(Re)Negotiating Nostalgia: Building Curriculum Communities Without Consensus

Online proposal submission opens
May 15, 2010

View the Call for Proposals here.

October 20-24, 2010

Akron, Ohio

www.curriculumandpedagogy.org

C&P on Facebook (click here or go to http://www.facebook.com/group.php?gid=48984828263)

Complicating Borders, Dialogues and Understandings of Curriculum and Pedagogy

Proposal Submissions Deadline: JULY 7, 2010

Until the great mass of the people shall be filled with the sense of responsibility for each other’s welfare, social justice can never be attained. – Helen Keller

It isn’t enough to talk about peace. One must believe in it. And it isn’t enough to believe in it. One must work at it. – Eleanor Roosevelt

Injustice anywhere is a threat to justice everywhere. – Dr. Martin Luther King, Jr.

Be the change that you want to see in the world. – Mahatma Gandhi

The Curriculum and Pedagogy Conference is an annual gathering of diverse individuals seeking academic enrichment and professional engagement who are committed to educational reform and social change. The conference opens spaces to advance the ideals of progressive curriculum and democratic leadership in education through dialogue and action. The conference organizers seek to bring together individuals from diverse settings, including academics, graduate students, school district administrators, PreK-12 teachers, and all other cultural and educational workers from community groups and organizations who hope to integrate, interrogate, and develop theories and practices for educational change and social justice.

The conference fosters an open and affirming environment for democratic community building, collective scholarship, and social action. In the spirit of visionaries such as Maxine Greene, John Dewey, George Counts, Alice Miel, Horace Mann Bond, and others, we gather together to deepen our critical insights into the historical, political, personal, aesthetic, spiritual contexts of our work within a perspective that regards curriculum studies as integral to the fabric of everyday public life and wholly connected to the daily pedagogical practices of/within/about schools.

The 11^th Annual meeting of the Annual Curriculum and Pedagogy Conference will take place on October 20-23, 2010 in Akron, OH at the Akron City Centre Hotel. In consideration of conference participant feedback from the 2009 conference and C&P Council’s further reflections on transparency in curriculum and pedagogy policies, structures, and voices, this year’s conference theme—Complicating Borders, Dialogues and Understandings of Curriculum and Pedagogy—opens up spaces for us, as researchers, as teachers, as pedagogues, to trouble and wonder about the intersections of curriculum and pedagogy.

The 2010 conference in Akron, Ohio seeks participants who are willing to draw upon their educational and lived experiences as well as their intellectual thought and reflections in an effort to complicate understandings of curriculum and pedagogy. Moreover, we seek participants who are comfortable with the journey, the reflection through deliberation and scrutiny, and the consideration of multiple understandings of ideas and experiences concerning curriculum and pedagogy (Lummis, 1996).

We, however, resist the enacting of this reflection as “confessional” – as a way to move us toward some kind of “cathar-sis of self-awareness” that provides a “cure” (Pillow, 2003, p. 181) and helps us feel as if we have dealt with issues of representation and definition and thus can move on in peace. Instead, we hope to encourage a kind of “reflexivity of discomfort” (p. 181), where issues are not neatly resolved, but, rather, where we acknowledge and inhabit unease, tentativeness, and uncertainty. Following Ellsworth (2005), we believe these in-between, uncomfortable spaces are where transformative learning can take place.

Some representative questions that reflect the conference theme are:

• Where are the “borders” – physical, emotional, and/or intellectual – for participation in pedagogy, in curriculum?
• How do we as theorists, citizens, scholars, practitioners and activists (re)present and/or (de)construct borders in curriculum?
• What is the field of curriculum and pedagogy about at present, in a historical moment, and/or in its future moments?
• In a field that is often considered a-historical and national, what are the past, present, and future orientations for understanding curriculum and pedagogy? What should curriculum and pedagogy mean from an historicized and internationalized standpoint?
• What are trajectories, historical and contemporary, in curriculum and pedagogy, and where are they going?
• How is theory, practice, and conceptualization of curriculum and pedagogy bounded by schooling and the educational imaginary, and how can curriculum workers and pedagogues blur or transcend these boundaries?
• How do our modes of inquiry, as both scholars and practitioners, work to maintain or transcend reified representations of curriculum, pedagogy, and the notion of education itself?

Ellsworth, E. (2005). Places of learning: Media, architecture, and pedagogy. New York: Routledge.

Lummis, C. D. (1996). Radical democracy. Ithaca, NY: Cornell University Press.

Pillow, W. S. (2003). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research. International Journal of Qualitative Studies in Education, 16, 175-196.

Program Strands

All proposals should be submitted according to one of the following conference strands intended to encourage (but not limit) deliberate lines of inquiry:

“Colouring Curriculum and Pedagogy”

This year, the “Browning Caucus” of the Curriculum & Pedagogy group is making a special call for papers that specifically address and invite an awareness of the critical importance of scholarship that focuses on race, nation, and their intersections with multiple forms of oppression such as gender, sexuality, and class, to curriculum studies. We invite proposals that focus on strategies and priorities for fomenting the proliferation of multiple approaches to critical race/anti-racist, postcolonial/anti-colonial, decolonizing, and indigenous scholarship in curriculum studies and to recognize and challenge the pervading hetero-patriarchal white supremacy of the field and how it manifests in the field of curriculum studies. Scholars who identify or work with communities of colour and/or who draw on the activist and intellectual traditions of peoples of colour, third world feminism, indigenous liberation/sovereignty, civil rights, and anti-colonial movements are particularly encouraged to submit papers. For additional information please contact the strand chairs, Cole Reilly at CReilly@towson.edu or Zahra Murad at zahra_murad@yahoo.ca. Proposals for this Colouring Curriculum and Pedagogy should be submitted by JULY 7, 2010 to: candpccp@gmail.com

Arts and Alternative Inquiry for Social Change

Proposals for this strand should include visual art, performing arts, performances, fiction, personal essays, other forms of creative writing (both completed and in progress) that promote social change and address this year’s theme. Submissions of works in progress are welcomed and will be shared and discussed in a workshop format. The vision for this strand is to emphasize inquiry that engages artists, educators, scholars, and community activists who practice various art media to examine social issues of democracy, equity, and community change. Alternative presentation locations can include visual art gallery format, dramatic/movement spaces, and indoor and outdoor public spaces within and around the conference location. Additionally, this strand includes a writing workshop format that serves as an experimental space to explore works in progress. This space serves for anyone, beginners and seasoned writers alike, who would like collaborative, small group input on their writing process and discussion of their work. For additional information please contact the strand chairs, Chris Higgins at chrishiggins25@hotmail.com or Morna McDermott at mmcdermott@towson.edu. Proposals for this strand should be submitted by JULY 7, 2010 to: candpaber@gmail.com

Mentoring

New or inexperienced conference presenters submitting single-authored proposals/papers (e.g., graduate students, recent graduates, PreK-12 teachers and administrators new to scholarly conference presentation, and any others who may just be joining us) are warmly invited to submit their proposals to the Mentoring Strand. Presentations will be made in small groups of graduate students, recent graduates, and first-time conference attendees with similar research interests or questions. Participants, joined by one or two faculty mentors and other interested conference participants, will take part in focused, small-group discussions of their work. Presenters will exchange drafts of their work prior to the conference to facilitate active discussion at the conference. Proposals for the mentoring strand ought to reflect a line of inquiry compatible with one of the other strands listed here. For additional information, please contact the strand chair, Kris Sloan at kriss@stedwards.edu. Proposals for this strand should be submitted by JULY 7, 2010 to: candpmentoring@gmail.com

Public Moral Leadership

Proposals for this strand should be grounded in the notions of moral knowledge, actions, dispositions, and beliefs in leadership. Particular attention should be paid to moral leadership as situated in schools, programs, and society for the advancement of democracy.  For additional information, please contact the strand chair, Jake Burdick at steven.burdick@asu.edu. Proposals for this strand should be submitted by JULY 7, 2010 to: candppml@gmail.com

Social Action, Then and Now

Proposals for this strand should address historical and contemporary ideas and actions that can inform deliberations about democratic struggles and social change within schools and within the broader civil society. For additional information, please contact the strand chair, Jenn Snow at jennifersnow@boisestate.edu. Proposals for this strand should be submitted by JULY 7, 2010  to: candpsatn@gmail.com.

Theory in Motion

Theory often informs practice as well as practice may inform theory. Proposals for this strand should be grounded within the everyday lives of PreK-12 and university education in which praxis, the intersection of theory and practice, is made real. For additional information, please contact the strand chair, Jenny Sandlin at jennifer.sandlin@asu.edu. Proposals for this strand should be submitted by JULY 7, 2010 to: candptheory@gmail.com

Transformative Curriculum Development

Pedagogical notions and theories are represented and enacted within classrooms in material ways. Proposals for this strand should address issues related to curricular materials or instructional models either currently in use or in design for PreK-12 and university settings. Historical analyses are also welcomed. For additional information, please contact the strand chair, Jenn Milam at jenn.milam@uakron.edu. Proposals for this strand should be submitted by JULY 7, 2010 to: candptcd@gmail.com

Making Meaning of Research, Measurement and Assessment

Mainstream practices of research, measurement and assessment dominate current policies and practices in education. A curriculum wisdom paradigm challenges such narrowly constructed theories and practices by strongly regarding participants’ understanding of the world. This strand welcomes proposals that challenge mainstream or narrowly-focused assessment and inquiry in the planning, evaluation and interpretation of curriculum and other processes in education. For additional information, please contact the strand chair, Patti Bullock at pbulloc2@kennesaw.edu. Proposals for this strand should be submitted by JULY 7, 2010 to: candpmmrma@gmail.com

Proposal Format

Submission Process and Deadline

Curriculum and Pedagogy scholarship is characterized by commitments to advancing the complicated conversations of curriculum studies, theory, and practice with intellectual rigor.  Proposals should be submitted electronically to the email address provided within each strand description no later than midnight, JULY 7, 2010. Please direct any questions about the proposal process, strand description, or conference theme to a Strand Chair (email address noted within each strand description) or Program Chairs, Patti Bullock at pbulloc2@kennesaw.edu, or Jennifer Snow at jennifersnow@boisestate.edu.

All proposals will undergo a blind review.

Proposal Guidelines and Format

To ensure the integrity of review and follow up, please use the format below in the order indicated here:

1. Title of proposal

2. Indicate presentation venue

a. Roundtable Paper

Please note that technology is not provided; presenters are welcome to bring their own laptops; wireless internet access is available on site.

b. Performance-Based/Art Exhibition

Please describe the performance or exhibition, type of space needed (large room, outdoors, etc.), and technology requests (audio-visual, projectors, etc.). We will have a very limited number of laptops and projectors available for use.

c. Multiple Paper Session/Panel

Proposal of a group of 3 or more scholarly papers addressing a related topic/idea. Technology requests will be honored if possible but cannot be guaranteed. We will have a very limited number of laptops and projectors available for use.

d. Public Presentation

In keeping with the mission of the Curriculum and Pedagogy conference we invite sessions in “public venues” (outside of the conference hotel). Such venues may include: local independent book stores or in local schools and community centers. Typical conference papers, round tables, poster sessions and symposiums can take place in these venues but we also invite sessions that would foster a more critical and public dialogue.

IMPORTANT: Please be very clear about your audio/visual/technology needs. We will do our best to accommodate requests as they are received.

3.  Strand Name

Please indicate the Conference Strand (see descriptions above) which your proposed paper/presentation most reflects in theme and purpose.

4.  Abstract

Please limit your abstract to 30 words maximum – we will include this brief statement in the conference program.

5.  Description

In no more than 500 words, provide a scholarly description of proposed work (including content such as purpose, methodology, discussion, and conclusion, when applicable) and how the proposed presentation is related to/supportive of the conference theme.  In addition, include references/works cited.

To ensure that all proposals are organized appropriately for blind review, please include the following information in your proposal, but beginning on a separate page following the content of your proposal outlined above.

6. Name and Contact Information

Please include full name, e-mail(s), phone number(s), and address(es) of participant(s)

7. Affiliation(s)

Please indicate positions/appointments for each presenter (K-12 teacher, K-12 administrator, graduate student, university faculty, community agency representative, etc.) as well as the name of school, university or organization. (For example: K-12 teacher, Phillips High School & doctoral student, University of Central Florida.)

Note:  Roundtable sessions will be the primary venue for paper presentations. We will try our best to honor all venue requests, but scheduling limitations may require that some papers be rescheduled as roundtable paper sessions. Should this become necessary, first authors will be contacted during scheduling. While we cannot consider individual requests for scheduling presentations, we will do our best to respond to extenuating circumstances. Please indicate particular circumstances (in your proposal) you may have regarding the scheduling of your presentation. While we will try, we cannot, however, guarantee that we will be able to accommodate all such requests. Please honor the JULY 7, 2010 deadline in order to help facilitate our planning and scheduling for the conference.

Sensual Curriculum: Understanding Curriculum of and Through the Senses

Guest Editor: Walter S. Gershon, Kent State University

Human beings understand themselves and their environments through the senses—they are the ways in which we perceive our lives and ourselves in relation to others. We therefore make sense of our worlds literally and figuratively. However, the meanings we make through sight, smell, sound, taste and touch are context dependent, predicated as much on local and more broad norms and values as our own personal preferences. As such, where sensory perception is information that we attain through our senses, the meanings ascribed to those perceptions are simultaneously deeply personal as well as ideologically and aesthetically dependent. In short, sense making is political, one possible interpretation among many possibilities.

There has been increasing attention to arts-based/influenced understandings within education and to sensory ways of knowing in fields outside of education. Although there certainly is a history of work that considers curriculum and the senses, work that examines curriculum through the senses is far less common. This is in part due to the strength of reading human interactions and social phenomenon as “big t” Text and in part to an emphasis in curriculum studies to understanding curricular phenomenon as Text. Yet, while reading interactions and phenomena as text can be critically informative and creates the space for their deconstruction and other important kinds of examinations, this interpretive move can also serve to remove the very kinds of non-text-based sensual understandings that render bodies (as but one example) so rich in meaning and possibility.

This special issue seeks to push at current conceptual boundaries in the relationships between curriculum and the senses. Contributions to this special issue have been framed in the following manner. Roughly half of the issue will correspond to each of the five senses, examining the ways in which that particular sense intersects with questions of curriculum, writ broadly. The remaining entries will address the relationship between curriculum and the senses in a more holistic, general fashion; these pieces can, however, foreground a particular sense in order to illustrate more general curricular, sensory understandings. Attention will be paid to help ensure a diversity of fields, methods, institutions, and sensual perspectives.

Authors wishing to submit manuscripts in response to this call must have their work submitted via the Journal of Curriculum Theorizing website (http://journal.jctonline.org/index.php/jct) no later than October 1, 2010. All manuscripts will be subject to a double-blind review process. Potential authors will be notified of their acceptance to this issue by December 1, 2010 with an expected publication date of September 2011. Manuscripts should be prepared according to the author’s guideline posted on the JCT website (http://journal.jctonline.org/index.php/jct/about/submissions#authorGuidelines). Please note that these requirements include that the manuscript ascribe to the following guidelines:

1. No more than 25 pages in length including references
2. Double-spaced throughout
3. 1-inch margins on all sides
4. Written in 12 point, Times New Roman
5. Footnotes should be gathered at the end of the paper
6. Utilize the 6^th edition of the American Psychological Association

Finally, while questions of quality are of paramount importance to the inclusion of manuscripts for this special issue, given the nature of this special issue topic, alternative and innovative uses of JCT’s online formatting are encouraged. Questions pertaining to this call for manuscripts should be addressed to Walter S. Gershon, the guest editor for this special issue, via email at wgershon(at)kent.edu.

Curriculum innovations occur within specific contexts and reflect the values associated with those contexts. Their impact and efficacy can only be assessed within the particular social, cultural, and political environments in which they occur. Educators around the world, especially those in countries experiencing large-scale, systemic political change, often look to the U.S. and other Western countries for new approaches to curriculum and instruction practices that reflect more open, democratic, and participatory educational systems. As a result, educators are often asked to work with their colleagues in ‘emerging democracies’ to help in developing new approaches to teaching and learning and to find ways of adapting practices to the conditions and circumstances in other countries. But what are the challenges of adapting educational practices across national and cultural borders? What assumptions do educators in other countries make about the nature of teaching and learning? In what ways does culture matter when applying curriculum theories and practices in diverse settings? And, how does the educational policy context influence the success of curriculum innovations? Answers to these questions vary according to the particular setting, the content and subject matter, and the policy and institutional contexts in which curriculum innovations are implemented. These questions also raise ethical dilemmas for curriculum workers when their efforts, whether intended or not, may be perceived as forms of ‘cultural imperialism’ as they advocate certain educational practices, theories, or philosophical stances.

The editors of this volume are seeking manuscripts to be included that address the issues confronted by curriculum workers as they navigate these dilemmas. These may take the form of case studies of curriculum development work in international contexts where specific ethical dilemmas have arisen, syntheses of multiple cases, empirical studies of international curriculum development and implementation, program evaluations that focus on the issues raised here, essays dealing with current theoretical perspectives on curriculum development in international contexts, or other appropriate writing that addresses the general theme of the proposed book. We anticipate that this volume will draw from a variety of research traditions including scholarship on ethics in international development (e.g. Kwame Anthony Appiah, Martha C. Nussbaum, John Rawls, and Amartya Sen, and Peter Singer), curriculum theory (e.g. John Dewey, William Pinar, Herbert Kliebard) citizenship education in global and multicultural contexts (e.g. James Banks, Walter Parker, Will Kymlicka).

If you are interested in submitting a manuscript for consideration please send a two-page précis to one of us by February 1st. In your précis be sure to be explicit about how your work is connected with the overall theme of the book as we have presented it above. Please feel free to contact either of us if you have questions.

Terrence C. Mason
Center for Social Studies and International Education
Indiana University – Bloomington
1900 E. 10th St., Bloomington, IN 47406 (812) 855-0172 (CSSIE)
tmason (at) indiana.edu

Robert J. Helfenbein
Curriculum and Instruction
Indiana University-IUPUI
902 W. New York St., ES 3126
Indianapolis, IN 46202
(317) 278-1408 / rhelfenb (at) iupui.edu

The Bergamo Conference Committee would like to thank you for attending the 2009 conference. The conference committee has made every attempt to put together a meaningful and exciting conference experience. We sought to maintain aspects of the conference that have been key to its success over the years while at the same time adding new dimensions that build on the intellectual vibrancy, social networking, and relaxing atmosphere for which Bergamo is known. As we begin our thinking and preparing for the next conference, we would appreciate feedback that might help us continue to organize a meaningful and exciting conference experience.

Feel free to add comments and help us name the folks in the photos and/or the sessions that are represented.

Thanks for coming!

See you next year!

We seek candidates
with strong preparation in empirical research and expertise in general
curriculum, with a clear emphasis on one or more of the following: curriculum
development, curriculum evaluation, curriculum policy, curriculum history,
studies of contemporary curriculum, curriculum theory, and innovative
curricular practice, among others.

Responsibilities:
Teach curriculum courses to masters and doctoral students. Supervise
masters students’ action research and doctoral students’ dissertations.
Contribute to ongoing rethinking of advanced masters programs that aim
to prepare curriculum specialists and school/instructional leaders.
Develop and/or maintain a significant program of research and publication.

Qualifications:
Earned doctorate in curriculum or relevant field. Evidence of or demonstrated
potential for research and scholarship. At least three years experience
teaching in K-12 schools. Ideal candidates will combine extensive work
in general curriculum with one or more of the following:

• Theoretical orientations:
  Ability to bring theories to bear on debates on curriculum development,
  curriculum evaluation, curriculum policy, etc.
• Interdisciplinary
  connections: Ability to bring scholarship from other disciplines
  and/or area studies (e.g. political science, sociology, anthropology,
  humanities, cultural studies, etc.) to issues of curriculum and teaching.
• Methodological focus: Background in a variety of research methodologies (e.g. action
  research, qualitative, quantitative, mixed-methods).

Rank:
Assistant Professor, Tenure Track.

Send
CV, cover letter stating how you meet qualifications, a brief statement
of research interests and teaching agenda, together with the names,
email, addresses, and telephone numbers of three references (all in
digital format) to Professor Nancy Lesko, Search Committee Chair, Department
of Curriculum and Teaching, Teachers College, Box 31, 525 West 120^th

Street, New York, New York 10027, c/o Ms. Aimee Seeram, seeram (at) tc.edu

Review of applications
will begin November 1, 2009 and continue until the search is completed. 
Appointment begins September, 2010.

Teachers
College as an institution is committed to a policy of equal opportunity
in employment. In offering education, psychology, and health studies,
the College is committed to providing expanding employment opportunities
to minorities, women, and persons with disabilities in its own activities
and in society.

Teachers College,
Columbia University

525 West 120^th
Street, New York, NY 10027

http://www.tc.columbia.edu/

AMERICAN ASSOCIATION FOR THE
ADVANCEMENT OF CURRICULUM STUDIES

Ninth Annual Meeting
Tuesday, April 27- Friday, April 30, 2010
Doubletree Hotel, Denver, Colorado

Curriculum and the Cultural and Environmental Commons:
Local to Global//Global to Local

Our 2009 conference theme carries us into 2010, but with a new subtitle. Last year’s theme bore the subtitle “Towards Reclaiming, Restoring, and Reinventing.” Though we hardly exhausted the possibilities to which that subtitle points, our hope for the Denver conference is that we reconsider, but with a greater focus on the international scene.

Again, we might understand the commons, in general, as those material and cultural spaces that belong to everyone, upon which our survival depends, and which are not, or should not be, abandoned to the logics of private interests. For example, more tangible assets of the commons include vast resources such as oil, water, minerals, timber, that are on publicly owned lands, as well as broadcast airwaves, parks, and civic institutions. Less tangible commons include public education, nonprofit institutions, creative works and public knowledge that are paid for by public funds. All are essential to human survival or quality of life. Yet, these public resources are under persistent threat of enclosure as private interests steadily convert them into market resources.

The encroachment of private interests on a global scale into environmental commons such as water, energy, and agriculture, and into cultural knowledge and information commons threatens to overwhelm efforts toward global sustainability, equity, and peace. At a time when numerous expert analysts are predicting disastrous events from climate change in which millions will be displaced, the “end of oil,” massive water shortages, and more, international educational efforts toward sustainable futures could not be more pressing.

What sorts of curriculum work are needed to assist us in becoming the people we need to be in order to meet these challenges? How will we, as curriculum theorists, articulate and pedagogically address the challenges before us in their myriad local and global manifestations? How can we support each other in the work of conceptualizing the interpersonal, political, and spiritual dimensions of a sustainable future, one that expands the possibilities of peace and freedom for an ever greater number and fosters an ever broader and more sensitive attention to the resources and rhythms of our planet?

While presentations, performances, or installations that speak directly and clearly to this theme are desirable, we also recognize that the spirit of the theme points toward a broadly conceived and complicated conversation, not fettered by any assumptions—conscious or unconscious—embedded in the foregoing words. Any proposed contribution to the complicated conversation that creates meaningful curriculum study is welcomed and encouraged.

Conferences Committee,
Louise Allen, Chair
Peter Appelbaum, Program Chair
aaacs@arcadia.edu

Conference Site Co-Chairs:
Bruce Uhrmacher bruce.uhrmacher@du.edu & Bradley Conrad bconrad2@du.edu
University of Denver

Position: Teachers College, Columbia University, invites applications for a tenure-track position in Curriculum at the rank of Assistant Professor. This is an exciting opportunity to contribute to the Teachers College program in curriculum, the oldest in the nation.

We seek candidates with strong preparation in empirical research and expertise in general curriculum, with a clear emphasis on one or more of the following: curriculum development, curriculum evaluation, curriculum policy, curriculum history, studies of contemporary curriculum, curriculum theory, and innovative curricular practice, among others.

Responsibilities: Teach curriculum courses to masters and doctoral students. Supervise masters students’ action research and doctoral students’ dissertations. Contribute to ongoing rethinking of advanced masters programs that aim to prepare curriculum specialists and school/instructional leaders. Develop and/or maintain a significant program of research and publication.

Qualifications: Earned doctorate in curriculum or relevant field. Evidence of or demonstrated potential for research and scholarship. At least three years experience teaching in K-12 schools. Ideal candidates will combine extensive work in general curriculum with one or more of the following:

• Theoretical orientations: Ability to bring theories to bear on debates on curriculum development, curriculum evaluation, curriculum policy, etc.
• Interdisciplinary connections: Ability to bring scholarship from other disciplines and/or area studies (e.g. political science, sociology, anthropology, humanities, cultural studies, etc.) to issues of curriculum and teaching.
• Methodological focus: Background in a variety of research methodologies (e.g. action research, qualitative, quantitative, mixed-methods).

Rank: Assistant Professor, Tenure Track.

Send CV, cover letter stating how you meet qualifications, a brief statement of research interests and teaching agenda, together with the names, email, addresses, and telephone numbers of three references (all in digital format) to Professor Nancy Lesko, Search Committee Chair, Department of Curriculum and Teaching, Teachers College, Box 31, 525 West 120th Street, New York, New York 10027, c/o Ms. Aimee Seeram, seeram@tc.edu

Review of applications will begin November 1, 2009 and continue until the search is completed. Appointment begins September, 2010.

Location: Doubletree Hotel, Denver, Colorado

Our 2009 conference theme carries us into 2010, but with a new subtitle. Last year’s theme bore the subtitle “Towards Reclaiming, Restoring, and Reinventing.” Though we hardly exhausted the possibilities to which that subtitle points, our hope for the Denver conference is that we reconsider, but with a greater focus on the international scene.

Again, we might understand the commons, in general, as those material and cultural spaces that belong to everyone, upon which our survival depends, and which are not, or should not be, abandoned to the logics of private interests. For example, more tangible assets of the commons include vast resources such as oil, water, minerals, timber, that are on publicly owned lands, as well as broadcast airwaves, parks, and civic institutions. Less tangible commons include public education, nonprofit institutions, creative works and public knowledge that are paid for by public funds. All are essential to human survival or quality of life. Yet, these public resources are under persistent threat of enclosure as private interests steadily convert them into market resources.

The encroachment of private interests on a global scale into environmental commons such as water, energy, and agriculture, and into cultural knowledge and information commons threatens to overwhelm efforts toward global sustainability, equity, and peace. At a time when numerous expert analysts are predicting disastrous events from climate change in which millions will be displaced, the “end of oil,” massive water shortages, and more, international educational efforts toward sustainable futures could not be more pressing.

What sorts of curriculum work are needed to assist us in becoming the people we need to be in order to meet these challenges? How will we, as curriculum theorists, articulate and pedagogically address the challenges before us in their myriad local and global manifestations? How can we support each other in the work of conceptualizing the interpersonal, political, and spiritual dimensions of a sustainable future, one that expands the possibilities of peace and freedom for an ever greater number and fosters an ever broader and more sensitive attention to the resources and rhythms of our planet?

While presentations, performances, or installations that speak directly and clearly to this theme are desirable, we also recognize that the spirit of the theme points toward a broadly conceived and complicated conversation, not fettered by any assumptions—conscious or unconscious—embedded in the foregoing words. Any proposed contribution to the complicated conversation that creates meaningful curriculum study is welcomed and encouraged.

Conferences Committee,

Louise Allen, Chair

Peter Appelbaum, Program Chair

aaacs@arcadia.edu

Conference Site Co-Chairs:

Bruce Uhrmacher bruce.uhrmacher@du.edu & Bradley Conrad bconrad2@du.edu

University of Denver

Proposals are being accepted at this time and through Friday, December 18, 2009.

Due to a number of logistical concerns, timely submission is encouraged. Late proposals, however, will be accepted through January 10th. Late proposals will be considered as a batch once notifications for on-time proposals have been sent in late January.

AAACS 2010 Proposal Guide

As described in this year’s conference theme, you are encouraged to contribute to the complicated conversation that creates meaningful curriculum study through any of the great variety of passions and perspectives that have informed your work to date. Any proposal is welcomed and encouraged. At last year’s business meeting, the membership voted to include the new format of “working groups” in the 2010 conference. Working groups will meet several times over the course of the conference to draft policy recommendations, research summaries, or other suitable media to be voted on by the members of AAACS as officially endorsed public position statements. Examples of working group themes include ‘living and learning toward near and distant futures’ and ‘ecology and the commons’; any themes deemed potentially suitable for the membership of AAACS will be considered if you would care to propose one along with two co-facilitators. Working groups will be open to all interested conference participants.

Proposal – Information to be Included:

Name:

Email Address:

Institutional Affiliation:

Street Address:

City, State (Province, Country):

Telephone:

Fax:

Title:

Description: Please compose 2-3 paragraphs describing your proposed presentation, symposium, installation, or working group, including a short bibliography. If proposing a panel, please include all participants’ names, addresses, etc., plus a short paragraph on each person’s proposed presentation.

*** Special requests? Please include any special requests (e.g., technology, scheduling, space needs) regarding your proposed session/presentation with your proposal.

Send (preferably via email, but by regular mail if needed) to:

Peter Appelbaum, AAACS Program Committee Chair; aaacs@arcadia.edu or Department of Education, Arcadia University, 450 South Easton Road, Glenside, PA 19038, USA.

Your proposal automatically registers you as a member of AAACS;–there are no dues. With membership in AAACS (http://aaacs.info) comes membership in the International Association for the Advancement of Curriculum Studies (http://www.iaacs.org).