Faculty Position: The Paul W. Bryant and Mary Harmon Bryant Endowed Professorship in Education, University of Alabama, College of Education

The Paul W. Bryant and Mary Harmon Bryant Endowed Professorship in
Education, University of Alabama, College of Education

Position Summary: * Pursue external funding sources to support the
development of the candidate's research comprehensive ways * Maintain
an extensive research agenda focused on the candidate's area of
expertise * Mentor doctoral students to develop a strong line of
research projects and strong graduates

Minimum Preferred Qualifications: The University of Alabama College of
Education The Paul W. Bryant and Mary Harmon Bryant Endowed
Professorship in Education The College of Education at The University
of Alabama invites applicants for the Paul W. Bryant and Mary Harmon
Bryant Endowed Professorship in Education. The position is open to all
fields and research traditions relevant to the work of The University
of Alabama College of Education, which includes program areas in early
childhood, elementary education and secondary education (ELL,
literacy, mathematics, science and social science), educational
leadership, social and philosophical foundations, higher education,
instructional technology, educational policy, gifted and talented
education, all areas of counseling, educational and school psychology,
all areas of special education, educational neuroscience, evaluation
and measurement, and research methodology. Also please note that the
College of Education supports a Department of Kinesiology that
contains programs in exercise physiology, adaptive athletics, sport
management and sport pedagogy. Each of these areas is eligible for the
appointment as well. The appointment of the Bryant Professor will
carry an academic year appointment primarily aimed at developing the
research capacities of the College. The candidate is expected to
attract graduate students and secure external funding. The teaching
load is 1-1 and will include graduate courses in the candidate's area
of expertise. Full professors and mid-career Associate Professors with
national reputations are encouraged to apply.
Qualifications: * Doctorate in the candidate's area of expertise is
required * Demonstrated record of research * Track record of having
secured external funding * Experience advising graduate students *
Demonstrated interest in working collaboratively at the departmental,
college, and university levels Responsibilities: * Pursue external
funding sources to support the development of the candidate's research
in comprehensive ways * Maintain an extensive research agenda focused
on the candidate's area of expertise * Mentor doctoral students to
develop a strong line of research projects and strong graduates
Salary: Commensurate with qualifications and experience
Starting Date: August 16, 2016
Benefits: * Health and Life Insurance * TIAA-CREF Available *
Teachers' Retirement System of Alabama * Summer employment available
on an as needed basis
Application Deadline: The review of credentials will begin immediately
and will continue until the position is filled.
Application Process: Please apply online at
https://facultyjobs.ua.edu/ Candidates should submit a cover letter of
interest, a curriculum vita, and a list of three references with
current contact information. Prior to hiring, the final candidate must
successfully pass a pre-employment background investigation and submit
"official" transcript(s) of all graduate level coursework.
Special Instructions: Attach as Other Document 1 - a list of three
references with current contact information. References required to
complete application.

UA EEO Statement: The University of Alabama is an Equal
Employment/Equal Educational Opportunity Institution. All qualified
applicants will receive consideration for employment without regard to
race, color, religion, national origin, sex, sexual orientation,
gender identity, gender expression, age, genetic information,
disability, or protected veteran status, and will not be discriminated
against because of their protected status. Applicants to and employees
of this institution are protected under Federal law from
discrimination on several bases. Follow the link below to find out
more. "EEO is the Law"
http://www1.eeoc.gov/employers/upload/eeoc_self_print_poster.pdf

Further information about the college is accessible at
www.education.ua.edu. Questions regarding this position can be
directed to Dr. David Hardy at dhardy@ua.edu.

Call for Papers: Theory, Research & Action in Urban Education (TRAUE); ongoing

Journal Call for Submissions: Theory, Research & Action in Urban
Education (TRAUE); ongoing

The Theory, Research & Action in Urban Education (TRAUE) Journal is
now accepting submissions for our upcoming issues. TRAUE is an
open-access, peer-reviewed online journal published by doctoral
students and recent graduates of the Graduate Center of the City
University of New York. (http://traue.commons.gc.cuny.edu/)

We encourage graduate students and recent graduates to submit studies
in progress, as well as findings from completed research and
reflections on practice. We publish articles, book reviews, policy
briefs, and notes from the field that critically and politically
engage with issues of equity in urban schools and communities. TRAUE's
mission is to develop and share tools for imagining and enacting
sustainable, systemic educational and social equity. Submissions to
this journal should advance social and educational equity, have a
strong theoretical grounding, and be well written with fully developed
ideas.

TRAUE is a great place to publish your work with peer support and to
publish quickly; our articles are published in just a few months.
Please review our submission guidelines
(http://traue.commons.gc.cuny.edu/submission-guidelines/) and direct
all submissions and inquiries to urbanedTRAUE@gmail.com.

Please review on our current special issue on translanguaging
http://traue.commons.gc.cuny.edu/

TRAUE was founded by the late Dr. Jean Anyon. Our first issue was
published in 2011.

on Facebook https://www.facebook.com/TRAUE.journal/
on Twitter https://twitter.com/TRAUEjournal

Call for Papers: The Sophist's Bane; Due 1/18/16

Journal Call for Submissions: The Sophist's Bane; Due 1/18/16

A message from the editors, Pamela Konkol and Isabel Nuñez:

Greetings! As the new editors for this fine journal, we would like to
extend an invitation to you to submit a piece for consideration. The
Sophist’s Bane is a publication of the Society of Professors of
Education. Our publishing goal is a lofty one – we hope to publish
quarterly (we will see how that goes!). For now, let us concentrate on
our inaugural issue as editors.

What is the Society of Professors of Education?

Founded in 1902, the Society of Professors of Education (SPE) is a
professional and academic association open to all persons engaged in
teacher preparation, curriculum studies, educational foundations, and
related activities. The Society’s primary goal is to provide a forum
for consideration of major issues, tasks, problems, and challenges
confronting professional educators. SPE is an interdisciplinary
organization that includes both scholars and practitioners in
education.

At this moment in time, it is especially important that scholars of
education engage in dialogues about education and the future of our
worlds. The membership of SPE strives to continue the spirit of
socially engaged and responsible inquiry that the founders of the
organization envisioned. Founding members included John Dewey, Charles
De Garmo, and Walter B. Jacobs. Several other noteworthy early members
were William Kilpatrick, George S. Counts, Elwood P. Cubberley, Harold
O. Rugg, Edward L. Thorndike, and George Herbert Mead, showing the
diverse interests and ideological variety of the organization. Its
current members include several award winning theoreticians,
researchers, and practitioners in education. Great company, huh?

What is the Sophist’s Bane?

Meno asks this question to Socrates in Plato’s dialogue, Meno, and
begins a conversation about universals, teaching, knowledge, and more.
Central to understanding Meno’s role in the dialogue is his motivation
for asking the question in the first place. Simply put, Meno wanted an
answer to his question. Further, he wanted Socrates to give him the
answer. Quickly. As a sophist, Meno demonstrates a posture and a way
of being that are antithetical to searches for wisdom. Sophists reach
only for simple answers and how-to applications with the least amount
of thinking, arguing or searching possible. A sophist’s bane is to be
faced with questions that may not be easily answered. A sophist’s bane
is to have to think deeply and critically and take the meandering path
associated with complex problems—ones that are often inefficient and
unplanned. A sophist’s bane is to read articles and essays that
discard oversimplifications and champion inquiry simply because it is
worth doing.

Thanks, but I meant, “what is the focus of the journal?”

The Sophist’s Bane is a forum that serves as a means through which
thinkers can challenge assumptions, delve deeply into complex topics,
and not be worried about neatly packaged “answers.” While attempting
to counteract superficiality and formulaic approaches to inquiry and
research, this journal nonetheless intends to be accessible to those
who may be outside formal academic settings.

In keeping with the unique role of this journal, articles within it
will raise a variety of questions that are linked to an even wider
array of topics. What distinguishes this journal from others, however,
is that it is not intending easy answers or efficient maps for solving
problems. Identifying and exploring questions, reaching beyond the
perfunctory narratives, and making arguments that challenge rather
than assuage the Menos of the modern world—these are the foci for The
Sophist’s Bane.

Great, what’s the fine print?

Although some of the pieces in our first issue as editors will be
invited, we are also seeking submissions from the larger community of
scholars. This means you! As we move forward, we will engage a
traditional process of blind review of submissions. However, as we
would like to hit the ground running with our first issue quite
quickly, at this time, submissions will be considered by the editors.
For this issue, we are looking for pieces from 1500-3000 words that
can broadly be defined as explorations in thinking and questioning
around issues of education. Submissions should be emailed to
thesophistsbane@gmail.com. For consideration for this first issue
(which we anticipate making available in Feb/Mar 2016), submissions
must be received no later than Monday, January 18th. So hop to it!

Thank you, and happy writing!
The Sophist’s Bane Editors
Pamela Konkol and Isabel Nuñez
Center for Policy and Social Justice
Concordia University Chicago
Questions? We’re here to help:
pamela.konkol@cuchicago.edu and isabel.nunez@cuchicago.edu

Deadline Extended! Conference Call for Proposals (extended): 2016 Society of Professors of Education Meeting; Due 1/15/16

Conference Call for Proposals (extended): 2016 Society of
Professors of Education Meeting; Due 1/15/16

The Society of Professors of Education has extended the call for
proposals for presentation at the 2016 SPE meeting during the AERA
conference.

The Society of Professors of Education (SPE) invites proposals for
presentation at its annual meeting held during the 2016 AERA Annual
Conference in Washington, DC from April 8th to 12th.
Founded in 1902, the Society of Professors of Education (SPE) is a
professional and academic association open to all persons engaged in
teacher preparation, curriculum studies, educational foundations, and
related activities. The Society’s primary goal is to provide a forum
for consideration of major issues, tasks, problems, and challenges
confronting professional educators. SPE is an interdisciplinary
organization. Its members include both scholars and practitioners in
education.
We are especially interested in presentations that are focused on the
theme of “Teaching for the world as it is…and for the world as it
could be.” Proposals not related to the theme but focused on the goals
of the Society (above) are also welcome.
All presenters must be members of the Society of Professors of
Education in order to be included in the conference program. We
encourage you to join the Society at your earliest convenience. You
will find a membership form at the Society of Professors of Education
webpage at:
http://societyofprofessorsofeducation.com
Please visit us the Society of Professors of Education Facebook Group
page (join us) at the following URL address:
https://www.facebook.com/groups/Society.of.Professors.of.Education/
Proposals must be submitted electronically to the Program Coordinator
Bernardo Gallegos, no later than January 15, 2016. The proposal must
be sent as a Word document attachment in an e-mail addressed to
bernardo1@earthlink.net The subject line of the e-mail message must
read: "SPE 2016 Proposal."
Length: Proposals should be between 350-500 words. A proposal should
restate the title of the presentation, describe its contents, and
discuss its significance. The proposal should NOT identify the
presenters.
Cover Sheet: Each proposal should have a separate cover sheet that
lists: 1) title or topic of the paper; 2) names, affiliations and
relevant backgrounds of all participants; 3) address, telephone
number, and e-mail address of the person submitting the proposal and
addresses, telephone numbers, and e-mail addresses of all
participants. The cover sheet will not be sent to proposal reviewers.
After the cover sheet, the proposal must not contain any information
that identifies participant(s).
Call for Reviewers:
In addition to submitting your work, another way that you can
participate in the Society is to volunteer as a proposal reviewer. The
review process will take place soon after the deadline. Please contact
Bernardo Gallegos at bernardo1@earthlink.net if you are interested in
reviewing proposals for the 2016 meeting.

Deadline Extended! Conference Call for Proposals (extended): 2016 Critical Race Studies in Education (CRSEA) Conference; Due 12/30/15

Conference Call for Proposals (extended): 2016 Critical Race
Studies in Education (CRSEA) Conference; Due 12/30/15

While inequitable structures and “race-neutral” policies in public
education continue to assault children of color by devaluing their
realities and overlooking their racial histories, young people are
growing up in a climate of incivility resulting from the state’s
failure to prosecute its agents when they attack the very people
they’re hired to protect. We argue that educational inequity is on the
same continuum of state-sanctioned violence as extrajudicial killings.
Though not as explicitly savage, these trends significantly impact
one’s life chances. Critical Race Studies is a tool with which to
better understand this continuum and our role in disturbing its
proliferation.

We invite researchers, activists, educators, and practitioners to
consider the role we play in addressing and resisting state-authorized
violence against people of color in the US and abroad. This year’s
conference is a summons to carefully ponder the conceptual
perspectives and thematic frameworks offered through the critical
study of race. How do we use critical race studies to dismantle unjust
systems and achieve equity across multiple social institutions? What
are the inherent limitations for our activism when race is isolated to
explain injustice? What is the role of education practitioners,
researchers, and activists for mitigating state-sanctioned violence
against communities of color? #CRSEA16 will provide a venue to forge
collaborations, break down barriers, and negotiate productive methods
for working across silos and cultural boundaries. We will engage in
all of this in an effort to disrupt state-sanctioned racialized
violence and the larger project of white supremacy.

We are seeking papers that identify empirical and conceptual
approaches to address and resist state-sanctioned violence – that
which occurs in the field of P-22 education and in society. We welcome
papers from multiple disciplines that implicate the role of formal and
informal educational systems, policies, and practices for resisting
racialized violence. Moreover, we welcome Critical Race Theory
scholars, as well as scholars who examine race and racism via other
theories, methodologies, and epistemologies to submit proposals. We
call for rigorous empirical papers, work that takes up and extends
theory, as well as those that are informed through praxis. Our goal is
to have an interdisciplinary conference attractive to academics,
activists, and practitioners who are working to dismantle state
violence in a white supremacist system.

Deadline for Proposals December 30, 2015

We invite proposals of less than 500 words directly connected to the
call and conference foci. We strongly encourage interactive
presentation proposals that identify, uncover, challenge, and resist
examples of systemic racism in the pursuit of social justice within
and outside of educational environments.

In order to appear in the program, membership and conference
registration must be paid for accepted presenters.

More information, including submission instructions, is available
here: http://www.crsea.org/cfp/

[Lead] 30 Dreamers To Spend Christmas and Study Abroad in Mexico - LEAD Affiliate News

- LEAD Affiliate News - THE CALIFORNIA-MEXICO STUDIES CENTER TO OFFER A MEMORABLE OPPORTUNITY FOR 30 DREAMERS TO SPEND CHRISTMAS IN MEXICO, AT THEIR BIRTHPLACE WITH THEIR FAMILIES. 30 Dreamers will study abroad in Mexico and return legally with DACA protection http://www.univision.com/noticias/daca/estudiantes-indocumentados-regresan-a-sus-paises-a-buscar-sus-raices Estudiantes indocumentados regresan a sus países a buscar sus raíces t.ymlp452.com Por 24 días, 31 estudiantes amparados por DACA, viajarán a México para aprender sobre la estrecha relación del estado con el país vecino Los Angeles, December 14 (EFE-USA) -- Willing to risk their Deferred Action for Childhood Arrivals (DACA) immigration protection, 30 young undocumented students will travel to their country of origin to seek support from universities and governments so that more "Dreamers" can do the same. "It is frightening. The Advance Parole permit which allows you to be paroled back into the United States after short-term study abroad, warns you that there is no guarantee that you will be paroled back in upon return. The document states that the decision to grant you parole into the United States is up to the discretion of the immigration officer at the port of entry," explained Lidieth Arevalo, a DACA-protected Salvadoran student. The 30 DACA-protected students will travel to Mexico for 24 days as part of the California-Mexico Project’s Study Abroad Program that allows students to study, research, develop, and promote policies and programs between higher educational institutions and cultural organizations that will enhance the teaching, mobility and exchange of faculty, students, and professionals between California and the U.S. with Mexico. This is the second year that the California State University Long Beach (CSULB), through its California-Mexico Project, provides undocumented students an opportunity to study abroad in Mexico. "The goal is to provide students with the opportunity, knowledge, and leadership skills for them to promote and create similar programs that can be replicated throughout the country," said Professor Armando Vazquez-Ramos, coordinator of the California-Mexico Project. Inspired by the success of last Spring’s Dreamers Study Abroad Program, Salvadoran Lidieth Arevalo, now wants to seek support in Central America to develop a similar course for students natives of that region. "I'm going to knock on doors and seek support from Salvadoran organizations and the government to help Salvadorans living outside the country in the same manner as the Mexican government is supporting their fellow countrymen living in the U.S.," said Arevalo. Arevalo, was part of the first group of Dreamers traveling on the California-Mexico Dreamers Study Abroad Program during Spring 2015, in which 14 DACA students had the chance to reunite with their families after years of separation. Arevalo enjoyed her time in Mexico even though her family could not travel to Mexico to see her. "I really wanted to see them during the family reunions, but they could not get their Mexican visa on time. So I said to myself that I will fight to create such a unique opportunity like this for Central American students living in the Los Angeles area," said Arevalo. Supported by Professor Armando Vazquez-Ramos, Arevalo will be able to take eight days to travel to El Salvador during the student’s 24-day study abroad experience. The 24 year-old Central American, personally knows the feeling of family separation and deportation from the United States, since her brother accepted a voluntary deportation in 2008 when he had just graduated from high school. Shortly after the departure of her brother, her father decided to go back to El Salvador to support his son, causing their family to be disintegrated. "This time I will be able to see them and hug them after having been 8 years apart. And I want other Dreamers to have the same opportunity and privilege to be once again reunited with their loved ones like I will do," Arevalo confessed. Erik Perez, a journalism student at California State University Bakersfield, is requesting support for students from central and northern California to also enjoy this experience, and to attract attention to the importance of implementing the DACA and DAPA executive actions issued by the Obama Administration. Perez left the Michoacán town of Zamora when he was 4 years old, and now, 17 years later, he will return to one of the most convulsive states of Mexico. "My mom tells me to be careful when taking the bus, she says that things over there are not the same as here," said the young student. Perez, president of UNIR, an organization that advocates for undocumented immigrants, said that getting to know his roots and learn about what drives immigrants to leave their countries, will give him more strength to continue advocating for the immigrants’ struggle. On another case, making a path to provide financial support and re-entry to "deported Dreamers" is the goal of Sandra Lopez Zetti on this trip. The young student of Industrial Organizational Psychology knows firsthand the ordeal suffered by a student who does not have legal status in the United States. Despite belonging to 3 percent of California students with the best average in the state and be admitted in 6 universities, the undocumented Mexican student could not receive financial aid and had to work three jobs to pay her tuition. "My brothers have always thought that they will not go to school because they are undocumented," said Lopez. Although at first she did not want to participate in the program for fear of losing her DACA immigration benefit, the opportunity to become an example for her family and other students motivated her to take the risk to travel. Lopez wants to advocate for financial aid that supports undocumented students and open the way for others like her to be the first in their family to go to college. "I feel like I am pressured because my family knows that I could go very far and I have to do so," concluded Lopez, who will be reunited with his father in Guadalajara, Mexico.   Estudiantes indocumentados regresan a sus países a buscar sus raíces http://latino.foxnews.com/latino/espanol/2015/12/14/estudiantes-indocumentados-regresan-sus-paises-buscar-sus-raices/ Por Agencia EFE ~ Diciembre 14, 2015 http://www.univision.com/noticias/daca/estudiantes-indocumentados-regresan-a-sus-paises-a-buscar-sus-raices Dispuestos a arriesgar su amparo migratorio, jóvenes indocumentados viajarán a su país de origen para buscar el apoyo de universidades y gobiernos para que los "dreamers" puedan conocer sus raíces. "Da mucho miedo. La forma del permiso de salida advierte que no hay garantía de entrada cuando uno regrese, que es a discreción del agente de inmigración dejarte entrar", explicó a Efe la estudiante salvadoreña Lidieth Arévalo. Por 24 días, 31 estudiantes amparados por el programa de Acción Diferida para los Llegados en la Infancia (DACA), viajarán a México como parte de un programa que permite a estudiantes de California aprender sobre la estrecha relación del estado con el país vecino. Este es el segundo año que la iniciativa, impulsada por la Universidad Estatal de California Long Beach (CSULB), incluye a estudiantes indocumentados. "La meta es ofrecer a los estudiantes líderes un camino para que ellos abran la oportunidad para otros y que este modelo se pueda replicar en todo el país", manifestó el profesor Armando Vasquez Ramos, coordinador del Proyecto California México. Inspirada en el éxito del año anterior, la salvadoreña Lidieth Arévalo, ahora quiere buscar respaldo en Centroamérica para desarrollar un curso similar para estudiantes oriundos de esa región. "Voy a tocar puertas para que nos apoyen, así como México está ayudando a los suyos, los gobiernos deberían tendernos la mano a nosotros", indicó. Arévalo, hizo parte del primer contingente de alumnos que salió del país, que además de conocer una parte de sus raíces pudo reencontrarse con la familia que dejaron atrás, aunque su familia no logró llegar a México para el reencuentro. "Yo esperaba que ellos fueran pero no pudieron, entonces me dije voy a luchar para que también los centroamericanos logremos hacerlo", aseveró. Apoyada por su profesor, la estudiante tomará ocho días para viajar a El Salvador y explicar a su gente los sufrimientos y la lucha de los "soñadores". La centroamericana, de 25 años, conoce muy de cerca el miedo a ser expulsada de Estados Unidos ya que su hermano aceptó una deportación voluntaria en el 2008 cuando recién había terminado la secundaria. Tras la partida del joven, el padre de la familia decidió regresar a su vez a su país a cuidar de su hijo lo que dejó un hogar desintegrado. "Esta vez voy a poder abrazarlos, estar con ellos. Y como yo, quiero que muchos otros soñadores puedan hacerlo", confesó. La idea de la búsqueda de apoyo no sólo es para Centroamérica y atrae a otros jóvenes con otras perspectivas. Erik Pérez, estudiante de periodismo de la Universidad Estatal de Bakersfield, está solicitando respaldo para que estudiantes del centro y norte de California puedan vivir también esta experiencia, y así atraer la atención sobre la importancia de implementar la acción ejecutiva emitida por la Administración Obama. Pérez dejó la ciudad michoacana de Zamora cuando apenas tenía 4 años y 17 años más tarde va a regresar a uno de los estados más convulsionados de México. "Mi mamá me dice que tenga cuidado cuando agarre el bus, que las cosas allá no son como aquí", advirtió el joven estudiante. Pérez, presidente de UNIR, una organización que aboga por los indocumentados, aseguró que conocer a fondo sus raíces y lo que impulsa a los inmigrantes a abandonar sus países le dará más fuerza para continuar en su lucha. De su parte, el apoyo económico y el reingreso de los "soñadores deportados" es la meta de Sandra López Setty en este viaje. La joven estudiante de Psicología Industrial Organizacional conoce de primera mano el calvario que padece un estudiante que no tiene un estatus legal en Estados Unidos. Pese a pertenecer al 3 por ciento de los estudiantes de California con mejor promedio en el estadoy ser admitida en 6 universidades, la mexicana no pudo recibir ayudas económicas y tuvo que conseguir tres empleos para pagar su colegiatura. "Mis hermanos siempre han tenido en la mente que no van a ir a la escuela porque son indocumentados", advirtió López. Aunque al principio, la joven no quiso participar en el programa por temor a perder su beneficio migratorio, la posibilidad de convertirse en un ejemplo para su familia y otros alumnos la motivó a viajar. La inmigrante quiere abogar por conseguir ayudas económicas para estudiantes que no tienen documentos y abrir el camino para otros, que como ella son los primeros en su familia en ir a la universidad. "Siento como una presión porque ellos (mi familia) saben que yo podría llegar muy lejos y tengo que hacerlo", concluyó López, quién se reencontrará con su padre en Guadalajara, México. The California-Mexico Dreamers Study Abroad Program is organized by the California-Mexico Studies Center And funded by the Juntos Podemos / Together We Can Foundation.   19 Los Angeles Area Colleges and Universities to be represented at the California-Mexico Dreamers Study Abroad Program - Winter 2015 By Lidieth Arevalo, CMSC News - November 12, 2015 We are happy to announce that the California-Mexico Dreamers Study Abroad Program for Winter 2015, will offer 30 Dreamers and 6 staff directors from 19 different colleges and universities in the Los Angeles area, a unique 3-week Travel-Study opportunity to visit Mexico from December 17, 2015 to January 11, 2016 with most expenses covered by a grant from JUNTOS PODEMOS to the California-Mexico Studies Center (CMSC). Moreover, we anticipate that at least 4 to 6 similar programs will be created after this trip as our participating students and staff directors will take leadership into implementing similar programs at their colleges and universities to give even more Dreamers the opportunity to study abroad and to return to their country of birth. The California-Mexico Dreamers Study Abroad Program (CMDSAP) - Winter 2015 is a demonstration project that builds upon the CMSC California-Mexico Dreamers Program (piloted during Spring Break 2015), and originally conceived to offer 25 DACA-protected students from various colleges and universities in the Los Angeles metropolitan area, a 24-day travel-study experience in Mexico City and Cuernavaca, Morelos. Moreover, the program will offer students the opportunity to visit family and/or discover Mexico on their own for 8 days. After their individual travel, the participants will return to Cuernavaca where they will study at the Centro Tlahuica de Lenguas e Intercambio Cultural (CETLALIC). In addition, while studying at the CETLALIC Institute, the participants will benefit from a 14-day home-stay living experience with Mexican host families. The California-Mexico Dreamers Study Abroad Winter 2015 program application launched on August 22nd of 2015, and by the given deadline of September 15, 2015, the CMSC received close to a total of 250 applications from students all over Southern and Northern California as well as individuals from as far as Florida, Oregon, Arizona, Texas, and Virginia. Given that we received such high number of applications for very few spots available (a 1 out of every 10 ratio), the selection process was extremely difficult to make; thus, the CMSC opted to take 5 more Dreamers as well as 6 staff directors from different colleges and universities, overriding the original number of 25 participants that the Juntos Podemos grant ought to cover. Nonetheless, the CMSC is happy with the selection of participants and anticipates that more student-run programs will be created from this demonstration project as it will directly affect the colleges and universities the selected students represent. The 19 different colleges and universities that will be represented are reflected on the image below:   The Program objectives for the CMDSAP Winter 2015 are: Improve upon the success of the CMSC’s pilot, as a model for Dreamers Study Abroad Programs Establish the framework of a replicable model for U.S. institutions of higher education Continue and expand video and photo documentation of Dreamers’ human stories Prepare Dreamers as ambassadors of the model, for them to replicate similar programs Train the participants to become advocates and providers of DACA/DAPA services Allow the Dreamers to spend 8-days in their communities of origin with their relatives Offer participants CSULB class credit and certification as DACA/DAPA advocates The CMSC challenges Dreamers, program directors, and AB-540/DACA allies to initiate a dialogue with other students, faculty and administrators at their colleges and universities, about creating a similar program at their campus and rest assured that the CMSC will provide assistance and guidance to create your own opportunity, based on the model of our program.   Note: All students that previously applied and were not selected, have already been added to our data base and will be considered and informed for future programs, either programs that the CMSC hosts, or the resulting projects and programs that will be created by the participants of the California-Mexico Dreamers Study Abroad Program - Winter 2015.   We encourage students to add our email: californiamexicocenter@gmail.com to your contacts list, to ensure successful delivery of our newsletters and announcements for future programs. Visit the original application we launched on August 22nd, 2015 for more information: http://california-mexicocenter.org/dreamers-study-abroad-winter-2015/ Sin Raiz Documentary           This is a short documentary about the lives of 14 undocumented students (DREAMERs) whose parents brought them to the United States since a very young age, some of them living in the USA for over 20 years, and through a Chicano Latino Studies class/program at the California State University Long Beach, these students had the chance to visit their home country for the very first time. They were able to fly to mexico and come back to the U.S. with a USCIS document called Advance Parole. They were excited to fly "home" for the first time, only to find a huge cultural shock which made them question their true identity. Follow them on this journey. Recent CMSC News:       More Mexicans Leaving Than Coming to the U.S.   More Mexican immigrants have returned to Mexico from the U.S. than have migrated here since the end of the Great Recession, according to a new Pew Research Center analysis of newly available government data from both countries. The same data sources also show the overall flow of Mexican immigrants between the two countries is at its smallest since the 1990s, mostly due to a drop in the number of Mexican immigrants coming to the U.S. http://california-mexicocenter.org/more-mexicans-leaving-than-coming-to-the-u-s/       Why Fewer Mexicans Are Leaving Their Homeland for the U.S.   To its southern neighbor, the United States once represented hope, safety and prosperity. But with the effects of the Great Recession still lingering and tougher enforcement along the U.S. border, fewer Mexicans see a reason to leave their homeland. http://california-mexicocenter.org/why-fewer-mexicans-are-leaving-their-homeland-for-the-u-s/           Historic Long Beach Ethnic Studies Conference Held at CSULB   A small group of teachers stood in a circle in the University Student UnionBallroom as nearly 300 high school students danced to the pounding of a Native American drum to show appreciation for their instructors’ work. This was the conclusion to the first Ethnic Studies Conference at California State University, Long Beach on Saturday. The conference brought Long Beach Unified students from six high schools together for a day of workshops, panels and guest speakers.   http://california-mexicocenter.org/lbusd-students-enroll-in-ethnic-studies/   Enrique G. Murillo, Jr., Ph.D.  Executive Director - LEAD Organization 5500 University Parkway / Room CE-305 San Bernardino, CA 92407emurillo@csusb.edu Tel: 909-537-5632 Fax: 909-537-7040 --  J