Saturday, July 30, 2016

Job opportunity: 2016 Latinitas Austin Program Club Leader, Austin, TX

2016 Latinitas Austin Program Club Leader

Hourly Wage: $10 - 12

Time Commitment: 5 days a week, 2:30 pm – 6:00pm

Looking for a rewarding experience while developing your professional skills? Latintias Austin is looking for self-starters who are able to work independently with Elementary and Middle School girls. Program leaders deliver lessons in writing, blogging, photography, web and graphic design, video game and app development focused on themes such as self-esteem, identity, college attainment, healthy living and more.

Latinitas is seeking women who have excellent written and verbal communication skills.  They  should be organized, resourceful, creative, enthusiastic, and proactive. We are looking for someone who is able to work independently as well as part of a team. Experience working with children preferred. Bilingual volunteers are encouraged to apply.
This position is recommended for college students or graduates with majors like journalism, radio-tv-film, cultural studies, communications, social work, or education with interest or experience in digital media production, technology development and cultural literacy.

Program leaders implement Latinitas weekly after-school media enrichment clubs at local elementary and middle schools where girls can build confidence through media and technology.
Our clubs serves girls ages 9-14 and focus on encouraging girls to build confidence through creative multimedia expression. Girls in our clubs will participate in hands-on activities such as writing, media literacy, photography, filmmaking, blogging and other more techy projects such as video game design, app creation and more. Our clubs connect girls with positive role models and encourage girls to express themselves in a safe and supportive environment.

Job Responsibilities:
  • Digital media, technology and cultural literacy education
  • Mentors youth, encourages positive team environment and serves as a role model
  • Leads team-building and confidence-boosting activities and games
  • Develops and implements activity ideas for Club Latinitas
  • Organizes field trips, special events & projects as needed
  • Reports twice monthly for staff trainings, mandatory staff orientations in Fall and Spring
  • Communicates school officials on Latinitas program updates
  • Follows safety regulations and emergency procedures, responds to critical incidents, performs routine first aid tasks, and ensures well-being of campers
  • Abides by all Club Latinitas rules and regulations, enforces them among campers, and applies appropriate behavior management techniques
Applicants will need to send a resume to
Briseida Diaz
Communications Associate | Latinitas Austin
Office: (512) 900-0304

Special Guest Edited Issue of Taboo: The Journal of Culture & Education; due 9/30/16 Special Issue on Lemonade: Black Womanhood, Identity & Sexuality Guest Editors: Venus Evans-Winters, PhD Illinois State University Jennifer Esposito, PhD Georgia State University

 Special Guest Edited Issue of Taboo: The Journal of Culture &
Education; due 9/30/16

Special Issue on Lemonade: Black Womanhood, Identity & Sexuality

Guest Editors:
Venus Evans-Winters, PhD
Illinois State University

Jennifer Esposito, PhD
Georgia State University

We invite contributions to this special invitation issue of Taboo that
will interrogate the various messages embedded in Beyonce’s new visual
album, Lemonade. For this special edition, we are seeking theoretical,
conceptual, research, and/or practical issues specifically related to
the social construction of Black womanhood, identity, and sexuality in
media. With the growth of social media, images and sounds of Black
women and girls are more widely circulated, interpreted, and critiqued
by cultural critics, laypersons and academicians alike. With the call
to give more attention to the need for critical media literacy
(Kellner & Share, 2006; Alvermann & Hagood, 2000), there is an urgent
need to include discussions of Black women’s everyday lived realities
and messages into these conversations. Collectively, critical race and
feminist scholars are reimagining and theorizing the role of popular
culture in co-constructing girls’ and women’s lives within the popular
imagination. For this special issue call, we are interested in
articles that address audiences’ reaction to the Lemonade album and
various discussions centered on Beyonce and feminism (e.g. bell hooks
public response). Interdisciplinary/transdisciplinary frameworks are
especially welcomed. All submissions are APA citation style.

This special issue invites articles that critically explore, but are
not limited to, the following themes:
• Intersectionality and critical media literacy
• Performances of feminism
• Critical media literacy in educational and political reform
• The influence of popular culture on the identities of Black girls
and young women
• The role of popular culture in shaping society’s perceptions of
Black girls and women
• Culture and knowledge formation
• Black womanhood and political identity
• Black girlhood and cultural identity
• Teaching and learning in the age of hypermedia
• Black sexuality in the age of hypermedia and social media
• Social movements like Black Lives Matters/Black Girls Matter and media
• Cultural Studies, Ethnic Studies, and Women and Gender Studies
• Critical theories and frameworks in the analysis of media

Submission and Timeline
Submit your full-length manuscript by September 30, 2016. All
correspondence, inquiries, and manuscripts should be emailed to Dr.
Venus Evans-Winters (, Dr. Jennifer Esposito
(, and the editors of Taboo
( The subject line of your email should read
Lemonade: Black Womanhood, Identity & Sexuality

December 15, 2016 - Authors will receive notification about
manuscripts acceptance with feedback from reviewers
January 15, 2017 - Revised manuscripts will be returned to editors
February 15, 2017 - Final manuscripts due
March 15, 2017 - Editor finalizes special issue for submission to the journal

Kellner, D. & Share, J. (2006). Critical media literacy is not an
option. Learning Inquiry. 1 (1), 59-69.
Alvermann, D. E., & Hagood, M. C. (2000). Critical media literacy:
Research, theory, and practice in “New Times”. The Journal of
educational research, 93(3), 193-205.

Friday, July 8, 2016

5th Annual Transformative Researchers and Educators for Democracy (TRED) Conference; deadline 8/31/16 Friday, November 18th through Saturday, November 19th at the New Bedford Whaling Museum

 5th Annual Transformative Researchers and Educators for Democracy
(TRED) Conference; deadline 8/31/16

Friday, November 18th through Saturday, November 19th at the New
Bedford Whaling Museum

Public education is a human right needed for a healthy democracy as
well as social and cognitive justice. Around the world, public
education has the potential to be the largest and most brilliant
political device undertaken by government as a way to foster public
welfare. However, it has been assaulted from various sectors of
society unable to solve the major social ills that affect urban areas,
resulting in dropouts, school-to-prison pipeline, high levels of
poverty, and overt social inequalities, including racism, genderism,
and classism.

As a victim of disastrous set of social policies, public education
appears to be the only solid answer for millions of working poor and
economically disadvantaged, as a way to address the harsh cultural and
economic challenges. This isolates public education from symbiotic
and/or parasitic relationships that it has with other social issues
and policies. Through education reform policies, public education has
been married to economic policy as a mechanism to produce 21st century
workers for the global market. This market is framed by globalization
that comes with a host of social that have displaced and exploited
populations. The global consequences of these economic policies are
left unaddressed despite their local impact. Immigration is changing
the terrain of public education, especially in urban and rural areas,
immigration is political, social, economic, and cultural; therefore,
it too is prone to the neoliberal globalization attacks that impede
public democracy. Globalization exposes public education, teachers,
educators, and social activists to a new challenge, which is educating
people for a society that desperately needs to be reimagined so it may
work for social and cognitive justice within vibrant democracies.

It is these social questions and challenges that this year’s TRED
conference, “Rethinking Public Schools: Education, Immigration, and
Economic Development,” aims to address by providing a public space for
educational researchers and practitioners to engage in critical and
transformative dialogues to rethink the role of public education in
the light of immigration and economic development. What is the
ideological color of policies that have strengthened the nexus between
public education and economic development? How will such nexus be able
to break the community-school cycle of inequality and poverty? How can
civic and political participation address this wrangle? To what extent
can the rethinking of public education and its nexus with immigration
and economic development pave the way for an alternative political
economy of K-12 and higher education?

Submitting Proposals:
Questions may be emailed to:

All proposals must be received by 11:59 p.m. on Wednesday, August 31, 2016.

More information here:

Thursday, July 7, 2016

EPAA/AAPE Call for Papers: Navigating the Contested Terrain of Teacher Education Policy and Practice

EPAA/AAPE Call for Papers 
 Special Topic: Navigating the Contested Terrain of Teacher Education Policy and Practice
 Guest-edited by Olena Aydarova and David Berliner, Arizona State University  

Education Policy Analysis Archives (EPAA/AAPE ) announces a call for papers for a special issue exploring the contested terrain of teacher education policy and practice. In the policy climate where various actors claim to have the solutions for the enduring challenges of the profession, certain voices and perspectives get left out of the debates and policy deliberations. To address these silences and omissions, this special issue brings together scholars attending to voices, perspectives, or issues that are sidelined in the policy debates dominated by market logic, neoliberal ideologies, and accountability hype in teacher education policies and practices in the US and abroad. Drawing on diverse theoretical, methodological, and conceptual tools, contributors to this special issue are invited to consider the controversies of the current policy debates, deficiencies in evidentiary bases of policy proposals and practice changes, the missing links between teacher education reforms and the struggle to preserve democratic schooling, as well as international connections between domestic reforms and global ideological flows. The special issue will be of interest to educational policy scholars, teacher educators, as well as educational researchers in general. Research papers using interdisciplinary or mixed media (images/audio/video clips) formats are highly encouraged. 
About the Journal: Celebrating its 24th year, EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place.
Submission Information:Interested contributors are invited to submit 500-word abstracts aligned with the special issue themes for review by guest editors by September 1, 2016.All manuscripts should be submitted electronically through the EPAA website and follow the journal's submission guidelines: We will not consider manuscripts submitted for publication or published elsewhere.

Abstract Submission Deadline: September 1, 2016
Final Manuscripts DeadlineNovember 1, 2016
Publication DateOctober 30, 2017
Early submissions are encouraged.
Guest Co-Editors: Olena Aydarova (Arizona State University) and David Berliner (Arizona State University)

This email was sent by: edXchange at Mary Lou Fulton Teachers College
PO Box 870211 Tempe, AZ, 85287-0211 United States

Tuesday, July 5, 2016

Critical Questions in Education Symposium Salt Lake City, October 3—4, 2016 Submission deadline extended -- July 25, 2016

Critical Questions in Education Symposium
Salt Lake City, October 3—4, 2016   
Submission deadline extended -- July 25, 2016

Our CQiE Symposium theme question hits at the stress and strain plaguing many in education:  Pressure for perfection:  What is it doing to teachers, students, school communities, and teacher education?  We’ll gather in Salt Lake City to hear presentations related to this question—see some suggested topics below.  And we’re offering an Open topic category for those who would like to join us, but present on a different topic.

Here are just a few ways you might choose to address the theme question:
ü  How “measuring perfection” affects teacher, student, and school administrator morale—and life in teacher education programs, too.
ü  What gets left out of our vision of teaching when “perfection” gets defined by achieving specified and measurable standards?  Is this manner of perfection subverting students’ joy of learning and crimping their current and future understanding of themselves as learners?
ü  How did we get here, or who’s to blame for this?  Researchers who conceived teaching and learning as a science?  Our search for “best practices” in our desire to improve education?  Have economic interests been driving this?
ü  Is the search for measurable perfection accompanied by a kind of moral blindness that overlooks social, ethnic, racial or economic differences?  Or, conversely, is a moral imperative to push for perfection exactly what we need in education? 
ü  Books that explore “perfection” (such as Anna Qunindlen’s “Being Perfect” or Phil Jackson’s “What is Education?”)
ü  Is there a way to keep and even encourage our drive for perfection, but articulate a broader vision of perfection that is more enriched and dignified?
ü  Other related topics???
Or, remember:  Offer a presentation on a topic of your choice in our “Sidebar Room.”  That is, come enjoy conversations on our Symposium topic while also sharing (presenting) on an issue you are passionate about.  All topics welcome.

The Symposium is designed to “get to the bottom” of a given educational issue or question—with intentions, then, to publish.   The Symposium will be held at the beautiful Little America Hotel  The cost is $265 (and $150 for graduate students).  Christopher Clark (Michigan State University, emeritus) is co-chair of this Symposium.  Please see the attachment for more details about this event.  
We hope you will submit a proposal to our Symposium.  Please share this email with friends and colleagues—and with any list-serves which might accept it.  If you have any questions about the Academy for Educational Studies or the Symposium, please email or call me at the number listed below.  And please check out the Academy for Educational Studies, the sponsoring group: 


Steven P. Jones, Director
Academy for Educational Studies

100,000 Strong in the Americas--Se extiende el plazo de Competencia #11 / Extensão de prazo para Competição #11



  ¡Se extiende el plazo de la Competencia #11!
Queridos miembros de la Red de Innovacion,

Con el propósito de brindarles más tiempo para fortalecer su asociación con sus instituciones asociadas y elaborar sus propuestas para la Competencia #11, quisiéramos anunciar que la fecha límite se extenderá en dos semanas. Competencia #11: Promoción de estudios en el extranjero en Ciencias Ambientales con énfasis en Agua es financiado mediante el aporte generoso de la Fundación Coca-Cola. Todas las Instituciones de Educación Superior (IES) de Argentina, Brasil, Chile, México, Perú, Venezuela y Estados Unidos podrán concursar

La *NUEVA* fecha límite para presentar propuestas será
el 14 de agosto de
 2016 a las 11:59 pm, hora del este de EE.UU.
Para leer la Solicitud de Propuesta:
Para aplicar:

¿Aún no encuentra un socio de alguno de los países elegibles?
Inicie sesión en la Red de Innovación y visite los Foros para obtener un listado de las Instituciones de Educación Superior que poseen programas dentro de las áreas temáticas de Ciencias Ambientales y Agua de la Competencia. En la plataforma de la Red de Innovación también encontrará disponible el Directorio de Grupos, ¡donde podrá encontrar información de contacto para cualquiera de sus más de 4.000 miembros!
La Competencia #11 proyecta otorgar hasta 8 Subvenciones para la Innovación de hasta US$25.000 cada una a lo largo de los siete (7) países elegibles mencionados previamente. Para informarse sobre cómo ganadores previos han elaborado programas innovadores para fomentar la prosperidad en la región, visite  Conozca a los Ganadores.

Extensão do prazo de entrega de propostas
para a Competição #11! 

Caros membros da Rede de Inovação,

A fim de conceder mais tempo para que possam fortalecer sua colaboração com as instituições parceiras e desenvolver suas propostas para a competição 11, gostaríamos de anunciar que faremos uma extensão de duas semanas para o prazo de entrega das propostas. Competição #11: Promovendo o estudo no exterior sobre ciências ambientais com ênfase em água por meio da contribuição generosa da Fundação Coca Cola. Instituições de Ensino Superior (HEIs, sigla em inglês) na Argentina, Brasil, Chile, México, Peru, Venezuela e Estados Unidos podem participar.

O *NOVO* prazo para envio de propostas será
14 de agosto de 2016 até as 11:59 PM EST (Horário Norte-Americano).

Para ler a solicitação de proposta completa:
Par inscrever-se:

Ainda está procurando por um parceiro em um dos países participantes?
Faça login na Rede de Inovação e visite a seção Fóruns para obter uma lista de instituições de ensino superior que possuem programas dentro das áreas temáticas de competição ciências ambientais e água. O Diretório de Grupos também está disponível na plataforma da Rede de Inovação, na qual você encontrará informações de contato sobre os mais de 4 mil membros!

O objetivo da competição #11 é conceder até 8 subsídios de inovação de até 25 mil dólares cada entre os sete (7) países listados acima.  Para saber como os últimos vencedores desenvolveram programas para ampliar a prosperidade de sua região, visite a área Conheça os vencedores.