Biblio-Revenance

Biblio-Revenance celebrates the “act of returning to a book” and embraces the bibliographic belief that Nothing Remains the Same (Lesser, 2002). The Biblio-Revenance section invites authors to return to previously published works and to reexamine ideas in relation to the passing of time and the “differing sense of self.” As Wendy Lesser has noted, “you cannot reread a book from your youth without perceiving it as, among other things, a mirror. Wherever you look in that novel or poem or essay, you will find a little reflected face peering out at you—the face of your own youthful self, the original reader, the person you were when you first read the book” (2002, 4). During its introductory period, Biblio-Revenance will invite submissions. JCT readers are encouraged to suggest specific authors and publications for biblio-revenance features. Send suggestions to Craig Kridel, Wardlaw Hall, University of South Carolina, Columbia, SC 29208.

Lesser, W. (2002). Nothing remains the same: Rereading and remembering. New York: Houghton Mifflin Co.

Cultural Studies and Curriculum

This section of JCT is committed to thoughtful commentary on cultural studies and popular culture. Manuscripts should bring youth cultures, generational cultures, gothic cultures, cultures of information technology, technoscience, academic cultures, music, television, film, and other media into the discourse of curriculum theorizing; likewise manuscripts should brig curriculum theorizing and educational practice to cultural studies movements, webcultures, hypermedia analysis, alternative representations, and alternative mass media. Advertising and other mind shaping experiences, school practices as commodities and cultural resources, digital entertainment and technology industries, (extreme) sports, and their implications for postmodern identities and curriculum work are particularly encouraged. Interdisciplinary manuscripts covering the history of cultural studies are also encouraged. The primary perspective of this section asks authors to challenge the presumptions that telescope culture into “popular” or “consumer culture”—and to challenge the boundaries of traditional curriculum studies and academic cultures that fear the relevance of cultural studies movements in educational practice—by declaring that popular culture and cultural studies do matter. Send manuscripts to John Weaver, Department of Curriculum, Foundations, and Rading, Georgia Southern University, Post Office Box 8144, Stateboro, GA 30460-8144, , and Denise Taliaferro Baszile, School of Education, Miami University, Oxford, OH 45056, < taliafda@muohio.edu>

International Curriculum Discourses

The International Curriculum Discourses section is committed to developing international dialogue on curriculum issues. Topics including the following are encouraged: 1) studies and commentaries that draw upon postcolonial theories that deconstruct colonizing discourses in curriculum and educational issues writ large; 2) discussions of space and place from a geographic perspective and issues of borders as fluid and shifting ; 3) comparative education, international education, and global education discussions that interrupt deficit theories of the Other or analyze the tendency toward victory narratives and the standardizing/globalization of curriculoum; and, 4) discussions that highlight issues, such as global poverty, eco-feminism, and neo-colonial market forces in curriculum with an international perspective. This section is a place for discussions that complicates the issues of difference from an international perspective and aims to move the discussion beyond realist tales of practice. Mail manuscripts to Lisa J. Cary, Department of Curriculum and Instruction, The University of Texas at Austin, Austin, TX 78712.
Email: carylj@mail.utexas.edu

Literacies

“Literacies” is to be understood broadly to include reading, writing, and interpreting texts in various forms—not only books, arts, and film, but also reading and writing the world and reading and writing oneself into the world. The following areas are of interest: Literacies of the self—the relationship between reading texts and the context of lived experience, including psychic life: In what ways does reading poetry, fiction, and drama provide a theoretical base for my work? For what purpose do I read? What reading/textual engagement has changed my life? Literacies of teaching and learning—the construction of literacy in the classroom: How can we help students understand their own literacy practices? What texts have changed the lives of students? How has shared reading provided new understandings of classroom dynamics? What readings don’t work? Multiple literacies—literacy practices that have multiple roles, purposes, contexts, modes of representation: What defines a multiliterate person? What are some different types of texts students encounter? How does culture affect literacy? How might literacy be considered a political act? Please send manuscripts to Reta Ugena Whitlock, ruwhitlock@yahoo.com.

Practice, Policy, and Politics

This section of the journal focuses on curriculum theorizing of educational practice and work in the politics of education, and fosters increased interconnections among reconceptualizations of such work. For example, submissions might use specific instances of curriculum work in practice or political action as the basis for a new conceptual discourse; or an article might employ a series of examples of curriculum theory in action to disrupt the logic of a theorization of practice or politics. Yet another possibility is to interpret an event or project in curriculum practice or educational politics through the insights of several previously published JCT articles, thus challenging curriculum scholarship to speak directly to other work within curriculum theory. Articles in this section may report on theorizations that grow out of self-study of politics and practice, or may reframe action research through curriculum theorizing. Submissions get sent to Peter Appelbaum, Department of Education, Arcadia University, Glenside, PA 19038, appelbaum@arcadia.edu.

Studies in Philosophy, Ethics, and Education

How does the engagement of philosophy and education within the field of social and cultural practices redefine the ethical bounds of pedagogy? How does this foregrounding of the relationship between philosophy, ethics, and education affect our responsibility to re-think and revoluntionize what it means to teach, to learn, to know? Studies in Philosophy, Ethics, and Education converges upon specific interpretations of the obligation we have to respond responsibly to the alterity of those we teach, research, and write for beyond ourselves. It seeks to present texts that challenge us to reflect upon and to re-examine the ethics and logic of the boundaries of “thought” and “action,” “theory” and “practice,” and what comprises and displaces the opposition of these two entities in the name of pedagogy. The point of this section is to highlight work that complicates and radicalizes the normative limits of academic responsibility and its ethics in the hopes of making the relation between the philosophical and the pedagogical more responsive to the difference of another. Philosophy, Ethics, and Education solicits texts from theorists and educators whose practice has and is struggling to re-think the ethics and politics of dominant modes of knowledge and the pedagogical forms of expression that have operated within the institutional purview of a traditional system of education. One of its aims is to relocate the epistemic and performative parameters of the scene of teaching beyond a normative axis of response and responsibility. Philosophy, Ethics, and Education challenges the form and content of seemingly benign dimensions of what has been protected under the aegis of an existing codification of social infrastructures and their prevailing cultural conditions as the “knowledge worth knowing.” Mail Manuscripts to Peter Pericles Trifonas, Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education/University of Toronto, 252 Bloor Street West, Toronto, Ontario M5S 1V6, Canada. (416)978-0263, ptrifonas@oise.utoronto.ca

Reviews

Reviews Section invites submissions that engage with books for the purpose of introducing readers to new scholarship in curriculum theory, offering fresh perspectives on older scholarship, or suggesting ways of using texts from outside the field (such as works of fiction or non-curriculum centered philosophy) to advance curriculum theorizing. Through publishing reviews that respectfully, actively, and creatively engage with texts, we hope that the section will serve as a forum for close examination and challenging discussion of emergent trajectories of thought in curriculum theorizing. Book reviews should be written for a broad readership of educators and educational scholars working and reading in the areas of curriculum theory and classroom practice. They should fairly summarize authors’ arguments, identify new perspectives offered, and situate texts in the context of current related scholarship and media, being sure to identify also the points at which the author’s theory or methodology departs from existing traditions of thought and the possibilities that such departures offer for the field as a whole. While we ask that all reviews place their central texts into dialog with other scholarly work, we also welcome additional consideration of examples of unconventional media such as poetry, film, and performance that relate to the topics and intellectual trajectories under discussion.

Please note that we invite both short book reviews (800 words) and longer book review essays (2,500-3,000 words for single books and 3,000-5,000 words for multiple books). For short-format reviews, we ask that authors confine their evaluation to a single book. For essay-format reviews, we invite authors to evaluate single books or place into dialog two or three related books. Please send manuscripts to Aliya Rahman, arahman@jctonline.org, and Bruce Parker, bpark11@lsu.edu.

This award is given to the graduate student who has written a paper of high merit as part of their graduate studies. Graduate student applicants should submit the paper and a letter of nomination from a member of the SIG to the committee by December 19th. The current awards committee will select the paper with the most promise for contributing to the critical examination of curriculum and curriculum scholarship.

Critical Issues in Curriculum and Cultural Studies Early Career Award

This award is given to the scholar who best demonstrates a consistent commitment to the critical study of curriculum and curriculum scholarship, as represented in submitted materials. Scholars may nominate themselves or another scholar. To be considered for the award, submit by December 19th of the preceding year a curriculum vitae and three papers or articles that have either been published or presented at a professional conference.

Submit materials by December 19, 2008, to Adam Howard, the Awards Committee Co-Chair, at adam.howard@colby.edu or at Education Department, Colby College, 8800 Mayflower Hill, Waterville, Maine 04901-8888.

We seek candidates with strong preparation in empirical research and interest in general curriculum studies, which might include curriculum history, studies of contemporary curriculum, curriculum theory, curriculum development, curriculum evaluation, or curriculum policy, 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 leaders. Develop and/or maintain a significant program of research and publication.

Qualifications: Earned doctorate in curriculum studies or related field, with a possible emphasis on curriculum history, research, theory, development, evaluation, policy. 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 studies with one or more of the following:

• Theoretical orientations: Ability to bring theories (e.g. critical race theory, critical Latina/o theory, feminism, postcolonialism, etc.) to bear on educational debates on teaching, teacher education and urban education.
• 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 interests: Experiences with innovative curriculum practice; background in research methodologies including action research.

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 to Professor A. Lin Goodwin, Search Committee Chair, Department of Curriculum and Teaching, Teachers College, Box 31, 525 West 120th Street, New York, New York 10027.

Review of applications will begin November 1, 2008 and continue until the search is completed. Appointment begins September, 2009.

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 120th Street, New York, NY 10027
http://www.tc.columbia.edu/

The registration website for the 4th Biennial Provoking Curriculum Studies
Conference is now available. Can you please forward the call for papers and
links to those who might be interested in presenting. There is a poster
session specifically created for graduate students to present Canadian
curriculum studies scholars reviews. This poster session will take place
during the wine and cheese on the opening night. In turn, graduate students
will have an opportunity to interact with some of the scholars whose work
they reviewed during the wine and cheese. Once again thank you for sharing
with your peers the links below:

English call for papers and website:

Call for Papers:

Registration Website:

French call for papers and website:

Call for Papers

Registration Website

The Bergamo Conference Committee would like to thank you for attending the 2008 conference. The conference committee worked diligently over the last year to put together what we hope has been a meaningful and exciting conference experience. We tried to maintain many 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.

October 20, 2008

Dear Colleagues in AERA:

We appreciate that, on October 17th, AERA president McDonnell and executive director Levine sent an e-mail (copied below) to all AERA members describing a problem with the main conference site hotel for the 2009 annual meeting. However, we are concerned that the letter tells only a part of the story. In this brief response, we provide more background, and we urge members not to allow AERA to cross a picket line.

(1) THE PROBLEM(S)? There are at least two problems. One is the problem described in the McDonnell/Levine letter about the actions of Hyatt owner Manchester in support of California Proposition 8. But a second and longer-term problem exists that was not described about the labor conditions at the hotel, particularly regarding workload and job security (www.unitehere.org). On July 10th, the labor union UNITE HERE, together with the San Diego Central Labor Council, called for a full boycott of this hotel. Picket lines and other actions regularly occur at the hotel, which means that if AERA does not relocate its conference, many sessions will be empty unless members cross union picket lines.

(2) THE COSTS? AERA might face high cancellations fees, but might not. According to the San Diego Union-Tribune, the Hyatt made arrangements to waive cancellations fees for the American Association of Law Schools conference, scheduled for January 2009, which kept its contract for guest rooms but relocated the conference to another hotel (www.signonsandiego.com). Even if AERA loses money, it will be making an important public statement about the role our association can play in advocating justice for laborers, for LGBT people, and for others experiencing discrimination.

(3) THE SOLUTION? The McDonnell/Levine letter outlines several important next steps, including public statements, high-profile conference sessions on this issue, and working collaboratively with constituents on future changes to association policy and conference planning. Other important steps should include relocating the conference entirely to other venues. We urge the AERA council, committees, and staff to take such steps at their upcoming meetings later this week in DC.

(4) For more information on the boycott, feel free to contact Powell DeGange, Boycott Organizer, UNITE HERE local 30, 510-410-5154, pdegange@unitehere.org.

Sincerely,

Kevin Kumashiro, University of Illinois-Chicago
Gary L. Anderson, New York University
Jean Anyon, Graduate Center of the City University of New York
William Ayers, University of Illinois-Chicago
Lee Anne Bell, Barnard College
Jacqueline Jordan Irvine, Emory University
Patti Lather, The Ohio State University
Sonia Nieto, University of Massachusetts-Amherst
William Schubert, University of Illinois-Chicago

Dr. Weems is Associate Professor of Cultural Studies and Curriculum at Miami University. She received a Ph.D. from the Department of Educational Policy and Leadership at the Ohio State University, and served as Director of Miami University’s Center for Education and Cultural Studies from 2003 to 2006. Her areas of teaching interest include cultural studies, popular culture, and public life, as well as feminist and postcolonial approaches to inquiry. Dr. Weems’ body of scholarship, which includes publications in Educational Researcher, Qualitative Inquiry, and the Journal of Teacher Education, is distinguished by innovative and challenging discussions of the intersections of race, nationality and sexuality in the construction of public/educational “problems” and the ethical dimensions of teaching and learning with/in difference.

Homewood Suites
2750 Presidential Drive
Fairborn, OH 45324
937-429-0600

The Department of Curriculum, Teaching and Learning,
Ontario Institute for Studies in Education (OISE),
University of Toronto, invites applications for a
tenure-stream appointment in the field of curriculum
studies in education. The appointment will be at the
rank of Assistant Professor and will begin July 1,
2009.

We seek candidates with expertise in the field of
curriculum studies in education; an interest in
comparative studies and expertise in at least one
subject area of school-based curriculum is
preferred. The successful candidate will possess a
doctoral degree; a strong knowledge-base in the
field of curriculum studies and curriculum theory; a
comparative perspective; expertise in at least one
subject area of school-based curriculum; a well
informed and responsive approach to issues of equity
and diversity in schooling; a strong commitment to
initial teacher education and the continuing
professional development of teachers; a distinctive
research and publications record and an ongoing
research program in the field of curriculum studies.

Responsibilities of the position will include
developing and conducting an externally funded
research program, undertaking graduate supervision
and teaching both at the graduate and initial
teacher education levels, and working
collaboratively with related units across OISE and
the University of Toronto. Salary will be
commensurate with qualifications and experience.

For more information, please visit the OISE website
at http://www.oise.utoronto.ca or the Department’s
website at http://www.oise.utoronto.ca/depts/ctl/

Applications, which must include an up-to-date
curriculum vitae, should be submitted by November
28, 2008, to Professor Tara Goldstein, Chair,
Department of Curriculum, Teaching and Learning,
OISE, 252 Bloor Street West, Toronto, Ontario, M5S
1V6, Canada. Applicants should also ask three
referees to write letters directly to Professor
Goldstein by the same date.

Procedure: Interested graduate students should submit a proposal to the conference by July 15, 2008.
Proposals must be accepted for presentation at the October 2008 Bergamo Conference on Curriculum
Theorizing and Classroom Practice. The completed paper must be submitted by 5 PM October 1, 2008 via email to bparker@jctonline.org. Submissions must be single-authored by the graduate student and may not exceed more than 20 pages (excluding references, tables, appendices). Names and university affiliation should appear only on the cover sheet for blind review. Papers must be in APA or Chicago citation style. If no paper is identified that meets the criteria of the award, no awards will be given for that year.

Award: Publication in April 2009 Journal of Curriculum Theorizing and recognition at the conference. Details regarding the specific issue of publication will be dealt with by the author of the winning paper and the editors of the Journal of Curriculum Theorizing.