Rutgers-Camden now accepting appplications for graduate study; funding opportunities available

Department of Childhood Studies, Rutgers-Camden, NJ, USA

Applications now being accepted for Ph.D. and MA programs. Ph.D. application deadline: January 10, 2016 (http://childhood.camden.rutgers.edu/graduate-program/for-prospective-graduate-students/). Up to 5 years’ funding available for PhD students, in addition to a number of fellowships and awards available to graduate students (http://childhood.camden.rutgers.edu/graduate-program/graduate-funding-opportunities/). Continue reading Rutgers-Camden now accepting appplications for graduate study; funding opportunities available

Assistant Professor Tenure Track position in Childhood Studies, Rutgers-Camden, USA

The Department of Childhood Studies, Rutgers University—Camden, New Jersey (http://childhood.camden.rutgers.edu/), invites applications for an Assistant Professor (Tenure-Track) to commence on September 1, 2016.  Applications received by November 6, 2015will receive full consideration. Continue reading Assistant Professor Tenure Track position in Childhood Studies, Rutgers-Camden, USA

Neos October 2015 Issue Now Available!

The October 2015 issue of Neos, formerly known as the ACYIG Newsletter, is now available for your reading pleasure at http://acyig.americananthro.org/neos/current-issue/.

Some highlights:

SCCR 2016 conference

FINAL CALL FOR PAPERS — DEADLINE NOVEMBER 1ST

Society for Cross Cultural Research Conference

Portland, Oregon
February 17-20, 2016

Call for submissions

The deadline of November 1st for submissions of papers, posters and panel proposals for the Society for Cross Cultural Research conference in Portland, Oregon is fast approaching! Visit the SCCR website at http://sccr.vancouver.wsu.edu/

Registration:   Continue reading SCCR 2016 conference

CFP – Graduate student childhood studies conference

The Rutgers University – Camden Graduate Student Organization in Childhood Studies is pleased to announce our third graduate student conference, to be held 22-23 April 2016 in Camden, New Jersey. Graduate students and others at a similar stage of career in all disciplines who are engaged in research relating to children and youth are encouraged to submit proposals.

The title of this year’s conference is “Reimagining the Child: Next Steps in the Study of Childhood(s)”.
Continue reading CFP – Graduate student childhood studies conference

CFP – Life in Inclusive Classrooms: Storytelling with Disability Studies in Education

Please consider and/or spread the word about this exciting CFP on Life in Inclusive Classrooms: Storytelling with Disability Studies in Education (https://www.bankstreet.edu/occasional-paper-series/36/call-papers/). Scot Danforth and Joseph Valente will be co-editing this special issue at Bank Street OP.

There is an urgent need for renewed dialogue about inclusion and the implementation of inclusive classroom practices in schools. Despite progressive changes brought about by the work of educators, disability rights advocates, and scholars focused on educational inequities, a recent US Department of Education report describes young children and minority students as experiencing unparalleled rates of abuse, seclusion, and suspensions.

Life in Inclusive Classrooms seeks to draw attention to the use of storytelling as a critical strategy for creating a new, expanded conversation about inclusive classrooms and school communities. We are seeking essays that explore how disability, inclusion, and exclusion feel to those who are inside “inclusive” classrooms. The goal is to bring to the fore the innovative ideas that are reframing and prompting new understandings of the experiences of students and educators in inclusive classrooms.

Life in Inclusive Classrooms special editors Joseph Michael Valente and Scot Danforth bring a strong commitment to a Disability Studies in Education (DSE) perspective. DSE is an interdisciplinary field of inquiry that includes scholars in special education, bi/multilingual education, and early childhood education.

The DSE tradition of storytelling emerged from criticisms that traditional research in the broader fields of education and special education was de-emotionalized and disconnected from the realities of children, parents, and teachers. The combination of the storytelling tradition and the interdisciplinary lens offers a unique perspective on contemporary schooling for children with disabilities.

We invite submissions from anyone — teachers, teacher educators, family members, and people with disabilities — who wants to contribute to the construction of counter-narratives that disrupt mainstream, ableist accounts of what disability means.

We seek submissions that:

  • privilege the self-understandings and experiential knowledge of children with disabilities and their families
  • describe the multiple ways teachers and teacher-educators are implementing effective and progressive inclusive pedagogies
  • illuminate oppressive systems, arrangements, and circumstances that deny opportunities for access, participation, and equality to young children with disabilities

Possible topics include:

  • friendships between disabled and non-disabled children
  • inclusive practice as an ongoing process of professional and personal growth
  • perspectives of parents and families
  • collaborations between and among professionals, families, students, and advocates
  • strengthening connections between the classroom and the community
  • young children learning about social justice and/or inclusivity

Manuscripts Due: March 15, 2016

Manuscripts may be 3000-5000 words.

Manuscripts should be double-spaced and formatted in APA Style; papers lacking APA formatting will not be reviewed.

Authors are encouraged to use a reader-friendly, accessible style.

Only unpublished manuscripts that are not under review by other publications are eligible for consideration.

Send all manuscripts as a Word document to Joe Valente at jvalente@psu.

CFP: International Froebel Society 7th Biennial Conference

What does it mean to understand Froebel? – Working on, with and according to Froebel today

Lutheran Froebel Training Institute
Kassel, Germany
23-25 June 2016

Nationally and internationally, we see today a broad variety of opportunities to value Froebel pedagogy in terms of both theoretical and/or practical interests. The range of readings and applications covers philologically exact reconstructions of the “authentic” Froebel as well as modernized interpretations and even some divergent forms of practical transfer into concrete kindergarten work. An important aim of the conference is to provide a forum for the different forms of work and research onwith and according to Froebel worldwide, and to offer opportunities for dialogue and mutual exchange about individuals’ access to and the handling of Froebelian pedagogy. Continue reading CFP: International Froebel Society 7th Biennial Conference