Publications, Resources, YouthCirculations.com

Youth Circulations – New Blog

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This month, www.YouthCirculations.com features a series of conversations between two migration scholars –  Heide Castaneda  (University of South Florida) and Kristin Yarris (University of Oregon) creatively and critically examine representations of the circulation of Central American and Mexican migrants through zones of transit in Western Mexico. Take a look!

http://www.youthcirculations.com/blog/

ACYIG Updates, Other opportunities, Resources

New CRN_Lifecourse

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The Association for Anthropology and Gerontology working together with the Anthropology of Aging and the Life Course Interest Group (AALCIG) and ACYIG have now established a joint Collaborative Research Network (CRN) for those interested in exploring connections (e.g., physical, political, developmental, symbolic, etc.) between childhood/youth and adulthood/old age.

The group has several potential project in mind (for those of you who like a few outputs to go with your intellectual exchange), including a blog share, a conference, organizing panels for other conferences, sharing teaching resources like syllabi, and developing opportunities for publishing and collaborative research projects.

The central communication hub for plotting and schemeing will be our CRN_Lifecourse listserv. If you are interested in joining, please visit and complete the registration form. https://lists.capalon.com/lists/listinfo/acyig_lifecourse

CRN_Lifecourse is interested in strengthening the intellectual exchange among scholars whose primary research focus has been on one stage of the life course but who are interested in inter-generational relationships, longitudinal studies, autobiographies, life course transitions, and the category of age itself in ways that require broader conceptual frameworks. At the moment, funding, publication, teaching curriculums, and the sections and subgroups of professional groups reinforce and naturalize divisions between scholars interested in the life course. Ages end up like fieldsites, where the anthropologist is encouraged, for example, to specialize on the internal workings of a single village, rather than looking at a the larger area of settlements with which it shares relationships and ecological context. In contrast, the CRN_Lifecourse encourages the development of concepts that problematize terms like ‘stages of life,’ ‘generations,’ and ‘age,’ and encourages the proliferation of specific methods and strategies to help us better conduct life-course research. Finally, the membership of CRN_Lifecourse will critically engage with the ways old age and youth are sometimes pitted against each other (e.g., in competition for humanitarian aid or organ transplants), while at other times, they are lumped together (e.g., as unproductive, naive, care-dependent, vulnerable, or sacred). We hope to examine how such connections impact the ways societies evaluate the life course.

If you have questions (especially technical ones best handled off the listserv) contact Jason Danely (jdanely@brookes.ac.uk).

Events, Training/Education

MSc Childhood Studies University of Edinburgh – online information session

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Dear Colleagues

We are hoping to recruit excellent postgraduate students, for our MSc in Childhood Studies in 2016-17. We are trying out an online information session on Monday 29th February 2016 at 3.30-4.30 p.m. GMT. Interested people can sign up at https://www.eventbrite.co.uk/e/online-info-session-msc-childhood-studies-tickets-20920705393

Would you be able to pass this email on to potential applicants? We have been running for over 10 years, brining together childhood theory, policy and research interests for an intensive interactive 1 year degree. Further information about the degree can be found at http://www.sps.ed.ac.uk/pgtcs

Thank you for your consideration.

Yours sincerely

Kay Tisdall

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See the MSc in Childhood Studies website at http://www.sps.ed.ac.uk/pgtcs

Job Postings

Assistant Professor Position – Quantitative focus

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The Department of Child and Youth Studies at Brock University invites applications in the area of research in children, childhood and youth for a probationary (tenure track) appointment at the rank of Assistant Professor, effective July 1, 2016. The position is subject to budgetary approval.

The Department of Child and Youth Studies offers undergraduate programs (BA Pass or Honours, BA with Major, BA/BEd) that provide a broadly based interdisciplinary approach that considers theoretical and applied approaches to children and youth within the multiple contexts of culture, the economy, the law, family, school, peer group, and community. With roots in psychology, sociology, anthropology, criminology, education and cultural studies, the academic focus provides an integration of approaches through which a comprehensive understanding of children and youth can evolve. In addition, the CHYS Graduate Program (MA, PhD) offers a unique multidisciplinary approach to the study of children and youth, providing a theoretical foundation and the application of social science research methods.

Qualifications

A completed Ph.D. in Anthropology, Community Health, Criminology, Human Geography, Political Science, Sociology or a
related discipline is preferred. Evidence of high quality research in the area of child and youth studies with a strong quantitative focus, as well as high quality teaching is required. The successful candidate will be expected to teach methodology and statistics at undergraduate and graduate levels with a focus on advanced covariance structure modeling including longitudinal analyses.

In addition to undergraduate teaching and supervision, the successful candidate will be expected to support the Graduate program in Child and Youth Studies, and continue a successful program of research within the department’s diverse multi- and transdisciplinary ethos.

Notes

Applications will be reviewed on January 31, 2016 until the position is filled. Applicants should submit a letter of application (indicating the file number stated above), curriculum vitae, selected reprints/preprints of publications, evidence of successful, high quality teaching, and arrange for three letters of reference to be sent to:

Dr. Dawn Zinga, Chair
Department of Child and Youth Studies
Brock University
St. Catharines, Ontario, Canada L2S 3A1

Email: dzinga@brocku.ca
Fax: (905) 641-2509

Applications may be submitted via email to carolpenner@brocku.ca; each document to be attached as a separate file.

Brock University is an equal opportunity employer committed to inclusive, barrier-free recruitment and selection processes and work environment. We will accommodate the needs of the applicants under the Ontario Human Rights Code and the Accessibility for Ontarians with Disabilities Act (AODA) throughout all stages of the recruitment and selection process, per the University’s Accommodation for Employees with Disabilities Policy (http://www.brocku.ca/webfm_send/6557). Please advise the Human Resources Department to ensure that your accessibility needs are accommodated throughout this process. Information received relating to accommodation measures will be addressed confidentially.

This ad is also available at http://www.brocku.ca/hr/careers/position_detail.php?id=1751
More information on Brock University can be found on the University’s website www.brocku.ca.

Calls for Papers: Publishing

CFP – Boys’ Biologies: An Interdisciplinary Roundtable

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What is biological about boys now? What is to be respected when “boys will be boys”? For the Fall 2016 issue of Boyhood Studies: An Interdisciplinary Journal (Berghahn Journals), we are inviting original contributions on the science, politics, history and representation of biology in childhood studies, specifically as these relate to boys (womb through adolescence) and to notions of “male development” more generally. Brief (2,500-3,500 words) and more extended (6,500 max.) contributions will be considered.

We are interested in research reviews and updates as well as original contributions that speak to the cultural history, politics and sociology of boyness as represented within and beyond the life sciences. Individual articles will be published as part of an “Interdisciplinary Roundtable” so as to highlight points of divergence or convergence within and across disciplines. Manuscripts will have to be written for a general scholarly audience, but may be informed by the following vantage points (among others):

  • interdisciplinary studies
  • the cultural/social/biological anthropology of the child
  • the history of ideas, the history of the life and medical sciences and of the pedagogical sciences
  • the sociology of science
  • evolutionary psychology, including evolutionary developmental psychology
  • developmental psychology more broadly
  • gender/sexuality/queer/LGBTIA studies
  • the neurosciences

Background: Anticipating much of “sex role” and “sex difference” research, conceptual and empirical questions of boys’ nature very much interested self-proclaimed “boyologists” from the mid-nineteenth through mid-twentieth century. Anatomy and physiology have remained intricate, controversial and for some career-making dimensions of reference and argument in approaching, and explaining, gender. If after “women’s studies” the consolidation of “men’s studies” has entailed sympathetic attempts to problematize the politics of the sexes with what were ubiquitously advertised as anti-essentialist theories of gender, a more recent “male studies” school has advocated a neo-naturalist return to “male psychology”. Much of sex difference research manages to remain at a polite distance of this standoff. Yet the many “boy crisis” discussions of the past 15 years often ask directly whether boys’ inner natures or drives are at risk of being vandalized by “feminization” or rather harassed by some “boy code” or “guy code”. Claims of innateness, in short, are at the heart of the (productive) sense of schism that informs the imagining of any boyhood studies, indeed gender studies in its broadest scope.

Boyhood Studies’ (as Girlhood Studies’) eponymous gesture to distinguish boys from girls is tentative, cautious, problematic, though rarely “sous rature”. It inherently invites empirical questions related to boys’ and boyish genders/sexes/sexualities, but also asks for ways of reading culturally ubiquitous answers and often tendentious research. Many research areas have importantly pivoted around the same questions, both within gender studies and the fields of sex research and education.

Diffracted across so many disputes and fields, where does the perennial question of biology leave “the boys”? We write “perennial” but what does history tell us? What does it mean to pose biological questions about masculinity and its “development” today? How “sexed”, or “gendered”, or “sexualized”, are today’s contours of “human” development? What kind of cultural work is (still) being accomplished in more or less culture-free notions of “male development”? What about boys’ natures in the global South? How fair, or unfair, are sex difference researchers in their Literature Review, Methods, Results, Discussion, and Conclusion sections? What, finally, is simply true or simply not true about boys, biologically speaking, and how is this relevant to whom?

First draft due: May 1, 2016

Later submissions may be considered if proposals are received before this time.