Call for applications for a chair position (full professor or associate who can be appointed as full) in the Anthropology Department at UNC Charlotte: UNCC Anthropology Chair Search Ad
Inaugural Issue: Call for Papers
Wheelock International Journal of Children, Families, and Social Change
The Wheelock International Journal of Children, Families, and Social Change
(http://journal.wheelock.edu) is an online, open-access, interdisciplinary
forum for substantive conversations about understanding and improving the
lives of children and families throughout the world. Our scope is unique and
broad: peer-reviewed scholarly articles as well as essays by policy makers,
advocates, educators, NGOs, and practitioners. We seek contributions that
infuse intellectual rigor with moral and social purpose, and offer action
strategies to address old problems and new opportunities. We aim for a broad
and inclusive readership. Our goal: to enhance understanding and to foster
change and progress.
The journal is currently accepting manuscripts for our inaugural issue from
both established and emergent scholars and leaders. We publish a range of
contributions, including case-studies, comparative analyses, advocacy, and
policy articles. All submissions are carefully reviewed by relevant scholars
and leaders in the field to maintain the highest standards of rigor and
insight. Submissions to the Research & Scholarship section will be
double-blind, peer-reviewed. We also welcome submissions from outside
Relevant topics include education and schools, parenting and childrearing,
globalization, gender, new pedagogies, work, service learning, art and
music, violence, urbanism, health, media, technology, and more. We ask
authors to formulate perspectives that are cutting-edge, and to write for a
wide readership that expands beyond the traditional confines of any single
discipline. We invite submissions that learn from the past, explore the
present, and look ahead to a bright future. We welcome authors from a
variety of disciplines: history, education, women’s studies, literature,
psychology, feminism, family studies, religion, childhood studies,
anthropology, sociology, social work, critical theory, political science,
and development studies. The journal seeks to build intellectual bridges
between scholarly disciplines and to bring together theory and practice,
scholarship and activism, the academy and the “real world,” developed and
developing nations. Our scope is global in foc
us and outreach. We offer the journal at no charge to readers and eagerly
invite contributions from thought leaders around the world.
For further information, submission guidelines, the Editorial Board, and to
sign up for updates, please visit our website: http://journal.wheelock.edu.
You are also welcome to contact the Editor (Eric Silverman) at
The Wheelock International Journal of Children, Families, and Social Change,
like our institutional host Wheelock College, is committed to creating a
just world for children and families. Join us in this important work.
The Department of Childhood Studies at Canterbury Christ Church is looking for three new staff to join the growing department.
Please click on these links to download the job descriptions:
The link below will take you to the CCCU vacancy website: http://vacancies.canterbury.
Popular Cultural Association/American Culture Association
Education, Teaching, History & Popular Culture
Call for Papers
The Area of Education, Teaching, History and Popular Culture is now accepting submissions for the PCA/ACA National Conference, Chicago, IL, held April 16-19, 2014 at the Marriott Chicago—Downtown Magnificent Mile. (http://www.marriott.com/hotels/travel/chidt-chicago-marriott-downtown-magnificent-mile).
Educators, librarians, archivists, scholars, independent researchers and students at all levels are encouraged to apply. Submissions that explore, connect, contrast, or otherwise address area themes of schooling, education, teaching (including preparing teachers/preservice teacher education), history, archival studies, and/or their linkages to popular culture from all periods are desired. Sample topics for papers include, but are not limited to:
· Reflections/linkages between schooling and popular culture in the United States;
· The role of history in education, teaching, or preservice teacher education in the United States;
· The use(s) of popular culture in education, teaching, or preservice teacher education in the United States;
· How education has impacted pop culture/how popular culture has impacted education in the United States;
· Representations of teaching and/or schooling in popular culture throughout history in the United States;
· Cross-border/multinational examinations of popular culture and education;
· Using popular culture to subvert/supplement prescriptive curricula in schooling;
· The impact/emergence of LGBTQ studies in schooling and education;
· Queering any of the area fields (education, schooling, history, archival studies, teaching, preservice teacher education, popular culture);
· Developing means to re-integrate foundations of education into preservice teacher education;
· Tapping into (or resisting) popular technology to improve instruction;
· Multidisciplinary analyses of the interactions of schooling and popular culture.
Deadline for proposals is November 1, 2013. To be considered, interested individuals should please prepare an abstract of between 100-250 words and a brief biography of no more than 50 words. Individuals must submit electronically by visiting http://pcaaca.org/national-conference-2/proposing-a-presentation-at-the-conference/ and following the directions therein.
Graduate students are STRONGLY encouraged to submit their completed papers for consideration for conference award. Graduate students, early career faculty and those travelling internationally in need of financial assistance are encouraged to apply: http://pcaaca.org/grant/overview.php.
Decisions will be communicated within approximately two weeks of deadline. All presenters must be members of the American Culture Association or the Popular Culture Association by the time of the conference. Any further inquiries can be directed to Dr. Edward Janak at [email protected] <mailto:[email protected]> . For additional information about the conference, please see http://pcaaca.org/national-conference-2/
The Child and Teen Consumption conference is coming to Edinburgh in April
2014 – and the submission deadline has been extended till September 30.
Keynote speakers are Gary Cross, Sonia Livingstone, Patti Valkenburg and
Full details are available from the conference website:
5th International Conference – CALL FOR PAPERS
Title: Researching children’s everyday lives: socio-cultural contexts
Dates: Tuesday 1st – Thursday 3rd July 2014
Venue: The Kenwood Hall Hotel, Sheffield, UK
This conference will explore the idea of the ‘everyday’ as a key component of children’s lives, past and present and cross culturally. To do this means moving away from a ‘problem’ focus on children and childhood by recognising that what counts as the mundane and every day for different children can be radically diverse in different times and places.
Examples of themes to be explored might include:
- Historical aspects of children’s everyday lives
- Children’s everyday experiences of living in poverty or experiencing war and conflict
- Cross-cultural differences in the ‘everyday’
- Everyday life and children’s agency
- Theoretical and methodological approaches to understanding everyday life
- Intergenerational relations in the nature and flow of children’s everyday life
Those wishing to organise small symposia around a specific theme are also invited to submit a proposal.
Abstracts of no more than 200 words for papers, posters and symposia should be sent to the conference administrator, Dawn Lessels [email protected], by January 31st 2014. For full details on submitting abstracts check out our conference page:
Assistant or Associate Professor of Child and Family Studies
Early Childhood Education
University of Tennessee, Knoxville
The Department of Child and Family Studies (CFS) at The University of Tennessee, Knoxville, invites applications for an early childhood education (birth-8), tenure-track faculty position at the Assistant or Associate Professor level. The position will begin in August, 2014. Preference will be given to candidates with expertise in early childhood curriculum, policy, and/or the needs of diverse learners. Direct experience in early childhood classrooms is highly desirable. The department supports an ecological and interdisciplinary perspective on early education and seeks a candidate whose on-going research and teaching will strengthen the ECE program and the CFS department. Successful candidates will be expected to demonstrate a sophisticated understanding of multiple methods of scholarship in the area of early childhood education and/or teacher education. Successful candidates will be expected to pursue an active research agenda, including seeking funding from competitive federal and private agencies, in addition to participating in the Department’s undergraduate and graduate advising and teaching programs and in particular, the Early Childhood Teacher Licensure tracks. Experience working in an interdisciplinary environment is desirable. Candidates must have an earned doctorate degree in Early Childhood Education, Early Childhood Special Education, Child Development, or a closely related field. Candidates must be able to demonstrate their ability to perform at the rank being considered. The Knoxville campus of the University of Tennessee is seeking candidates who have the ability to contribute in meaningful ways to the diversity and intercultural goals of the University. Women and minorities are encouraged to apply. Salary and benefits are competitive and commensurate with qualifications and experience.
For more information, download the entire job announcement here: ECE Faculty Position Announcement_2013
Call for Papers
Children’s Labour and Schooling: Ideologies, Histories, Everyday Lives
December 13-14, 2013
Centre for the Study of Developing Societies (CSDS), Delhi, India
The proposed workshop is an effort to bring together a range of scholars to
explore the interface of childrens work and schooling from the nineteenth
century onwards. Quite unlike earlier local, and less publicized attempts to
end children’s labour through schooling in India, the Right to Education Act
(2009) is being viewed as a historic opportunity to finally realize this
crucial milestone. Current discussions on this Right are dominated by
concerns relating to school access and quality. Though important, these
discussions leave little room to explore the complex intersections between
child labor and schooling in colonial and postcolonial India: intersections
that draw attention to issues not necessarily exhausted by ensuring school
access for laboring children. This complicated past of less than ideal
resolutions produced by a modern apparatus of schooling/training set in
place by the colonial and postcolonial state, points to the need to open-up
and rethink the binary framing of labor vs school which tends to limit
Of central consideration is how the categories child, labor and school have
been variously deployed in colonial and postcolonial India to reject,
instrumentally accommodate and /or defer schooling for child laborers, and
the continuing effects of these deployments in the present. Topics broadly
* the shifting production of parental preference around childrens futures;
* missionary efforts that combined literary and technical education;
* the emergence of secular notions of age, delinquency and labor
legislation in determining the child figure;
* the specific histories of caste associations, occupational mobility and
* the pedagogic regulation of imagined futures through modern sites and
techniques of instruction like factory schools, industrial schools,
half-time schools, object-lessons etc.;
* Nai Talims singular assertions around work and learning; national,
transnational and global anxieties around development and its foregrounding
* India’s demographic dividend and new assertions around skills;
sites in contemporary India where children are engaged in labor, and combine
work with schooling;
* linkages between childrens labor, migration, formal and informal
arrangements of apprenticeship and Indias growing informal economy.
The workshop also welcomes intellectually creative, non-disciplinary
reflections on the issue of Dalit and other marginalised communities
experience of schooling and work. Autobiographies, poetry and childrens
stories have emerged as significant genres to imaginatively explore the
complex, everyday circulation and experience of existing hierarchies between
those who work with their hands and those who work with their heads. These
writings compel social scientists to re-examine the ways in which we
currently employ concepts like labor, learning, mental, manual, and the
workshop welcomes these contributions.
Interested participants should send an abstract of not more than 400 words
to Sarada Balagopalan ([email protected]) by October 15, 2013. Please specify
Childrens Work and Schooling Workshop under the subject heading.