Galleries

Calls for Papers: Publishing

CFP – Challenges Associated with Cross-Cultural and At-Risk Student Engagement

Gallery

Call for Chapters

Proposals Submission Deadline: February 28, 2016

Full Chapters Due: June 1, 2016
Submission Date: August 30, 2016

Introduction

Worldwide, teachers’ abilities to engage students in meaningful teaching and learning experiences is becoming increasingly complex due to: a) national educational policies emphasizing high stakes assessment of student learning, and b) practical application of educational research and theory especially in the investigative areas of cross-cultural / intercultural and multicultural education.


Teaching in high stakes school systems has been empirically associated with direct instruction, student apathy, a narrowed curriculum, stress experienced by teachers and students and a lack of emphasis on social, emotional and physical goals. A need to provide practitioners with student engagement strategies in challenging instructional environments is becoming increasingly important.

Objective

The editors are seeking papers describing teacher daily work and the academic and social successes achieved with their students in challenging teaching and learning environments. We are interested in papers that reflect practical strategies teachers use to navigate multiple social and knowledge networks during a typical school day/year. Papers emphasizing educational theory into educational practice within the daily practice of teaching and learning are also welcome for submission.


Selected papers will provide teacher practitioners, administrators, parents and others with strategic approaches leading to student social and academic success in high stakes assessment environments.

Target Audience

The book is useful to professors in schools of education, school superintendents responsible for professional development and global education researchers, teachers, educational policy makers, instructional designers, curriculum developers, and for use in teacher professional development activities.


Material presented in the book will be useful for readers in conceptualizing and integrating teaching and learning activities for students in challenging educational environments.

Recommended Topics

  • Teacher Professional Development 
  • Critical Pedagogy 
  • Student Engagement 
  • Classroom Teacher Narratives 
  • Educational Administration and Student Achievement 
  • Teaching and Global Assessments (TIMSS, PISA) 
  • Flow in teaching and learning 
  • Language development 
  • Literacy 
  • Teaching and Learning in a specific content area (e.g. music) 
  • Curriculum Design 
  • Student Voices

Editors

 Dr. Richard K. Gordon, California State University, Dominguez Hills Dr. Cynthia J. McDermott, Antioch University
Taichi Akutsu, Shujitsu University,Education Department
Dr. Jose Lalas, Redlands University
Submission Procedure
Researchers and practitioners are invited to submit on or before February 28, 2016, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by June 1, 2016, about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by August 30, 2016, and all interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.


Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Trust in Knowledge Management and Systems in Organizations. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the E-Editorial DiscoveryTM online submission manager.

Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2016.

Important Dates

Abstracts Due – February 28, 2016

Chapters Due – June 1, 2016
Paper Final Submission – August 30, 2016

Inquiries

Richard Gordon – rgordon@csudh.edu
Calls for Papers: Publishing

CFP: Teaching Community

Gallery

Transformations: The Journal of Inclusive Scholarship and Pedagogy announces a special issue on TEACHING COMMUNITY, with guest editors Erica R. Meiners and Therese Quinn.
Feb. 8, 2016 deadline

The editors seek articles (5,000-10,000 words) and media essays (3,000 to 5,000 word overviews of books, film, video, performance, art, music, websites, and more), short essays for the “Methods and Texts” section (1500-3000 words). and image-based contributions for our Photo Essay section, that explore teaching community. 

Submissions should address strategies for teaching community, broadly understood: teaching about community and communities, communities formed in schools, universities and classrooms, and other pedagogical communities such as social movements, museums, archives, local organizations, online, and more. We welcome jargon-free texts from all disciplinary and interdisciplinary perspectives.

Transformations is a journal which invites college educators to take pedagogy seriously as a topic of scholarly articles. It is an interdisciplinary forum for pedagogical scholarship exploring intersections of identities, power, and social justice. Transformations publishes only essays that focus on pedagogy.  

For submission guidelines see Instructions for Authors: http://www.psupress.org/Journals/jnls_submis_Transformations.html  Deadline Feb. 8, 2016

Possible topics include:

  • The politics of teaching community
  • Teaching about community in literature, film, and other arts
  • School and community interaction and projects
  • Negotiating university/community relationships
  • Bringing community into the classroom
  • Teaching about power and difference in communities
  • Teaching about and within religious communities
  • Troubling definitions of community
  • Teaching about and with social media and other online communities
  • Teaching as community activism
  • Learning from social and political movements
  • Building and maintaining pedagogical spaces with communities
  • Teaching histories, literatures, and/or representations of community
  • Learning communities
  • Service-learning projects in communities
  • Teaching community and social justice.

Please familiarize yourself with the journal before submitting. Inquiries encouraged.

Past issues of Transformations include: Teaching and Religion, Teaching Popular Culture, Teaching Food, Teaching Feelings, Teaching Digital Media, and Teaching Sex.

Visit our website to order past issues, or find us digitized in EBSCO. JSTOR is coming soon.

http://www.njcu.edu/transformations/

To submit an article, please visit http://www.editorialmanager.com/transformations/ and create an author profile. The online system will guide you through the steps to upload your article for submission to the editorial office. Inquiries welcome — write to Jacqueline Ellis and Ellen Gruber Garvey, Editors, transformations@njcu.edu All submissions are acknowledged via return email.

Follow us on Facebook: https://www.facebook.com/groups/transformationsjournal/

Funding Opportunities, Training/Education

Graduate opps to study child inequality in Peru or Baltimore

Gallery
Dear all,

I am looking for a motivated individual interested in pursuing a PhD in geography at the University of Maryland Baltimore County (ges.umbc.edu) with interests in one of the following two areas.
  1. Migration, children’s rights, and uneven development in Peru. Must be comfortable in Spanish.
  2. Social justice issues related to poverty and segregation in Baltimore, with particular interest in how housing and education inequality affect children.
Experience or interest in participatory youth mapping a plus.
Please send email inquiries to Dena Aufseeser at daufsee@umbc.edu with more information about your specific interests or to learn more.  Graduate admissions deadlines are Feb. 1.
Dena Aufseeser
Assistant Professor
Geography and Environmental Systems
University of Maryland Baltimore County
Job Postings

Assistant Professor in Children’s Literature position

Gallery

The School of English (Trinity College Dublin) seek to appoint an Ussher Assistant Professor in Children’s Literature. The candidate will have a demonstrable track record of experience and expertise in archival research and working with collections. The successful candidate will join an established team serving exceptionally high demand for teaching at undergraduate level, a well-established full-time one year Masters course, and, eventually, extending the School’s capacity for supervision at PhD level. The candidate will work with Prof Pádraic Whyte on continuing to develop graduate research culture in the field generally. The candidate will dedicate one day per week to working directly with the Library, developing research opportunities in relation to the Pollard Collection of Children’s Books. The candidate will particularly engage in developing the School’s outreach concerning Children’s Literature.

Appointment will be made at a maximum of the 8th point of the New Assistant Professor Merged Salary Scale.

Candidates wishing to discuss the post informally should contact:
Ms. Ruth Archbold, School Administrative Manager, School of English by email: ARCHBOLR@tcd.ie

Applications will only be accepted through e-recruitment

Further information and application details can be found at: https://jobs.tcd.ie

Closing date for receipt of completed applications is:
no later than 12 Noon GMT on Thursday 14th January, 2016

Calls for Papers: Conferences

CFP – Childhood and Youth Network SSHA 2016

Gallery

We invite you to participate in the annual meeting of the Social Science History Association by submitting a paper or session proposal to the Childhood and Youth Network of the SSHA. The conference will take place November 17-20, 2016 in Chicago, IL. For more information on the conference as well as the general call for proposals, please refer to the SSHA website: http://www.ssha.org. The deadline for full panel or individual paper proposals is February 20, 2016.

The association particularly emphasizes interdisciplinary and transnational research, and the annual meeting provides a very supportive environment in which to present new work. The theme of the 2016 conference is “Beyond Social Science History: Knowledge in an Interdisciplinary World,” though papers on any other aspects of the history of childhood and youth are also certainly welcome. Complete panels must include at least 4 papers and presenters from more than one academic institution. Other formats, including roundtable discussions and book sessions, are also possible. Please do get in touch with the network chairs if you have an idea for a session but need help gathering presenters.

Proposals can be submitted by means of a web conference management system at http://ssha.org. If you haven’t used the system previously you will need to create an account, which is a very simple process. Graduate students presenting at the conference may apply for a travel grant from the SSHA (http://www.ssha.org/grants).

Let us know if you need any help making a submission or advice about a proposal. If you have any questions, please contact the Childhood and Youth network co-chairs:

Emily Bruce: bruce088@umn.edu
Anna Kuxhausen: kux@stolaf.edu
Ataçan Atakan: atacanatakan88@gmail.com

Possible themes suggested at the 2015 Childhood and Youth network meeting include:

  • child refugees
  • girlhood in comparative perspective
  • postcolonial theory in childhood studies
  • childhood illness in graphic memoirs
  • adoption
  • childhood and the history of emotions
  • parenting and experts in an interdisciplinary world
  • children in revolutions; childhood and war
  • youth and disability
  • queer childhoods
  • performativity and childhood
  • children’s literature
  • state-child relations
  • childhood and religion
  • race, class and childhood
Events

Seminar – Childhood and the Postcolonial: An Ethnographic Exploration

Gallery

Please join us for a lunchtime seminar hosted by the Childhood and Gender Stream, Social Science Research Unit, UCL Institute of Education:

Childhood and the Postcolonial: An Ethnographic Exploration

Sarada Balagopalan (Rutgers University)

Discussant: Kirrily Pells (UCL Institute of Education)

Monday, 18th January 2016, 12.30-14.00
Room 736, UCL IOE, 20 Bedford Way, London

Normative constructions of ‘childhood’ often tend to rehash well-known debates on modernity – a majority of childhoods in the global South are usually found to be ‘lacking’/lagging and all solutions/transformations are a re-enactment of shifts that have already taken place in children’s lives in the modern west.  In contrast to this reading, my book Inhabiting ‘Childhood’: Children, Labour and Schooling in Postcolonial India employed a ‘postcolonial’ lens to critically rethink the ‘difference’ that laboring children signify.  In my talk I will draw upon this ethnography with street children in Kolkata, India to discuss two separate, though interconnected, ways in which a postcolonial lens opens up our current understandings of marginal children’s lives.  The first is by locating these contemporary lives within a longer history of colonial modernity and postcolonial development, and thereby re-reading the ‘child’ as a critical and productive site in the working out of a different modernity.  The second is through using postcolonial theory to critically discuss the circulation of liberal categories – like rights, protection, agency – which are increasingly deployed around these categories of children.  By focusing on the postcolony as a conceptual, rather than a descriptive, lens through which to read the lives of children, I hope to discuss the potential in theorizing childhoods ethnographically.

Sarada Balagopalan is an Associate Professor at the Department of Childhood Studies at Rutgers University, Camden, New Jersey, USA. Her book Inhabiting ‘Childhood’: Children, Labour and Schooling in Postcolonial India was published by Palgrave Macmillan in 2014.

Kirrily Pells is a Lecturer in Childhood at UCL Institute of Education. Her research focuses on the social study of childhoods globally especially in relation to poverty, rights and violence.

For further information about the seminar, contact r.rosen@ioe.ac.uk.