Tuesday, May 23, 2017

Assistant Dean for Administration, Inclusive Excellence, and Special Projects // Northern Kentucky University, College of Education and Human Services

Assistant Dean for Administration, Inclusive Excellence, and
Special Projects // Northern Kentucky University, College of Education
and Human Services


The College of Education and Human Services is looking for a dynamic
and collaborative leader with an eye for detail to serve as its
Assistant Dean for Administration, Inclusive Excellence, and Special

The Assistant Dean is a full-time, 12-month faculty position at the
rank of associate professor (Clinical or Tenure Track) in the College
of Education and Human Services. The Assistant Dean reports directly
to the Dean of the College and is a member of the College leadership
team. This position is an exciting opportunity for a faculty member
who has strong business acumen, excellent project management skills,
and a deep commitment to Inclusive Excellence.

Review of applications will begin on May 15, 2017 and continue until
the position is filled. Target start date for this position is June
19, 2017.

The Assistant Dean for Administration, Inclusive Excellence and
Special Projects is responsible for administrative activities in the
College including development and implementation of financial and
enrollment management policies and procedures, assisting with budget
development, overseeing personnel management and processing of
necessary paperwork, serving as the college’s point person for
Inclusive Excellence initiatives and planning, collaborating with the
Dean and others to develop and implement strategic initiatives related
to budget and enrollment, and management of other strategic projects
assigned by the Dean.

·         Minimum Education: Master’s degree  |  Preferred Education: Doctorate
·         Applicant must be eligible for a faculty line in one of the
departments within the college and, if hired as tenure track rather
than as a clinical faculty member, must be eligible for tenure when
·         Knowledge and ability to work with technology and its
applications for data analysis and preparation of reports and
·         Effective and professional verbal and written communication
·         Ability to work independently as well as in highly
participatory and collaborative ways
·         Demonstrated success with problem-solving and sound decision making
·         Experience with budget operations in a higher education setting
·         Commitment to promoting and integrating Inclusive Excellence
throughout the college
·         Excellent prioritization skills with the intuitive ability
to adapt as needed when the situation changes
·         Highest level of ethics and integrity and the ability to
handle confidential information

If you have additional questions you may contact Dr. Alar Lipping,
Chair, Department of Kinesiology & Health at kinesiology@nku.edu or
Sheila Ruark at coehsdean@nku.edu. Any candidate offered this position
is required to go through a pre-employment criminal background check
as mandated by state law.

Northern Kentucky University is an Equal Opportunity/Equal
Access/Affirmative Action institution. We embrace inclusiveness,
equity, and global awareness in all dimensions of our work and seek
excellence through diversity among our students, administrators,
faculty, and staff. Application by members of diverse groups is

Call for Chapters: Childhood Ex Machina: Children, Pedagogy, and Science Fiction; abstracts due due 7/1/17

Call for Chapters: Childhood Ex Machina: Children, Pedagogy, and
Science Fiction; abstracts due due 7/1/17

Childhood Ex Machina: Children, Pedagogy, and Science Fiction
In the series Children: Global Posthumanist Perspectives and
Materialist Theories (Springer)
Editors: David W. Kupferman, University of Hawaiʻi–West Oʻahu
Andrew Gibbons, Auckland University of Technology

Whether through the pedagogical considerations of the short stories of
Isaac Asimov and Ray Bradbury, the ontological and metaphysical
complications of childhood in AI, the image of the parasitic pregnancy
of a xenomorph in Ridley Scott’s Alien franchise, or any myriad of
other examples, science fiction has long offered entry-points for
analyses of children and childhood. The concern of this edited book is
to explore constructions of children, childhood, and pedagogy through
the multiple lenses of science fiction as a method of inquiry.
Additionally it seeks new ways of theorizing the intersections of
childhood and sci-fi, as well as their effects on the social

The general frame of the book treats science fiction from the Kantian
perspective of aesthetics as a first philosophy. In this way, sci-fi
is useful since it is both disinterested and there is no requirement
that it be based in fact. To that end, this book aims not to define
science fiction as method, but to approach conceptions and
applications of ‘science fiction’ as broadly as possible,
acknowledging the fluid boundaries of genre between science fiction,
horror, and ʻthe weird and the eerieʻ (Fisher). The call for chapters
therefore entertains a wide range of theoretical and methodological
approaches to re-membering children, childhood, and pedagogy,
including but not limited to the deployment of new materialism,
speculative realism, and object-oriented ontology, among other
philosophical interpretations.

This book invites chapter authors to both rethink and reconceptualize
definitions of childhood and pedagogy through an imagining of
possibilities – past, present, and future – enabled by the aesthetic
turn to science fiction (in all its potential meanings). Possible
questions might include:
• How does science fiction allow us to engage with questions
concerning childhood?
• How does sci-fi highlight the use of children as a plot device that
may actually open up spaces for new analyses of socio-cultural
productions of the child?
• How do roles and positionalities of children shift in sci-fi from a
comparative perspective?
• How does a new materialist or speculative realist theorizing affect
popular understandings of the artifacts of childhood as depicted in
sci-fi and horror tales (e.g., dolls, toys, games, etc.)?
• What effect does the social imaginary, as rendered through sci-fi in
various media, have on our perceptions of children as either innocents
or monsters?
• How does sci-fi reconfigure relations of power between and among
children and adults?
• What do dystopic and utopian imaginings of childhood and pedagogy
reveal about contemporary society?
• What is a posthumanist ethics in sci-fi representations of children?
• How does sci-fi employ technology to complicate our knowledge of
childhood and produce new subjectivities?
• How does sci-fi invite us to understand childhood as machinic?

Submission Procedure:
Authors are invited to submit an abstract of 500 words (including key
references) on or before July 1, 2017, clearly explaining the relevant
focus and theoretical aspects of their proposed chapter, along with a
short bio of each author. Proposals should be submitted through email
to kupferma@hawaii.edu. Authors of submitted proposals will be
notified by July 15, 2017, about the status of their proposals. Full
chapters (7500 – 8500 words) are expected to be submitted by December
15, 2017.

This book is expected to be published in 2018.

Contact Person:
David W. Kupferman, kupferma@hawaii.edu

Thursday, May 11, 2017

Call for Papers - Audre Rapoport Prize for Scholarship on Gender and Human Rights (due July 1st)

Dear Friends and Colleagues,

We are once again accepting submissions for the Audre Rapoport Prize for Scholarship on Gender and Human Rights. The announcement is available below and 
here. We would appreciate it if you would circulate to interested students and colleagues.

Many thanks,

Karen Engle
Minerva House Drysdale Regents Chair in Law
Co-Director and Founder, Rapoport Center for Human Rights and Justice
University of Texas School of Law

Call for Papers:
Audre Rapoport Prize for Scholarship on Gender and Human Rights

Deadline: July 1, 2017

The Bernard and Audre Rapoport Center for Human Rights and Justice at The University of Texas School of Law extends a call for papers for the Audre Rapoport Prize for Scholarship on Gender and Human Rights. The $1,000 prize will be awarded to the winner of an interdisciplinary writing competition on international human rights and gender. The prize is made possible by a donation from University of Texas linguistics professor Robert King in honor of the work of Audre Rapoport (1923-2016), who advocated for women in the United States and internationally, particularly on issues of reproductive health. It is also meant to further the Rapoport Center's mission to serve as a focal point for critical, interdisciplinary analysis and practice of human rights and social justice. Previous winning papers can be viewed below.

TOPIC: The scope of the topic is broad. We welcome papers, from any discipline, that address gender and human rights from an international, transnational, or comparative perspective. The selection committee will be multidisciplinary and international, comprising faculty from areas such as law, anthropology, literature, and government.

ELIGIBILITY: To be eligible, an author must either be an enrolled student or have graduated from a university within the past year. 
Students who graduated in May or June of 2016 are eligible.

FORMAT: Papers should be between 8,000 and 15,000 words and must be in English. The word limit includes footnotes, endnotes, and appendices. The submission must consist of original work, and authors must have rights to the content and be willing to publish the paper on the Center's website. If the paper has not been published elsewhere, the paper may also be considered for publication in the Rapoport Center's 
Working Paper Series.

JUDGMENT CRITERIA: A panel of multidisciplinary and international faculty and professionals from fields such as law, government, anthropology, and literature will judge the papers anonymously.
 Relevant judgment factors include the strength and logic of the argument, depth of the analysis, originality and importance of intervention in the field, thoroughness and soundness of the research, quality of writing (clarity and organization), and formatting and citations. Previous committee members include:
  • Helena Alviar García, Professor and Former Dean, Faculty of Law, Universidad de los Andes
  • Hilary Charlesworth, Distinguished Professor, Australian National University
  • Cecilia Medina, Professor & Director of the Human Rights Center, Universidad de Chile, and immediate past President, Inter-American Court of Human Rights 
  • Vasuki Nesiah, Associate Professor of Practice, Gallatin School of Individualized Study, New York University
PRIZE: The winner will receive a $1,000 prize. The winning paper will be published on the Center's website. If the winning paper has not been published elsewhere, it will also be published in the Rapoport Center's Working Paper Series. The second-place paper may receive a prize and may be considered for publication in the Working Paper Series.

DEADLINE: Submissions should be sent via email to HumanRights@law.utexas.eduby July 1, 2017. Please submit paper (without any identifying information), abstract (100-250 words), and full contact details (including university, degree, and anticipated/actual graduation date) in three separate documents, and include "Audre Rapoport Prize for Scholarship on Gender and Human Rights" in the subject line. The winner(s) will be notified by October.

QUESTIONS? Please contact us at 


Past Prize Winners

2016: Inga Helgudóttir Ingulfsen, "#RefugeesNotWelcome: Making Gendered Sense of Transnational Asylum Politics on Twitter"

Maria Hengeveld, "Girl Branded: How Nike Swooshed the Entrepreneurial Girl Into the UN's Sustainable Development Agenda"

2014: Lina Buchely, "Bureaucratic Activism - The Daily Construction of the Rule of Law"

2013: Heidi Matthews, "Redeeming Rape: Berlin 1945 and the Making of Modern International Criminal Law"

2012: Kali Yuan, "Translating Rights into Agency: Advocacy, Aid and the Domestic Workers Convention"

2011: Genevieve Painter, "Thinking Past Rights: Towards Feminist Theories of Reparations"

2010: Maggie Corser, "Enhancing Women's Rights and Capabilities: An Intersectional Approach to Gender-Based Violence Prevention"

2009: Sherief Gaber, "Verbal Abuse: Anti-Trafficking Rhetoric and Violence against Women"

2008: Alice Edwards, "Violence against Women as Sex Discrimination: Evaluating the Policy and Practice of the UN Human Rights Treaty Bodies"

2007: Patricia Palacios Zuloaga, "The Path to Gender Justice in the Inter-American Court of Human Rights"

2006: Susan Harris Rimmer, "'Orphans' or Veterans? Justice for Children Born of War in East Timor"

2005: Fleming Terrell, "Unofficial Accountability: A Proposal for the Permanent Women's Tribunal on Sexual Violence in Armed Conflict"

Copyright © 2017 Bernard and Audre Rapoport Center for Human Rights and Justice, All rights reserved.
You are receiving this email because you signed up on our website or at an event, because you are an alumnus or friend of the Rapoport Center, or because you are part of the law school community.

Our mailing address is:
Bernard and Audre Rapoport Center for Human Rights and Justice
727 East Dean Keeton Street
AustinTX  78705

Add us to your address book

Tuesday, May 9, 2017

Conference Call for Papers: Teacher Diversity Matters: A National Symposium on Preparing, Recruiting, and Retaining Teachers of Color; proposals due 5/15/17

Conference Call for Papers: Teacher Diversity Matters: A National
Symposium on Preparing, Recruiting, and Retaining Teachers of Color;
proposals due 5/15/17

Teacher Diversity Matters: A National Symposium on Preparing,
Recruiting, and Retaining Teachers of Color
September 15, 2017  |  Northern Kentucky University

Keynote Address
You Are Because I Am: The Necessity of Identity, Mutuality, and Equity
in Teacher Education

Cynthia B. Dillard
Mary Frances Early Professor of Teacher Education
Chair, Department of Educational Theory and Practice
University of Georgia

According to the National Center for Education Statistics (2011), 45%
of students in K-12 schools in the United States are from racially and
ethnically diverse backgrounds, while 83% of the teaching force is
White. The racial disparity in the demographic composition of K-12
students and teachers has led university teacher education programs
and school districts to prepare all teachers, especially White
teachers, to work with diverse students. Yet often sidelined in these
initiatives are the challenging tasks of preparing, recruiting, and
retaining teachers of color as well as the challenging truths about
the experiences of aspiring and practicing teachers of African
American, Latinx, Asian American and Pacific Islander, Native
American, Middle Eastern, and mixed race backgrounds.

This national symposium puts teacher diversity at the center of
educational and public discussions. It invites papers that will focus
on the development, implementation, and evaluation of university and
school policies, programs, and practices that increase the numbers and
enhance the experiences of aspiring and practicing teachers of color.
These papers should aim to build upon and even depart from the
existing scholarship and praxis on diversifying the teaching workforce
(e.g., Ball & Tyson, 2011; Irvine, 2003; Ladson-Billings, 2005;
Milner, 2014; Sleeter, Neal & Kumashiro, 2015; Villegas & Lucas,
2002). They are also encouraged to open new questions and provoke new
possibilities, explore various intersectionalities, contexts, and
strategies, and glean from both successes and shortcomings, in the
ongoing pursuit of a more inclusive teaching population.

This national symposium invites paper proposals from scholars,
researchers, practitioners, and students based in higher education,
K-12 schools, and the community at large. The proposals should
include: the paper title and abstract (no more than 250 words); and
the name(s), position(s) and affiliation(s), and contact detail(s) –
organization(s), email address(es), and phone number(s) – of the
presenter(s). If your paper proposal is selected, you will be expected
to submit a complete paper prior to the symposium for the session
discussant. A number of original papers will also be selected for
review and publication in a special issue of the Educational Studies

·         May 15, 2017 - Submission of Proposal to NKUTeacherDiversity@gmail.com
·         June 1 - Announcement of Accepted Papers
·         August 15 - Submission of Complete Papers to Organizers for
·         September 15 - National Symposium at Northern Kentucky University
·         November 1 - Submission of Selected Articles for Educational
Studies Journal

Roland Sintos Coloma, David Childs, and Brandelyn Tosolt
Department of Teacher Education, Northern Kentucky University
email:  NKUTeacherDiversity@gmail.com  |  phone:  (859) 572-1957

For more information and updates (proposal submission, registration
details, conference program, etc.), check out:

Monday, May 8, 2017

CMAS-LLILAS Benson Latin American Studies and Collections Research Fellowships

The Center for Mexican American Studies at The University of Texas at Austin announces its annual competition for five (5) short-term research fellowships at the LLILAS Benson Latin American Studies and Collections in the fields of Mexican American and Borderlands Studies. These research fellowships are for the summer 2017.

World renowned for its over 1,000,000 books, periodicals, pamphlets, and microforms; 4,350 linear feet of manuscripts; 19,000 maps; 11,500 broadsides; 400,000 photographs and slides; and 60,000 items in a variety of other media (sound recordings, drawings, video tapes and cassettes, DVDs, posters, memorabilia, and electronic media), and periodical titles are estimated at over 40,000 with 8,000 currently received titles and over 3,000 newspaper titles, the LLILAS-Benson Latin American Studies and Collections is one of the foremost research libraries containing materials related to the Mexican American experience and Borderlands Studies.

Further, the Mexican American Library Program (MALP) at The University of Texas at Austin was formally established in 1974 by the University Libraries to support the educational needs of students of Mexican American and U.S. Latino culture and history. It is also designed to support the research activities of the faculty of the Center for Mexican American Studies, which has been serving the state of Texas and the nation as a leader in the intellectual development of Mexican American studies since 1970.


Short-term fellowships are restricted to post-doctoral scholars, Ph.D. candidates or holders of other terminal degrees from outside the Austin area who have a specific need to use the Mexican American and Borderlands collections at the Benson Library. We will offer five (5) $1,000 fellowships in summer 2017 each thanks to the support of CMAS and the Benson library. Of the five fellowships, one is designated as the Gloria Anzaldúa fellowship and will be awarded to the project that best makes use of the Gloria E. Anzaldúa collection as the focus of their fellowship proposal. All project proposals, including the Anzaldúa award, must demonstrate innovation and substantial critical contributions to shaping the fields of Mexican American Studies and/or Borderlands Studies. Fellowships are for travel and housing.

Priority will be given to applicants who might not otherwise be able to complete their research without CMAS fellowship support and to applications that focus on the Mexican American and/or experiences of the U.S.-Mexico Borderlands.

Applicants must compile their applications electronically and submit them as e-mail attachments. Award recipients will be announced in summer 2017. Residency dates will be announced in summer 2017. Awardees must publicly acknowledge CMAS and the LLILAS-Benson Latin American Studies and Collections in any published materials resulting from the fellowship, including doctoral dissertations, articles, and book manuscripts.

Application Guidelines

Applications for the CMAS-LLILAS Benson Latin American Studies and Collections Research Fellowships must be received by 5:00 pm on Friday, May 19, 2017. This includes the applicant’s own materials and all reference letters.

Please note: the review committee will not accept applications that include any material in excess of the five main parts described below.

The application consists of five elements:

1. The cover sheet of basic personal and professional information.

2. A project abstract of no more than 300 words. The abstract must communicate the significance of the project to reviewers in the humanities or social sciences who may not be specialists in the field of inquiry. This should be the overall description of the project.

3. A project description of no more than 1,500 words that details the following:

Description of the project and its significance to Mexican American Studies. When appropriate, please make specific reference to previously published scholarship that will be revised, improved or supplanted by the proposed project (1,000 words).

Description of the Benson Collection materials to be consulted (please be as specific as possible) and an outline of the work plan for the fellowship period (500 words).

4. A current Curriculum Vitae (CV) of no more than 10 pages. Please do not submit difficult to read documents. Please be sure to list forthcoming publications and describe their status (in progress, submitted, accepted, in press).

5. One (1) letter of reference. Letters should speak to the promise and innovation of the proposed project, its relevance to work in the Benson Collection with Mexican American and/or U.S.-Mexico Borderlands materials in addition to the talents and qualifications of the applicant. Please send your referee a copy of your project description and remind them of the application deadline. Letters that speak to the CMAS-Benson Collection Short-Term Fellowship are weighted more heavily than those coming from a dossier service. We prefer that letters be submitted electronically and must come directly from the letter writers.

Instructions for Submitting Applications

Applicants must compile their applications electronically and submit them as e-mail attachments by the stated deadline.

1. Download the cover sheet from the CMAS website. Fill in the shaded form fields using a word processing application.

2. Attach the following documents to an email using the corresponding file names:

Cover Sheet
Project Abstract 
Project Description 

Please submit these as four separate documents. The project abstract, project description, and CV may be submitted as Word attachments. PDFs are preferred but not required.

3. Send the e-mail to Alberto Gonzalez with the subject line “(Applicant’s last name) Fellowship Application.”

4. Contact referee regarding letter of reference. We prefer that referees send their letters electronically as attachments to Alberto Gonzalez with the subject line “(Applicant’s last name) Letter of Reference.” In cases where referees are not able to send electronic copies, paper copies will be accepted. Due to the volume of applications, we cannot notify applicants about missing letters. Applicants are responsible for making sure that their referee submits their letter on time and should contact Alberto Gonzalez to confirm receipt.

5. We will acknowledge receipt of applications via e-mail. If we do not respond in three (3) business days of sending the application, please contact Alberto Gonzalez at (512-471-4557 or albertg@austin.utexas.edu). Applications must be time-date stamped by deadline listed.

Thursday, May 4, 2017

UC-Riverside Post-doc, Community-Based Approach to Teacher Noticing

University of California, Irvine

School of Education

Postdoctoral Scholar: Community-Based Approach to Teacher Noticing

We seek a full-time postdoctoral scholar to join a research project focused on a community-based approach to equitable mathematics teaching in secondary schools. This scholar will work on a collaborative funded National Science Foundation grant, with Drs. Elizabeth van Es at UC, Irvine and Victoria Hand at CU, Boulder to study secondary mathematics teachers’ noticing for equity and to develop their noticing practices for equity. Over a three-year period, we will engage with teachers and community members in two school districts to advance theory on the relation between teacher dispositions, noticing, and instructional practice. We will develop and employ a community-based approach to support the development of teacher noticing.

We are seeking a scholar with experience in participatory/ community-based research (ideally using a design-based approach), with expertise in qualitative methodology. The scholar will also have experience working with teachers and/or youth from non-dominant communities, and a commitment to social justice and equity in mathematics education. The scholar may also have some experience teaching in K12 mathematics classrooms.

The project involves several components: a) identifying and establishing relationships with community partners, b) observing in teachers’ classrooms and conducting interviews; c) co-designing and co-leading summer workshops with teachers, community leaders, and youth; d) co-designing and co-leading video-based professional development during the course of the school year with teacher and community leaders; e) leading noticing teams in developing and presenting research findings at state and national conferences; and f) co-developing web-based cases to illustrate teachers’ efforts to engage in noticing practices for equity.

As such, the responsibilities of the position include engaging in the co-design and co-facilitation of community-based research for teacher professional development, managing data collection and analysis activities, overseeing graduate and undergraduate research assistants, and disseminating research findings through conference presentation, publications, and development of web-based cases. This scholar will be located at UC, Irvine and will coordinate data collection and analysis activities and participate in professional development activities at both research sites. The position will require some travel between sites.

Minimum Qualifications
·       Ph.D. in Education, Learning Sciences, or Mathematics Education with a focus on equity and social justice
·       Experience teaching or working with teachers and/or youth in middle and/or secondary contexts that serve under-represented minority students and/or students from non-dominant communities
·       Experience collecting and analyzing qualitative data – conducting interviews, capturing video of classroom interactions, observing and taking field notes, and engaging in collaborative activities with participants in their settings and contexts
·       Experience using qualitative software tools for analysis (e.g. Atlas.ti, Studiocode, or Transana)
·       Excellent project management skills
·       Excellent verbal and written communication skills
·       Excellent interpersonal skills

We seek a candidate who can start as early as July 1, 2017. Start date is negotiable. This position, which has an annual salary starting at $55,138, is for one year with anticipated renewal for a second and third year. UC, Irvine has an excellent benefits package and a number of policies and programs to support employees as they balance work and family.

Interested applicants should apply at https://recruit.ap.uci.edu/apply/JPF03954. Qualified candidates should submit curriculum vitae, a cover letter explaining relevant background and interest in the position, names of three references (please do not solicit letters), and sample paper or publication. Inquiries about application process should be directed to Tammy Ho at tammy.ho@uci.edu.

Inquiries about the position should be directed to Elizabeth van Es, Associate Professor of Education at UCI at evanes@uci.edu.

The University of California, Irvine is an Equal Opportunity/Affirmative Action Employer advancing inclusive excellence. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected categories covered by the UC nondiscrimination policy