Position responsibilities include:
• Develop and maintain a strong research agenda as evidenced by external and internal grant support and refereed publications.
• Teach face to face and on-line courses in graduate-level introductory and advanced qualitative methodology. Additional teaching responsibilities in curriculum studies courses at the graduate and undergraduate levels.
• Advise Masters and Doctoral students.
• Work collaboratively to advance the Curriculum Studies program.
• Provide coordination and leadership for qualitative research courses and graduate training in qualitative inquiry.

For more information: Assistant Professor in Curriculum Studies, College of Education at Purdue University

Position responsibilities include:
• Develop and maintain a strong research agenda in curriculum studies as evidenced by refereed publications and external and internal grant support.
• Focus on an area of specialization in curriculum studies such as STEM, teacher education, learning in community and out-of-school contexts, international/global issues in education, and/or diversity and equity issues in education.
• Teach face-to -face and on-line masters and doctoral courses such as foundations of curriculum, curriculum theory, multicultural education, introductory and advanced qualitative research, and core courses in preservice teacher education.
• Recruit, advise and mentor masters and doctoral students.
• Collaborate with faculty in the COE and other colleges at Purdue University to advance the Curriculum Studies Program.

For more information: Assistant Professor in Curriculum Studies

Program Scheduler Grid View – 2012 – FINAL Version 2 (PDF)
Updated: 10/11/2012

Bergamo 2012 Participant Index (PDF)
Updated: 10/11/2012

PLEASE NOTE: The Bergamo Center is sold out. You can find alternative accommodations in nearby hotels.

Check out these Alternative Accommodations

Bergamo Dayton Oho Area Guide 2012 (PDF)

Justice Work In and Out of Schools

Special Issue of Journal of Curriculum Theorizing

Guest Editors: Therese Quinn and Erica R. Meiners

The last decade offers thrilling and numerous examples of the power generated when people organize. From the Arab Spring to the Occupy Movement, from students pushing back against the privatization of higher education in Helsinki, Montreal, Chile, and Puerto Rico, and young people fighting for access to free knowledge exchange and protection from a prying state through the platform of the Pirate Party, to undocumented youth in the United States pushing for immigration reform that leaves no one behind, these uprisings not only shift political and economic frameworks, they also produce powerful pedagogical moments for a range of audiences.

Workers around the globe Livestreamed the stand-off in Madison, Wisconsin in 2011 as a Republican governor attempted to strip bargaining rights from state workers, and in 2012 youth from across the political spectrum Tweeted to teach each other about the laws that legitimated Trayvon Martin’s murder. Through protests and teach-ins, and particularly through the mobilization of alternative and social media—‘zines, Twitter, YouTube, blogs, Tumblr, Facebook, WikiLeaks, and more—we are linked to and learning from these movements.

This special issue invites submissions representing the wide and creative scope of teaching and curriculum, art and design, print, memes and other social media, and more resources germinating within and gleaned from these movements.

We seek contributions from justice workers in a range of pedagogical sites. We are particularly interested in non-traditional format submissions, including:

Interviews and roundtable discussions with two or three key people in an area of work; Critical media and book review essays;

Origin stories—or, “how I became a justice worker”;

Curriculum notes—or, “how I teach within this justice movement”;

Examples and critiques of radical educating in diverse public places—museums, hospitals, parks, and beyond;

Research papers that critically evaluate justice-centered interventions and initiatives;

Wider movement assessment—asking questions like, “What is the state of the movement to end the presence of police in schools?” and “What is the relationship between trans, labor-focused, and immigration No Borders organizing globally?”

This issue is open to all contributors who identify as justice workers and themes and areas are wide open. However, we are particularly interested in including black feminist praxis; critical cartography; critical arts-based projects including comix and graphic novels; digital gaming and civic engagement through social media; disability organizing and arts, immigration justice/No Borders; labor and student debt; queer and indigenous analyses; and resistance to privatized education at all levels and in all locations.

Timeline:

Submission Deadline: January 15, 2013
Decisions About Manuscript: April 1, 2013
Revised Manuscripts Due:  June 1, 2013
Submit Final Manuscripts to Editor: August 1, 2013
Publication: September, 2013

References:

Authors wishing to submit manuscripts in response to this call for proposals must have their work submitted via email to JCTJustice@gmail.com no later than January 15, 2013. All manuscripts will be subject to a double-blind review process. Potential authors will be notified of their acceptance in this issue by April 1, 2013, with revisions to be completed by June 1, 2013 and an expected publication date of September, 2013.

Manuscripts should be prepared according to the author’s guidelines posted on the JCT website <http://journal.jctonline.org/index.php/jct/about/submissions#authorGuidelines>. Please note that these requirements include that the manuscript adhere to the following guidelines:

1. Abstract of 150 words.
2. No more than 25 pages in length including references
3. Double-spaced throughout
4. 1-inch margins on all sides
5. Written in 12 point, Times New Roman
6. Footnotes should be gathered at the end of the paper
7. Utilize the 6^th edition of the American Psychological Association

Questions regarding this call for proposals should be addressed to JCTJustice@gmail.com.

The Women’s Studies Program at The University of Akron invites applications for a full-time, annually renewable, non-tenure track position as College Lecturer starting on August 27, 2012.

The job responsibilities include teaching a 24-hour course load across the 9-month academic year, keeping office hours, assisting students enrolled in assigned courses, maintaining good colleagueship, and making occasional service contributions to the program, college, and university as required. Salary is competitive. Full-time College Lecturers are members of Akron-AAUP’s bargaining unit faculty, are covered by that collective bargaining agreement, and are eligible for promotions as detailed in that agreement.

Required are an earned PhD or equivalent in women’s studies or related discipline in hand at the time of appointment; evidence of strong teaching performance, including course evaluations; and graduate training and/or scholarship in women’s studies and/or disciplinary feminist studies. It is desirable for a candidate to have experience with the teaching of courses cross-listed with women’s studies, as well as with the scholarship of teaching and learning.

UA’s multi-disciplinary Women’s Studies Program offers an undergraduate minor and certificate and a graduate certificate in women’s studies. Housed in the College of Arts and Sciences (A&S), which encompasses the arts, humanities, social sciences, and natural sciences, the affiliated faculty and elective course offerings in women’s studies span these A&S divisions as well as the Schools of Education and Law. Teaching opportunities within the Program include Introduction to Women’s Studies, Feminist Theory, and special topics courses.

The University of Akron is a state-assisted metropolitan university in northeastern Ohio with approximately 29,000 students and offering 300 academic degree programs. UA’s Institute for Teaching and Learning coordinates, promotes, and supports efforts across campus to improve the success of our students both inside and outside the classroom and advances scholarship on teaching and learning processes.

For complete details and to apply please visit:www.uakron.edu/jobs. Job ID# 7303.

Review of applications will begin on June 1, 2012; however, the search will remain open until the position is filled. The University of Akron is committed to a policy of equal employment opportunity and to the principles of affirmative action in accordance with state and federal laws.

Difficult Returns: Curriculum History Disrupted

Special Issue of the Journal for Curriculum Theorizing

Guest Editors: Ann G. Winfield (Roger Williams University) and Petra Munro Hendry (Louisiana State University)

The reconceptualization of curriculum studies has long acknowledged the necessity of historical perspective for the purpose of revealing the ways in which history is, and has been, used to codify socio-political/ideological context. However, we maintain that the reconceptualist move to deconstruct curriculum history has struggled to extricate itself from progressive axioms which are wedded to a teleology of reason, a form of high modernism. Consequently, we must return to the difficult terrain of extricating curriculum history in ways which disrupt it from the normative tenets of modernism. As we return to the project of reconceptualizing curriculum history we utilize a remembrance pedagogy which challenges us to live not in the past but in relation with the past, acknowledging the claim that the past has on the present (Simon, Rosenberg, and Eppert 2000). This return will require new theorizing regarding the normative tropes of modernism and the extent to which linear narratives and positivistic aspirations for a ‘science’ of history have allowed the field of curriculum studies to become increasingly ahistorical. We find this ahistoricism problematic, resulting in a false neutrality which has served to deintellectualize and depoliticize the curriculum field at the same time as it casts historical work as either a form of nostalgia or complicit in the maintenance of the grand narratives.  Our hope for this special issue is to disrupt history and engage in a difficult return to the work of reconceptualizing curriculum history.

The implications of a “new” curriculum history (Baker, 2009) for re-imagining traditional narratives such as, for example, the common school movement as the origin of public education or the concept of public education as critical to democracy, disrupt a historiographical approach that has been focused on transforming the curriculum by constructing a unifying narrative that reflects fundamental or universal pedagogical and social beliefs. Dominant themes like democracy, progress, the common school movement and the relation of school to the history of America have come to function as “real” and taken for granted truths that obscure more complex, complicated and disorderly histories. Any attempt to move away from the “real” of progressive linearity requires a refracted lens that views historical inquiry from multiple disciplinary perspectives and allows for the eradication of linearity and origins as a disciplinary infrastructure and instead provides space for an understanding of the way ideology and memory operate in the minutia of everyday life in the present. Viewed in this way, history becomes a permeable force in the present moment and reveals the mechanisms by which we enact, and are enacted upon by what Foucault termed ‘the redistribution of discursive space.’ In terms of perspective, the present dominance of linearity and progress produces a misdirected gaze; a gaze that needs as fuel an identification of/with monumental events from which we can build our narratives. Curriculum theorizing is in a transitional position that requires resistance to the historically constructed search for grand narratives and origins. We call for curriculum theorists to instead utilize inter/cross disciplinary analytical frameworks to pursue a formulation of historical curricular inquiry that replaces linearity with porosity and acknowledges the simultaneity of past and present.

This special issue seeks to reexamine the relationship between curriculum history and curriculum theory. Based on the belief that history is theoretical, this issue seeks to consider the question of the nature of history/historiography in its various ontological, epistemological, methodological and ideological/discursive manifestations. While the very nature of history-specifically what constitutes time, space, place and subjectivity-is under debate, this issue will also address the practice of history including the ethical, methodological, archaeological, archival, and textual problematics of engaging in and writing history. Lastly, this issue will include pieces that are grounded in historical research, specifically those which engage the reader to reconsider the relationships between curriculum history and theory. Special attention will be given to those pieces which are interdisciplinary, drawing on fields such as anthropology, gender studies, postcolonial studies, queer theory, religion and philosophy, cultural studies, international studies and literary studies.

References:

Baker, B. (Ed.). (2009). New Curriculum History. Rotterdam: Sense Publishers.

Simon, Roger J., Rosenburg, Sharon, & Eppert, Claudia, (Eds) (2000). Between Hope and Despair: Pedagogy and the Remembrance of Historical Trauma. New York: Rowman & Littlefield.

Authors wishing to submit manuscripts in response to this call for proposals must have their work submitted via email to both Petra Munro Hendry <phendry@lsu.edu> and Annie Winfield <awinfield@rwu.edu> no later than June 15, 2012.  All manuscripts will be subject to a double-blind review process. Potential authors will be notified of their acceptance in this issue by Oct 1, 2012, with revisions to be completed by February 1, 2012 and an expected publication date of April, 2013.

Manuscripts should be prepared according to the author’s guidelines 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. Abstract of 150 words.
2. No more than 25 pages in length including references
3. Double-spaced throughout
4. 1-inch margins on all sides
5. Written in 12 point, Times New Roman
6. Footnotes should be gathered at the end of the paper
7. Utilize the 6^th edition of the American Psychological Association

Questions pertaining to this call for proposals should be addressed to Petra Munro Hendry <phendry@lsu.edu> or to Annie Winfield <awinfield@rwu.edu>.