Call for Proposals: 4th Annual Cultural Studies in Education Conference April 10-11, 2015, “Pedagogies of Power: Mobilizing Community Ways of Knowing, Being, and Teaching”

4th Annual Cultural Studies in Education Conference

April 10-11, 2015

CALL FOR PROPOSALS

“Pedagogies of Power: Mobilizing Community Ways of

Knowing, Being, and Teaching”

Hosted by:

The Cultural Studies in Education Graduate Student Council

The University of Texas at Austin, Department of Curriculum and Instruction

Cultural Studies in Education Program

The University of Texas’ Cultural Studies in Education Graduate Student Council is proud to announce the 4th annual Cultural Studies in Education Conference. The

theme, “Pedagogies of Power: Mobilizing Community Ways of Knowing, Being,and Teaching,” aims to draw attention to the array of powerful pedagogical practices being deployed within diverse educational community spaces in and

outside of traditional schooling institutions. Knowing, being, and teaching are all transformative processes that require critical understandings of ourselves in relation to our communities. 

This conference seeks to explore how liberatory teaching and learning practices mobilize communities to work together for social justice. We welcome proposals from diverse fields to provide insights on your work as a teacher, researcher, activist, and community leader. In light of the social justice

movements across the United States, Mexico, and beyond, we believe it is a critical time to consider the following questions:

1. What does empowerment look like in your field/area of work, community, or

educational space?

2. How can we reconceive education as a communal rather than individual endeavor?

3. How can acts of inspiration, collaboration, solidarity, and courage support mobilization efforts that promote these pedagogies of power in our educational communities?

This conference is intended to provide a space for students, and community members and organizations to present research focusing on education. It is also intended to provide students an opportunity to gain experience in the process of

submitting, preparing, and presenting research at an academic conference. Most importantly, the conference aims to support all participants in all capacities, whether they are emotional, spiritual, and/or academic.

We encourage the examination of the social, cultural, political, economic, historical, linguistic, and psychological influences in educational contexts from those involved in education in any form. Possible topics may include, but are not limited to:

• Emancipatory education

• New Common School movement

• Democratization and democracy in education

• Effects/implications of neoliberal movement/ideologies on pedagogy

• Student/community activist movements and organizing

• Youth popular culture(s)

• Immigrant youth, their families, and communities

• Identity constructions

• Disability and education

• Physical education

• Arts education

• Literature and education

• Decolonial/postcolonial epistemologies

• Educational programs within communities

• Adult/continuing education

Guidelines for Proposal Submission Proposals may be submitted via email (utaustincse@gmail.com) by 11:59 P.M.

CST on February 14, 2015. Please include the following information in your proposal: Title, abstract (150-250) words, presentation format, equipment, and/or accommodations needed for the presentation.

You may present your research in one of the following formats:

• A course paper you intend to expand as a conference paper or to submit for

publication to as a journal article

• A paper being presented at an upcoming conference (use this space to practice)

• A draft of a chapter from your dissertation

• An idea you seek to develop and/or incorporate to your research

• A workshop in which participants explore topics related to theme of the conference

• A multimedia presentation

• Artistic or creative responses to the questions and topics listed above

• A roundtable where you discuss one or more of the proposed topics

This list is partial and is intended to provide suggestions on presentation formats. Be sure to include the format of your presentation in your proposal abstract.

Information about proposal status and any other pertaining conference information will be sent via email by March 7, 2015.

Faculty Positions: Gallaudet University, Multiple Faculty Positions

Gallaudet University

Multiple Faculty Positions

Gallaudet University serves deaf, hard of hearing, and hearing students from many different backgrounds and seeks to develop a workforce that reflects the diversity of its student body. Gallaudet is an equal employment opportunity/affirmative action employer and actively encourages deaf, hard of hearing, members of traditionally underrepresented groups, people with disabilities, women, and veterans to apply for open positions.

The university is currently accepting applications for one or more faculty positions in the following departments:

• American Sign Language and Deaf Studies
• Art, Communication and Theatre
• Education
• Government and Public Affairs
• Interdisciplinary PhD program in Educational Neuroscience
• Interpretation
• Physical Education and Recreation
• Psychology
• Science, Technology and Mathematics
• Social Work
• World Languages and Cultures

For detailed job descriptions and application information, go to:http://www.gallaudet.edu/hrs/employment_opportunities.html

Co-Principal Position: ARISE High School is hiring a Co-Principal of Curriculum and Instruction, Oakland, CA.

ARISE High School

Authenticity | Rigor | Inspiration | Success | Empowerment

3301 East 12^th St | Oakland, CA | 94601

www.arisehighschool.org

ph: 510-436-5487

ARISE High School is hiring a Co-Principal of Curriculum and Instruction!

ARISE High School, a small charter school in East Oakland, California, which focuses on preparing students from low income families to be the first in their families to attend college, is growing and seeking an experienced school leader to focus on curriculum and instruction while joining an existing crew of dedicated educators, students, parents and community leaders who struggle together to help create a more just, healthy, and equitable society. 

Who We Are:

At ARISE we nurture, train, and discipline our school community to engage in a continuous practice of developing mind, heart, and body towards a vision where we actively rise up.  Agency and self-determination drive our struggle to improve our own material and social conditions towards a more healthy, equitable, & just society. 

The mission of ARISE High School is to empower ourselves with the skills, knowledge, and agency to become highly educated, humanizing, critically conscious, intellectual, and reflective leaders in our community.

Vision:  Curriculum and Instruction

We are always being, but also in process of becoming.  At ARISE, our process of becoming in a mindful and intentional way requires a clearly articulated vision.  From vision, we gain direction.  With direction, we move with purpose.  As we move with purpose, we utilize structure in order to sustainably and effectively move with purpose. 

The vision of curriculum at ARISE is to empower students with the knowledge, skills, and agency to become highly educated, humanizing, critically conscious, intellectual and reflective leaders in our community.  We discipline ourselves to develop thinking skills and build core knowledge in all content areas.  Through the use of key performance assessments and the process of revision, we ensure rigor for all students, and work towards mastery.  At the heart of our curriculum, we scaffold towards proficiency in the key areas of mathematical thinking, scientific inquiry, historical research, and literary analysis.

ALL students can meet expectations of rigor.  How they all get there is a different story.  As such, with ARISE’s mastery-based system, we must not only focus on rigor, but also equity.  Our vision of instruction at ARISE is that our conditions provide a consistent instructional experience to students, a developmentally appropriate scaffolding for students to be where we want them be, confidence building within students as capable and competent learners, and opportunities for students to get additional support.  

Minimum Qualifications

q  Minimum of five years experience as a credentialed teacher

q  Minimum one year experience as a school leader/administrator/program director

q  Experience with leading teacher development, particularly with moving teacher practice

q  Experience with instructional coaching

q  Experience with creating and sustaining the conditions for a humanizing, empowering, rigorous, and reflective classroom and/or school community based on school mission, vision, and values (see the Roots of the ARISE Educator)

q  Experience in individual and collaborative curriculum development (eg. Understanding by Design by Wiggins & McTighe, 2005) in alignment with the Common Core

q  Experience with Data Driven Instruction

q  Spanish language fluency preferred

q  Advanced degree in subject-matter content or Education preferred

q  Preliminary Administrative Services (PASC 1) credential in process or completed

q  Committed to developing the skills and examining the ideologies associated with the “Roots of the ARISE Educator” criteria

Job Responsibilities & Expectations:

As Co-Principal, this person takes primary responsibility for the growth and well-being of the school as an institution for all stakeholders.  This person works with the other Co-Principal, the Leader’s Circle, and the Board of Directors to advance the vision and mission of the school, and to ensure the school’s fiscal, physical, and academic health.

q  School Leadership

o   Collaborate with the Co-Principal to make key decisions and determine major policies

o   Collaborate with the Board of Directors to oversee governance of the school

o   Collaborate with the Senior Development and Business Manager to oversee the finances of the school

o   Collaborate with all stakeholders to fundraise to ensure fiscal health and to improve school programs

q  Instructional Leadership

o   Lead the development and implementation of school wide goals and priorities

o   Lead and coordinate Professional Development focusing on curriculum and instruction priorities

o   Advance the vision of developing engaging and authentic curriculum by providing guidance and supervision to teachers, and by regularly reviewing and revising curriculum

o   Conduct regular observations and instructional conferences with teachers focused on moving teacher practice towards the school mission and vision

o   Develop proficiency and implementation in the five part lesson (Hunter) in all classrooms

o   Conduct quarterly conferences with teachers to set and manage goals for teacher growth

o   Facilitate updating and maintenance of WASC Action Plan and LCAP plan

o   Support the overall conditions to sustain a humanizing, empowering, rigorous, and reflective classroom and/or school community

o   Supervise the College Access program

o   Supervise and advance the Advisory program

q  Data and Assessment

o   Regularly gather, aggregate, and review student performance data

o   Utilize the school’s student information system (e.g. PowerSchool, Data Director and Haiku) to access and provide appropriate data to support student needs

o   Oversee the administration and preparation for statewide and other standardized assessments

o   Lead the progression of the ARISE assessment system and continue to develop the vision for mastery-based learning

o   Further the development of student portfolios and reflection through student-led conferences

o   Develop the staff, student, and parent understanding of standards-based grading

q  Intervention and Academic Support

o   Organize and oversee the development of the calendar, course offerings and master schedule

o   Oversee the scheduling of students, including creating graduation plans with 11^th and 12^th graders

o   Coordinate and supervise the development of academic intervention courses in reading and math

o   Coordinate and train teachers on school-wide literacy strategies

o   Participate in the Coordination of Services circle**

o   Develop teacher proficiency in RTI and differentiation strategies

q  Crew

o   Contribute to sustaining the “staff norms” narrated within the Disciplines of the Crew (refer to arisehighschool.org for details).

o   Attend, plan, and participate fully in weekly Professional Development and semi-annual retreats for school management and operations, decision-making, and conversations about students.

o   Help the school realize its goals, mission, and vision.

** The focus of the Coordination of Services (COS) Circle is to act as a centralized body who 1) develops systems, protocols, and tools for adults at ARISE to support students who are academically and/or socio-emotionally struggling and 2) catalyzes and coordinates efforts to support students who need more intensive support.

                                                                                                                                                                       

***The Roots of the ARISE Educator are central to what all teachers are expected to develop within themselves in what they teach, how they teach it, how they interact with students, how they approach challenges, and how they improve their own craft.  The 4 Roots and their summaries are as follows:

þ  Humanizing Love:  Develop and nurture the ways that you create and manifest the humanizing conditions to act, interact, and react with your students and colleagues.

þ  Critical Consciousness & Indignation:  Develop and nurture the ways in which you self reflect and gain critical consciousness of what you teach, why you do it, and how you do it with urgency, purpose, and direction.

þ  Teacher Intellectuals & Reflective Practitioners:  Develop and nurture the practices and urgency to learn from existing literature, research, and other practitioners, while also regularly reflecting on your own practice in order to improve as an educator.

þ  Hustle, Layer, Flow:  Develop and nurture the ways in which you actively support the school’s growth by working effectively and productively in alignment with where the school currently is and where it is going.

Go to the ARISE website to see the full text of the Roots of the ARISE Educator that identifies what teachers will be cultivated to know, do, and improve.

                                                                                                                                   

Selection Process:

All candidates are asked to submit a resume, cover letter, and three references via email to jobs@arisehighschool.org.  Position open until filled, but screening will begin on December 1^st, 2014.  The position begins July 1^st, 2014.

After the initial screening, potential candidates will be asked for the following:

q  SCHOOL SITE VISIT: See the school in action, and understand the successes and challenges

q  INTERVIEW:  An interview with a problem solving component by a panel of students and staff

Salary & Benefits:

q  Salary Range $80,000 - $90,000, Competitive with Oakland Unified, with health and pension benefits

ABOUT ARISE

ARISE High School, an Oakland charter school, was developed from the Coalition of Essential Schools network. Go to www.arisehighschool.org for more information.

Faculty Position: Assistant/Associate Professor, Elementary (K-4) Language Arts, The Ohio State University College of Education & Human Ecology

The Ohio State University

College of Education & Human Ecology

Assistant/Associate Professor

Elementary (K-4) Language Arts

 

The Department of Teaching & Learning is seeking a nine-month, full-time, tenure-track Assistant or Associate Professor with an active program of classroom-focused, language arts-related research and a commitment to excellence in teaching. In particular, we are looking for candidates who bring expertise in the language arts in primary-grade (K-4) culturally and linguistically diverse urban classrooms. More specifically, we are looking for a colleague who demonstrates expertise in one or more areas, including but not limited to: culturally- and linguistically-sustaining pedagogies, bilingualism and biliteracy, multimodality, fair and equitable assessment, the impact of literacy and language policies on marginalized populations, cross-linguistic studies of literacy, and the significance of play and creative arts in primary-grade education.

The Department of Teaching and Learning is dedicated to generating an understanding of teaching and learning as intellectual processes connected with and through social praxis (changing the world through theory and action) in collaboration with educators, colleagues across a broad range of fields, families, students, and communities. We are committed to scholarship, teaching, and service that emphasize social justice, cultural and linguistic relevance, and educational equity, and we value collaborative interdisciplinary research among colleagues within the Department and College, and across the University.

The successful candidate is expected to conduct research, including collaborating with colleagues to expand world class scholarship agendas that focus on current and pressing educational issues; provide leadership to the growth of undergraduate and graduate research initiatives, including collaboration with elementary schools and other centers; seek external research funding; teach undergraduate and M.Ed. early childhood/elementary teacher licensure courses, as well as MA and PhD courses; and engage in local, national, and international service.

Required qualifications include an earned doctorate in education with a focus on language arts or related fields prior to faculty appointment, an active research agenda, experience teaching in diverse K-4 classrooms, and a strong publication record commensurate with experience. The strongest candidates will have experience working in collaborative partnerships with public school professionals in linguistically and culturally diverse communities, and a demonstrated commitment to teacher education.

APPLICATION:  Applicants should submit, preferably electronically, a letter of application, a curriculum vita, statements of research and of teaching philosophy, the names of three references, and samples of 2-3 scholarly works to: 

Dr. Mileidis Gort, Search Committee Chair

c/o: Jo’Vanna Zanders

The Ohio State University

333 Arps Hall

1945 N. High Street

Columbus, OH 43210

Zanders.3@osu.edu

Evaluation of application materials will begin on January 15^th and continue until the position is filled.

To build a diverse workforce, Ohio State encourages applications from minorities, veterans, women, and individuals with disabilities. EEO/AA employer.

Mileidis Gort, Ed.D.

Associate Professor

Bilingualism & Biliteracy

Associate Faculty, Crane Center for Early Childhood Research and Policy

Department of Teaching and Learning

202C Arps Hall, 1945 North High Street

Columbus, OH 43210-1234

614-292-1699 Office

gort.4@osu.edu 

Early Childhood Bilingualism Lab

Call for Papers “Borders and Contact Zones in the Americas” 13th Conference on the Americas

Call for Papers

“Borders and Contact Zones in the Americas”

13th Conference on the Americas

 

March 20-21, 2015

Grand Valley State University

The Eberhard Center, Grand Rapids, MI

Extended Deadline for Submission: Saturday, January 10, 2015

We deal with borders on a daily basis, consciously or not.  Some may be geopolitical ones, like that 1,933 mile one between the US and Mexico.  Others may be legal or normative, social or cultural, and economic or environmental.  But contact zones—spaces of interaction—may blur or reconfigure these borders.  Contact zones are places where the powerful and the seemingly powerless encounter one another with a mix of resistance and accommodation, and in the process they alter one another.  These zones are where defenders of the status quo wrangle with advocates of novel ideas and practices, changing the differences between the two.  They are habitats and terrains that produce and interact with new species or environmental factors.

We invite you to participate in an interdisciplinary conference that explores borders and what people of different disciplines and occupations might call synthesis, syncretism, hybridity, transculturation, multiculturalism, or community partnering.  We anticipate presentations that will help us better understand these borders and contact zones, whether they exist at a regional, national, sub-national, or community level.  And we welcome participants from the humanities, history and the social sciences, the physical sciences, and community organizations.  While the conference focuses on the Western Hemisphere, we are open to panel or workshop proposals that address this theme in a way that compares the Americas with other regions in the world.

Keynote Speakers

Dr. Juan Manuel Sandoval Palacios is a professor of social anthropology in the National Institute of Anthropology and History in Mexico, and teaches in the areas of social anthropology, geography, international relations and political science.  His research and writing focus on the history of the formation and transformation of the Mexican-US border, including migration, economic relations, and security issues.  Among other work, he is the co-author ofThe Integration of Latin American Borders and Migration.

Dr. Ana Patricia Rodríguez is a professor in the Department of Spanish and Portuguese and U.S. Latina/o Studies at the University of Maryland, College Park.  Her teaching area covers Latin American, Central American, and U.S. Latina/o literatures and cultures.  Her research interests include Central American and U.S. Latina/o literatures and cultures; Central American cultural production in the U.S.; transnational migration and cultural production; diaspora studies; violence and postwar/trauma studies; gender studies; U.S. Latina/o popular culture; community-based research; and Latina/o education (K-16).  Along with other publications, she is the author of Dividing the Isthmus: Central American Transnational Histories, Literatures, and Cultures.

Topics include, but are not limited to the following:

·         Role of art or artists in representing or challenging borders, or in fomenting contact zones

·         Border representations in literature, film, art, performance and other cultural artifacts

·         Cultures or subcultures along national or other kinds of borders

·         Security, trade, and other national border policies

·         Migration, human trafficking, and smuggling

·         Community responses to immigrant populations

·         National or transnational communities and identities

·         Shifting language patterns and syncretic languages

·         Assimilation, or resistance to it

·         Formation and articulation of formal and informal economies

·         Construction or reconfiguration of social groups, categories, and identities

·         Development, maintenance, or dissolution of environmental habitats

We welcome proposals for panels and workshops, individual paper or poster presentations, as well as performances and exhibits.  Presentations may be in Spanish, Portuguese, French, or English (though we cannot guarantee translators for presentations in Portuguese and French).  Please keep in mind that individual presentations should be no longer than 20 minutes, and sessions will be 90 minutes.  Workshops may run from 90 minutes to three hours—though the schedule will be flexible to accommodate diverse kinds of proposals.  We have extended our final deadline for submission of proposals to Saturday, January 10, 2015.  We will immediately notify those submitting of acceptance.  Please submit your proposal here: http://gvsu.edu/las/coa/call-for-papers-1.htm.

There are no fees for participation or attendance

Questions?  Contact Andrew Schlewitz, Latin American Studies, 616-331-8158, schlewia@gvsu.edu, or the Area Studies office, 616-331-8110, areastudies@gvsu.edu.