Revealed is a community discussion examining east Austin’s past and present race issues

Civic Summit: East Austin Revealed is a community discussion examining east Austin’s past and present race issues.  African Americans in Austin have historically formed communities east of I-35, originally by law. As our city grows these communities are threatened. Dr. Kevin Michael Foster, Associate Professor of African and African Diaspora Studies at UT will moderate a panel discussion including opportunity for audience comments and questions.

Guests include:

• Lee Leffingwell, City of Austin Mayor
• Dawnna Dukes, State Representative
• Wilhelmina Delco, Former State Representative
• John-Michael Cortez, Community Involvement Manager, Capital Metro
• Natalie Cofield, President and CEO of the Greater Austin Black Chamber of Commerce

The discussion will follow a screening of Austin Revealed: Civil Rights Stories, a documentary featuring interviews with prominent citizens about their experience during Austin’s civil rights period, the effect of segregation and what gentrification has meant to the city.

DATE: April 3
TIME: 7pm (Doors open at 6:30 pm)
LOCATION: KLRU’s Studio 6A, 2504-B Whitis at the corner of Dean Keeton and Guadalupe (map).
RSVP: The event is free but an RSVP is required. RSVP Now

"Expressions of Decolonization: Indigenous Literature and Film in the Americas" July 7-12, 2014 - CERIUM (U Montréal)

"Expressions of Decolonization: Indigenous Literature and Film in the Americas"
July 7-12, 2014 - CERIUM (U Montréal)

In this second edition of our Graduate Summer School, we have chosen to look at how Indigenous literature and film are effective tools towards decolonization across the Americas. Mohawk anthropologist Audra Simpson suggests – in line with Patrick Wolf – that colonialism is not an event but a structure, in such a way that to this day it remains a matter of concern, and that it has become somewhat of a grammar that continues to shape our lives. With this perspective in mind, we will look closely at the transformational power that emerges from both literary and cinematographic expressions, be they during the creative process, audience reception and/or the work in itself.

We will base our reflections on a number of different works and theories of decolonization by, for instance, Mohawk political scientist Gerald Taiaiake Alfred, Maori educational specialist Linda Tuhiwai Smith, filmmaker and professor of anthropology Beverley Singer, and Creek/Cherokee literary critic Craig S. Womack, many of whom have been greatly influenced by the works of Franz Fanon, Simon Ortiz, and Edward Said. Some of the issues that we will address include: territories of decolonization, political performance and discourse in the Americas, how Indigenous political and cultural events partake in the transformation of public space, Indigenous film as creative and relational process, Francophone Aboriginal literature, and the ethical and political challenges of doing research in Indigenous Studies.

Confirmed guest speakers include: Daniel Heath Justice (UBC), Gerald Taiaiake Alfred (UVic), Beverley Singer (U New Mexico), Claudine Cyr (Universidad Autónoma Metropolitana-Iztapalapa), André Dudemaine (Director, First Peoples' Festival/Land In Sights), Maurizio Gatti (CIÉRA/U Laval) and several writers and filmmakers.

This course is organized in partnership with the First Peoples' Festival Présence autochtone (Land In Sights) and the Wapikoni Mobile, and in collaboration with the Faculty of Arts and Sciences of the Université de Montréal. 

The course can be credited at the Master’s level. Students enrolled in a Ph.D. program are of course welcome as well, but are encouraged to first get their supervisor’s approval if they wish to receive credits.

For more information, please visit: www.cerium.ca/Expressions-of-Decolonization
FB page: www.facebook.com/summerschoolaboriginallit
FB event: www.facebook.com/events/537382253046187/

NCORE 2014 May 27 - 31, 2014 JW Marriott Indianapolis Indianapolis, IN

NCORE 2014 May 27 - 31, 2014 JW Marriott Indianapolis Indianapolis, IN The NCORE® conference series constitutes the leading and most comprehensive national forum on issues of race and ethnicity in American higher education. The conference focuses on the complex task of creating and sustaining comprehensive institutional change designed to improve racial and ethnic relations on campus and to expand opportunities for educational access and success by culturally diverse, traditionally underrepresented populations. For more information: www.ncore.ou.edu
	LatinosinHigherEd.com P.O. Box 16 | Cromwell, CT 06416-0016 Phone: 860.632-7676

Academy for Educational Studies: 10th annual Critical Questions in Education Conference

Greetings from the Academy for Educational Studies:

We send you this message to invite you to submit a presentation proposal for the 10^th annual Critical Questions in Education Conference to be held in two different locations this year: 

• October 13^th -- 15^th, 2014 at the Brown Hotel in Louisville, Kentucky.  Deadline for proposals is July 1^st, 2014. 
• February 16^th – 18^th, 2015 at the U S Grant Hotel in San Diego, California.  Deadline for proposals is November 1^st, 2014.

Again this year, we think we have selected timely and provocative theme questions—though we still welcome proposals on one of our past theme questions. (See the Call for Proposals, attached, for a full list of topics.)  Our 2014/2015 theme questions are:

Why have civil rights era educational legislation and policy in the United States failed our most vulnerable students?

How should we address the needs of these students in and out of school?

and

How is schooling conducted in other countries?  What can we learn from the policies, purposes,

and practices of education systems—or individual schools—from around the world?

Presenters are encouraged to shape responses to these questions in any way they like.  Please see the Call for Proposals for some suggestions on how these questions might be approached.  

We hope you will submit a proposal and come join us this year—friends sharing some important talk about some provocative educational questions.  We also hope you will share this Call for Proposals with friends and colleagues—and with any list-serves which might accept it.

If you have any questions about what the Academy has been up to, or questions about the conference, please feel free to contact me.

Sincerely,

Steven P. Jones, Director

Academy for Educational Studies

Missouri State University

901 S. National Ave.

Springfield, MO  65897

AcademyEdStudies@missouristate.edu

417-836-5982

Summer Pre-Doctoral Workshop for Students of Color

Our world is changing, and urban planning can lead the way. In an increasingly diverse and globalized world, urban planners work to create communities that are economically thriving, socially just, and environmentally sustainable. A doctoral degree in planning can prepare you to link new knowledge to issues that affect communities and policy-making worldwide.   To introduce planning doctoral study to selected outstanding students, the UCLA Luskin School of Public Affairs and the USC Sol Price School of Public Policy, in partnership with the Association of Collegiate Schools of Planning, will host a four-day workshop to prepare students to apply to and succeed in doctoral programs. Students from groups that are under-represented on planning faculties are particularly encouraged to apply.*   Workshop events will be held on the UCLA and USC campuses, in the heart of Los Angeles, July 20-24, 2014. Registration and instructional materials will be provided at no cost, lodging and meals will also be provided at no cost, and travel stipends are available for students coming from outside of California.  For more information, and to apply, visit http://priceschool.usc.edu/predoctoralworkshop Application Deadline: Friday, April 25 Notification of Application Status:  Week of May 12  Program Dates:  July 20-24, 2014     THIS WORKSHOP WILL INCLUDE: Networking with planning scholars from UCLA, USC, and other programs. Information sessions on: Applying for Ph.D. study Linking research and the community Preparing yourself for doctoral study and much more  Mentoring sessions with senior scholars and graduate students in planning Chances to meet students from across the country  WORKSHOP FACULTY MEMBERS INCLUDE: Raphael Bostic, Judith and John Bedrosian Chair in Governance and the Public Enterprise, USC Sol Price School of Public Policy; Former Assistant Secretary, U.S. Department ofHousing and Urban Development Franklin D. Gilliam, Jr., Dean and Meyer and Renee Luskin Chair, Professor of Public Policy and Political Science, UCLA Luskin School of Public Affairs Manuel Pastor, Professor, Sociology and American Studies & Ethnicity, USC Dornsife College of Letters, Arts & Sciences; Director, USC Program for Environmental and Regional Equity (PERE); Co-director, USC Center for Study of Immigrant Integration (CSII) June Manning Thomas, Centennial Professor of Urban and Regional Planning, Michigan University Taubman College of Architecture + Urban Planning Abel Valenzuela, Jr., Professor of Urban Planning and Chicana/o Studies, UCLA Luskin School of Public Affairs; Director, Center for the Study of Urban Poverty  *Groups that are under-represented on planning faculties include: African-Americans, Hispanics, Native Americans, and Native Hawaiian and other Pacific Islanders. 2014 Summer Pre-Doctoral Workshop for Students of Color

AERA Critical Educators for Social Justice: “Our Schools Are Not for Sale: The Fight for Freedom in Philadelphia”

AERA Critical Educators for Social Justice: “Our Schools Are Not
for Sale: The Fight for Freedom in Philadelphia”

https://www.dropbox.com/s/pwkj2pq25b1teaz/CESJ%20Community%20Event%20Flier%20AERA%202014.pdf

Saturday, April 5, 2014
2-4 p.m. Panel Discussion

My colleague at ISU, Nicholas Hartlep, also an AESA member, is one of
the folks who has organized a community panel for the Critical
Educators for Social Justice SIG at AERA entitled Our Schools Are Not
for Sale: The Fight for Freedom in Philadelphia. Philadelphia
teachers, parents, students and community members will discuss their
fight to ensure public school education is well-resourced,
high-quality, and available to all, profiling activism in response to
a year of unprecedented attacks on public schooling. The details on
time, date, place, and speakers are in the attached flyer. I wanted to
ask you to post it as I think it will be of real interest to our
membership and want there to be a good turnout.

Thanks so much!
Stacy Otto, Ph.D.
Professor
Social Foundations of Education and Qualitative Inquiry
Department of Educational Administration and Foundations
College of Education
Illinois State University

John Dewey Society Annual Program 2014

John Dewey Society Annual Program 2014

Philadelphia, Pennsylvania

Thursday, April 3rd

12-2 pm Symposium: Deweyan Democracy in a Time of Dismantling Public Education

Marriott, Fifth Level, Grand Ballroom B

As we approach the 100th anniversary of the publication of Dewey’s
Democracy and Education, we note the irony that public educational
institutions in the United States and many other countries are
struggling for their very survival as institutions that engage with
and reconstruct the public sphere. The 2014 John Dewey Symposium
focuses on the traditions of Deweyan democracy, utilizing and
critiquing these ideals and exploring possibilities of praxis. What
are “public” spaces in the Deweyan tradition, and how do they relate
to educational institutions and decision-making? How do teachers,
students and parents become public actors and citizens? How do
teachers and teacher unions live up to their democratic potential?

Between Public and Private: The Celebration of the Civic Realm and the
Aversion to Power in Progressive Thought, Aaron Schutz, University of
Wisconsin-Milwaukee

Teachers, Teacher Unions, and Community Organizing: Exploring the
Boundaries, Dennis Shirley, Boston College

Teacher Dissent: Engaging Power and Preserving the Public within
Public Schools, Sarah Stitzlein, University of Cincinnati

Empowering Parents or Achieving Publics? Parent Trigger Laws and
Educational Democracy, Kathleen Knight Abowitz, Miami University

2-4 pm Past President’s Panel: Revisiting Experience and Education
Marriott, Fifth Level, Grand Ballroom B
Leonard J. Waks, President Elect, John Dewey Society, Temple University, Chair

Education as Culture: An Engagement with a Deweyan Either-Or, Stefano
Oliverio, University of Naples Federico II (Italy)

Innovation’s Renewing Potential: Seeing and Acting within the
Fecundity of Educative Experiences, Margaret Macintyre Latta & Susan
Crichton, University of British Columbia Okanagan

Realizing Dewey’s Constructs of Interaction and Continuity within
Democratic Classrooms, Susan Jean Mayer, Lecturer, Brandeis University

Dewey’s Criteria of Interaction and Continuity for Evaluating Project
Learning, Marshall Gordon, The Park School of Baltimore

What is a Global Experience?, William Gaudelli & Megan J. Laverty,
Teachers College, Columbia University

Larry Hickman, Past President, John Dewey Society, Director of the
Center for Dewey Society, and Professor of Philosophy at Southern
Illinois University Carbondale, Respondent

4-7 pm John Dewey Lecture
Convention Center, 100 Level 114

Diane Ravitch, “Does Evidence Matter?”

7:15-9pm Business meeting

Marriott, Fifth Level, Grand Ballroom B (light appetizers will be provided)

Friday, April 4, 2014
4-6:00pm School and Society Forum at the Barnes Foundation: Aesthetic
Learning for the Future

http://www.barnesfoundation.org

Barnes Foundation, 2025 Benjamin Franklin Pkwy, Philadelphia, 19130.

Our Forum this year takes advantage of Philadelphia as the home to the
Albert C. Barnes collection housed in the beautiful new Barnes
Foundation headquarters, about one mile from conference hotels. The
Forum panelists, including local art educators and scholars, will
discuss Dewey’s Art as Experience and omitted pictures from the
original publication found in the Barnes Foundation Archives, and
explore the relevance of Dewey’s theory of aesthetics to the model of
the 21st century art museum that supports learning in the visual arts
within a region. Organized by Carolyn Berenato (St. Joseph’s
University) and Jennifer Katz-Buonincontro (Drexel University).

Panelists:

Lynette Brown, Art Teacher, Alternative Middle Years at James Martin
(AMY)- School District of Philadelphia

Pat Roberts & Nancy Blake, Directors of the AIM Academy at
Conshohocken: Learning through the arts model

Blake D. Bradford, Bernard C. Watson Director of Education, Barnes
Foundation: Educational programming based on Dewey

Jennifer Katz-Buonincontro, Ph.D., M.F.A., Drexel University: Using
technology to facilitate aesthetic learning

Philosophy of Education Society Annual Meeting

Philosophy of Education Society Annual Meeting

THE BLUES, SOUL MUSIC
MARCH 12-16, 2015
MEMPHIS
WESTIN BEALE STREET

Known as one of the home places for the blues, and also for soul
music, our conference will be inspired by the complex history, dynamic
cultural life, and lived realities of Memphis, Tennessee. With our
starting point we not only ground the conference in the local
historicity of Memphis, but also reach back to the very beginnings of
philosophy, when it was literally soul music. For the ancient Greeks
µουσική (mousike) meant the art of the muses, and, with respect to
education was the foundation of all practices contributing to the
proper formation of the soul. In this sense, when we retrieve ‘music’
as µουσική (mousike), we find ourselves taking up the education of the
soul, or, perhaps, a soulful education. Working retrospectively and
prospectively within Memphis, we are seeking to make originary
philosophy of education at PES 2015. And so, as Cornel West has asked,
“Are you ready for that turning of the soul, that transformation?”
Blues paideia !

Eduardo M. Duarte (Hofstra), Program Chair

Deadline to submit papers (4500 words) and/or proposals for studio
sessions (1000 words) is November 1, 2014.

Any and all inquiries, as well as submissions, should be sent
electronically to PES2015Memphis@gmail.com.

Follow @PES2015Memphis

The Western Journal of Black Studies Special Issue: 50th Anniversary of the Mississippi Freedom Summer and the Civil Rights Act of 1964

The Western Journal of Black Studies

Special Issue:
50th Anniversary of the Mississippi Freedom Summer and the Civil
Rights Act of 1964

Submission Deadline: June 15, 2014
(To Be Published Fall 2014)

Call for Manuscripts

2014 marks the 50th anniversary of the Civil Rights Act and the 60th
anniversary of the U.S. Supreme Court’s Brown v. Board of Education
decision. While these landmarks of the modern Civil Rights Movement
have greatly impacted the Black experience in America, they have not
ended African American struggles for equity and social justice. The
cradle to prison pipeline, threats to voting rights, and the recent
injustices and legalized violence against black youth in the cases of
Trayvon Martin and Jordan Davis signify that there is still much work
to do to ensure equal rights and treatment for African Americans.

For this special issue, the Western Journal of Black Studies seeks
manuscripts to commemorate the 50th anniversary of the Civil Rights
Act while also critically moving conversations forward regarding the
future of African American justice. We invite scholars to submit
articles which critically analyze from historical, social, economic,
political, educational, and/or cultural perspectives, the Civil Rights
Act of 1964 and the future of African American justice. Narrative
accounts of the 1964 Freedom Summer, short essays, and book reviews
are also welcomed for this commemorative issue.

Submission Information

Submit a brief abstract of 100 to 125 words, the manuscript, and a
short author biographical sketch of no more than 150 words
electronically to wjbs@mail.wsu.edu or pgroves@wsu.edu.

Manuscripts should adhere to the 6th edition of APA format for all
citations and references and contain NO footnotes or endnotes. Tables,
figures, and images should be numbered consecutively and indicate
where they should be placed in the manuscript, but attached separately
at the end of the manuscript. For more information, or inquiries see
the journal website http://www.wsu.edu/~wjbs or contact the editor,
Dr. Paula Groves Price, at one of the above listed email addresses.

CALL FOR SUBMISSIONS Equity & Excellence in Education Special Theme Issue Critical Issues in the Preparation, Support and Retention of Teachers of Color: Preservice through Induction Years

CALL FOR SUBMISSIONS 

Equity & Excellence in Education Special Theme Issue 

Critical Issues in the Preparation, Support and Retention of Teachers of Color: 

Preservice through Induction Years 

Guest Editors: Tambra O. Jackson, University of South Carolina & Rita Kohli, San José State University 

Although students of Color are steadily increasing in public schools, teachers of Color continue to be drastically underrepresented. Since White teachers make up the majority of the teaching population, much of the scholarship on improving the academic achievement of students of Color has focused on how to prepare and assist White teachers towards this goal, even within the field of multicultural and social justice teacher education. Limited research on the experiences of teacher candidates of Color has shown that the voices and experiences of these students are often ignored within teacher education, and they are often under-supported in the field, and even “pushed out” of the teaching force. Given this “overwhelming presence of Whiteness” in the literature, more attention to the experiences of preservice and novice teachers of Color is needed for better understandings of how to recruit, prepare, retain and support a diverse teaching force. 

This special issue is intended to present new research on the complex experiences of teachers of Color in the twenty-first century, particularly in the preparation and induction years (defined as the first five years of teaching). There is a continued need for deeper understandings of the unique experiences of this group during the early phases of the professional continuum. We welcome manuscripts that examine promising practices, gaps in the research and future directions that address specific racial/ethnic groups of teachers of Color as well as heterogeneous groups of teachers of Color. 

Possible topics may include: 

 Critical analysis that centers the experiences of teachers of Color in an effort to undo systems of oppression and rectify inequality in identifiable ways (i.e. feminist, critical race theory) 

 Links between the historical discrimination of teachers of Color post integration and the ongoing system of hierarchy and prejudice in the teacher certification and hiring processes 

 Possible social, political, and economic implications of culturally relevant/responsive teacher education for preservice teachers of Color 

 The relationship between teachers of Color and students of Color and/or the impact of teachers of Color on the academic experiences of students of Color 

 The nature of mentoring (formal and informal) for preservice and novice teachers of Color 

 Marginalization or invisibility of teachers of Color in teacher preparation curriculum 

 Preservice and novice teachers’ of Color experiences in predominantly White institutions and historically minority serving institutions 

 Preservice and novice teachers’ of Color experiences in university-based teacher education programs and alternative route programs (e.g. Teach for America, Troops to Teachers) 

 Support networks for teachers of Color 

 Challenges novice teachers of Color face in the classroom. 

Diverse conceptual, methodological, and empirical work is encouraged. 

SUBMISSION GUIDELINES: 

Follow Instructions for Authors on the journal’s website (http://www.eee-journal.com). Please submit your manuscript online at http://mc.manuscriptcentral.com/eee by August 15, 2014. Be sure to indicate that the submission is for the Critical Issues in the Preparation, Support and Retention of Teachers of Color: Preservice through Induction Years special issue. Please address questions to the Guest Editors at tambra.jackson@sc.edu or kohli.rita@yahoo.com. This special issue is due to be published in November 2015. 

-- 

Rita Kohli, Ph.D.

Assistant Professor

Department of Elementary Education 

Connie L. Lurie College of Education 

San José State University 

rita.kohli@sjsu.edu

Co-Director, Institute for Teachers of Color Committed to Racial Justice

instituteforteachersofcolor.org

Co-Chair, Critical Educators for Social Justice Special Interest Group

American Educational Research Association

cesjsig.org