______________________________
CoDesigns. Envisioning Multi-sited Language Education Policies
Jyväskylä, Finland
University of Jyväskylä
June 20-22, 2016
Welcome to the international conference on CoDesigns. Envisioning Multi-sited Language Education Policies in Jyväskylä, Finland, June 20-22, 2016.
The Conference is organized and planned as a collaborative effort of the University of Jyväskylä Language Campus and by one of the University’s national tasks; i.e. The Finnish Network for Language Education Policies. The Language Campus actors, the Network, and the research projects working within these contexts aim at increasing our awareness of the significance of language related questions within education and the society at large. Further, the conference aims at increasing dialogue between researchers, policy makers, practitioners and other actors in the field of language education.
The Conference encourages the participants to submit innovative panels, workshops and other presentations that aim at promoting empowering designs and approaches to language education policy. Hence the theme of co-designs: rather than focus on “producers” and “users” of language education policy, we would like to turn our attention towards policy formation as a two-way co-operative process.
The Conference combines Finnish and international expertise in applied linguistics, mother tongue and foreign language education, educational policy and classroom research among others.
The Conference is aimed at all language and education researchers and professionals who wish to deepen their expertise in questions addressed at the conference: academic researchers, graduate and PhD students, language teachers, and special education teachers.
We are now inviting proposals for presentations in the international conference on CoDesigns. Envisioning Multi-sited Language Education Policies.
Conference themeThe Conference encourages the participants to submit innovative panels, workshops and other presentations that aim at promoting empowering designs and approaches to language education policy. Hence the theme of co-designs: rather than focus on “producers” and “users” of language education policy, we would like to turn our attention towards policy formation as a two-way co-operative process. The conference will among other things focus on:bi-/multilingual education
classroom contexts
migrants and language education
language education and the working life
second/foreign languages
policy approaches
The Conference is aimed at all language and education researchers and professionals who wish to deepen their expertise in questions addressed at the conference: academic researchers, graduate and PhD students, language teachers, and special education teachers.
Academic programmeIn addition to the talks delivered by plenary speakers, the programme will consist of panel discussions, paper and poster sessions, colloquia and workshops.Talks by plenary speakers
Professor (emerita) Marilyn Martin-Jones, University of Birmingham, UK
Associate Professor Feliciano Chimbutane, Universidade Eduardo Mondlane, MozambiqueT.B.A
Invited panel discussion on issues of equality and equity in Nordic language education
Workshops by plenary speakers
Presentations (paper, poster, workshop, colloquium) by conference participants
The submission of proposals opens on October 30, 2015, and closes on January 17, 2016. This is done by filling out an online form.Types of presentations: 1) paper, 2) poster, 3) colloquium (with thematically related papers, discussion and audience participation), and 4) workshop (with hands-on activities based on some data or a specific topic)Length of abstracts: paper, poster or workshop (500 words, max., including references), colloquium (500 words, max., including titles of papers but no mention of presenters by name; and if a proposal is accepted, an abstract will be requested for each paper, 300 words, max.)Length of presentations in the conference: paper (20 min. and 10 min. for questions and answers), poster (size AO, max.), colloquium (90 or 180 min.), workshop (90 min.)Language policy: The language of the conference is English. If a presentation is based on data in any other language, use of multilingual material (e.g. in Power Point slides, handouts) is recommended.
The proposals for any type of presentation will be evaluated anonymously by at least two members of the Organizing Committee, and they will be evaluated for theircontribution to the field
quality of content
thematic relevance
quality of abstract (organization, clarity of expression)
for colloquia and workshops additionally: coherence, clear schedule of activities, discussion and/or audience participation
Presentation acceptances will be sent out in February 2016.
For any queries, please email: multisited2016@jyu.fi
The Conference website: www.jyu.fi/multisited2016
Link to presentation submission is https://congress.cc.jyu.fi/summerschool2016
We look forward to seeing you in Jyväskylä, Finland, in June 2016._________________
Monday, November 30, 2015
Call for Papers: CoDesigns. Envisioning Multi-sited Language Education Policies, Jyväskylä, Finland, University of Jyväskylä, June 20-22, 2016
Saturday, November 28, 2015
Position Available: Chair of the Department of Special Education, Foundations, and Research, East Carolina University, College of Education
Chair of the Department of Special Education, Foundations, and
Research, East Carolina University, College of Education
East Carolina University invites applications for the position of
Chair of the Department of Special Education, Foundations, and
Research in the College of Education. We seek a nationally recognized
scholar with demonstrated excellence in teaching and research and
success in securing external research funding. The successful
candidates must have an earned Doctoral degree from an accredited
University in Special Education, Educational Foundations, Research, or
a closely related discipline. The successful candidate must also have
an appreciation for and experience in multidisciplinary environments,
a commitment to excellence in undergraduate and graduate education,
familiarity with assessment criteria of accrediting agencies, and
budgetary experience.
The Chair will teach in her/his area of specialization, maintain an
active research program, and direct grants and other externally-funded
initiatives. The Chair position is a 12-month administrative
appointment with responsibilities for overseeing three distinct
programs: 1) the Special Education program: leading to the Bachelor of
Science in Special Education (Adapted and General Curriculum Tracks),
the Master of Education in Special Education (in four concentration
areas), and three certificate programs (Autism, Assistive Technology,
and Deaf Blind); 2) the Foundations program for the College of
Education; and 3) the Research program for the College of Education.
The Chair also oversees the Irene Howell Assistive Technology Center.
The Department of Special Education, Foundations, and Research
currently has 21 full-time tenure, tenure-track, and teaching faculty,
2 full-time non-teaching professionals, a fluctuating number of part
time instructional faculty and clinical supervisors, and 1.5
administrative support specialists. A key role of the Chair is to
support and mentor faculty scholarship and efforts to secure external
funding.
The Chair reports to the Dean of the College of Education (COE) and
serves on the COE Leadership Team, representing the Department across
the College and University as well as with key local, state, and
national stakeholders. The Chair leads strategic planning and
evaluation for continuous improvement for the department and each
program, aligned with the mission and policies of the College and the
University; establishes Department priorities and use of resources
through shared governance with faculty; takes an active role in hiring
all faculty and administrative staff; sets faculty workloads, course
schedules, and service assignments; and annually facilitates
individual goal-setting and conducts faculty evaluations. All
applicants should currently hold the rank of Professor or, if applying
as an Associate Professor, should meet the qualifications for
promotion to Professor at East Carolina University. Qualifications
would include a record of research, external funding, teaching, and
service appropriate for a tenured appointment at the rank of
Professor. Preference will be given to candidates with previous chair
or other higher education leadership and administrative experience.
Expertise in critical perspectives in social, cultural, and
psychological foundations of education; education of students with
special needs; and/or research design and methodology is also
preferred.
Candidates must submit the following documents online at
https://ecu.peopleadmin.com /applicants/jsp/shared/
(1) a letter of application describing academic background, specific
skills, and experiences relevant to the position, (2) a written
statement describing research productivity and agenda, (3) at least
two examples of scholarly works, and (4) a current vitae. Candidates
must also submit: (1) a copy of all transcripts and (2) three current
letters of reference to: Alana M. Zambone, Ph.D., Search Chair, 102
Speight Building, College of Education, East Carolina University,
Greenville, NC 27858. Finalists will be required to present on a
topic related to leadership, issues in education, and/or the results
of a research study. In addition, they will have the opportunity to
work with the Associate Dean for Research to submit a proposal for
research start-up funds from East Carolina University. Screening
begins January 4th, 2016, and continues until the position is filled.
Research, East Carolina University, College of Education
East Carolina University invites applications for the position of
Chair of the Department of Special Education, Foundations, and
Research in the College of Education. We seek a nationally recognized
scholar with demonstrated excellence in teaching and research and
success in securing external research funding. The successful
candidates must have an earned Doctoral degree from an accredited
University in Special Education, Educational Foundations, Research, or
a closely related discipline. The successful candidate must also have
an appreciation for and experience in multidisciplinary environments,
a commitment to excellence in undergraduate and graduate education,
familiarity with assessment criteria of accrediting agencies, and
budgetary experience.
The Chair will teach in her/his area of specialization, maintain an
active research program, and direct grants and other externally-funded
initiatives. The Chair position is a 12-month administrative
appointment with responsibilities for overseeing three distinct
programs: 1) the Special Education program: leading to the Bachelor of
Science in Special Education (Adapted and General Curriculum Tracks),
the Master of Education in Special Education (in four concentration
areas), and three certificate programs (Autism, Assistive Technology,
and Deaf Blind); 2) the Foundations program for the College of
Education; and 3) the Research program for the College of Education.
The Chair also oversees the Irene Howell Assistive Technology Center.
The Department of Special Education, Foundations, and Research
currently has 21 full-time tenure, tenure-track, and teaching faculty,
2 full-time non-teaching professionals, a fluctuating number of part
time instructional faculty and clinical supervisors, and 1.5
administrative support specialists. A key role of the Chair is to
support and mentor faculty scholarship and efforts to secure external
funding.
The Chair reports to the Dean of the College of Education (COE) and
serves on the COE Leadership Team, representing the Department across
the College and University as well as with key local, state, and
national stakeholders. The Chair leads strategic planning and
evaluation for continuous improvement for the department and each
program, aligned with the mission and policies of the College and the
University; establishes Department priorities and use of resources
through shared governance with faculty; takes an active role in hiring
all faculty and administrative staff; sets faculty workloads, course
schedules, and service assignments; and annually facilitates
individual goal-setting and conducts faculty evaluations. All
applicants should currently hold the rank of Professor or, if applying
as an Associate Professor, should meet the qualifications for
promotion to Professor at East Carolina University. Qualifications
would include a record of research, external funding, teaching, and
service appropriate for a tenured appointment at the rank of
Professor. Preference will be given to candidates with previous chair
or other higher education leadership and administrative experience.
Expertise in critical perspectives in social, cultural, and
psychological foundations of education; education of students with
special needs; and/or research design and methodology is also
preferred.
Candidates must submit the following documents online at
https://ecu.peopleadmin.com /applicants/jsp/shared/
(1) a letter of application describing academic background, specific
skills, and experiences relevant to the position, (2) a written
statement describing research productivity and agenda, (3) at least
two examples of scholarly works, and (4) a current vitae. Candidates
must also submit: (1) a copy of all transcripts and (2) three current
letters of reference to: Alana M. Zambone, Ph.D., Search Chair, 102
Speight Building, College of Education, East Carolina University,
Greenville, NC 27858. Finalists will be required to present on a
topic related to leadership, issues in education, and/or the results
of a research study. In addition, they will have the opportunity to
work with the Associate Dean for Research to submit a proposal for
research start-up funds from East Carolina University. Screening
begins January 4th, 2016, and continues until the position is filled.
Conference Call for Papers: 2016 International Society for Educational Biography Conference; Due 2/15/16 International Society for Educational Biography (I.S.E.B.), Founded 1983 San Antonio, Texas, April 14, 15, 16, 2016, Submission deadline: February 15, 2016
Conference Call for Papers: 2016 International Society for
Educational Biography Conference; Due 2/15/16
International Society for Educational Biography (I.S.E.B.), Founded 1983
San Antonio, Texas, April 14, 15, 16, 2016
Submission deadline: February 15, 2016
I.S.E.B. invites academics, teachers, graduate students, researchers
and anyone who engages aspects of biography in their writing,
teaching, research, or other professional endeavors to submit
proposals for our annual conference. Previous papers have come from a
variety of disciplines including history, education, English,
religion, and many more. We encourage submissions from graduate
students.
Possible topics include but are not limited to the following:
Collective biographies, Role of biography in the history of education,
biography and fiction, general biography, plot structures of
biographies, biographic criticism, publishing biographies, feminist
approaches to life writing, oral history, experimental approaches,
ethical issues, autobiographical research, narrative research,
methodology, and the use of biography in classroom instruction.
Proposal Information: The refereed conference invites individual
papers and panel discussions; other presentation formats are welcome.
Generally, the conference schedule allows 30 minutes for individual
papers (includes discussion time), and 60-75 minutes for panel
discussions and other kinds of presentations.
Proposals should be sent as attachments and include:
1) A title page which includes title, name of author(s), address,
telephone #, fax #, and e-mail.
2) A 250-350 word abstract describing the importance of the topic, the
approach taken & the need for any technology.
3) Please state any time and day that you cannot present.
Send proposals by surface mail, or e-mail attachment to: [Place in
subject line: ISEB 2016 Proposal.]
Thalia Mulvihill, PhD Teachers College, Rm. 811
Tel: (765) 285-5463 Dept. of Educational Studies,
Fax: (765) 285-5461 Ball State University, Muncie, IN 47306
tmulvihi@bsu.edu
Hotel: Hotel: MENGER HOTEL 204 Alamo Plaza, San Antonio, TX;
800/345-9285. The Menger Hotel is an historic hotel located across the
street from the Alamo and about a block from the River Walk.
The rate is $135 US single, double or triple. Committed guest rooms
will only be held until Sunday March 13 so please reserve early.
Reservations received after the cut-off date will be accepted on the
basis of availability. If more persons reserve early than are in the
guaranteed room block, the rooms could be taken prior to the cut-off
date. (Some rooms have been reserved for those who come early and for
those who plan to stay over the weekend).
DUES & CONFERENCE REGISTRATION:
ALL persons presenting papers MUST be current in ISEB dues. NOTE:
Conference Registration fee is a separate fee from membership dues.
Full Membership (all payments must be in U.S. funds) Dues: $85 US
(includes year subscription to ISEB’s journal, Vitae Scholasticae);
Conference Registration: $195 (U.S. funds) BEFORE March 15, 2016
(includes lunch), $215 (U.S. funds) AFTER March 16, 2016 (includes
lunch).
Additional lunch for guests, friends, spouses: $45.00
Students: Dues & Conference Registration: $30.00 U.S.;
Subscription to Vitae: $40.00 (extra charge).
*Please complete the membership/conference form at
http://tinyurl.com/
to: Lora Helvie-Mason, PO Box T-0490 Tarleton State University,
Stephenville, Texas 76402; phone: 254.968.9498 Email:
drlorahelviemason@gmail.com
Checks and money orders (in US funds) made to International Society
for Educational Biography.
Please send changes in contact information to Martha Tevis, Secretary:
marthamay@aol.com
You may also find all of this information and more on our website:
http://isebio.com/
Educational Biography Conference; Due 2/15/16
International Society for Educational Biography (I.S.E.B.), Founded 1983
San Antonio, Texas, April 14, 15, 16, 2016
Submission deadline: February 15, 2016
I.S.E.B. invites academics, teachers, graduate students, researchers
and anyone who engages aspects of biography in their writing,
teaching, research, or other professional endeavors to submit
proposals for our annual conference. Previous papers have come from a
variety of disciplines including history, education, English,
religion, and many more. We encourage submissions from graduate
students.
Possible topics include but are not limited to the following:
Collective biographies, Role of biography in the history of education,
biography and fiction, general biography, plot structures of
biographies, biographic criticism, publishing biographies, feminist
approaches to life writing, oral history, experimental approaches,
ethical issues, autobiographical research, narrative research,
methodology, and the use of biography in classroom instruction.
Proposal Information: The refereed conference invites individual
papers and panel discussions; other presentation formats are welcome.
Generally, the conference schedule allows 30 minutes for individual
papers (includes discussion time), and 60-75 minutes for panel
discussions and other kinds of presentations.
Proposals should be sent as attachments and include:
1) A title page which includes title, name of author(s), address,
telephone #, fax #, and e-mail.
2) A 250-350 word abstract describing the importance of the topic, the
approach taken & the need for any technology.
3) Please state any time and day that you cannot present.
Send proposals by surface mail, or e-mail attachment to: [Place in
subject line: ISEB 2016 Proposal.]
Thalia Mulvihill, PhD Teachers College, Rm. 811
Tel: (765) 285-5463 Dept. of Educational Studies,
Fax: (765) 285-5461 Ball State University, Muncie, IN 47306
tmulvihi@bsu.edu
Hotel: Hotel: MENGER HOTEL 204 Alamo Plaza, San Antonio, TX;
800/345-9285. The Menger Hotel is an historic hotel located across the
street from the Alamo and about a block from the River Walk.
The rate is $135 US single, double or triple. Committed guest rooms
will only be held until Sunday March 13 so please reserve early.
Reservations received after the cut-off date will be accepted on the
basis of availability. If more persons reserve early than are in the
guaranteed room block, the rooms could be taken prior to the cut-off
date. (Some rooms have been reserved for those who come early and for
those who plan to stay over the weekend).
DUES & CONFERENCE REGISTRATION:
ALL persons presenting papers MUST be current in ISEB dues. NOTE:
Conference Registration fee is a separate fee from membership dues.
Full Membership (all payments must be in U.S. funds) Dues: $85 US
(includes year subscription to ISEB’s journal, Vitae Scholasticae);
Conference Registration: $195 (U.S. funds) BEFORE March 15, 2016
(includes lunch), $215 (U.S. funds) AFTER March 16, 2016 (includes
lunch).
Additional lunch for guests, friends, spouses: $45.00
Students: Dues & Conference Registration: $30.00 U.S.;
Subscription to Vitae: $40.00 (extra charge).
*Please complete the membership/conference form at
http://tinyurl.com/
to: Lora Helvie-Mason, PO Box T-0490 Tarleton State University,
Stephenville, Texas 76402; phone: 254.968.9498 Email:
drlorahelviemason@gmail.com
Checks and money orders (in US funds) made to International Society
for Educational Biography.
Please send changes in contact information to Martha Tevis, Secretary:
marthamay@aol.com
You may also find all of this information and more on our website:
http://isebio.com/
Conference Call for Papers: 2016 Critical Media Literacy Conference; Due 2/1/16 Critical Media Literacy Conference Coastal Georgia Center, Savannah, GA, Conference Date: March 26, 2016, Proposals Due: February 1, 2016
Conference Call for Papers: 2016 Critical Media Literacy
Conference; Due 2/1/16
Critical Media Literacy Conference
Coastal Georgia Center, Savannah, GA
Conference Date: March 26, 2016
Proposals Due: February 1, 2016
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.
Call for Papers
Theme: Critical Media Literacy in the Age of Neoliberalism
In an era when global media conglomerates increasingly push for
policies that expand their influence over world markets, every field
of human activity, including education, is seen as a potential market.
This shift has widely been attributed to the rise of neoliberalism,
which we contend is not simply a way to classify state policies or a
new phase of late capitalism but as Wendy Brown (2015) notes, “a
governing rationality extending a specific formulation of economic
values, practices, and metrics to every dimension of human life” (p.
30). With the accompanying deregulation of commercial media and
communication markets and the proliferation of digital communication
technologies, the pedagogical potential of media is profound. The
pervasiveness of market ideologies, which have largely become ordinary
across the dimensions of human life, intensifies the need for critical
media literacies that urgently and critically redefine, redirect, and
recreate notions of knowledge, truth, and justice. This
multidisciplinary conference seeks educational leaders, future
teachers, youth, liberal arts educators, media/communication scholars
and others interested in understanding of the mass media and its
influence on education and our everyday lives. Promoting critical
media literacy is essential to exposing social inequalities and
fostering participatory democracy during the 21st century.
Toward that end, we enthusiastically call for paper proposals that
engage with media in ways that disrupt the normative discourses
perpetuated through market logics, promote way of thinking critically
about and with digital media culture, and present opportunities for
analyzing and interpreting the codes, conventions, and ideologies
implicit in our media saturated lives. Paper proposals might address
topics such as (but not limited to) the following:
How have various technologies employed by corporate conglomerates in
the mass media been used to foster critical understanding and
solidarity across the globe, rather than to promote conformity and
corporatism?
How do educators, youth, and concerned citizens provide more genuine
representations of global citizens through their own media products
including social media?
How do teacher educators integrate critical media studies in teacher
preparation programs?
How do current standards in education promote critical media literacy
in schools?
What do educators think about as they implement critical media
literacy in their PK-12 classrooms?
How has media literacy successfully fostered K-20 students’ critical
engagement with mass media?
How can various critical theories enrich our understanding of the mass
media in the age of neoliberalism?
What are some ways in which media literacy can be applied to the new
demands and concerns of today’s digitized culture?
What are the consequences of being constantly connected to media?
How do current trends in media shape and change how we live?
How do the liberal arts contribute to understandings of media literacy?
How does critical media literacy impact media and communications in general?
What does a historical analysis of critical media literacy education
in the U.S. tell us about current and future trends in critical media
literacy education?
How might library scientists go about training critical media librarians?
Strand 1: Liberal Arts
Papers in this strand will explore the existing or potential
connection between the liberal arts and critical media inquiry.
Strand 2: Educational Foundations
Papers in this strand will explore interpretive, normative, and
critical approaches to examining media. Papers that address critical
pedagogy in online spaces are also highly desirable.
Strand 3: Curriculum Studies
How does the study of critical media literacy impact the continual
reconceptualization of curriculum theory and curriculum studies?
Strand 4: Critical Media Literacy New Inquiries
Papers in this strand will explore questions and issues related to
shifting definitions of literacy, critical media literacy, and
potential new intersections of inquiry.
To submit a proposal, visit
http://digitalcommons.
Conference; Due 2/1/16
Critical Media Literacy Conference
Coastal Georgia Center, Savannah, GA
Conference Date: March 26, 2016
Proposals Due: February 1, 2016
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.
Call for Papers
Theme: Critical Media Literacy in the Age of Neoliberalism
In an era when global media conglomerates increasingly push for
policies that expand their influence over world markets, every field
of human activity, including education, is seen as a potential market.
This shift has widely been attributed to the rise of neoliberalism,
which we contend is not simply a way to classify state policies or a
new phase of late capitalism but as Wendy Brown (2015) notes, “a
governing rationality extending a specific formulation of economic
values, practices, and metrics to every dimension of human life” (p.
30). With the accompanying deregulation of commercial media and
communication markets and the proliferation of digital communication
technologies, the pedagogical potential of media is profound. The
pervasiveness of market ideologies, which have largely become ordinary
across the dimensions of human life, intensifies the need for critical
media literacies that urgently and critically redefine, redirect, and
recreate notions of knowledge, truth, and justice. This
multidisciplinary conference seeks educational leaders, future
teachers, youth, liberal arts educators, media/communication scholars
and others interested in understanding of the mass media and its
influence on education and our everyday lives. Promoting critical
media literacy is essential to exposing social inequalities and
fostering participatory democracy during the 21st century.
Toward that end, we enthusiastically call for paper proposals that
engage with media in ways that disrupt the normative discourses
perpetuated through market logics, promote way of thinking critically
about and with digital media culture, and present opportunities for
analyzing and interpreting the codes, conventions, and ideologies
implicit in our media saturated lives. Paper proposals might address
topics such as (but not limited to) the following:
How have various technologies employed by corporate conglomerates in
the mass media been used to foster critical understanding and
solidarity across the globe, rather than to promote conformity and
corporatism?
How do educators, youth, and concerned citizens provide more genuine
representations of global citizens through their own media products
including social media?
How do teacher educators integrate critical media studies in teacher
preparation programs?
How do current standards in education promote critical media literacy
in schools?
What do educators think about as they implement critical media
literacy in their PK-12 classrooms?
How has media literacy successfully fostered K-20 students’ critical
engagement with mass media?
How can various critical theories enrich our understanding of the mass
media in the age of neoliberalism?
What are some ways in which media literacy can be applied to the new
demands and concerns of today’s digitized culture?
What are the consequences of being constantly connected to media?
How do current trends in media shape and change how we live?
How do the liberal arts contribute to understandings of media literacy?
How does critical media literacy impact media and communications in general?
What does a historical analysis of critical media literacy education
in the U.S. tell us about current and future trends in critical media
literacy education?
How might library scientists go about training critical media librarians?
Strand 1: Liberal Arts
Papers in this strand will explore the existing or potential
connection between the liberal arts and critical media inquiry.
Strand 2: Educational Foundations
Papers in this strand will explore interpretive, normative, and
critical approaches to examining media. Papers that address critical
pedagogy in online spaces are also highly desirable.
Strand 3: Curriculum Studies
How does the study of critical media literacy impact the continual
reconceptualization of curriculum theory and curriculum studies?
Strand 4: Critical Media Literacy New Inquiries
Papers in this strand will explore questions and issues related to
shifting definitions of literacy, critical media literacy, and
potential new intersections of inquiry.
To submit a proposal, visit
http://digitalcommons.
Conference Call for Proposals: 2016 Society of Professors of Education Meeting; Due 12/31/15
Conference Call for Proposals: 2016 Society of Professors of
Education Meeting; Due 12/31/15
The Society of Professors of Education (SPE) invites proposals for
presentation at its annual meeting held during the 2016 AERA Annual
Conference in Washington, DC, from April 8th to 12th.
Founded in 1902, the Society of Professors of Education (SPE) is a
professional and academic association open to all persons engaged in
teacher preparation, curriculum studies, educational foundations, and
related activities. The Society’s primary goal is to provide a forum
for consideration of major issues, tasks, problems, and challenges
confronting professional educators. SPE is an interdisciplinary
organization. Its members include both scholars and practitioners in
education.
We are especially interested in presentations that are focused on the
theme of “Teaching for the world as it is…and for the world as it
could be.” Proposals not related to the theme but focused on the
goals of the Society (above) are also welcome.
All presenters must be members of the Society of Professors of
Education in order to be included in the conference program. We
encourage you to join the Society at your earliest convenience. You
will find a membership form at the Society of Professors of Education
webpage at:
http://
Please visit us the Society of Professors of Education Facebook Group
page (join us) at the following URL address:
https://www.facebook.com/
Proposals must be submitted electronically to the Program Coordinator
Bernardo Gallegos, no later than December 31, 2015. The proposal must
be sent as a Word document attachment in an e-mail addressed to
bernardo1@earthlink.net The subject line of the e-mail message must
read: "SPE 2016 Proposal."
Length: Proposals should be between 350-500 words. A proposal should
restate the title of the presentation, describe its contents, and
discuss its significance. The proposal should NOT identify the
presenters.
Cover Sheet: Each proposal should have a separate cover sheet that
lists: 1) title or topic of the paper; 2) names, affiliations and
relevant backgrounds of all participants; 3) address, telephone
number, and e-mail address of the person submitting the proposal and
addresses, telephone numbers, and e-mail addresses of all
participants. The cover sheet will not be sent to proposal reviewers.
After the cover sheet, the proposal must not contain any information
that identifies participant(s).
Call for Reviewers:
In addition to submitting your work, another way that you can
participate in the Society is to volunteer as a proposal reviewer. The
review process will take place soon after the deadline. Please
contact Bernardo Gallegos at bernardo1@earthlink.net if you are
interested in reviewing proposals for the 2016 meeting.
Education Meeting; Due 12/31/15
The Society of Professors of Education (SPE) invites proposals for
presentation at its annual meeting held during the 2016 AERA Annual
Conference in Washington, DC, from April 8th to 12th.
Founded in 1902, the Society of Professors of Education (SPE) is a
professional and academic association open to all persons engaged in
teacher preparation, curriculum studies, educational foundations, and
related activities. The Society’s primary goal is to provide a forum
for consideration of major issues, tasks, problems, and challenges
confronting professional educators. SPE is an interdisciplinary
organization. Its members include both scholars and practitioners in
education.
We are especially interested in presentations that are focused on the
theme of “Teaching for the world as it is…and for the world as it
could be.” Proposals not related to the theme but focused on the
goals of the Society (above) are also welcome.
All presenters must be members of the Society of Professors of
Education in order to be included in the conference program. We
encourage you to join the Society at your earliest convenience. You
will find a membership form at the Society of Professors of Education
webpage at:
http://
Please visit us the Society of Professors of Education Facebook Group
page (join us) at the following URL address:
https://www.facebook.com/
Proposals must be submitted electronically to the Program Coordinator
Bernardo Gallegos, no later than December 31, 2015. The proposal must
be sent as a Word document attachment in an e-mail addressed to
bernardo1@earthlink.net The subject line of the e-mail message must
read: "SPE 2016 Proposal."
Length: Proposals should be between 350-500 words. A proposal should
restate the title of the presentation, describe its contents, and
discuss its significance. The proposal should NOT identify the
presenters.
Cover Sheet: Each proposal should have a separate cover sheet that
lists: 1) title or topic of the paper; 2) names, affiliations and
relevant backgrounds of all participants; 3) address, telephone
number, and e-mail address of the person submitting the proposal and
addresses, telephone numbers, and e-mail addresses of all
participants. The cover sheet will not be sent to proposal reviewers.
After the cover sheet, the proposal must not contain any information
that identifies participant(s).
Call for Reviewers:
In addition to submitting your work, another way that you can
participate in the Society is to volunteer as a proposal reviewer. The
review process will take place soon after the deadline. Please
contact Bernardo Gallegos at bernardo1@earthlink.net if you are
interested in reviewing proposals for the 2016 meeting.
Tuesday, November 24, 2015
Faculty Position: Assistant Professor Position in Latinx/@ or Chicanx/@ Studies, Department of English, California State University, Chico
Position TitleAssistant Professor Position in Latinx/@ or Chicanx/@ StudiesLocationChico, CaliforniaPosition TypeFacultyPosition Description
The Department of English seeks an assistant professor in Latinx/@ or Chicanx/@ Studies, with a record of scholarship and teaching (either demonstrated or with the potential for success) in one or more of the Department’s sub disciplines: composition/rhetoric, literature, linguistics, English education, and creative writing. We are especially interested in candidates committed to supporting the success of first-year, first-generation, and underrepresented students. California State University, Chico is seeking faculty who are competent in their field, collaborative with colleagues and staff, and committed to student success. The teaching load is three courses per semester for the first two years; subsequently four courses each semester. Teaching responsibilities will include general education, undergraduate and graduate-level courses within the candidate’s disciplinary expertise.
Qualifications
Minimum Qualifications: A terminal degree in creative writing, literature, linguistics, composition and rhetoric or related field at the time of appointment.
Preferred Qualifications: Eligible candidates could have interests in any area or combination of English Studies: literature, linguistics, creative writing, rhetoric/composition, or English education. The department is open to research and teaching interests including, but not limited to: translingual writing, cultural rhetorics, sociolinguistics, second language acquisition, literary editing and publishing, Afro-Latinx literature, hybrid literary genres, film studies/theory, Latinx literature, US borderlands, multiculturalism, American ethnic literature, antiracist language pedagogy, language and migration studies (especially Latin America/US).
Successful candidates should have a demonstrated commitment to diversity and social justice as evidenced in their record of teaching, scholarship, and/or service.
Application Instructions
Applicants must complete the Application for Academic Employment Form, available online atwww.csuchico.edu/faaf/documents/ FacultyEmploymentApplication.
This should be submitted using Interfolio’s ByCommittee, along with:
a letter of application
a cv
a representative writing sample
three letters of recommendation
teaching portfolio (including a statement of teaching philosophy, sample syllabi, and course evaluations).
This is a multi-disciplinary position; for reasons of equity and access, we will be conducting screen interviews by Skype or Google Hangout.
Necessary background investigations will be completed depending on the requirements of the position. Those could include, but are not limited to, processing of fingerprints through the Department of Justice and FBI, and degree and license verification
------------------
5th Annual Cultural Studies in Education Conference
April 22-23, 2016
CALL FOR PROPOSALS
“Education Under Fire: Countering Violence with Peaceful
Resistance, Radical Love, and Social Imagination”
Hosted by:
The Cultural Studies in Education Graduate Student Council
The University of Texas at Austin, Department of Curriculum and Instruction
Cultural Studies in Education Program
The theme “Education Under Fire: Countering Violence with Peaceful
Resistance, Radical Love, and Social Imagination” calls attention to the increasingly
violent climates emerging within shared cultural spaces and places of learning. School
shootings, concealed carry regulations, the silencing of subaltern knowledges, and
instances of gendered and racialized violence compromise the very existence of critical
educational spaces. These hostile circumstances threaten possibilities of imagining and
working towards peace, dialogue, solidarity, and healing. Yet, even in a time when
violence is ubiquitous, we must remember that our capacity for hope and change is
boundless. We come together at this year’s Cultural Studies in Education conference to
deeply consider the ways that individuals and communities continue to approach such
uncertain and hostile terrains in search of a renewed peace and understanding.
Poet Adrienne Rich asks, “What would it mean to put love into action in the face
of lovelessness, abandonment, or violation? Where do we find, in or around us, love–
the imagination that can subvert despair or the futile firing of a gun? What teaches us to
convert lethal anger into steady, serious attention to our own lives and those of others?”
Today, Rich’s concerns prompt us to ask similar questions: What does it mean to fight
for education and justice when children of color are being attacked in their classrooms
by police, when a young Muslim student is arrested for displaying ingenuity, or when
Indigenous histories are erased from textbooks? How can we engage in critical dialogue
when we are threatened with legislation that allows firearms to be brought into our
classrooms? How might we put love into action amidst hate-filled political discourse that
is built upon discriminatory notions of equal rights and citizenship? In what ways can we
simultaneously exercise our social imaginations to cultivate community and compassion
while neoliberal understandings of success hinge upon competition and polarizing
notions of individuality? And, how, amidst global concerns of terror and instances of
tragedy, are we to work towards relations founded upon peace rather than fear?
As critical scholars and educators we strive to honor those who are persistent in
pursuits of reconciliation, peace, and justice through scholarship, activism, and the arts.
The conference aims to support all participants in all capacities, whether emotional,
spiritual, and/or academic. We welcome proposals from diverse fields that provide
insights into your work as an educator, researcher, activist, student, or community
leader that engage with such modes of inquiry.
This conference also strives to provide a space to present research and/or share
experiences focusing on violence and how we speak back to it through critical pursuits
of hope, healing, and peaceful reconciliation. We encourage the examination of the
social, cultural, political, economic, historical, literary, linguistic, and psychological
influences at work in these contemporary negotiations of peace and violence,
particularly as it relates to broadly conceived practices of teaching and learning. The
committee will consider proposals that engage with this year’s theme, along with related
topics, including, but not limited to, the following:
! Gun violence, specifically Campus Carry
! Legislation and Policy
! Historical and cultural erasures and avoidances (in curriculum, discourse, popular
culture, symbolic, etc.)
! Mass incarceration and deportation
! School-to-prison pipeline
! Trans* Identities, Narratives, Experiences, and Activism
! Artistic/Literary engagements
! Restorative Justice and/or Reconciliation
! Transformative Pedagogy
! International Peace work
! (Micro)-Aggressions
! Student Activism
! Economic Justice
! Critical Media Studies
! Environmental Justice
! Trauma Studies
! Transnational Violence and Solidarity
! Linguistic Studies
Guidelines for Proposal Submission
Proposals must be submitted via Google form at http://tinyurl.com/utcseconf2016 by
11:59 P.M. CST on January 15, 2016. Please include a 250-word abstract describing
your presentation, presentation format, equipment, and/or accommodations needed for
the presentation. Presenters may submit more than one proposal. For group proposals,
please submit 1 form.
We welcome presentations in any 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 draft of a chapter from your dissertation
! An idea you seek to develop and/or incorporate to your research
! A workshop in which participants explore topics related to theme of the
conference
! A multimedia presentation
! Artistic, creative, or performative responses to the questions and topics listed
above
! A roundtable where you discuss one or more of the proposed topics
! A poetry reading or performance
This list is partial and we are open to many formats that add to the broader discussions
in connection to the conference theme. Panels will be approximately 90 minutes and
include 3-4 presenters and a Q&A session. Please plan to limit individual presentations
to 15 minutes, although some flexibility may be allowable for alternative presentation
formats. If you have any questions, please send them to utaustincse@gmail.com.
Acceptances and other pertinent conference information will be sent via e-mail in early
February.
[Lead] LEAD Netroots Book Alert: Revisiting Education in the New Latino Diaspora (podcast now available)
Listen here to podcast interview with Edmund Hamann:
http://newbooksineducation.com/2015/10/20/edmund-hamann- et-al-revisiting-education-in- the-new-latino-diaspora- information-age-2015/
Revisiting Education in the New Latino Diaspora Published 2015 - Information Age Publishing
Edmund Hamann, University of Nebraska-Lincoln, Stanton Wortham, University of Pennsylvania, and
Enrique G. Murillo, Jr, California State University-San Bernardino (editors)
For most of US history, most of America’s Latino population has lived in nine states—California, Arizona, New Mexico, Colorado, Texas, Illinois, Florida, New Jersey, and New York. It follows that most education research that considered the experiences of Latino families with US schools came from these same states. But in the last 30 years Latinos have been resettling across the US, attending schools, and creating new patterns of inter-ethnic interaction in educational settings. Much of this interaction with this New Latino Diaspora has been initially tentative and improvisational, but too often it has left intact the patterns of lower educational success that have prevailed in the traditional Latino diaspora.
Revisiting Education in the New Latino Diaspora is an extensive update, with all new material, of the groundbreaking volume Education in the New Latino Diaspora (Ablex Publishing) that these same editors produced in 2002. This volume consciously includes a number of junior scholars (e.g., C. Allen Lynn, Soria Colomer, Amanda Morales, Rebecca Lowenhaupt, Adam Sawyer) and more established ones (Frances Contreras, Jason Irizarry, Socorro Herrera, Linda Harklau) as it considers empirical cases from Washington State to Georgia, from the Mid-Atlantic to the Great Plains, where rural, suburban, and urban communities start their second or third decades of responding to a previously unprecedented growth in newcomer Latino populations. With excuses of surprise and improvisational strategies less persuasive as Latino newcomer populations become less new, this volume considers the persistence, the anomie, and pragmatism of Latino newcomers on the one hand, with the variously enlightened, paternalistic, dismissive, and xenophobic responses of educators and education systems on the other. With foci as personal as accounts of growing up as an adoptee in a mixed race family and the testimonio of a ‘successful’ undocumented college graduate to the macro scale of examining state-level education policies and with an age range from early childhood education to the university level, this volume insists that the worlds of education research and migration studies can both gain from considering the educational responses in the last two decades to the ‘newish’ Latino presence in the 41 U.S. states that have not long been the home to large, wellestablished Latino populations, but that now enroll 2.5 million Latino students in K-12 alone.
"Timely and compelling, Revisiting Education in the NLD offers new insight into the Latino Diaspora in the US just as the discussions regarding immigration policy, bilingual education, and immigrant rights are gaining steam. Drawing from a variety of perspectives, contributing authors interrogate the very concept of the diaspora. The wide range of research in this volume thoughtfully illustrates the nuanced phenomena and provides rich descriptions of complex situations. No longer a simple question of immigration, the book considers language and legal status in schools, international adoption, teacher preparation, and the relationships between established and relatively new Latino communities in a variety of contexts. Comprised of rich, thoughtful research Revisiting Education provides a fascinating window into the context of Latino reception nationwide. ~ Rebecca M. Callahan, Associate Professor - University of Texas-Austin
As the leader of a 10-years-and-counting research study in Mexico that has identified and interviewed transnationally mobile students with prior experience in U.S. schools, I can affirm that in addition to students with backgrounds in California, Arizona, Texas, and Colorado, migration links now join schools in Georgia, Minnesota, Oklahoma, Alabama, etc. to schools in Mexico. For that reason and many others I am excited to see this far-ranging, interdisciplinary, new text that considers policy implementation through lenses as different as teacher preparation, Latino adoption into culturally mixed families, the fate of Latino newcomers in 'low density' districts where there are few like them, and the misuse of Spanish teachers as interpreters. This is an relevant book for American educators and scholars, but also for readers beyond U.S. borders. Hamann, Wortham, Murillo, and their contributors should be celebrated for this fine new collection. ~ Dr. Víctor Zúñiga, Dean of Research and Extension, Universidad de Monterrey
Revisiting Education in the New Latino Diaspora is an extensive update, with all new material, of the groundbreaking volume Education in the New Latino Diaspora (Ablex Publishing) that these same editors produced in 2002. This volume consciously includes a number of junior scholars (e.g., C. Allen Lynn, Soria Colomer, Amanda Morales, Rebecca Lowenhaupt, Adam Sawyer) and more established ones (Frances Contreras, Jason Irizarry, Socorro Herrera, Linda Harklau) as it considers empirical cases from Washington State to Georgia, from the Mid-Atlantic to the Great Plains, where rural, suburban, and urban communities start their second or third decades of responding to a previously unprecedented growth in newcomer Latino populations. With excuses of surprise and improvisational strategies less persuasive as Latino newcomer populations become less new, this volume considers the persistence, the anomie, and pragmatism of Latino newcomers on the one hand, with the variously enlightened, paternalistic, dismissive, and xenophobic responses of educators and education systems on the other. With foci as personal as accounts of growing up as an adoptee in a mixed race family and the testimonio of a ‘successful’ undocumented college graduate to the macro scale of examining state-level education policies and with an age range from early childhood education to the university level, this volume insists that the worlds of education research and migration studies can both gain from considering the educational responses in the last two decades to the ‘newish’ Latino presence in the 41 U.S. states that have not long been the home to large, wellestablished Latino populations, but that now enroll 2.5 million Latino students in K-12 alone.
"Timely and compelling, Revisiting Education in the NLD offers new insight into the Latino Diaspora in the US just as the discussions regarding immigration policy, bilingual education, and immigrant rights are gaining steam. Drawing from a variety of perspectives, contributing authors interrogate the very concept of the diaspora. The wide range of research in this volume thoughtfully illustrates the nuanced phenomena and provides rich descriptions of complex situations. No longer a simple question of immigration, the book considers language and legal status in schools, international adoption, teacher preparation, and the relationships between established and relatively new Latino communities in a variety of contexts. Comprised of rich, thoughtful research Revisiting Education provides a fascinating window into the context of Latino reception nationwide. ~ Rebecca M. Callahan, Associate Professor - University of Texas-Austin
As the leader of a 10-years-and-counting research study in Mexico that has identified and interviewed transnationally mobile students with prior experience in U.S. schools, I can affirm that in addition to students with backgrounds in California, Arizona, Texas, and Colorado, migration links now join schools in Georgia, Minnesota, Oklahoma, Alabama, etc. to schools in Mexico. For that reason and many others I am excited to see this far-ranging, interdisciplinary, new text that considers policy implementation through lenses as different as teacher preparation, Latino adoption into culturally mixed families, the fate of Latino newcomers in 'low density' districts where there are few like them, and the misuse of Spanish teachers as interpreters. This is an relevant book for American educators and scholars, but also for readers beyond U.S. borders. Hamann, Wortham, Murillo, and their contributors should be celebrated for this fine new collection. ~ Dr. Víctor Zúñiga, Dean of Research and Extension, Universidad de Monterrey
CONTENTS
Foreword, Amanda Morales. I. Intro (Revision of Edmund T. Hamann & Linda Harklau [2010]) II. Actors and improvisational local practice (Grassroots to policy) 2: Erika Bruening: Doing it on their own: the experiences of two Latino English language learners in a low-incidence context. 3: Luis Urrieta, Lan Kolano, and Ji-Yeon O Jo: Learning from the testimonio of a “successful” undocumented Latino student in North Carolina. 4: John Raible and Jason Irizarry: Racialization and the Ideology of Containment in the Education of Latino Youth. 5: Casimiro Leco Tomas: Migrantes Indígenas Purépechas: Educación Bilingüe México-Estados Unidos. 6: C. Allen Lynn: A Cultural Political Economy of Public Schooling in Rural South Georgia: The Push/Pull Dynamics of Immigrant Labor. 7: Stephanie Flores-Koulish: The Secret Minority of the New Latino/a Diaspora. 8: Linda Harklau and Soria Colomer:Defined by language: The role of foreign language departments in Latino education in southeastern new diaspora communities. 9: Stanton Wortham & Catherine Rhodes: Heterogeneity in the New Latino Diaspora. III. Existing infrastructure responds 10: Frances Contreras, Tom Stritikus, Kathryn Torres, & Karen O’Reilly Diaz: Teacher Perceptions, Practices and Expectations Conveyed to Latino Students and Families in Washington State. 11: Jennifer K. Adair: Early Childhood Education Barriers between Immigrant Parents and Teachers within the New Latina(o) Diaspora. 12: Socorro G. Herrera and Melissa A. Holmes: The 3 R's: Rhetoric, Recruitment, and Retention. 13:Rebecca Lowenhaupt: Bilingual Education Policy in Wisconsin’s New Latino Diaspora. 14: Sarah Gallo, Stanton Wortham, and Ian Bennett: Increasing “Parent Involvement” in the New Latino Diaspora. 15: Adam Sawyer:Professional Development Across Borders: Binational Teacher Exchanges in the New Latino Diaspora. 16: Katherine Richardson Bruna: The Iowa Administrators' and Educators' Immersion Experience: Transcultural Sensitivity, Transhumanization, and the Global Soul. 17: Jennifer Stacy, Edmund T. Hamann, & Enrique G. Murillo, Jr.: Education Policy Implementation in the New Latino Diaspora.
Foreword, Amanda Morales. I. Intro (Revision of Edmund T. Hamann & Linda Harklau [2010]) II. Actors and improvisational local practice (Grassroots to policy) 2: Erika Bruening: Doing it on their own: the experiences of two Latino English language learners in a low-incidence context. 3: Luis Urrieta, Lan Kolano, and Ji-Yeon O Jo: Learning from the testimonio of a “successful” undocumented Latino student in North Carolina. 4: John Raible and Jason Irizarry: Racialization and the Ideology of Containment in the Education of Latino Youth. 5: Casimiro Leco Tomas: Migrantes Indígenas Purépechas: Educación Bilingüe México-Estados Unidos. 6: C. Allen Lynn: A Cultural Political Economy of Public Schooling in Rural South Georgia: The Push/Pull Dynamics of Immigrant Labor. 7: Stephanie Flores-Koulish: The Secret Minority of the New Latino/a Diaspora. 8: Linda Harklau and Soria Colomer:Defined by language: The role of foreign language departments in Latino education in southeastern new diaspora communities. 9: Stanton Wortham & Catherine Rhodes: Heterogeneity in the New Latino Diaspora. III. Existing infrastructure responds 10: Frances Contreras, Tom Stritikus, Kathryn Torres, & Karen O’Reilly Diaz: Teacher Perceptions, Practices and Expectations Conveyed to Latino Students and Families in Washington State. 11: Jennifer K. Adair: Early Childhood Education Barriers between Immigrant Parents and Teachers within the New Latina(o) Diaspora. 12: Socorro G. Herrera and Melissa A. Holmes: The 3 R's: Rhetoric, Recruitment, and Retention. 13:Rebecca Lowenhaupt: Bilingual Education Policy in Wisconsin’s New Latino Diaspora. 14: Sarah Gallo, Stanton Wortham, and Ian Bennett: Increasing “Parent Involvement” in the New Latino Diaspora. 15: Adam Sawyer:Professional Development Across Borders: Binational Teacher Exchanges in the New Latino Diaspora. 16: Katherine Richardson Bruna: The Iowa Administrators' and Educators' Immersion Experience: Transcultural Sensitivity, Transhumanization, and the Global Soul. 17: Jennifer Stacy, Edmund T. Hamann, & Enrique G. Murillo, Jr.: Education Policy Implementation in the New Latino Diaspora.
Monday, November 23, 2015
Faculty positions: Social Science research related to “Race, Immigration, and Integration: Empirical and Applied Approaches”, University of California Riverside
The University of California Riverside is embarking on a major new hiring initiative that will add 300 tenure-track positions in 33 cross-disciplinary areas selected through a peer-reviewed competition. Over the next three years, we will hire multiple faculty members in each area and invest in research infrastructure to support their work. This initiative will build critical mass in vital and emerging fields of scholarship, foster truly cross-disciplinary work and further diversify the faculty at one of America’s most diverse research universities. We encourage applications from scholars committed to excellence and seeking to help redefine the research university for the next generation. For more details visit http://clusterhiring.
This announcement aims to fill up to four positions, at both the junior and senior levels, in social science research related to “Race, Immigration, and Integration: Empirical and Applied Approaches.” The placement of each successful candidate may be in the Graduate School of Education, the School of Public Policy, the School of Medicine, or in the departments of Anthropology, Ethnic Studies, Political Science, or Sociology, depending on the preferences of the candidate and the host departments.
Topical areas of focus in this cluster search include:
1 Social movement and political power, including community mobilization against discrimination, hate crimes, police brutality, and immigrant detention;
2 Educational opportunities across the K-16 education pipeline with a focus on racialization, including its intersections with class, gender, sexuality, and immigration status;
3 The study of media (including mainstream media, ethnic media, and social media) and its relationship to social attitudes, civic engagement, and community formation; and
4 Demography and public health, including disparities in health and health care delivery, immigrant health, and culturally competent health care services.
Candidates should clearly indicate their topic(s) of focus in their cover letter. We are looking for candidates with a strong research record commensurate with rank, including relevant fellowships, honors, and awards. Candidates will be expected to teach and guide the research of undergraduate and graduate students, and they should be committed to boosting UCR’s research in empirical and applied research on race, immigration, and integration. Applicants must have an earned doctorate in a relevant social science field (such as Anthropology, Ethnic Studies, Geography, Political Science, or Sociology) or in an interdisciplinary field with substantial preparation in the social sciences (such as Demography, Education, Public Health, and Public Policy). Salary will be competitive and commensurate with education and experience. The appointment will commence on June 30, 2016.
Applicants at the rank of Assistant Professor should submit a letter of interest that describes their research and training, curriculum vitae, writing samples, and 3 letters of recommendation; applicants at the rank of Associate or Full Professor should include a letter of interest, a CV, names and contact information of 5 references, and a sample of research work.
All materials must be uploaded using UCR's on-line application system located at https://aprecruit.ucr.edu/a
Review of the applications will begin January 1, 2016 and will continue until the position is filled. To ensure full consideration, applications and supporting material should be received by December 31, 2015.
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