Dancing Away Detention is next week, six things to know, 6-2-16, 7:00-10:00 PM, El Sol y la Luna

The 6th annual Dancing Away Detention benefit show supporting the Hutto Visitation Program is next week on Thursday, June 2 from 7 p.m. to 10 p.m. at El Sol y La Luna at 600 E 6th St. in Austin. Check out who else is going plus fun photos from last year’s event on Facebook. Here are six things to know about this year’s benefit show.

Buy your ticket today

(don’t wait, the price goes up the day of the show)

1. It’s about community. One of my favorite things about this annual event is how much it feels like community. There are hundreds of people who are part of the immigrant rights movement in our city. Dancing Away Detention is an event where you’ll find many of them in one place.
2. It supports the Hutto Visitation Program.  The T. Don Hutto Detention Center in Taylor, Texas, is one of the hundreds of prisons for immigrants in the U.S. The facility now detains only women, most of whom are seeking asylum in the U.S., and it has a dark past as a place where immigrant families were once put behind bars. Shortly after winning the end of family detention at Hutto in 2009, Grassroots Leadership began coordinating visitors to Hutto who made sure that the women there knew they were not forgotten. Visitors have been going to the facility ever since.  We raise funds every year to train new visitors.  Our monthly trainings describe the history of Hutto and what it means to visit. Last year, we trained more than 100 volunteer visitors.
3. You’re gonna want to get up and dance. We have two great acts lined up: DJ ENS and Son de Rey! A New York City native, Andres Santiago, aka Everyone Needs Sound, is a mix-tape aficionado, who mixes Disco, Salsa, R&B, Hip Hop, Reggae, Cumbia, Moombahton or EDM, and promises to take us through a journey with no boundaries.  You probably heard of Son de Rey when they were named the 2014 Austin Music Awards  #2 Best Performing Latin Band and #4 Best Performing World Music Band.  Son de Rey is a Latin Alternative sound that blends traditional cumbia, and Latin beats with pop electronica.
4. We will be honoring two women who inspire us. Every year, we honor members of our community for their contributions to the movement for immigrant rights. This year, it is our honor to recognize Barbara Hines and Insis Bernardez. Barbara is a well-known immigration attorney who has worked to affirm the dignity and rights of the immigrant community for many years. Insis is an organizer from Honduras who organized for — and won — her freedom from detention. As a leader of the #Hutto27 hunger strike, she faced intense retaliation inside but continued to courageously speak out about the injustice she and others were experiencing.
5. You can support someone else coming. When you buy a ticket online, you have the option to purchase “solidarity tickets.” We want every member of our community to be able to join this night of celebration and we do not turn anyone away because of inability to pay. You can purchase solidarity tickets even if you are not able to come to the event. If you would like a solidarity ticket, please contact Rebecca Sanchez in our office at rsanchez@grassrootsleadership.org or 512-499-8111. She’s super friendly and she’ll put you on the guest list.
6. The silent auction is ppprreeeetty cool. Every year, we curate some of the coolest things there are to see, do and appreciate in Austin for the Dancing Away Detention silent auction. This year, you could bid on things like a sweet XL hammock from Whole Earth Provision Co, an awesome 20 person party pack from Capitol City Comedy Club or even belly dancing classes for a month! Come be surprised by all the neat things you could win. ​

We can't wait to celebrate all of the great work The Hutto Visitation Program is doing!
If you can't make the event, you can still donate here to help support our programs.

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Connect with us online

EAST OF SALINAS A story about immigration, childhood and circumstance.

View in a browser. "East of Salinas is powerful, educational, heartrending, inspirational and unforgettable."  Francisco Jiménez, Santa Clara University EAST OF SALINAS A story about immigration, childhood and circumstance.  East of Salinas begins with 3rd grader José Anzaldo telling us what he wants to be when he grows up. His parents work from sun up to sun down in the heart of California's "Steinbeck Country,” the Salinas Valley. With little support available at home, José often turns to his teacher, Oscar Ramos, a son of migrant farm workers himself. But José was born in Mexico — and he's on the cusp of understanding the implications.  What is lost when kids like José are denied opportunities?  José is Oscar's most gifted student. But how do you teach students like José, who have no place to do their homework? How do you teach a child who moves every few months? As we watch José’s story play out over the course of three years, we begin to understand the cruelty of circumstance for José and the many millions of undocumented kids like him. East of Salinas is available with public performance rights for purchase, DSL, and rental from Bullfrog Films. To learn more about the film, view the trailer, and place your order, please visit our online catalog. Free previews for purchase evaluation. DVD or online streaming previews available. Email or call 1-800-543-3764 for details. A film by Laura Pacheco and Jackie Mow 53 minutes on DVD Grades 7-12, College, Adult SDH Captioned “A must for students, teachers, and the general public. The film brought back memories of my own childhood, growing up in a family of undocumented migrant workers.” Francisco Jiménez, Emeritus Professor of Modern Languages & Literatures, Santa Clara University “A thought-provoking documentary that puts a human face to the raging national debate over undocumented immigration and ‘illegal aliens.’” Kevin R. Johnson, Dean, UC Davis School of Law “An intimate look at how education is transformative for the children of those who harvest the food we all eat every day... a must see for parents, teachers, and policy educators.” Gonzalo Bacigalupe, Professor of Counseling Psychology, Director of Family Therapy Program, University of Massachusetts “A very powerful film for showing future teachers and practicing teachers…The film shows the cultural, linguistic and collective dimensions of support and care.” Higinio Dominguez, Assistant Professor of Teacher Education, Michigan State University SUBJECT AREAS: Anthropology • Sociology • Education • Immigration • Teacher Education • Psychology • Counseling • Law • Latin American & Chicano Studies • Community • Migrant Labor • Agriculture • Child Development  NON-THEATRICAL PUBLIC PERFORMANCE RIGHTS: Purchase $295, Classroom Rental $95 Digital Streaming License available           This is a commercial email. You are receiving this email because you are a customer of Bullfrog Films or you requested to be on our email list. If you do not wish to receive email announcements in the future, please send a message to cancel emails. If you would prefer to receive email announcements at another account, please send an email to change emails.  BULLFROG FILMS® Inc., PO Box 149, Oley PA 19547 PHONE: (800) 543-3764 or (610) 779-8226 EMAIL: film-news@bullfrogfilms.com WEB: www.bullfrogfilms.com

95th Intertribal Indian Ceremonial, 2016

PRESS RELEASE

The 95^th Inter-Tribal Indian Ceremonial is planned for August 10-14, 2016 in Gallup, New Mexico.  The Inter-Tribal Indian Ceremonial is a unique event that brings together native tribes from the Americas together to celebrate tradition and culture.  This exciting event will celebrate the 95^th event this summer and it will be an event to remember.

Many of the events are housed at Red Rock State Park and Conference Center.  Red Rock State Park is located adjacent to several mountain trails and host a wonderful camp ground with nice showers. Gallup, New Mexico is home to much of Indian America.  Here you will find traditional Indian Jewelers and many hotels. Gallup is located near the Arizona border and will give you a great taste of the American Southwest,  Come and visit us in August.

For more information, contact the website at theceremonial.com

This ceremonial event is unique opportunity to learn about native tribal culture through many activities, these include:

·         Native American Art Exhibit and prized competition

·         Native American traditional art and jewelry vendors

·         Evening and daily inter-tribal dance exhibitions

·         Evening and morning all indian parade

·         Pow-Wow

·         4-day all Indian Rodeo

·         Miss Ceremonial Queen competition

Contact the Inter-tribal Ceremonial Office for more information or visit the website. 

Phone: 505-863-3896

Website: theceremonial.com

Call for Proposals: Improving Education and Reducing Inequality in the United States

Call for Proposals: Improving Education and Reducing Inequality in the United States

The Russell Sage Foundation and the William T. Grant Foundation are requesting proposals for projects that investigate educational opportunity and success in the U.S. by utilizing data on academic achievement from the Stanford Education Data Archive (SEDA). The archive, constructed by Sean Reardon (Stanford University) and colleagues, contains data on the results of over 200 million standardized achievement tests taken by roughly 40 million public school students from 2009 to 2013. 

RSF and W.T. Grant seek projects that use these data files in combination with other data sources to analyze the effects of different policies, practices, and social conditions on academic achievement gaps, or the effects of these achievement gaps on other outcomes. We are particularly, though not exclusively, interested in studies aimed at understanding how to reduce educational inequality and other subsequent forms of inequality. We strongly encourage applications from scholars who are underrepresented in the social sciences.

The deadline for proposals is August 11, 2016, at 2 p.m. ET. Click here for more information, including eligibility requirements and detailed guidelines on submitting a proposal. Questions should be sent to seda@rsage.org

 

CALL FOR ABSTRACTS DUE 6/1/16: "Language & Social Justice: Case Studies on Communication & the Creation of Just Societies"

REMINDER - June 1st, 2016 Deadline

CALL FOR ABSTRACTS

We invite abstracts for potential contributions to an edited book tentatively titled,“Language & Social Justice: Case Studies on Communication & the Creation of Just Societies.” The volume will be a collection of case studies on the subject of language and social justice (see abstract below).  We are seeking 15-20 essays of 2000-3500 words each, written in an accessible style suitable for use in undergraduate and graduate courses on linguistic anthropology, language and social justice, and engaged language research. The collection will be co-edited by Netta Avineri, Robin Conley, Laura R. Graham, Eric Johnson, and Jonathan Rosa.  Oxford University Press and Routledge have expressed interest in the volume.

To be considered for inclusion in the volume, please submit 2 documents by JUNE 1ST, 2016 to languagesocialjusticebook@gmail.com:

1. The first document should include a working chapter title & 500-word abstract. The name of the document should be a shortened version of the title & ABSTRACT (in all CAPS).
2. The second document should include the working chapter title, your name(s) & 100-word biography for each author.  The name of the document should include the same shortened version of the title & BIOGRAPHY (in all CAPS). 

Questions/inquiries should be sent to languagesocialjusticebook@gmail.com.

Language and Social Justice: Case Studies on Communication & the Creation of Just Societies

Edited by Netta Avineri, Robin Conley, Laura R. Graham, Eric Johnson, and Jonathan Rosa

From bilingual education and racial epithets to gendered pronouns and immigration discourses, language is a central concern in contemporary conversations and controversies surrounding social inequality. Developed as a collaborative effort by members of the American Anthropological Association’s Language and Social Justice Task Force, this innovative volume synthesizes scholarly insights on the relationship between patterns of communication and the creation of more just societies. The volume, which includes for the first time a set of case studies that illustrate with striking detail ways that language is implicated in the construction and perpetuation of social hierarchies, brings together leading scholars from a range of language-related fields to provide concise overviews of key concepts, debates, and approaches in the study of language and social justice.  The volume will be divided into sections that address, in three to four short case study essays, topics such as race and ethnicity, gender and sexuality, education, hate speech, and criminal justice, activist or “engaged” research. The wide-ranging chapters will present material focused on various languages, nations, identities, inequalities, institutional settings, and historical contexts. Collectively, the entries to this volume will powerfully demonstrate how language provides a crucial vantage point from which to understand and contribute to the achievement of social justice. An introduction, co-authored by the editors, synthesizes recent work and provides an overview of contemporary insights regarding the relationship between patterns of communication and the creation of more just societies.   This collection of concise case studies will be ideal for adoption in courses in anthropology, linguistics, sociology, and communication studies.

Trails, Traditions, and New Directions 77th Annual meeting of the Society for Applied Anthropology, Santa Fe, New Mexico March 28-April 1, 2017

Trails, Traditions, and New Directions

77^th Annual meeting of the Society for Applied Anthropology, 
Santa Fe, New MexicoMarch 28-April 1, 2017

 “Like the roads to Rome, all trails lead to Santa Fe”
(Ruth Laughlin, Caballeros, 1931)

Santa Fe, site of the 2017 Annual Meeting of the Society for Applied Anthropology, is a location steeped in centuries of traditions, as is much of New Mexico. Culturally, it is a region where Native histories reach back 10,000 years and follow paths through time and across geographical space.  Ancient roads meet recent trails in Santa Fe.  The city was the terminus of three major routes, bringing ideas, goods, people and both positive and negative change.  In 1880 the railroad bypassed Santa Fe. Forced to explore new directions, the city advertised its climate to attract health seekers and highlighted its native cultures and their past to encourage tourism, promoting itself as the City Different.

The 77th annual SfAA Meeting embraces "Trails, Traditions, and New Directions" and their implications for practice, theory and action.  In New Mexico, from Chaco roads to Canyon Road, old trails and new thoroughfares have profound effects on the communities through which they pass.  Such landscapes and traditions inform the research and practice we embrace worldwide.  Metaphorically, this theme highlights the importance of understanding the history and intended destination of those "theoretical trails" that we follow when engaging our community partners, methodology, and active interpretations. We recognize the traditions and background of those communities with whom we work, whether they be new immigrants or deep- rooted residents. 

Presentations that approach current issues from a historical perspective—including health disparities, energy and climate change, interpreting culture—or any of our broad concerns are encouraged, as is work that critically examines the motivations that have guided social science research and practice in the past. We urge participants to explore new directions and practice in anthropology, archaeology and related disciplines, Especially encouraged are workshops that investigate more effective ways of communicating the results of applied research and action, and include community partners.  Creative, artistic and dynamic involvement is very welcome.

Recognizing the locality in which it occurs, the 2017 meeting also seeks to develop sessions and activities of interest to the residents of the greater Southwest.  Local people will be involved in planning the meetings and encouraged to participate.  The first day of the Meeting will be open to the public free of charge.                                        

We invite your advice, suggestions, and participation.  Please contact:

Nancy Owen Lewis, Program Chair, at School for Advanced Research, PO Box 2188, Santa Fe, New Mexico 87504;  lewis@sarsf.org; or 505-954-7212.

Journal: Special Issue of Workplace: A Journal of Academic Labor (No. 26); Edited by Mark Stern, Amy E. Brown & Khuram Hussain Special Issue: Educate. Agitate. Organize.: New and Not-So-New Teacher Movements Edited by: Mark Stern, Amy E. Brown, and Khuram Hussain

 Journal: Special Issue of Workplace: A Journal of Academic Labor
(No. 26); Edited by Mark Stern, Amy E. Brown & Khuram Hussain

Special Issue: Educate. Agitate. Organize.: New and Not-So-New Teacher Movements

Edited by: Mark Stern, Amy E. Brown, and Khuram Hussain

In support of the current iteration of school and community activism
against the current regime of education and social policy, this
special issue brings together voices that, with nuance and solidarity,
document the specificity and interconnectivity of organized resistance
movements across the United States. Using a mix of historical,
philosophical, and qualitative methods, the articles collected in this
issue construct a dynamic topography that begins to chart the ways
race, class, affect, aesthetics, law, identity, and, among other
things, hope are being experienced, utilized, and negotiated in the
fight for a more just and democratic future.

http://ices.library.ubc.ca/index.php/workplace/issue/view/182552

Table of Contents:

Forward

The Systemic Cycle of Brokenness
http://ices.library.ubc.ca/index.php/workplace/article/view/186158
Tamara Anderson

Introduction

Educate. Agitate. Organize: New and Not-So-New Teacher Movements
http://ices.library.ubc.ca/index.php/workplace/article/view/186161
Mark Stern, Amy E. Brown, Khuram Hussain

Articles

Principles to Practice: Philadelphia Educators Putting Social Movement
Unionism into Action
http://ices.library.ubc.ca/index.php/workplace/article/view/185999
Rhiannon M. Maton

Teaching amidst Precarity: Philadelphia’s Teachers, Neighborhood
Schools and the Public Education Crisis
http://ices.library.ubc.ca/index.php/workplace/article/view/185942
Julia Ann McWilliams

Inquiry, Policy, and Teacher Communities: Counter Mandates and Teacher
Resistance in an Urban School District
http://ices.library.ubc.ca/index.php/workplace/article/view/186117
Katherine Crawford-Garrett, Kathleen Riley

More than a Score: Neoliberalism, Testing & Teacher Evaluations
http://ices.library.ubc.ca/index.php/workplace/article/view/186006
Megan E Behrent

Resistance to Indiana’s Neoliberal Education Policies: How Glenda Ritz Won
http://ices.library.ubc.ca/index.php/workplace/article/view/185977
Jose Ivan Martinez, Jeffery L. Cantrell, Jayne Beilke

“We Need to Grab Power Where We Can”: Teacher Activists’ Responses to
Policies of Privatization and the Assault on Teachers in Chicago
http://ices.library.ubc.ca/index.php/workplace/article/view/186004
Sophia Rodriguez

The Paradoxes, Perils, and Possibilities of Teacher Resistance in a
Right-to-Work State
http://ices.library.ubc.ca/index.php/workplace/article/view/185949
Christina Convertino

Place-Based Education in Detroit: A Critical History of The James &
Grace Lee Boggs School
http://ices.library.ubc.ca/index.php/workplace/article/view/185970
Christina Van Houten

Voices from the Ground

Feeling Like a Movement: Visual Cultures of Educational Resistance
http://ices.library.ubc.ca/index.php/workplace/article/view/186155
Erica R. Meiners,Therese Quinn

Construir Y No Destruir (Build and Do Not Destroy): Tucson Resisting
http://ices.library.ubc.ca/index.php/workplace/article/view/186156
Anita Fernández

Existential Philosophy as Attitude and Pedagogy for Self and Student Liberation
http://ices.library.ubc.ca/index.php/workplace/article/view/186157
Sheryl Joy Lieb

Epilogue
No Sermons in Stone (Bernstein) + Left Behind (Austinxc04)
Richard Bernstein, Austin xc04

Journal Call for Papers: Special Issue of Policy Futures in Education; abstracts preferred by 7/15/16

Journal Call for Papers: Special Issue of Policy Futures in
Education; abstracts preferred by 7/15/16

Special issue: After neoliberalism: New directions for education, the
economy, and society

Special issue editor: David Hursh, Associate Editor

At a recent symposium at New York University on the dominance of
neoliberal policies in education and society, all agreed that
neoliberalism causes more harm than good. However, rolling back
neoliberalism requires more than a critique of neoliberalism but also
a vision of how we might work toward a post-neoliberal or even
post-capitalist society and some hints of what that might look like.
We need to acknowledge that while our pre-neoliberal welfare state was
the result of progressive social movements, it excluded some groups,
and therefore may not be the best model for the future.

For this special issue we are looking for arguments for a
post-neoliberal society, including rethinking the purpose and
structure of education, the economy, and society. Given that how the
economy, environment, and education are at root political projects,
how might we rethink their relationship?

In reconceptualizing society and schools, we need to engage in both
social theory and social change. We need both ideas and action. While
it would be foolish to try to describe exactly what a post-capitalist
society would look like, we can suggest some first steps and possible
destinations. In this sense I cite Paulo Freire who quoted the Spanish
poet Antonio Machado, “we make the road by walking.” In taking those
first steps, what do we need to consider? What, if anything, should we
salvage from the past? What can current social movements teach us?
What ideas and policies have we not yet considered? What new social
imaginary needs to be developed? What strategies might be used?

Timeline
An early expression of interest and a 200-300 word abstract is
preferred by July 15, 2016. Manuscripts will be due December 15, 2016.

The expression of interest and abstract should be sent to
dhursh@warner.rochester.edu.

Authors of successful expressions of interest/abstracts will be
directed to submit full manuscripts at
http://mc.manuscriptcentral.com/pfie

Call for Manuscripts for Themed Issue, The Educational Forum is seeking articles for its Fall 2017 themed issue, “Strength and Hope in Urban Education: The Bridge Between Community and Classroom.”

 Call for Manuscripts for Themed Issue 

Volume 81, No. 4 – Fall 2017

Strength and Hope in Urban Education: The Bridge Between Community and Classroom 

The Educational Forum is seeking articles for its Fall 2017 themed issue, “Strength and Hope in Urban Education: The Bridge Between Community and Classroom.” 

Much discourse on urban education highlights disparities and assumes deficits. In fact, the term urban education often brings to mind problems rather than possibilities. This themed issue seeks to explore the counternarratives that question and challenge these stereotypes of urban education. There are many classrooms and schools where teachers, students, administrators, parents, and community members are collectively creating innovative educational experiences within the P–12 urban sector. Specifically, the focus of this issue is to explore the connection between classroom learning and the urban community. 

Articles may consider the following questions about innovations that bridge the community and classroom: 

● What systemic transformations can happen in the classroom involving community partnerships? 

● How are teachers and out-of-school educators capitalizing on the rich resources available in urban communities? 

● How are stakeholders (e.g., community members, students, teachers, and/or parents) sharing power and agency to continually strengthen the community? 

● What kinds of transformative teaching practices are successful in historically underperforming contexts? 

These questions suggest topic areas but are not exhaustive. We encourage submissions not only from scholars and researchers, but also from students, teachers, and community members. 

Submissions should not exceed 7,000 words, including all references and back matter to the article. We seek previously unpublished thematic essays or empirical research. For full instructions, please visit: 

http://www.kdp.org/publications/theeducationalforum/authorguidelines.php 

Submission deadline: Wednesday, February 1, 2017 

Submissions must be made at: http://mc.manuscriptcentral.com/utef 

Please include the code 814 at the beginning of your manuscript title. 

For more information, please contact either of the issue coeditors: 

Dr. Tabitha Dell’Angelo (dellange@tcnj.edu) or Dr. Lynnette Mawhinney (mawhinnL@tcnj.edu) 

CALL FOR CHAPTERS Untold Narratives: Blacks who received Special Education services and succeeded beyond expectations. Information Age Publishing Inc., Shawn Anthony Robinson Ph.D. Editor

Information Age Publishing Inc. PO Box 79049,Charlotte, NC 28271-7047 Tel: 704-752-9125 Fax: 704-752-9113 URL: www.infoagepub.com CALL FOR CHAPTERS Untold Narratives: Blacks who received Special Education services and succeeded beyond expectations Information Age Publishing Inc.Shawn Anthony Robinson Ph.D. Editor Background and OverviewBlack students have been faced with educational obstacles for over hundreds of years despite the 1954 historical Brown v. Board of Education case that aimed to change policy and practice, along with ensuring equal education for Black students (especially with disabilities) (Hardman & Dawson, 2008). This landmark case caused school districts to reverse their policies of racial segregation, which violated the equal protection clause of the 14th Amendment to the United States Constitution (Albrecht, Skiba, Losen, Chung, & Middelberg, 2011). The Brown case found that Black students were not receiving an education equal to their White peers. To help alleviate this inequality, over 60 years ago, the United States government passed the Title I Elementary and Secondary Education Act (ESEA), which ensured that all students have access to a fair and equal opportunity to receive a high-quality education that also allowed them to meet proficiency or higher on state academic achievement standards and assessments (Kaufman & Kaufman 2005). Scholars noted that the ESEA policy emphasized equal access to an adequate education and should include early intervention, differentiation instruction, high standards and accountability measures (Ehri, 2005; Fuchs, et al., 2011; Phillips, Hayward, & Norris, 2011; Wixson & Carlisle, 2005). Policies were implemented because of the academic inequalities Blacks were facing during the 1960s and prior. These changes occurred because community advocates, Civil Rights leaders and parents of Black students had had enough of their children failing, which pressured the United States government to take action by establishing the IDEA and the Rehabilitation Act of 1973 - Section 504 (Schraven & Jolly 2010). The purpose of IDEA was to protect students who meet one of the 13 disability categories that severely affect their academic progress in order for them to qualify for or receive additional services. All students are protected under the IDEA until the age of 22, receive a free and appropriate education, and have the right to special education or any related academic support services. The Rehabilitation Act of 1973 (Section 504) protects students from any type of discrimination on the basis of their disability and qualifies them to not only receive federal funding, but also for school districts to provide necessary resources for the students to become successful. Even with implementation of those practices and policies by the federal government, inequalities in the academic system are still a serious problem for Blacks in special education today (Kaufman & Kaufman, 2005). Inequalities in the academic system continue to persist; scholars have argued that Blacks have been warehoused in special education at similar rates to those getting pushed into prison (Civil Rights Data Collection, 2012). In fact, although Section 504 protects students from any type of discrimination on the basis of their disability and qualifies them to receive Federal funding, Black students are served at disproportionate rates. The Brown v. Board of Education (1954) ruling and Federal programs for students with disabilities have had minimal impact on the educational progress of Black students in special education. ObjectiveIn this edited volume, manuscripts will capture the voices of Blacks who have received special education services in high school and thereafter, and navigated the system. The significance of this book is that it could help teachers across a wide array of academic disciplines who are interested in meeting the needs of Black students in special education (Robinson, 2015a; 2015b; 2014; 2013). While this book will emphasize successful narratives, it will also provide counter-narratives to demystify the myth that Blacks in special education cannot succeed or obtain the terminal degree. The edited volume will focus on a population written off as high achievers and neglected by society. Moreover, the volume will shed light on storytelling (Chang, 2013; Ellis, 2011) with the goal of reaching Black students in special education. Furthermore, authentic voices of Blacks who have received special education services have often been absent in educational literature. Topics for ConsiderationWhat follows are potential topic areas that would be included in this volume. Each section will include individual chapters by invited authors that will focus on their area of expertise. Following prefatory and introductory chapters, the book will be divided into introductory sections, which will include approximately three chapters per section: 1.    Cognitive development; (Autism, Intellectual Disability, Specific Learning Disability, & Blindness/Visual Impairment) 2.    Physical development (Orthopedic Impairment) 3.    Communication development (Deafness; Speech or Language Impairment, & Hearing Impairment) 4.    Social or emotional development (Emotional Disturbance) 5.    Adaptive development. Articles must promote critical examination of issues facing Blacks in special education (P-20) and provide specific recommendations for policy and practices. Furthermore, the chapters will be unique as the authors will frame their lived experiences – stories - through a sociocultural theory, critical race theory or another theoretical framework relating to social justice. AudienceThe edited volume will be accessible to a widespread of teacher preparation programs, graduate level students, researchers, faculty, correction educators, juvenile detention and public school administrators. Our intended audience is composed of Special Education and English language art teachers. While this book is primarily a reference resource, it is possible that faculty could adopt it as a textbook for undergraduate or graduate level courses. The book will be indexed, making it desirable for adoption by academic libraries. Submission ProcedureSubmissions should follow the Publication Manual of the American Psychological Association (APA), 6th ed., 2010, double-spaced, 12-point font, and Times New Roman font. Articles should not exceed 20 pages in length (not including tables, figures, and references). TimetableChapter proposals along with title (1-3 pages and abstract 120 words) should be emailed to Shawn Anthony Robinson (drshawnanthonyrobinson@gmail.com) no later than August 5th 2016. Decisions about invitations to submit full chapters will be made by August 31st, 2016. August 2016 – Proposal submission process September 2016 – December 2016 Commission authors to prepare chapters January - March 2017 – Review and request changes April - June 2017 – Author revisions/Final compilation/review page proofs and index June 2017 – Book assembled and submitted August 2017 – Book published InquiriesPlease direct all questions to Shawn Anthony Robinson PhD at drshawnanthonyrobinson@gmail.com

Information Age Publishing | P.O. Box 79049 | Charlotte, NC 28271-7047
T: 704.752.9125 | F: 704.752.9113 | E: info@infoagepub.com

2016 National Leadership Conference IGNITING CHANGE: ADVANCING SOCIAL JUSTICE Chi Upsilon Sigma June 16 -18, 2016 Royal Sonesta Harbor Court Baltimore Baltimore, MD

2016 National Leadership Conference IGNITING CHANGE: ADVANCING SOCIAL JUSTICE  Chi Upsilon Sigma June 16 -18, 2016 Royal Sonesta Harbor Court Baltimore Baltimore, MD The National Leadership Conference of Chi Upsilon Sigma is held biennially. It consists of three days of networking events and professional development workshops for our members, local community, fellow fraternal organizations, family, and friends. This years conference will focus on our social and political awarenesses, as well as strengthen our skills in being agents of change. The power of activists is growing and whether you want to challenge corporate culture, your campus environment, or social norms we aim to arm you with the tools to be a catalyst for change.  For more information:  https://events.bizzabo.com/cusnlc