Call for proposals for second annual Women’s Empowerment Conference Austin!

Call for proposals for second annual Women’s Empowerment Conference Austin!   The second annual Women's Empowerment Conference Austin (WE Con Austin), a community conversation and resource fair, is seeking workshop and panel proposals! This two-day gathering for women, girls and those who care about them, will be held on March 7 & 8, 2015, at ACC Eastview. Take a look, submit your ideas, and share with your networks!  Our theme for WE Con Austin is: How do you WOMAN? Our goals for the conference are: - Building community among central Texas women and girls - Sparking great discussions about gender, race, sexuality, class, disability, & more - Helping women and girls gain knowledge and build skills that will enable them to create the lives they want Submissions should be consistent with the goals. We welcome various interpretations of the theme. We prefer interactive models such as discussions, skill-building workshops, or other styles that engage in alternative types of education. We are particularly interested in proposals dealing with one or more of the following topics: self-care, community and coalition building, self-determination, practicing feminism in everyday life, economic justice, trans/queer justice, reproductive justice, food justice, prisoner rights, immigration, local Austin issues, woman of color feminisms, technology, the arts, body image, movement, health & wellness, and empowering women and girls of all ages. We will offer teen/tween programming, so we welcome proposals for this age group. Please include in your submissions: - Title of panel, workshop, or presentation - A brief description of 300-500 words - Description of AV and space requirements - Presenter/s name and contact information - A short bio (100 words max) and picture The deadline for submissions is Friday, December 12, 2014. Please submit all documents via email to conference@womenctx.org. You can send the submission as a Microsoft Word file, .pdf, or text file. If postal mail works better for you, please send it to: Women's Community Center of Central Texas, Attn: Conference, 1704 San Antonio St., Austin, TX 78701 If you have any questions please contact Carrie Tilton-Jones at carrie@womenctx.org We look forward to your proposals! Andrea Zarate Communications Subcommittee   ----

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Faculty Positions: Cluster hire, Diversity, Equity, and Inclusion--Colorado State University, School of Education

TO FURTHER ADVANCE OUR SOCIAL JUSTICE INITIATIVES, THE SCHOOL OF EDUCATION IS EXCITED TO ANNOUNCE A SEARCH FOR FOUR TENURE TRACK/TENURED FACULTY MEMBERS IN THE AREAS OF (1)COUNSELING, (2) ADULT EDUCATION, (3) HIGHER EDUCATION, AND (4) STEM EDUCATION. CONSONANT WITH THE CLUSTER HIRE THEME, CANDIDATES WILL CONTRIBUTE TO ADVANCING THE SCHOOL’SCOMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION THROUGH RESEARCH, TEACHING, AND OUTREACH ACTIVITIES WITHIN AND ACROSS RELEVENT PROGRAM AREAS. FACULTY WORK COLLABORATIVELY ACROSS ALL PROGRAM AREAS.

All four positions require scholarship commensurate with a research university (high research activity):

Higher Education Leadership: Assistant/Associate Professor who will provide collaborative leadership for an innovative, highly selective doctoral program with blended instructional delivery.  The successful candidate will also be responsible for building collaborative relations with other program areas in the School of Education and across the university. 

Adult Education and Training: Assistant/Associate Professor who will provide collaborative leadership for a large master’s degree program with both on-campus and online instructional delivery platforms.  The successful candidate will also be responsible for building collaborative relations with other program areas in the School of Education and across the university. 

Science, Technology, Engineering, and Mathematics (STEM) Education: Assistant Professor who will contribute both to undergraduate teacher licensure programs and to graduate programs in Education Sciences.  The successful candidate will build collaborative relations with the CSU STEM Center, programs in the School of Education, College of Natural Sciences, College of Engineering, and College of Natural Resources as well as STEM initiatives in the community.

Counseling and Career Development: Assistant Professor who will contribute to a CACREP accredited graduate program focused on career, school, and college counseling including clinical supervision. Applicant should be licensed or licensure eligible.

VIEW DETAILED POSITION DESCRIPTIONS AT:

https://jobs.colostate.edu OR http://soe.chhs.colostate.edu/

CSU is an EO/EA/AA employer. Colorado State University conducts background checks on all final candidates.

*********************

Antonette Aragon, Ph.D.

Associate Professor

School of Education / School of Teacher Education and Principal Preparation

Colorado State University

Fort Collins, CO 80523

email:  antonette.aragon@colostate.edu; Ph:  970-491-5208

http://www.soe.chhs.colostate.edu/faculty-staff/aragon.aspx

“If the structure does not permit dialogue the structure must be changed.”
― Paulo Freire

Faculty Positions in Minority and Urban Education, Social Studies Education, and/or Curriculum Theory

COLLEGE OF EDUCATION

DEPARTMENT OF TEACHING AND LEARNING, POLICY AND LEADERSHIP

Faculty Positions in Minority and Urban Education,

Social Studies Education, and/or Curriculum Theory

The Department invites applications for two faculty positions at the Assistant or Associate Professor

level. Candidates should have completed an earned doctorate in education or related field by the time

of appointment. We are especially interested in candidates who bring a critical and/or a disciplinebased

perspective to the study of education problems and issues, and who provide evidence of the

potential for outstanding research and teaching. Priority will be given to experienced scholars with an

established research program, demonstrated leadership, interests in program development, and

commitment to teaching courses in teacher preparation programs. We are searching, in particular, for

faculty with expertise in one or more of the following: Minority and Urban Education, Social

Studies Education, and Curriculum Theory.

With respect to Minority and Urban Education, preferences are for those whose research and teaching

focus on improving opportunities and equity for children and youth who are marginalized at the

intersections of race/ethnicity, social class, culture, and linguistic diversity. With respect to Social

Studies Education, preferences are for those whose research and teaching focus on the preparation of

both teachers and teacher educators and who have a history of collaborative work in K-12 schools.

With respect to Curriculum Theory, preferences are for those who examine a broad range of

theoretical perspectives that guide the work of curriculum design, policymaking, and educational

practice.

Faculty in our Department work collaboratively across specializations to create an intellectual

community committed to rigorous research, superior teaching, and public service. In doing so, we

aim to produce teachers, education leaders, and scholars with an interdisciplinary perspective who

can improve educational institutions, create and critique policy alternatives, and generate knowledge

that informs action and promotes social justice. We welcome applicants who have strong disciplinary

knowledge and who can also work creatively across interdisciplinary and multidisciplinary

boundaries.

All applications will be processed through the University of Maryland eTerp2 system. For best

consideration, apply online at http://ejobs.umd.edu/postings/30876 by January 5, 2015. For other

queries about the job postings, please contact:

Lattisha Hall, TLPL Department

Phone: 301-405-3603

Email: lhawk@umd.edu

The University of Maryland, College Park, actively subscribes to a policy of equal employment

opportunity, and will not discriminate against any employee or applicant because of race, age, sex, color,

sexual orientation, physical or mental disability, religion, ancestry or national origin, marital status,

genetic information, or political affiliation. Minorities and women are encouraged to apply.

CALL FOR PAPERS: Association of Mexican American Educators (AMAE) Journal, Special Issue: Complicating the Politics of Deservingness: A Critical Look at Latina/o Undocumented Migrant Youth

Association of Mexican American Educators (AMAE) Journal 

http://amaejournal.utsa.edu/ 

Co-Editors 

Patricia Sánchez, University of Texas-San Antonio 

Oscar Jiménez-Castellanos, Arizona State University 

Antonio Camacho, Los Angeles Unified School District 

CALL FOR PAPERS 

Association of Mexican American Educators (AMAE) Journal Special Issue 

Complicating the Politics of Deservingness: 

A Critical Look at Latina/o Undocumented Migrant Youth 

Guest Editors: Genevieve Negrón-Gonzales (University of San Francisco), Leisy Abrego (University of California, Los Angeles) and Kathleen Coll (University of San Francisco) 

The separation of marginalized people into categories of deserving/undeserving, civil/uncivil, and worthy/unworthy is not new; yet it took on a new dimension when, in the summer of 2014, tens of thousands of Central American refugee children crossing the U.S.-Mexico border made headlines. Although the migration and settlement of Mexican and Central American children has a long history, for the first time, the public saw images of children packed into bare rooms, sleeping on the floor, in overcrowded and unsanitary conditions. The collective, if short-lived, outrage was later followed simultaneously by angry protests that blocked buses of children from entering towns and supporters who welcomed them. Protesters considered them dangerous invaders while supporters invoked notions of innocent childhood. The media coverage and competing actions opened the space for conversations about what is now very clearly a “broken” U.S. immigration system tied to violently consequential foreign policies in the region. Indeed, undocumented youth in the immigrant rights movement have been mobilizing to put an end to the reprehensible immigrant detention and deportation system that makes them and their families vulnerable. 

In this special issue, we aim to highlight the complex and important ways in which the experiences and institutional interactions of refugee children, undocumented youth, and young immigrants are both distinct and interconnected. Challenging notions of deservingness that distinguish between “good” versus “bad” immigrants, we solicit contributions informed by a structural analysis of childhood and youth as it has played out in the discourse about the lived experiences of immigrant youth and their families. Our goal is to open the space for a critical immigration scholarship that grapples with the production of illegality, citizenship as a commodity, and a disruption of the deserving/undeserving immigrant narrative. We invite pieces that complicate the contemporary conversation about undocumented young people as well as those that problematize the myth of a U.S. context that protects childhood and families of color. 

The special issue will bring together conversations about “DREAMers,” unaccompanied migrant children, and grassroots struggles working to transform the current immigration system and end the institutional violence it engenders. Together, submissions will acknowledge U.S. intervention, global capitalism, geopolitics, and racism in this multi-layered migration regime. We are particularly interested in manuscripts that are interdisciplinary and that engage with the complexity of these dynamics and the nuances in the broader field. We welcome manuscripts 

that offer theoretical perspectives; research findings; innovative methodologies; pedagogical reflections; and implications related to (but not limited to) the following areas: 

● Political subjectivities of “DREAMers” & unDACAmented youth 

● The unaccompanied child migrant “crisis” 

● Grassroots activism around immigrant rights 

● Deportation, detention, and the state 

● The politics of a divide between “deserving” children and “undeserving” adult immigrants 

● Undocumented children and the educational system 

● Legal services provision and due process for youth 

● Local and municipal responses to federal policies 

● The relationship between immigration debates and the welfare and carceral systems 

Submissions suitable for publication in this special issue include empirical papers, theoretical/conceptual papers, historical work, essays, book reviews, and poems. It is important to note that the special issue is interested in the broader Latina/o experience and not solely focused on the experiences of Mexican Americans (per the title of the journal). 

The selection of manuscripts will be conducted as follows: 

1. Manuscripts will be judged on strength and relevance to the theme of the special issue. 

2. Manuscripts should not have been previously published in another journal, nor should they be under consideration by another journal at the time of submission. 

3. Each manuscript will be subjected to a blind review by a panel of reviewers with expertise in the area treated by the manuscript. Those manuscripts recommended by the panel of experts will then be considered by the AMAE guest editors and editorial board, which will make the final selections. 

Manuscripts should be submitted as follows: 

1. Submit via email both a cover letter and copy of the manuscript in Microsoft Word to: Dr. Genevieve Negrón-Gonzales ( gnegrongonzales@usfca.edu ). 

2. Cover letter should include name, title, short author bio (100 words), and institutional affiliation; indicate the type of manuscript submitted and the number of words, including references. Also, please indicate how your manuscript addresses the call for papers. 

3. Manuscripts should be no longer than 7,000 words (including references) and have an abstract of 200 words or less. Please follow the standard format of the American Psychological Association (APA). Include within the text all illustrations, charts, and graphs. Manuscripts may also be submitted in Spanish. 

Deadline for submissions is April 15, 2015. Please address questions to Dr. Genevieve Negrón- Gonzales (gnegrongonzales@usfca.edu ) or Dr. Patricia Sánchez (patricia.sanchez@utsa.edu ). Authors will be asked to address revisions to their manuscripts during the summer months of 2015. This special issue is due to be published in December 2015. 

Professor and Chair, Department of Women’s, Gender and Sexuality Studies: The Ohio State University

Professor and Chair, Department of Women’s, Gender and Sexuality Studies

The Ohio State University

The College of Arts and Sciences invites applications for the position of Professor and Chair of the Department of Women’s, Gender and Sexuality Studies.

The Department of Women's, Gender and Sexuality Studies at The Ohio State University has been home to award-winning, widely published faculty for over 30 years and one of the first doctoral programs in the field. We currently have 18 core, tenure-track faculty (13 full-time equivalency) and more than 60 affiliated faculty. The department offers an undergraduate major and minor, M.A., Ph.D., and a graduate minor. Our students find a supportive, intellectually challenging community, small class sizes, and close interaction with faculty within a large research university setting that offers extensive resources and opportunities. You can learn more about our department at wgss.osu.edu.

The successful candidate will have administrative experience and a demonstrated commitment to interdisciplinary feminist scholarship and teaching. Candidates must also share the department's priorities, which include commitments to the field of interdisciplinary women’s, gender and sexuality studies, to national leadership in the field, to diversifying the academy at all levels, and to an interdisciplinary core at all levels of the curriculum.

The Chair is the chief academic, financial and strategic officer for the department. The position will work to recruit and retain outstanding faculty and students at all levels, contribute to the intellectual life of the department as an active member of the faculty, promote the department within the university, and work to secure support outside of the university.

Qualifications: Candidate must be a full professor. An associate professor who is eligible for promotion to full rank at Ohio State upon appointment may also be considered. All applicants are expected to have substantial scholarly visibility in women’s, gender and sexuality studies and a distinguished record of teaching, advising and service, preferably including administrative experience at a research institution. The field of research specialization is open.

Application Instructions: Applicants should submit a cover letter, curriculum vitae, sample publication, and three letters of reference. Please apply online through academicjobsonline.org.  Job ID number 4982. Applications will be reviewed beginning January 12, 2015 and the position will remain open until filled. Campus visits will be scheduled during February 2015. Inquiries may be directed to Dr. Valarie Williams, Associate Dean, College of Arts and Sciences atwilliams.1415@osu.edu or (614) 292-4063.

Valarie Williams

Associate Dean, College of Arts and Sciences, Arts and Humanities

Executive Director, The Arts Initiative

Professor of Dance

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Why Bilingual Education Should Be Mandatory

By Matthew Lynch on November 10, 2014 3:10 PM | No comments

This generation of K-12 students is growing up in a society that is increasingly bilingual.  While foreign language requirements have long been a core requirement for high school graduation--second language classes at an earlier age would improve overall fluency for most students.  It's time to introduce second-language concepts to the youngest of K-12 students, and here are just a few of the reasons why:

1. Bilingual Children have an Academic Advantage.  Studies in language development show that when young children have more exposure to all languages at an early age, it actually gives them a distinct academic advantage throughout life. There is often an argument that students should first master the English language before branching out to others - but why can't both be taught simultaneously? Bilingual children are able to focus more intently on the topics at hand and avoid distractions from academic pursuits. They are also able to demonstrate higher levels of cognitive flexibility, or the ability to change responses based on environment and circumstances.

2.  Bilingualism Improves Life-Long Learning Skills. For children to truly see the full potential multi-lingualism has on learning, exposure to non-native languages should actually begin long before Kindergarten.  However, even children who learn their first Spanish words at the age of 5 can benefit from dual language curriculum. Learning is learning. The more that children can take advantage of new concepts, the more in tune their brains will be to all learning throughout life. Some studies have also found that the aging of the brain is slower and the employment rate is higher in adults with bilingual capabilities. Why not set kids up for success and strengthen long-term brain health while we are at it?

3.  It Helps to Remove International Language Barriers.  There are also the cultural benefits to children learning two languages together. The children who come from English-speaking homes can lend their language expertise to friends from Spanish-speaking homes, and vice versa. Contemporary communication technology has eliminated many global barriers when it comes to socialization and even doing business. It makes sense that language boundaries should also come down and with help from our K-12 education system, that is possible.

4.  It Leads to Collaborative Learning.  Dual language programs show students a broader world-view, whatever the native language of the student, and lead to greater opportunities for collaborative learning. We should not limit what children learn based on outdated principles masked in patriotism.

5.  Early Bilingual Education Increases Fluency in Later Years. It generally takes 5-7 years to be proficient in a second language.  Second-generation Hispanic children raised in the United States usually learn to speak English very well by adulthood, even though three-quarters of their parents speak mostly Spanish and are not English proficient.  However only 23 percent of first-generation immigrants from Spanish-speaking countries--those that began learning later in life, say they speak English very well.  Pew Hispanic Center statistics have shown that 88 percent of the members of the second generation--those children that were introduced to English at an early age, described themselves as strong English speakers.  This phenomenon should apply to children who speak English as their first language as well.  In other words, U.S. students should be introduced to a second language at a young age in order to be fluent by adulthood.  In fact, I believe that all K-12 students should have Spanish and English fluency by graduation.

By implementing bilingual options even younger, K-12 students stand to benefit long-term - both academically and in life. There really should be no reason why these students are not introduced to a second language as early as Kindergarten.

What is your opinion on mandating bilingual education programs?

University of Nevada, Reno, Assistant Professor, English Language Learners

University of Nevada, Reno

Assistant Professors
English Language Learner
The College of Education at the University of Nevada, Reno invites applications for two full-time tenure-track Assistant Professor in English Language Learner, beginning Fall of 2015. For each position responsibilities include any or all of the following: conducting research, writing grants, and engaging in other scholarly activities; teaching and developing online and in-person graduate and undergraduate courses in second language acquisition and/or academic language development, second language assessment, English as a second language teaching methods; supervising field experiences in schools; advising master’s and doctoral students and chairing graduate committees; contributing to program development; and participating in college performance assessment activities.

The successful candidates for each position must hold an earned doctoral degree by August, 2015 from an accredited program in English as a Second Language; Bilingual Education; Language, Literacy and Culture; or a closely related field and have at least three years teaching experience at the K-8 level of the equivalent with a record of successful ESL, ELL, or bilingual/dual language teaching. The candidates must have effective instructional practices in teaching undergraduate and graduate courses and a depth of knowledge and experience in one or more of the following areas: ESL teacher education, English learners, academic language development, and/or second language acquisition and pedagogy, among other courses. Evidence of scholarly productivity or potential in scholarship directly related to the field of teaching English learners/emergent bilinguals.

Preference will be given to applicants who have knowledge of online course development and delivery, have supervised student field experiences in K-8 classrooms, are bilingual/multilingual, demonstrate an ability to work effectively with individuals from diverse communities and cultures, and possess skill and experience in grant acquisition.

The University of Nevada, Reno has a growing and increasingly diverse student enrollment of approximately 19,000 including over 2,800 graduate students. The university has been recognized as a Tier I institution by US News and World Report. Located in the picturesque base of the Sierra Nevada, the University is 45 minutes’ drive from Lake Tahoe and four hours from San Francisco and the Napa-Sonoma wine country. The Pacific Crest Trail is nearby for hiking and biking, while fantastic ski areas abound. The city offers an excellent living environment, due to its mountains, short commutes, growing arts community, increasing international flavor, and strong academic ties through the presence of Nevada’s oldest University.
To apply, please visit: https://www.unrsearch.com/postings/16399

You will be asked to upload the following documents to the online system: A letter of application, curriculum vita, scholarly writing sample, statement of philosophy, statement of research plans, and complete contact information for three professional references.
Please direct any questions to the search chair for both positions:Rod E. Case, Ph.D.
College of Education/0299
University of Nevada, Reno
Reno, NV 89557-0299
Phone: 775-682-7851
Email: rcase@unr.edu
EEO/AA Women and under-represented groups are encouraged to apply. - See more at: https://chroniclevitae.com/jobs/0000857423-01#sthash.zOLgs0zQ.dpuf