Calls for Papers: Conferences

CFP: Popular Cultural Association/American Culture Association: Education, Teaching, History & Popular Culture

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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 ejanak@uwyo.edu <mailto:ejanak@uwyo.edu> . For additional information about the conference, please see http://pcaaca.org/national-conference-2/

Uncategorized

CFP: Deadline for submissions to Interdisciplinary Child and Teen Consumption conference in Edinburgh is September 30

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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
Agnes Nairn.

Full details are available from the conference website:

http://www.business-school.ed.ac.uk/ctc2014/

Calls for Papers: Conferences

CFP: 5th CSCY International Conference – Researching Children’s Everyday Lives: Socio-Cultural Contexts – July 2014

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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:
Abstracts of no more than 200 words for papers, posters and symposia should be sent to the conference administrator, Dawn Lessels d.j.lessels@sheffield.ac.uk, by January 31st 2014. For full details on submitting abstracts check out our conference page:
http://www.cscy.group.shef.ac.uk/activities/conferences/index.htm

Job Postings

Position Announcement in Child & Family Studies, UTK

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Assistant or Associate Professor of Child and Family Studies
Early Childhood Education
University of Tennessee, Knoxville

Position:
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

Calls for Papers: Conferences

CFP ‘Children’s Labour and Schooling: Ideologies, Histories, Everyday Lives’ workshop, Delhi, Dec 13-14, 2013

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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
contemporary discussions.

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
include:

*   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
shifting aspirations;
*   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
the child;
*   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 (saradab@csds.in) by October 15, 2013. Please specify
Childrens Work and Schooling Workshop under the subject heading.

Job Postings

Tenure Track Position in Primary Education/Child Development at U. Mass. Amherst

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The Department of Teacher Education and Curriculum Studies (TECS) in the College of Education at the University of Massachusetts Amherst is seeking candidates to join a dedicated and accomplished community of faculty, students, and staff as an Assistant Professor, in Primary Education (Grades K – 2nd)/Child Development. This is a full-time tenure track position beginning in September 2014.

The College is NCATE-approved and offers a comprehensive program leading to undergraduate, Master’s and doctoral degrees. We share a fundamental commitment to social justice and the pursuit of educational excellence. Located in the beautiful Pioneer Valley of Western Massachusetts, the University of Massachusetts Amherst is the flagship campus of the Commonwealth’s university system and is a leading center of public higher education in the Northeast.

Faculty in Children, Families and Schools lead an undergraduate program in early childhood education, an elementary education licensure program as well as a Master’s and doctoral program. We are seeking a colleague to collaborate with and generate externally funded projects and contribute to the Department and College on service and leadership roles whose research and scholarly background evidence a foundation in child development with a particular interest in factors that influence the learning and development of primary grade level students (Grades K – 2nd).

Qualifications: doctorate in Education or a related Social Science or interdisciplinary area (e.g., Child Development, Early Childhood Education, Childhood Studies, Elementary Education, Human Development, Educational Psychology, or Psychology); expertise in child development as applied to primary learning, curriculum development and/or academic content areas relevant to primary grade learners, pre-service teacher preparation, family-school connections and/or applications of developmental theory to education policy and practice; established publication record or indication of considerable promise; experience teaching or strong potential to teach at the graduate and undergraduate level; and the ability to work effectively with learners or diverse cultures and backgrounds. Interest in urban education and a commitment to educator preparation preferred.

Responsibilities: Teach, advise students and fully participate in the Department’s graduate and undergraduate programs in child development; participate in preparing preservice and inservice early childhood and elementary teachers, including working closely with colleagues to develop clinical/professional development school sites; develop and maintain an active research agenda, including seeking funding from competitive federal and private agencies; and participate actively in shared governance of the Department and College.

Interested applicants should send a curriculum vita, letter of application, three letters of reference, transcripts, and samples of written work to: Professor Sally Galman, Search Committee Chair, c/o meddy@educ.umass.eduElectronic submission of applications preferred; paper applications can be mailed to College of Education, 124 Furcolo Hall, University of Massachusetts, Amherst, MA 01003. For more information about the College of Education at the University of Massachusetts Amherst, please visit our website atwww.umass.edu/education.

Review of candidates will begin October 1, 2013, and will continue until a qualified candidate is identified. Salary is commensurate with qualifications. Final appointment is contingent upon the availability of funds.

The University seeks to increase the diversity of its professoriate, workforce and undergraduate and graduate student populations because broad diversity is critical to achieving the University’s mission of excellence in education, research, educational access and service in an increasingly diverse globalized society. Therefore, in holistically assessing many qualifications of each applicant of any race or gender we would factor favorably an individual’s record of conduct that includes students and colleagues with broadly diverse perspectives, experiences and backgrounds in educational, research or other work activities. Among other qualifications, we would also factor favorably experience overcoming or helping others overcome barriers to an academic career or degree.

The University of Massachusetts Amherst is an Affirmative Action/Equal Opportunity Employer. The College of Education is committed to increasing the diversity of the faculty, student body, and curriculum. Women, minorities, persons with disabilities, and other protected group members are encouraged to apply.

Calls for Papers: Publishing

CFP: Generations and Protests: Legacies, Emergences in the MENA region and the Mediterranean

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Call for Papers

Generations and Protests: Legacies, Emergences in the MENA region and the Mediterranean

The recent events in the Middle East, North Africa and elsewhere in the world brought forth the question of youth engagement and the development of new forms of protest. While much have been discussed, the demonstration of the interconnectedness between different protest “moments” in the long term or on a diachronic axis remains extremely thin if not absent. The aim of this collection is to inquire and problematize the relations that exist between different periods of protest, the type of actors they mobilize and the processes of memory they generate.

The articles of this collection will deal with these questions and others in

1. Referring to specific national contexts and narratives.
2. Reconsidering the limits of the present and reassessing the past in youth formations.
3. Analyzing the dynamic between generations and memory formations. 4. Examining the function of media technologies and modes and modalities of communication.
5. Exploring the productions of subjectivities in examining the types of counter-publics produced by different generations.
6. Identifying the correspondences and the complexities between contexts and temporalities.
7. Problematizing place and space and the conditions of emergence of protest mobilizations and contestation.
8. Developing new methodologies and approaches to youth/generation clusters in the MENA and the Mediterranean.
9. Exploring the limits of the concept of generation, particularly the ways in which certain groups framed their struggle as first and foremost between freedom vs. oppression, democracy vs. Totalitarianism, or New Regime vs. Old Regime.

Please send an abstract (minimum 450 words and not to exceed 550 words), a short biography (highlighting research and publications), and contact information by November 4, 2013 to professors Mark Ayyash and Ratiba Hadj-Moussa (mayyash@mtroyal.ca ; rhm@yorku.ca).

Notifications of acceptance will be sent by November 20, 2013.

Article submission deadline is May 22, 2014.