Faculty Position: Assistant/Associate Professor, American Indian Education (tenure-track) // University of Utah, Department of Education, Culture and Society; review begins 12/15/16

Assistant/Associate Professor, American Indian Education
(tenure-track) // University of Utah, Department of Education, Culture
and Society; review begins 12/15/16

https://utah.peopleadmin.com/postings/58752

The Department of Education, Culture, and Society (ECS) at the
University of Utah invites applications for a tenure-track
Assistant/Associate Professor in American Indian Education with an
appointment beginning Fall 2017.

The Department is a diverse, cross-disciplinary group of scholars
committed to the study and pursuit of social justice in education
using cutting-edge frameworks that address class, race, ethnicity,
culture, language, immigration status, gender and sexuality in
educational policy and practice. ECS offers Ph.D., M.ED., M.A., and
M.S. program specialties in curriculum theory, English as a second
language (ESL), anthropology, sociology, history, and the philosophy
of education. The department also offers undergraduate teacher
licensure courses related to issues of urban education, multicultural
education, and K-12 language education as part of our commitment to
develop culturally and linguistic responsive, socially just teachers.

The Department seeks a candidate in American Indian Education who
draws from a range of disciplinary and/or interdisciplinary approaches
and can contribute to the diversity and excellence of the University
of Utah’s academic community. Desirable areas of research/teaching
interest include: Decolonial theory, Indigenous epistemologies, and
Critical culture, curriculum and language studies, qualitative or
ethnographic research methods. The candidate will be expected to
develop or tailor graduate courses to their area of interest.

The University of Utah, a Research-1 public institution with
approximately 25,000 undergraduate and 8,000 graduate students,
supports scholarship, community-based research, and teaching. Utah is
home to eight Federally Recognized Tribal Nations and vibrant
indigenous communities. The presence of multiple indigenous
communities transforms Utah into a dynamic political and cultural hub.
Selected candidates will have the opportunity to explore research
partnerships with local communities.

Review of applications will begin December 15, 2016. Applications
received after the review date will only be considered if the position
has not yet been filled. Please submit (1) a cover letter, (2) an
updated curriculum vitae, (3) a sample of scholarly or creative work,
(4) three letters of recommendation at:
https://utah.peopleadmin.com/postings/58752. PhD in related field is
required by start date.

Inquiries regarding the position may be directed to the Faculty Search
Committee Co-Chair, Professor Donna Deyhle (donna.deyhle@utah.edu).

The University of Utah is an Affirmative Action/Equal Opportunity
employer and does not discriminate based upon race, national origin,
color, religion, sex, age, sexual orientation, gender
identity/expression, status as a person with a disability, genetic
information, or Protected Veteran status. Individuals from
historically underrepresented groups, such as minorities, women,
qualified persons with disabilities and protected veterans are
encouraged to apply. Veterans’ preference is extended to qualified
applicants, upon request and consistent with University policy and
Utah state law. Upon request, reasonable accommodations in the
application process will be provided to individuals with disabilities.
To inquire about the University’s nondiscrimination or affirmative
action policies or to request disability accommodation, please
contact: Director, Office of Equal Opportunity and Affirmative Action,
201 S. Presidents Circle, Rm 135, (801) 581-8365.

The University of Utah values candidates who have experience working
in settings with students from diverse backgrounds, and possess a
strong commitment to improving access to higher education for
historically underrepresented students.

Faculty Position: Assistant Professor, Secondary Education (tenure-track) // Kutztown University, Department of Secondary Education; immediate review

Assistant Professor, Secondary Education (tenure-track) // Kutztown
University, Department of Secondary Education; immediate review

Kutztown University of Pennsylvania enrolls approximately 9,000
students in graduate and undergraduate programs. The University is
located in the borough of Kutztown in a charming rural setting, and is
within 20 minutes driving time of the diverse metropolitan areas
Allentown/Bethlehem and Reading, and within 60 minutes of the
Philadelphia metropolitan area. The University is very interested in
hiring employees who have had extensive experience with diverse
populations.

The Department of Secondary Education at Kutztown University invites
applicants for a tenure-track faculty position beginning in August
2017. Responsibilities may include, but are not limited to, teaching
doctoral courses in Ed.D. Program in Transformational Teaching and
Learning, and master's degree and undergraduate courses in Principles
of Teaching, Foundations of Education, and Curriculum and Instruction;
student teaching supervision in urban schools; and advisement of
graduate and undergraduate students in the department. In addition,
the college and department service and related duties are expected as
necessary for the effective operation of programs and other
initiatives. The successful candidate will have the ability and
interest to collaborate and foster positive relationships with
students, faculty, staff, and administrators on campus and partner
educators in school and related settings.

The successful candidate will possess:
· A doctorate by August 20, 2017, in teacher education or a related
discipline that has been used to study K-12 education
· Classroom teaching experience in a secondary school (grades 7-12),
with a preferred focus on English Language Arts, Social Studies or
Modern Languages
· A commitment to teaching undergraduate, master's and doctoral
classes in transformational teaching and learning and a clear
understanding of contemporary education issues
· An emerging record of research, with an interest in issues of social
justice and the teaching of diverse populations with culturally
relevant teaching strategies.

To apply: Applicants must submit official transcripts, three current
letters of recommendation, vita, letter of interest, and one sample
publication or presentation A complete packet of materials must be
received before review of application. Send materials to: Dr. Mark
Wolfmeyer, Search Committee Chair, Department of Secondary Education,
Kutztown University, P.O. Box 730, Kutztown, PA 19530. Applications
will be reviewed beginning immediately and will continue until the
position is filled. For additional information, contact Dr. Wolfmeyer
at 610-683-4763 or wolfmeyer@kutztown.edu.

Kutztown University of Pennsylvania is an Affirmative Action/Equal
Opportunity employer and actively solicits applications from women and
minority candidates. Kutztown University of Pennsylvania is a member
of the State System of Higher Education. All applicants for employment
are subject to a criminal background check.

https://www.kutztown.edu/about-ku/administrative-offices/human-resources/employment/faculty-employment/secondary-ed-tenure-0776-120716.htm

Call for Reviewers: The Journal of Educational Controversy

Call for Reviewers: The Journal of Educational Controversy

The Journal of Educational Controversy is expanding its pool of reviewers.

If you would like to be considered as a reviewer, please e-mail a vita
indicating your discipline and areas of interest to:
CEP-eJournal@wwu.edu. Please include "Potential Reviewer" on the
subject line.

http://cedar.wwu.edu/jec/

Conference Call for Papers: 3rd International Conference on the Historical Links between Spain and North America; proposals due 1/9/17

Conference Call for Papers: 3rd International Conference on the
Historical Links between Spain and North America; proposals due 1/9/17

The Instituto Franklin de la Universidad de Alcalá, the City College
of New York – Division of Interdisciplinary Studies and the Instituto
Cervantes de New York, join for the third year in organizing this
conference through this call for papers in different disciplines and
areas of study with an emphasis on interdisciplinary approaches to the
historical links between Spain and North America.

The primary aim of the conference is to provide a meeting place for
academics and professionals with an interest in other disciplines
related to this subject as well as to interact with other members
within and outside their own disciplines in the areas of Humanities
and Social Sciences.

More information:
http://www.institutofranklin.net/en/events/3er-international-conference-on-the-historical-links-between-the-usa-and-spain-hispanic-roots-and-heritage-yesterday-and-today/

Journal Call for Papers: Special Issue of Issues in Teacher Education; proposals due 1/15/17

Journal Call for Papers: Special Issue of Issues in Teacher
Education; proposals due 1/15/17

Ecocritical Scholarship Toward Social Justice and Sustainability in
Teacher Education: A Special Issue for Issues in Teacher Education

Co-Editors: John Lupinacci, Washington State University
(john.lupinacci@wsu.edu); Alison Happel-Parkins, University of Memphis
(aahappel@memphis.edu); and Rita Turner, University of Maryland
(rita.turner@umbc.edu)

Submission Information:
● Manuscripts should be 3500-4500 words excluding references, APA 6th
edition, and include a title page with a 100 word Author Bio.
● Email submissions to: EditorsEcocritical@gmail.com by January 15, 2017

This special issue seeks manuscripts focused on addressing how 21st
century challenges that emerge from the complex intersections of
social justice and sustainability are addressed through public
scholarship influencing and being enacted in teacher education. As
critical educators have been arguing for decades, teacher educators as
public intellectuals can, and arguably must, be activists-scholars
(Collins 2012; Giroux 2004; Giroux et al. 1986). The editors of this
special issue maintain that scholar-activist educators must
acknowledge and reject all forms of domination and injustice against
both humans and nonhumans, recognizing that these injustices are
mutually reinforcing. Such a position necessitates the examination of
how a cultural logic of domination (Warren, 2000) undergirds the
unjust and destructive social and economic ideologies and policies
that constitute schooling and thus teacher education. Consequently, we
believe it is essential for teacher educators to consider how
anthropocentric assumptions and actions work to limit education as a
transformative practice in relationship to addressing social justice
and sustainability. Western industrial notions of human-centered
progress exist in K-12 curriculum and in Colleges of Education, and
this special issue seeks diverse critical perspectives from those
situated within teacher education programs. Specifically, the editors
solicit manuscripts that reflect insights from teacher educators who
are working to challenge and shift cultural logics that support
domination and injustice, logics that are often pervasive in Western
industrial schooling.

Drawing from ecofeminism (Code, 2007; Merchant, 1980; Plumwood, 1993,
2002; Shiva, 2005; Warren, 2000), eco-justice (Bowers & Flinders,
1990; Bowers, 2001, 2010, 2011) ecopedagogy (Fassbinder, Nocella, &
Kahn, 2012; Kahn, 2010), critical ecoliteracy (Turner, 2011), and
EcoJustice (Martusewicz et al., 2015; Turner & Donnelly, 2013; Turner,
2015), this call is designed to solicit manuscripts from educators
engaging pre-service teachers, practicing K-12 teachers, and students
in (re)conceptualizing diversity to be inclusive of equity in both
human and more-than-human relationships. The editors envision this
special issue as a space where educators can share applications and
enactments of ecocritical frameworks in teacher education. An
ecocritical approach addresses how education is influenced by systems
of exploitation and violence, systems which rely on a refusal to
acknowledge and embrace mutuality and interdependence (Lupinacci &
Happel-Parkins, 2015).

The editors anticipate a diverse array of scholarship that addresses
the interrelated and complex entanglements of social justice and
sustainability in relation to teacher education and K-12 classrooms.
Authors are encouraged to submit manuscripts that explore curricular
examples of such frameworks applied to working with teachers, teacher
candidates, and educational leaders to address how they can, as
radical educators, create and maintain educational spaces that
challenge dominant assumptions prevalent in Western industrial
culture. Topics could include:
• Ecocritical curricular projects in teacher education
• Teacher learning and professional development around EcoJustice,
Ecopedagogy, etc.
• School and community partnerships and/or service learning
• Ecocritical education in non-traditional educational settings
• Place-based and project-based learning
• Indigenous and Decolonizing perspectives and Land Education in
teacher education
• Essay reviews of connected and contributing literature
• Short Film and/or book reviews of 800-1200 words (please contact the
editors with your ideas and/or for a list of suggested texts)

Timeline:
January 15, 2017 - Full manuscripts submitted to editors and sent out for review
Before May 1, 2017 – Authors notified of reviewer and editor decisions.
Early 2018 – Special Issue published

Feel free to email the editors with any questions.

References
Bowers, C.A. (2001). Educating for eco-justice and community. Athens,
GA: University of Georgia Press.
Bowers, C.A. (2010). Educational reform that fosters ecological
intelligence. Teacher Education Quarterly, 37(4), 9-31.
Bowers, C.A. (2011). Perspectives on the ideas of Gregory Bateson,
ecological intelligence, and educational reform. Eugene, OR:
Eco-Justice Press, LLC.
Bowers, C.A., & Flinders, D. J. (1990). Responsive teaching: An
ecological approach to classroom patterns of language, culture, and
thought. (Vol. 4). New York, NY: Teachers College Press.
Code, L. (2007). Ecological thinking: The politics of epistemic
location. New York, NY: Oxford University Press.
Collins, P. H. (2012). On intellectual activism. Temple University Press.
Fassbinder, S. D., Nocella, A. J., & Kahn, R. V. (Eds.). (2012).
Greening the academy: Ecopedagogy through the liberal arts. Boston,
MA: Sense Publishers.
Giroux, H. A. (2004). Cultural studies, public pedagogy, and the
responsibility of intellectuals. Communication and critical/cultural
studies, 1(1), 59-79.
Giroux, H. A., Shumway, D., Smith, P., & Sosnoski, J. (1986). The need
for cultural studies: Resisting intellectuals and oppositional public
spheres. 'Dalhousie Review', 472-486.
Kahn, R. (2010). Critical pedagogy, ecoliteracy, & planetary crisis:
The ecopedagogy movement. New York, NY: Peter Lang.
Lupinacci, J. & Happel-Parkins, A. (2015). Recognize, Resist, &
Reconstitute: An eco-critical conceptual framework. The SoJo Journal:
Educational Foundations & Social Justice Education. 1(1) 45-61.
Martusewicz, R., Edmundson, J., & Lupinacci, J. (2015). EcoJustice
education: Toward diverse, democratic, and sustainable communities
(2nd Edition). New York, NY: Routledge.
Merchant, C. (1980). The death of nature: Women, ecology and the
scientific revolution. San Francisco: Harper Row.
Plumwood, V. (1993). Feminism and the mastery of nature. New York, NY:
Routledge.
Plumwood, V. (2002). Environmental culture: The ecological crisis of
reason. New York, NY: Routledge.
Shiva, V. (2005). Earth democracy: Justice, sustainability, and peace.
Cambridge, MA: South End Press.
Turner, R. (2011). Critical ecoliteracy: An interdisciplinary
secondary and postsecondary humanities curriculum to cultivate
environmental consciousness. University of Maryland, Baltimore County,
United States—Maryland.
Turner, R. (2015). Teaching for ecojustice: Curriculum and lessons for
secondary and college classrooms. New York, NY: Routledge.
Turner, R. & Donnelly, R. (2013). Case studies in critical
ecoliteracy: A curriculum for analyzing the social foundations of
environmental problems. Educational Studies, 49(5), 387–408.
Warren, K. (2000). Ecofeminist philosophy: A Western perspective on
what it is and why it matters. Lanham, MD: Rowman & Littlefield
Publishers, Inc.

Conference Call for Proposals: American Educational Studies Association (AESA) 2017 Annual Meeting opens 2/1/17 and due 4/3/17

Conference Call for Proposals: AESA 2017 Annual Meeting opens
2/1/17 and due 4/3/17

AESA President-elect Hilton Kelly (Davidson College) and the 2017
Program Committee are pleased to announce the theme for the 2017
Annual Meeting:

“Memory, Remembering & Forgetting:  Re-Envisioning Educational Worlds”

The Annual Meeting will be held November 1-5, 2017 at the Omni William
Penn Hotel in Pittsburgh, Pennsylvania.

The ontological vocation of educational studies scholars must be to
co-construct, deconstruct, and reconstruct educational worlds (spaces,
practices and knowledge) so that schooling experiences become more
equitable and just in our democratic society (Freire, 1993, 2000).
The problem of memory looms large in our ability to do this
work—whether we acknowledge it or not.  Memory work, which includes
remembering and forgetting our own educational experiences, shapes
every aspect of our jobs as teachers, researchers, and/or activists
committed to maintaining public schools and communities that serve us
all equitably.  Emerging educational research suggests that teachers’
memories of childhood influence their teaching philosophies, classroom
practices, and everyday interpretations in schools (Biklen, 2004;
Chang-Kredl, 2015; Chang-Kredl & Wilkie, 2016; Miller & Shifflet,
2016).  Linking memory studies to educational studies raises both new
and enduring questions.  The 49th annual meeting of the American
Educational Studies Association will explore the role of memory,
remembering, and forgetting as key features of teaching, learning, and
work in and outside of schools.

Conference participants might consider the following questions:

What is the place of memory, remembering and forgetting in educational
research, practice and performance?
How do individual and collective memories affect educational
innovation in schools and school communities?
How do our childhood memories shape our teaching, research, and service?
How does autobiographical memory shape experiences of school?
How does our society remember watershed moments and teach about them in schools?
What are the collective voices of remembering about schooling
inequalities (race, ethnicity, class, gender, disability, . . .) in
the United States and abroad?
How does student or teacher remembering affect student achievement?
What are conflicts in memories of educational policies and practices?
How do social memories shape current educational policies and
practices in classrooms, schools, communities, and cultures?
How might remembering facilitate student achievement in STEM? All disciplines?
How do both individual and collective remembering affect parental
participation, or nonparticipation, in schools?
What novel perspectives might we gain from the collective remembering
of marginalized groups in classrooms and schools?
How does remembering or forgetting impact support for public education?
How might the politics of memory impact policy agendas?
What is the role of culture in remembering?
How might forgetting hinder or facilitate educational innovation?
How does forgetting contribute to inequalities in education?
How do different generations recall our educational past?
How does trauma or tragedy shape experiences of learning and working in schools?
What is the potential of cyberspace for remembering and for creating a
new educational world?
What are forgotten alternatives, policies, and practices that might
envision a more equitable and just educational world?

The 2017 Program Committee invites educational studies scholars across
various disciplines to consider these questions and more that link
memory, remembering, and forgetting to schooling and education in the
United States, as well as to re-envision educational worlds (what
schools have been, should be, or could be).

General Call:  Proposals may be submitted for individual papers,
symposia, panels, and alternative format sessions through April 3,
2017. The committee welcomes proposals from a full range of
theoretical, disciplinary, and interdisciplinary perspectives that
include, but are not limited to, the following:  Social, historical,
psychological, and philosophical foundations of education, cultural
studies in education, curriculum theory and curriculum studies,
comparative and international education, eco-justice and education,
labor and education, queer studies in education, educating women and
girls, critical race studies in education, critical multiculturalism,
disability studies in education and educational policy and leadership.
While all proposals that deal with educational studies issues and
debates are welcome, especially encouraged are those that specifically
address this year’s theme.

Submission deadline:  All proposals must be submitted electronically
to All Academic Inc., the online conference system that we use, via
the AESA website (www.educationalstudies.org) where detailed
information on how to submit a proposal can be found.  All Academic
will open February 1, 2017 (5:00pm EST) and close on April 3, 2017
(11:59pm CST).  Participants are encouraged to plan ahead as it is not
likely that extensions will be granted.  Notifications of acceptance
or rejection will sent by July 15, 2017.

For more information about AESA and the conference, email
aesa2017conference@gmail.com (NOTE: Submit only questions and
information.  Conference proposals will not be accepted via this
e-mail address).  Before you submit your conference proposal, please
make note of the following:

Request accessibility and technology requests needs at the time of submission.
Register for the conference.  Membership is REQUIRED for all
presenters, and we encourage everyone to seek lodging in the
conference hotel.
Consider giving a donation to the Graduate Student Fund when you
become a member and register for the conference.
Consider becoming an institutional sponsor of the conference.  We
guarantee free advertisement of your institution, especially graduate
programs in educational studies.
Remember that participants may only appear on 3 submissions.

About AESA
The American Educational Studies Association (AESA) was established in
1968 as an international learned society for students, teachers,
research scholars, and administrators who are interested in the
foundations of education. AESA is a society primarily comprised of
college and university professors and students who teach and research
in the field of education utilizing one or more of the liberal arts
disciplines of philosophy, history, politics, sociology, anthropology,
or economics as well as comparative/international and cultural
studies. The purpose of social foundations study is to bring
intellectual resources derived from these areas to bear in developing
interpretive, normative, and critical perspectives in education, both
inside of and outside of schools.

References:

Biklen, S. K.  (2004).  Trouble on memory lane:  Adults and
self-retrospection in researching youth.  Qualitative Inquiry, 10(5),
715-730.
Chang-Kredl, S.  (2015).  Teachers conceptualizing childhood:
Conversations around fictional childhood texts.  Teachers and
Teaching:  Theory and Practice, 21(2), 203-220.
Chang-Kredl, S., & Wilkie, G.  (2016).  What is it like to be a child?
 Childhood subjectivity and teacher memories as heterotopia.
Curriculum Inquiry, 46(3), 308-320.
Freire, P.  (1993).  Education for critical consciousness.  NY: Continuum.
Freire, P.  (2000).  Pedagogy of the oppressed (30th anniversary ed.).
NY: Continuum.
Miller, K., & Shifflet, R.  (2016).  How memories of school inform
preservice teachers’ feared and desired selves as teachers.  Teaching
and Teacher Education, 53, 20-29.

Fellowship in Human Rights and Justice, Rapoport Center for Human Rights and Justice, University of Texas at Austin

Dear Friends and Colleagues, We are happy to announce a call for applications for a two-year fellowship on human rights and economic inequality. The announcement is available below and here as a PDF.  Please circulate broadly. Many thanks, Daniel Brinks & Karen Engle Co-Directors, Rapoport Center for Human Rights and Justice University of Texas at Austin   Fellowship in Human Rights and Justice The Bernard and Audre Rapoport Center for Human Rights and Justice at the University of Texas at Austin, an interdisciplinary human rights center housed in the School of Law, seeks applications for a two-year residential fellowship beginning summer 2017. Applicants from all disciplines and countries are welcome to apply. The Fellow will work closely with the Center’s co-directors and staff to provide intellectual and administrative leadership for a multi-year project on human rights and economic inequality. The project examines structural drivers of economic inequality, how laws might create, accentuate, or ameliorate forms of unequal distribution, and the ways in which the global architecture of human rights could be improved to better address inequality between and within countries. The primary thematic focus of the next two years of the project will be labor rights and the future of work in a globalized economy. We will also be finalizing work on natural resource governance. We are seeking an academic or a practitioner who is either currently engaged in human rights research with an interest in labor or has experience in international labor rights. Additional familiarity with natural resource governance is an advantage. Candidates should have strong writing and verbal communication skills and an aptitude for critical analysis of human rights issues and practices, particularly from a global perspective. The fellowship will entail academic and administrative responsibilities relating to the project and may include:  - Researching and drafting reports and white papers, and/or assisting with academic publications; - Organizing a speaker series, conference, and other public events;  - Co-teaching a human rights seminar;  - Coordinating a project with the Human Rights Clinic;  - Collaborating on research and curriculum with faculty and graduate and professional students;  - Networking with academics, activists, and policymakers in multiple regions;  - Establishing new international internship placements related to the project; and  - Supervising staff and students involved with the project. Ideally, the appointment will begin July 1, 2017. The Fellow will be offered a competitive stipend in the range of $47,500-55,000/year, health insurance and other benefits, full use of UT facilities, and office space at the Law School. The Fellow is required to be in residence in Austin, although the position will likely include some international travel. The Fellow may not hold any other appointment during the fellowship period. Preference will be given to applicants who have received a PhD, JD, or equivalent law degree by the start date. Application packages are due February 15, 2017, and should include the following materials: - cover letter; - CV; - graduate transcripts (unofficial and scanned are acceptable); - personal statement about relevant research and practical experience (no more than 500 words); - writing sample (no more than 7000 words); - three letters of recommendation, including at least one academic reference. Any questions, and all materials (in PDF format), should be sent to Sarah Cline, Rapoport Center Administrative Associate, at scline@law.utexas.edu.