Associate or Full Professor - Ph.D. in Urban Education, CUNY, The
FACULTY VACANCY ANNOUNCEMENT
Performs teaching, research and guidance duties in area(s) of
expertise. Shares responsibility for committee and department
assignments including administrative, supervisory, and other
The Graduate Center defines the standard of contemporary graduate
education: rigorous academic training and globally significant
research. lt is recognized for outstanding scholarship across the
humanities, sciences, and social sciences, and is integral to the
intellectual and cultural vitality of New York City. Through its
extensive public programs, The Graduate Center hosts a wide range of
events-lectures, conferences, book discussions, art exhibits,
concerts, and dance and theater-that enrich and inform.
The Graduate Center (GC) is the principal doctorate-granting
institution of the City University of New York. Offering more than
thirty doctoral degrees from Anthropology to Urban Education, and
fostering globally significant research in a wide variety of centers
and institutes. The Ph.D. Program in Urban Education at the City
University of New York Graduate Center (GC) has an opening for an
Associate or Full Professor in the policy analysis/leadership
specialization of the program.
The Urban Education program includes a diverse group of doctoral
students with a commitment to enhancing urban education. This is a
tenure track position. Appointment with tenure is possible for
qualified candidates who have already held tenure elsewhere. The
successful candidate will teach a range of doctoral courses, including
required core courses, as well as advise doctoral students and direct
a range of research projects and doctoral dissertations. The position
will be available for the Fall 2015 semester.
Ph.D. degree in area(s) of experience or equivalent. Also required are
the ability to teach successfully, demonstrated scholarship or
achievement, and ability to cooperate with others for the good of the
A preferred candidate should have direct experience influencing policy
and practice and who understands the social, economic, and political
contexts within which policy is made. We seek candidates with
expertise and a scholarly record in educational policy, including its
formation, implementation, impact and assessment. We seek candidates
who demonstrate an understanding of the role of leadership in policy
formation and educational renewal. The successful candidate will have
a strong background and grasp of appropriate theoretical frameworks
relevant to research on urban education. In this role we seek someone
who can help students across the program develop an appropriate
theoretical perspective to guide their research work. We seek a record
of and commitment to excellent teaching.
For this position, an appropriate earned doctorate is required and a
record of scholarship, demonstrated success as a teacher, and the
ability to cooperate with others for the good of the institution are
highly preferred. This experience should include guiding doctoral
dissertations, and demonstrate a commitment to teaching, advising and
mentoring doctoral students. Evidence of a commitment to enhancing
urban K-20 and/or informal education environments is desired.
S/he should have a demonstrated excellence in research, teaching, and
professional service appropriate for a doctoral faculty member. We
seek a candidate who understands and has been involved in securing and
working with external funding, and preferably someone who has managed
grants. We seek a candidate who is collaborative and able to work as
part of a team to continuously improve the program.
CUNY offers faculty a competitive compensation and benefits package
covering health insurance, pension and retirement benefits, paid
parental leave, and savings programs. We also provide mentoring and
support for research, scholarship, and publication as part of our
commitment to ongoing faculty professional development.
HOW TO APPLY
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user account, and provide the requested information. If you are
viewing this posting from outside our system, access the employment
page on our web site and search for this vacancy using the Job ID or
Candidates should provide a CV/resume and statement of scholarly interests.
JOB SEARCH CATEGORY
CUNY Job Posting: Faculty
EQUAL EMPLOYMENT OPPORTUNITY
We are committed to enhancing our diverse academic community by
actively encouraging people with disabilities, minorities, veterans,
and women to apply. We take pride in our pluralistic community and
continue to seek excellence through diversity and inclusion. EO/AA
Job Title: Associate or Full Professor - Ph.D. in Urban Education
Job ID: 11440
Location: Graduate Center
Wednesday, November 26, 2014
Call For Papers: International Perspectives on School Choice
Volume 3, No. 1, February 1, 2016
Editors: Ann Allen, Ohio State University and Marytza Gawlik, Florida State University
School choice and the market approach to public education is an important international phenomenon. Although school choice takes various forms across the globe, there is a myriad of common issues. School choice and the privatization of schooling raise questions about how choice schools are managed, including the use of private management organizations, the role of marketing in K-12 education, the tensions related to school choice admissions, and of course funding dilemmas school choice policies create. We particularly solicit works that approach topics from multidisciplinary perspectives, including law, economics, political science, education, etc. This issue of Global Education Review will focus on the issues and challenges that educators, researchers, and policy makers face in the growing marketplace for K-12 education.
Submissions should address some or all of the following:
Issues and challenges related to educating students in a landscape of school choice.
Impact of school choice polices, practices, and strategies on the delivery of government-supported education.
Effects of school choice policies, practices and strategies on teaching and teacher quality.
Analysis of school choice policies and their impact on important educational issues such as educational finance, social cohesion, and equity and access.
Please send an abstract in 12 point font of no more than 250 words to: email@example.com or firstname.lastname@example.org by March 1, 2015. Abstracts will be reviewed for fit. You will be informed if the article is invited for review. Full manuscripts are due by May 1, 2015.
Call For Papers-- Curriculum InquirySpecial Issue (to be published in January 2016, Volume 46, Number 1)The Editors of Curriculum Inquiry are seeking manuscripts for a special review issue scheduled to be published in January, 2016. This issue will feature essay reviews written by new scholars of curriculum studies. “New scholars” include students actively enrolled in a graduate program in curriculum studies or related fields at the time of submission as well as individuals who completed a graduate degree after January 2013.This review issue of the journal aims to recognize the insights of new scholars as commentators on recent as well as “classic” books in curriculum studies. By showcasing their work in this special issue, the Editors of Curriculum Inquiry would like to encourage and honour their valuable contributions to the field.For this special issue, the Editors are interested in receiving essay reviews based on two or more books that can either be recent books (published in or after 2012) or “classic” books (published before 1990 and considered to have had a substantial impact on the field*). The reviews should identify and critically examine key themes or issues raised by the books, in relation to other relevant sources and/or contemporary perspectives and debates in the field. In the case of “classic” books, the Editors are interested in reviews that highlight the historical significance of the books and their relevance to contemporary issues and perspectives in the field. The Editors are particularly interested in essay reviews that juxtapose or bring into dialogue a “classic” book with one or more recent book(s), and thus take a comparative approach to reviewing them.All manuscripts submitted to Curriculum Inquiry are subjected to a preliminary internal review by the editorial team, and those deemed appropriate for publication in the journal will be sent anonymously to external reviewers.Submission Deadline:Manuscripts for this special issue are expected to be between 5000 and 8000 words. To see examples of essay reviews, you may consult Volume 41, Number 1 of Curriculum Inquiry (2011). Guidelines for manuscript submission along with other relevant information will be available on the journal’s website. Questions can be addressed to Sardar Anwaruddin email@example.comWe look forward to receiving your submissions! Thank you,The Editors of Curriculum Inquiry*Authors considering books published between 1990 and 2013 should contact the Editors before submitting a review
Call for Abstracts Special-Topic Issue of TESOL Quarterly, Autumn 2016 Language teacher identity in multilingual education
Call for Abstracts
Special-Topic Issue of TESOL Quarterly, Autumn 2016
Language teacher identity in multilingual education
Manka M. Varghese, University of Washington, Seattle USA
Suhanthie Motha, University of Washington, Seattle USA
John Trent, Hong Kong Institute of Education, Hong Kong
Gloria Park, Indiana University of Pennsylvania ,USA
Jenelle Reeves, University of Nebraska-Lincoln, USA
TESOL Quarterly announces a call for abstracts for the 2016 special-topic issue on
language teacher identity in multilingual education, including ESOL, bilingual and
multilingual settings across the globe. This issue of TESOL Quarterly will highlight
current research that focuses on the study and theorization of language teacher
identity, which takes into account teachers’ professional, personal and political
identities. Contributions will explore innovative research, practice and conceptual
work on language teacher identity with a focus on pre-service, novice in-service or
experienced in-service teachers. Specifically, we call for empirical and conceptual
1) The development and construction of language teacher identity
2) The relationship between language teacher identity and the sociopolitical
contexts in which it is constructed
3) Theoretical and methodological frameworks used in language teacher identity
4) The interaction between language teacher identity and one or more of the
following – teaching, teacher education, student identity, student learning and
Abstracts should describe previously empirically or conceptually based unpublished
work that includes implications for TESOL professionals. In addition to full-length
articles, we solicit papers for Brief Reports and Summaries, and papers for the
Research Issues, Teaching Issues, and Forum sections, as well as Reviews of cuttingedge
Contributions from all regions of the world and all topics related to language teacher
identity in TESOL and other multilingual settings are encouraged. Based on review of
the abstracts, authors will be invited to submit papers for possible inclusion in the
Please send a 600-word abstract for a full-length article, and a 300-word abstract for a
Brief Report, Research Issues, Teaching Issues or Forum piece. For all submissions,
send copies of the abstract without author(s) names. On a separate sheet, include each
author’s name, affiliation, mailing address, e-mail address, telephone and fax
numbers, and 50-word biographical statement. The deadline for abstracts is April 1,
2015. Authors invited to submit papers will be notified by May 1, 2015, and full
papers are due November 1, 2015. Please send abstracts and inquiries to the lead
editor, Manka M. Varghese at firstname.lastname@example.org
http://jobs.nmsu.edu/postings/20440 Posting # 14008185.
College of Education
Overview: Oregon State University's commitment to student success includes hiring, retaining, and developing diverse
faculty to mentor and educate our undergraduate and graduate students from entry through graduation. Our Strategic Plan
(http://oregonstate.edu/leadership/strategicplan/phase3) articulates the strategies we believe critical to advancing and
equalizing student success.
As part of this commitment, OSU has established a Provost Hiring Initiative for 2014-15 that is designed to support these
strategies. In alignment with this initiative, the College of Education seeks to fill one full-time (1.00 FTE), 9-month, tenuretrack
Assistant Professor position. This faculty member will focus on Spanish/English Dual Language Bilingual
Education and recruitment and development of bilingual K-12 teachers, specifically teachers of color. Specific
responsibilities will include collaboration on the development of a new Cultural and Linguistic Diversity doctoral program,
leadership in a new Dual Language specialization program, and growth of networks to increase numbers of bilingual teachers
This Dual Language/Bilingual position will serve K-12 licensure programs at both the undergraduate and graduate level,
including elementary and secondary levels in the Double Degree program and graduate programs in science, math, music,
agricultural, and physical education. Courses on research and theory at the doctoral level will focus on social justice, cultural
and linguistic diversity, and equity in K-12 schooling. The faculty member will also pursue a research agenda and scholarship
in related areas of Dual Language/Bilingual education and Cultural and Linguistic Diversity.
Position Summary: 40% Research: Conducting and publishing research in peer-reviewed journals and/or books recognized
as relevant to research conducted. Writing and submitting grant proposals to attain external funding. Development of
innovative curriculum, dissemination of innovations. 40% Teaching/Advising: Teaching undergraduate and graduate courses
and advising/mentoring graduate students as appropriate in their scholastic academic, research and professional
development. 20% Service: Participation on various committees at the program, college, and university level. Supervising 1-
5 graduate students.
Minimum/Required Qualifications: Earned Doctorate (or expected by Sept 2015) in dual language/bilingual education
and/or cultural and linguistic diversity. Minimum of two years of K-12 teaching experience. Evidence of successfully
teaching at the university level. Expertise in bilingual education and/or dual language development. Research agenda in dual
language/bilingual education, and/or cultural and linguistic diversity. A demonstrable commitment to promoting and
Preferred Qualifications: Fluent speaking, reading, writing Spanish (able to conduct university courses in Spanish).
Evidence of social justice in research or teaching. Experience with technology, including online teaching. Experience with
grant writing and securing external funding. Ability to work collaboratively.
To ensure full consideration, applications must be received by 12/31/14. Applications will continue to be accepted after
the full consideration date, until a sufficient applicant pool has been achieved or the position is filled. The closing date of
1/31/2015 is subject to change without notice to applicants.
Application Instructions: When applying you will be required to attach the following electronic documents: 1) A
resume/CV that includes the names of at least three professional references, their e-mail addresses and telephone contact
numbers. 2) A cover letter indicating how your qualifications and experience have prepared you for this position. 3) Please
include a one-page statement in Spanish describing your philosophy on and experience with Bilingual/Dual Language
Education. For additional information please contact: Stefanie Maerki at email@example.com. Quick link:
OSU commits to inclusive excellence by advancing equity and diversity in all that we do. We are an Affirmative
Action/Equal Opportunity employer, and particularly encourage applications from members of historically underrepresented
racial/ethnic groups, women, individuals with disabilities, veterans, LGBTQ community members, and others who
demonstrate the ability to help us achieve our vision of a diverse and inclusive community.
Friday, November 21, 2014
Call for Papers
Changes and Challenges in Language Teacher Education:
Ninth International Conference on Language Teacher EducationProposal Deadline:
The Commons Hotel
Minneapolis, Minnesota, USA
Featured Plenary Speakers
The Ninth International Conference on Language Teacher Education welcomes proposals for papers and symposia on all aspects of the education and professional development of language teachers. Papers and symposia may report on data-based research, theoretical and conceptual analyses, or best practices in language teacher education.
- Maria Carreira, Professor, California State University, Long Beach
- Fernando Rubio, Associate Professor, University of Utah
- Angela Scarino, Associate Professor, University of South Australia
- Annela Teemant, Associate Professor, Indiana University-Purdue University Indianapolis
The mission of the conference is to address the education of teachers of all languages, at all instructional and institutional levels, and in all the many national and international contexts in which this takes place, including: English as a Second or Foreign Language (ESL/EFL) instruction; foreign/modern/world language teaching; bilingual education; immersion education; indigenous and minority language education; and the teaching of less commonly taught languages. The conference aims to bring together teacher educators from these many contexts to discuss and share research, theory, and best practices and to initiate and sustain meaningful professional dialogue across languages, levels, and settings. The conference will focus on the following four broad themes:
See detailed information about the conference themes at:
- The Knowledge Base of Language Teacher Education
- Social, Cultural, and Political Contexts of Language Teacher Education
- Collaborations in Language Teacher Education
- Processes of Language Teacher Education
Types of Sessions
Note: All proposals should be appropriate for an audience of language teacher educators and fit within one of the four themes listed above.
- Symposia (2 hours): A symposium provides an opportunity for a group of individuals (typically three to five) to propose a specific issue or topic in the field of language teacher education and examine it from a variety of perspectives.
- Paper Sessions (25-minute papers): A paper involves a 25-minute presentation on a topic related to one of the four themes. Papers will be grouped thematically when possible.
- Discussion Sessions (55 minutes): Discussion Sessions address a topic best pursued through extended dialogue among participants. These sessions will begin with a short (10 minute) informal presentation; the remaining time will be devoted to discussion moderated by the presenter/facilitator.
Proposal Deadline:Call submission instructions and link to the online submission system:
More information about the conference:
Get on the CARLA mailing list!
Questions? Email firstname.lastname@example.org
This conference is sponsored by the Center for Advanced Research on Language Acquisition at the University of Minnesota and is cosponsored by the National Heritage Language Resource Center at UCLA.
2015 International Conference of Indigenous Archives, Libraries, and Museums in partnership with the Native American Languages Summit Washington, DC September 10-12
Faculty Positions: Cluster hire, Diversity, Equity, and Inclusion--Colorado State University, School of Education
TO FURTHER ADVANCE OUR SOCIAL JUSTICE INITIATIVES, THE SCHOOL OF EDUCATION IS EXCITED TO ANNOUNCE A SEARCH FOR FOUR TENURE TRACK/TENURED FACULTY MEMBERS IN THE AREAS OF (1)COUNSELING, (2) ADULT EDUCATION, (3) HIGHER EDUCATION, AND (4) STEM EDUCATION. CONSONANT WITH THE CLUSTER HIRE THEME, CANDIDATES WILL CONTRIBUTE TO ADVANCING THE SCHOOL’SCOMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION THROUGH RESEARCH, TEACHING, AND OUTREACH ACTIVITIES WITHIN AND ACROSS RELEVENT PROGRAM AREAS. FACULTY WORK COLLABORATIVELY ACROSS ALL PROGRAM AREAS.
All four positions require scholarship commensurate with a research university (high research activity):
Higher Education Leadership: Assistant/Associate Professor who will provide collaborative leadership for an innovative, highly selective doctoral program with blended instructional delivery. The successful candidate will also be responsible for building collaborative relations with other program areas in the School of Education and across the university.
Adult Education and Training: Assistant/Associate Professor who will provide collaborative leadership for a large master’s degree program with both on-campus and online instructional delivery platforms. The successful candidate will also be responsible for building collaborative relations with other program areas in the School of Education and across the university.
Science, Technology, Engineering, and Mathematics (STEM) Education: Assistant Professor who will contribute both to undergraduate teacher licensure programs and to graduate programs in Education Sciences. The successful candidate will build collaborative relations with the CSU STEM Center, programs in the School of Education, College of Natural Sciences, College of Engineering, and College of Natural Resources as well as STEM initiatives in the community.
Counseling and Career Development: Assistant Professor who will contribute to a CACREP accredited graduate program focused on career, school, and college counseling including clinical supervision. Applicant should be licensed or licensure eligible.
VIEW DETAILED POSITION DESCRIPTIONS AT:
CSU is an EO/EA/AA employer. Colorado State University conducts background checks on all final candidates.
Antonette Aragon, Ph.D.
School of Education / School of Teacher Education and Principal Preparation
Colorado State University
Fort Collins, CO 80523
“If the structure does not permit dialogue the structure must be changed.”
― Paulo Freire
― Paulo Freire
Faculty Positions in Minority and Urban Education, Social Studies Education, and/or Curriculum Theory
COLLEGE OF EDUCATION
DEPARTMENT OF TEACHING AND LEARNING, POLICY AND LEADERSHIP
Faculty Positions in Minority and Urban Education,
Social Studies Education, and/or Curriculum Theory
The Department invites applications for two faculty positions at the Assistant or Associate Professor
level. Candidates should have completed an earned doctorate in education or related field by the time
of appointment. We are especially interested in candidates who bring a critical and/or a disciplinebased
perspective to the study of education problems and issues, and who provide evidence of the
potential for outstanding research and teaching. Priority will be given to experienced scholars with an
established research program, demonstrated leadership, interests in program development, and
commitment to teaching courses in teacher preparation programs. We are searching, in particular, for
faculty with expertise in one or more of the following: Minority and Urban Education, Social
Studies Education, and Curriculum Theory.
With respect to Minority and Urban Education, preferences are for those whose research and teaching
focus on improving opportunities and equity for children and youth who are marginalized at the
intersections of race/ethnicity, social class, culture, and linguistic diversity. With respect to Social
Studies Education, preferences are for those whose research and teaching focus on the preparation of
both teachers and teacher educators and who have a history of collaborative work in K-12 schools.
With respect to Curriculum Theory, preferences are for those who examine a broad range of
theoretical perspectives that guide the work of curriculum design, policymaking, and educational
Faculty in our Department work collaboratively across specializations to create an intellectual
community committed to rigorous research, superior teaching, and public service. In doing so, we
aim to produce teachers, education leaders, and scholars with an interdisciplinary perspective who
can improve educational institutions, create and critique policy alternatives, and generate knowledge
that informs action and promotes social justice. We welcome applicants who have strong disciplinary
knowledge and who can also work creatively across interdisciplinary and multidisciplinary
All applications will be processed through the University of Maryland eTerp2 system. For best
consideration, apply online at http://ejobs.umd.edu/postings/30876 by January 5, 2015. For other
queries about the job postings, please contact:
Lattisha Hall, TLPL Department
The University of Maryland, College Park, actively subscribes to a policy of equal employment
opportunity, and will not discriminate against any employee or applicant because of race, age, sex, color,
sexual orientation, physical or mental disability, religion, ancestry or national origin, marital status,
genetic information, or political affiliation. Minorities and women are encouraged to apply.
Wednesday, November 19, 2014
CALL FOR PAPERS: Association of Mexican American Educators (AMAE) Journal, Special Issue: Complicating the Politics of Deservingness: A Critical Look at Latina/o Undocumented Migrant Youth
Association of Mexican American Educators (AMAE) Journal
Patricia Sánchez, University of Texas-San Antonio
Oscar Jiménez-Castellanos, Arizona State University
Antonio Camacho, Los Angeles Unified School District
CALL FOR PAPERS
Association of Mexican American Educators (AMAE) Journal Special Issue
Complicating the Politics of Deservingness:
A Critical Look at Latina/o Undocumented Migrant Youth
Guest Editors: Genevieve Negrón-Gonzales (University of San Francisco), Leisy Abrego (University of California, Los Angeles) and Kathleen Coll (University of San Francisco)
The separation of marginalized people into categories of deserving/undeserving, civil/uncivil, and worthy/unworthy is not new; yet it took on a new dimension when, in the summer of 2014, tens of thousands of Central American refugee children crossing the U.S.-Mexico border made headlines. Although the migration and settlement of Mexican and Central American children has a long history, for the first time, the public saw images of children packed into bare rooms, sleeping on the floor, in overcrowded and unsanitary conditions. The collective, if short-lived, outrage was later followed simultaneously by angry protests that blocked buses of children from entering towns and supporters who welcomed them. Protesters considered them dangerous invaders while supporters invoked notions of innocent childhood. The media coverage and competing actions opened the space for conversations about what is now very clearly a “broken” U.S. immigration system tied to violently consequential foreign policies in the region. Indeed, undocumented youth in the immigrant rights movement have been mobilizing to put an end to the reprehensible immigrant detention and deportation system that makes them and their families vulnerable.
In this special issue, we aim to highlight the complex and important ways in which the experiences and institutional interactions of refugee children, undocumented youth, and young immigrants are both distinct and interconnected. Challenging notions of deservingness that distinguish between “good” versus “bad” immigrants, we solicit contributions informed by a structural analysis of childhood and youth as it has played out in the discourse about the lived experiences of immigrant youth and their families. Our goal is to open the space for a critical immigration scholarship that grapples with the production of illegality, citizenship as a commodity, and a disruption of the deserving/undeserving immigrant narrative. We invite pieces that complicate the contemporary conversation about undocumented young people as well as those that problematize the myth of a U.S. context that protects childhood and families of color.
The special issue will bring together conversations about “DREAMers,” unaccompanied migrant children, and grassroots struggles working to transform the current immigration system and end the institutional violence it engenders. Together, submissions will acknowledge U.S. intervention, global capitalism, geopolitics, and racism in this multi-layered migration regime. We are particularly interested in manuscripts that are interdisciplinary and that engage with the complexity of these dynamics and the nuances in the broader field. We welcome manuscripts
that offer theoretical perspectives; research findings; innovative methodologies; pedagogical reflections; and implications related to (but not limited to) the following areas:
● Political subjectivities of “DREAMers” & unDACAmented youth
● The unaccompanied child migrant “crisis”
● Grassroots activism around immigrant rights
● Deportation, detention, and the state
● The politics of a divide between “deserving” children and “undeserving” adult immigrants
● Undocumented children and the educational system
● Legal services provision and due process for youth
● Local and municipal responses to federal policies
● The relationship between immigration debates and the welfare and carceral systems
Submissions suitable for publication in this special issue include empirical papers, theoretical/conceptual papers, historical work, essays, book reviews, and poems. It is important to note that the special issue is interested in the broader Latina/o experience and not solely focused on the experiences of Mexican Americans (per the title of the journal).
The selection of manuscripts will be conducted as follows:
1. Manuscripts will be judged on strength and relevance to the theme of the special issue.
2. Manuscripts should not have been previously published in another journal, nor should they be under consideration by another journal at the time of submission.
3. Each manuscript will be subjected to a blind review by a panel of reviewers with expertise in the area treated by the manuscript. Those manuscripts recommended by the panel of experts will then be considered by the AMAE guest editors and editorial board, which will make the final selections.
Manuscripts should be submitted as follows:
1. Submit via email both a cover letter and copy of the manuscript in Microsoft Word to: Dr. Genevieve Negrón-Gonzales ( email@example.com ).
2. Cover letter should include name, title, short author bio (100 words), and institutional affiliation; indicate the type of manuscript submitted and the number of words, including references. Also, please indicate how your manuscript addresses the call for papers.
3. Manuscripts should be no longer than 7,000 words (including references) and have an abstract of 200 words or less. Please follow the standard format of the American Psychological Association (APA). Include within the text all illustrations, charts, and graphs. Manuscripts may also be submitted in Spanish.
Deadline for submissions is April 15, 2015. Please address questions to Dr. Genevieve Negrón- Gonzales (firstname.lastname@example.org ) or Dr. Patricia Sánchez (email@example.com ). Authors will be asked to address revisions to their manuscripts during the summer months of 2015. This special issue is due to be published in December 2015.