Saturday, January 31, 2015

Linguistics Field School 2015

Linguistics Field School 2015

The Linguistics Department of Swarthmore College and Haverford College
will host a 5-week Linguistics Field School, consisting of three weeks at
Swarthmore and Haverford Colleges, and two weeks of community-based work
in Mexico (with Prof. Brook Danielle Lillehaugen) or Micronesia (with
Prof. K. David Harrison).

Host Institutions: Swarthmore College, Haverford College, Island Research
and Education Initiative, Biblioteca de Investigación Juan de Córdova.

Dates: 25-May-2015 through 26-Jun-2015

Locations: Swarthmore, PA; Haverford, PA; Pohnpei, Federated States of
Micronesia; Oaxaca, Mexico

Description:  The program will recruit a cohort of 12 undergraduates who
have shown a strong interest in and commitment to Linguistics and/or
related fields. Students will receive two weeks of intensive training in
Linguistic field methods, digital recording, data analysis, field ethics,
and allied disciplines such as ethnography and ethnobotany. Students will
then join local community language revitalization projects in Mexico and
Micronesia for two weeks (6 students at each site), where they will work
closely with language activists and scholars on a variety of projects. The
fifth and final week will take place at Swarthmore/Haverford colleges
where students will receive follow-up training and process their field

Qualifications:  Applicants should be currently enrolled undergraduates
who have completed at least one year of college level studies. They should
have shown a strong interest in Linguistics and/or related fields (it is
not necessary to have completed Linguistics courses).

This project is funded by the National Science Foundation's Research
Experiences for Undergraduates (REU) program, which limits applicants to
US citizens or permanent residents.  We especially welcome applications
from students of community colleges, tribal-affiliated colleges in the US,
and institutions where no Linguistics major is available. Students who
will complete their B.A. in 2015 are not eligible.

Funding: All travel and living expenses will be covered, and students will
also receive a generous weekly stipend.

Application Instructions: The online application form must be filled out
completely and is accessible at:

One letter of recommendation must be emailed directly from your
recommender to

Please send any queries to

Deadline: March 1, 2015

Decisions will be announced mid-March

Friday, January 30, 2015

2015 AAUP/AAUP-CBC Summer Institute, University of Denver

The 2015 AAUP/AAUP-CBC Summer Institute is coming to the University of Denver!

Who says summer school can’t be fun? From July 23 to 26, you can join more than two hundred other higher education professionals from around the country for a long weekend of exciting workshops and special programs.
There’s a reason the Summer Institute is our most popular program. We bring in organizers, data analysts, seasoned campaigners, and issue experts to build your skills as an advocate for AAUP principles, collective bargaining, and higher education.  

There will also be plenty of time in the program for social events, informal networking, and exploring our beautiful host city.  

Let some past participants tell you about it in this video created by participants in last year’s Summer Institute.

Stay tuned for further updates on registration and program details:
--Christopher Simeone, Director of Chapter and Conference

The AAUP-CBC supports unionization as the most effective means for academic employees to protect shared governance and academic freedom, to uphold professional standards and values, and to promote higher education as an investment in our common future. Visit the AAUP-CBC website and Facebook. Follow us on Twitter.

Wednesday, January 28, 2015

FINAL Call for Session Proposals: 2015 International Conference of Indigenous Archives, Libraries, and Museums in partnership with the Native American Languages Summit Washington, DC September 10-12

FINAL Call for  Session Proposals

Please share this information with your friends and colleagues. Thank you!

2015 International Conference of
Indigenous Archives, Libraries, and Museums 

in partnership with the 
Native American Languages Summit

Washington, DC   September 10-12

DEADLINE:  Friday, January 30, 2015, 5 PM CST
THEME:       Sustaining Indigenous Cultures

All proposals must be submitted online at
Successful programs must address at least one of the following:
  • Provide practical "take home" skills.
  • Feature case studies of successful programs.
  • Highlight how your institution can benefit tribal archives, libraries, or museums.
  • Provide innovative and proven approaches to addressing issues facing indigenous institutions.
  • Address how archives, libraries, and museums can support language programs.


Tuesday, January 27, 2015

Call for Papers: American Educational Studies Association Annual Conference San Antonio, Texas Nov. 11-15, 2015 Conference Theme: Where is the Love? Pondering Poetics, Passion, and Promise in Education and Social Justice

American Educational Studies Association Annual Conference
San Antonio, Texas
Nov. 11-15, 2015

Conference Theme:

Where is the Love? Pondering Poetics, Passion, and Promise in
Education and Social Justice

These are tough times in educational spaces across the world as they
continue to be haunted by policies and practices entangled in
neoliberalism, neocolonialism, racism, sexism, heterosexism, ablism,
and a host of other inequitable relations that evoke feelings of
alienation, disconnection, fear, and distrust. As a community of
educators, researchers, activists, and learners who want to imagine
and engage education beyond these dynamics and in ways that advocate
for equity, sustainability, diversity and wellbeing for all people, we
talk surprisingly little about the role of love in the work that we do
or the better world that we are collectively reimagining and remaking.
And yet many who have worked tirelessly and even died trying to make
the world a better place have engaged love as a radical
theory/practice of social justice. Martin Luther King Jr. sought the
beloved community; bell hooks insists that choosing love is
counterhegemonic and revolutionary; Che Guevara talked of the love of
living humanity; and Sonia Sanchez points out that while fear compels
us to do what’s necessary to save ourselves, it is love that compels
us to think, act and engage with great regard and compassion with/for
others and for a better world.

We are interested in submissions that contemplate love as a radical
theory/practice of social justice in education. What is love? What
role does it play in teaching, learning, researching, building
solidarity within and across communities, border crossing, and
challenging injustices in educational spaces? What are the limitations
of love within the context of education and social justice work? What
are the relations between love and fear? Love and justice? Love and
passion, compassion and an ethic of care?

General Call:

The AESA Program Committee for 2015 invites proposals on all topics
related to the broad field of educational studies. Paper, panel and
performance proposals may be submitted for consideration by April 1,
2015. The committee welcomes proposals from a full range of
theoretical, disciplinary, and interdisciplinary perspectives that
include the following educational emphases: social foundations of
education, cultural studies of education, curriculum theory and
curriculum studies, comparative and international education studies,
and educational policy and leadership studies. This year we are also
particularly interested in submissions that foster dialogue across
generations of AESA members and between varied disciplinary
perspectives. While all proposals of AESA quality are welcome,
especially encouraged are those that specifically address this year’s
theme, which will be highlighted in the program.


All proposals must be submitted electronically to the Online
Conference System (OCS) via the AESA website. It will open March 1,
2015 (5:00pm EST) and close on April 1, 2015 (11:59pm CST).
Participants are encouraged to plan ahead. Notifications of proposals'
acceptance or rejections will sent on or before July 15, 2015.


The American Educational Studies Association (AESA) was established in
1968 as an international learned society for students, teachers,
research scholars, and administrators who are interested in the
foundations of education. AESA is a society primarily comprised of
college and university professors and students who teach and research
in the field of education utilizing one or more of the liberal arts
disciplines of philosophy, history, politics, sociology, anthropology,
or economics as well as comparative/international and cultural
studies. The purpose of social foundations study is to bring
intellectual resources derived from these areas to bear in developing
interpretive, normative, and critical perspectives in education, both
inside of and outside of schools.

Positions Available: Assistant Professor of Elementary Education (C15-053) Teacher Education Department, Central Connecticut State University

Assistant Professor of Elementary Education (C15-053)
Teacher Education Department

Central Connecticut State University invites applications for an
Assistant Professor of Elementary Education with expertise in the
needs of one or more of the following Bilingual, ELL, Multicultural,
Critical and/or Aesthetic Education.  The successful candidate will
teach pre-service undergraduate and graduate students on-site in
schools and on campus, and contribute actively and effectively to
student growth, service, and scholarship.  Candidates are expected to
be committed to compassion, creativity, multiculturalism and working
with a diverse student body.

Required Qualifications:

·       Completed doctorate in elementary education or related discipline

·       Commitment to serving culturally, ethnically, and
linguistically diverse communities

·       University level teaching experience

·       Clearly articulated scholarly agenda

·       Successful experience teaching in public elementary education
settings demonstrating innovation and creativity

Preferred Qualifications:

·       Familiar with directing community engagement projects

·       Demonstrated ability to address the needs of all children,
including those in poverty

For full consideration, applications must be received by February 16,
2015.  To begin the application process, go to<> or click on Apply Now:
CCSU is an affirmative action and equal opportunity employer.

CALL FOR PAPERS: The SoJo Journal Educational Foundations and Social Justice Education

The SoJo Journal
Educational Foundations and Social Justice Education


The editorial team of The SoJo Journal: Educational Foundations and
Social Justice Education is soliciting manuscripts for its inaugural
issue. The journal is an international peer-reviewed journal of
educational foundations. The Department of Educational Leadership at
California State University, East Bay, whose mission is to prepare and
influence bold, socially responsible leaders who will transform the
world of schooling, is hosting the journal.

The journal welcomes manuscripts that examine contemporary educational
and social contexts and practices from critical perspectives. The SoJo
Journal: Educational Foundations and Social Justice Education is
interested in research studies as well as conceptual, theoretical,
philosophical, and policy-analysis essays that advance educational
practices that challenge the existing state of affairs in society,
schools, and (in)formal education.

Manuscripts for publication consideration for the inaugural issue
should be submitted electronically via email by attachment by February
1, 2015 to Bradley J. Porfilio at The
issue will be published in the fall of 2015.

Style Guidelines

All manuscripts must adhere to APA sixth edition format, include an
abstract of 100-150 words, and range between 20 - 30 pages in length
(including camera ready tables, charts, figures, and references). Two
copies of the manuscript should be attached: a master copy including a
title page and a blind copy with the title page and all other
author-identifying information removed (including citations and
references pertaining to any of the contributing authorsí works).
Attachments should be in Microsoft Word.

Journal Contact

Bradley J. Porfilio
The SoJo Journal: Educational Foundations and Social Justice Education
California State University, East Bay
25800 Carlos Bee Blvd, Hayward, CA 94542
Phone: 609-339-5011

Assistant Editor

David J. Wolken
Syracuse University

Associate Editors

Nicholas D. Hartlep
Illinois State University

Lisa William-White
Sacramento State University

Call for Chapter Proposals: Volume Title: The School to Prison Pipeline. The Role of Culture & Discipline in School

Call for Chapter Proposals

Series Title: Advances in Race and Ethnicity in Education

Volume Title: The School to Prison Pipeline. The Role of Culture
& Discipline in School

Volume Editors Affiliations:

* Nathern Okilwa, Assistant Professor of Educational Leadership and
Policy Studies, The University of Texas at San Antonio

* Muhammad Khalifa, Assistant Professor of Educational Administration,
Michigan State University.

* Felecia Briscoe, Associate Professor of Educational Leadership and
Policy Studies, The University of Texas at San Antonio

Brief synopsis of the proposed volume:

This edited volume will focus on the role that school climate and
disciplinary practices have on the educational and social experiences
of students of colour. Drawing from quantitative, qualitative, and
theoretical studies, this edited volume will bring to bear a number of
topics, such as racialized school experiences of students of colour;
criminology, discursive deviance, and punishment and carceral studies;
urban studies; school administration and leadership, and a number of
critical theorist frameworks.

We hope to have a mix of empirical and theoretical chapters, and to
have chapters that address both school-based and community-based
praxis. The provisional organization of the chapters will as follows:

Section 1:
§ Carceral Schools? School discipline, climate, and the
school-to-prison pipeline

Section 2:
§ (Re-)Structuring schools for inclusionary practice: school
leadership; classroom practice

Section 3:
§ Theoretical and Research Based Explorations of School Discipline:
Resisting Oppression

This edited volume will offer scholarly understanding of this
school-to-prison phenomenon as well as provide practical insights to
administrators, teachers, school counsellors, and other school and
non-school based professionals on how they might address
not only disparities in school discipline but also create and promote
an inclusionary, affirming positive school culture and climate. Based
on the collective chapters, it is expected that the edited volume will
advance new theoretical concepts that can be used in disciplinary
studies and criminology, leadership studies, Critical Race Theory, and
other critical frameworks.


Procedure: Researchers and practitioners are invited to submit
empirical or theoretical chapter proposal, on or before May 1, 2015, 2
pages (double spaced), clearly explaining the relevant aspects of
their proposed chapter. Proposals should be submitted through email to

Authors of submitted proposals will be notified by June1, 2015 about
the status of their proposals. Full chapters are expected to be
submitted by September 30, 2012.

Contact Person:
Nathern Okilwa: nathern.okilwa@utsa.edu210-458-7394

Calls for Papers / Proposals: Special Issue of the Journal of Lesbian Studies Identities, Gender Performances & Pedagogical Practices of Black and Brown Lesbian Educators, Deadline for proposals: February 15, 2015

Special Issue of the Journal of Lesbian Studies

Identities, Gender Performances & Pedagogical Practices of Black and
Brown Lesbian Educators

Deadline for proposals: February 15, 2015

Guest Editor: Bettina L. Love (

The Journal of Lesbian Studies, a peer-reviewed academic journal
published by Taylor and Francis, invites proposal submissions for a
special issue on the subject of the Identities, Gender Performances &
Pedagogical Practices of Black and Brown Lesbian Educators.
Literature focused on queer educators habitually ignores Blackness,
and, more specifically, Black and Brown lesbian educators (BBLE). Much
of the limited research that does investigate the experiences of Black
queer educators focuses solely on Black queer male teachers. To date,
there is a noticeable lack of studies that focus exclusively on the
pedagogical practices of BBLE and examine how the sexuality, gender,
race, and identity of BBLE transform (and become transformed by)
school settings and culture, educational policies, place, and
student/teacher/parent interactions. This special issue of the Journal
of Lesbian Studies proposes to fill this scholarly gap by exploring
this topic from a variety of cultural and disciplinary perspectives.
The call invites research that examines the lives of BBLE who work in
Pre-K-12 and university settings, with the aim of understanding
educators’ overall teaching experiences, identity, and gender
performances, and pedagogical practices (i.e., teaching styles,
teaching identities, negotiation of identities, student impact). For
this call, the term educator includes teachers, professors, and
administrators at both the Pre-K-12 and university levels.
The Journal of Lesbian Studies is an interdisciplinary journal; hence,
multi- and inter-disciplinary approaches are encouraged. Such
approaches include, for example, education, cultural studies, literary
studies, cultural anthropology, sociology, geography, social movement
studies, political science, psychology, and public health.
Contributions from the perspective of gender, queer, and sexuality
studies and/or postcolonial or subaltern studies will be given
particular consideration.

Potentially relevant questions include, but are not limited to: How do
BBLE negotiate their identity and gender performance in school
settings? How does Black feminism inform the teaching practices of
BBLE? How do BBLE mentor their students? What tensions, challenges,
and obstacles do BBLE face? What are the wellness and self-care
practices of BBLE? How do BBLE apply educational policy for queer
students? How do BBLE recount personal narratives of navigating
heteronormative educational spaces? What are the transnational
comparative experiences of BBLE? What are the experiences of BBLE
working in single gender schools? What is the impact of school culture
and policy on the sexuality rights of BBLE? What is the relationship
between BBLE and students in extracurricular activities?

Submissions suitable for publication in this special issue include
empirical papers, theoretical/conceptual papers, historical work,
essays, and poems. Manuscripts that offer theoretical perspectives,
research findings, innovative methodologies (e.g., autoethnography,
photovoice, a/r/tography, etc.) and pedagogical reflections are

Bettina L. Love is the guest editor for this special issue. Please
submit a 200-300 word proposal, together with a brief CV, to Bettina
Love ( by February 15, 2015. Each submission will be
rigorously refereed using a blind peer review process. Please note
that a positive review of an abstract does not mean automatic
acceptance of the full paper if the full paper is not written to the
standards of the reviewers and editor.

The guest editor will respond to proposals by March 1, 2015.

Complete manuscripts of approximately 7,500-8,000 words will be due by
September 1, 2015.

Please share this CFP widely. Thank you.

Calls for Papers / Proposals: Critical Media Literacy Conference Theme: The evolution of critical media literacy March 21, 2015, 8:00 am - 4:00 pm

Calls for Papers / Proposals


Critical Media Literacy Conference

Conference theme: The evolution of critical media literacy
March 21, 2015, 8:00 am - 4:00 pm
Bone Student Center at Illinois
State University
Proposal Deadline: February 1, 2015
Invited keynotes: Dr. Shirley Steinberg, Research Professor of Youth
Studies at the Werklund School of Education

Today, media culture is one of the most dominant forces in society. It
contributes to how we define our sense of self and drives our
understanding of the “Other.” Media also perpetuates symbols, myths,
and serves as a resource for generating a common culture. This
multidisciplinary conference is designed to aid current educational
leaders, future teachers, youth, and other concerned citizens in their
understanding of the mass media and its impact on the events that
shape our daily lives. Promoting critical media literacy is essential
to excavating social inequalities and fostering participatory
democracy during the 21st century. As new literacies are introduced
the effects of media continue to change and evolve. This year’s
conference theme is The Evolution of Critical Media Literacy and
focuses on past, current, and future trends in critical media

We enthusiastically call for paper proposals that urgently and
critically redefine, redirect, and rec- reate notions of knowledge,
truth, and justice through (and with) critical media literacy and

* All papers will be published in the conference proceedings and will
be open-access.
For more information visit

Monday, January 26, 2015

Faculty Position: Bilingual Education at Texas A&M-Kingsville

The Department of Teacher and Bilingual Education at Texas A&M-Kingsville, a Hispanic Serving Institution with the nation’s premiere Ed.D. in Bilingual Education, seeks applicants for a full-time, tenure-track faculty position as Assistant Professor in Bilingual Education. The program offers opportunities to develop and teach courses in PreK-12 Spanish teacher education and Spanish language & literacy, as well as research methodology relevant to bilingual learning, teaching, and assessment.

The ideal candidate will hold a Ph.D. or Ed.D. (A.B.D. near completion considered) in bilingual education or a related field; have experience teaching in a bilingual PreK-12 setting; be fluent in Spanish and English; have a relevant research agenda; and indicate a readiness to play leadership roles in program development and university service. Opportunities exist to teach in the B.S., M.S., and Ed.D. programs in Bilingual Education.

Positing # 602043
Position Information:
Job Title: Assistant Professor
Department: Teacher & Bilingual Education
Job Open Date:12-22-2014
Job Close Date: Open Until Filled
Status: Full-Time

Job Summary: The position is a tenure track, 9-month appointment in the Department of Teacher and Bilingual Education, beginning in the fall of 2015. Quality performance will also be expected in research, advisement, and committee work. 
Minimum Qualifications: 1.Earned Doctorate in the field related to those within the Department; 2. Must have 18 graduate hours for every field in which the applicant will teach from a regionally accredited institution or university; 3. Credentials sufficient to be an Assistant Professor at Texas A&M University-Kingsville; 4. Leadership abilities with a vision to develop and enhance programs in the department; 5. Evidence of teaching excellence in a discipline within the department; 6. Experience and/or knowledge in teaching in a hybrid or online delivery format; and 7. Ability and desire to address the educational needs of a diverse population; Selected candidate must pass a pre-employment background investigation to be hired for this position.

Apply at:
Address questions and correspondence to: 
Dr. Norma Guzman
Search Committee Chair  
Teacher & Bilingual Education Department
Texas A&M University-Kingsville
700 Univ Blvd; MSC 195
Kingsville TX 78363 USA

2015 Southern Education Leadership Initiative, Opportunity for Undergraduate and Graduate Students

The Southern Education Foundation (SEF),, is reaching out to tomorrow’s leaders through the 2015 Southern Education Leadership Initiative.  We are seeking outstanding upperclassmen and graduate students to apply for this experiential learning opportunity.  We are hoping you can help share the attached announcement about this program with your students, colleagues, and partners to help us with finding the next summer cohort of students to participate in this program.  Since 2004, SEF has placed over 185 students in 85 nonprofits and foundations throughout the Southern region focused on providing advocacy, grant-making, policy analysis, research, community organizing, and direct service in education.

Fellows receive:
·        Experience: an opportunity to work for eight weeks in an organization concerned with equity and excellence in education e.g., a policy institution, community-based organization or philanthropic institution;
·        Stipend: a living expense stipend of $4,000 (for undergraduate students), or $4,500 (for graduate students who will have completed at least one term by June 1, 2015);
·        Travel: all airfare/car mileage expenses associated with traveling to and from SEF trainings to summer placement site (assistance also provided by SEF in making travel arrangements);
·        Orientation: training that exposes students to research in the field, stresses the importance of civic engagement, teaches strategies for making change, and provides opportunities to meet and learn from inspiring leaders involved in education policy and practice (attendance required);
·        Fellowship Placement: guidance and supervision provided by seasoned sector leaders to work on challenging research, education policy, and nonprofit program related projects; and
·        Closing Meeting: the opportunity to present their work to their peers, reflect, brainstorm how to take the lessons learned from this experience back to their communities, and become part of a network of emerging leaders in the sector. (Attendance is required).

To learn more about the program, application, and eligibility requirements and student experiences please visit: > Our Strategies >Leadership Development Efforts>Southern Education Leadership Initiative>Prospective Fellows

If you have any questions, please do not hesitate to reach out to me.


Vanessa E. Meyer | Program Director, Office of the President
Southern Education Foundation

A Public Talk on: Home Birth, Home Invasions: Encroaching on the Household’s Sovereignty in the Andes, Margarita Huayhua, When? Thursday, January 29, 3:30-5 PM Where? CLA 1.302D (Glickman conference area), UT campus

The Mellon Sawyer Seminar Series 2014-2015 at UT Austin, presents:

Margarita Huayhua  (Quechua, Mellon Sawyer Post-Doctoral Fellow at UT Austin)
A Public Talk on:

Home Birth, Home Invasions: Encroaching on the Household’s Sovereignty in the Andes

When? Thursday, January 29, 3:30-5 PM

Where?  CLA 1.302D (Glickman conference area), UT campus

Margarita Huayhua (PhD, University of Michigan, 2010; Anthropology) currently is a Mellon Sawyer Fellow at the Native American and Indigenous Studies Program (NAIS) and the Lozano Long Institute of Latin American Studies (LLILAS) at UT Austin. Huayhua is a native speaker of Quechua language; born and raised in a Quechua-speaking community in Peru. Her research revolves around the cultures of the Andes, especially on problems of power and social domination in a comparative, Latin America-wide perspective. Her research interests include interactions that take place across cultures, in which distinct moralities and social ontologies help to shape relationships of hierarchy. Among her publications are “Racism and Social Interaction in a Southern Peruvian combi” (2013) Ethnic and Racial Studies; “Everyday Discrimination in the Southern Andes” (2013) Ibero-Amerikanisches Institut: Estudios Indiana, Berlin; “Some Issues in Translating Quechua” (2009), STILLA; Public Health Policies and Indigenous Population (2005), Instituto de Estudios Peruanos; and “The Exclusion of the Runa as Subject of Rights in Perú” (1999), Bulletin de I’Institut Français d’Études Andines.

The Mellon Sawyer Faculty Seminar is a collaborative project between Native American and Indigenous Studies (NAIS) and Lozano Long Institute of Latin American Studies (LLILAS) at The University of Texas at Austin