Month: April 2014

CFP: Reworking Freedom: Graduate Student Workshop on Re-Centering the Enslaved in Histories of the Americas

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Call for Papers

Scholars have long acknowledged the centrality of slavery to the formation of modernity in the Americas. However, while the slave trade, plantation complexes, and regimes of labor have been a central focus of the scholarship, enslaved people themselves have been a more marginal presence. This day-long Graduate Student Workshop seeks to center the enslaved as historical actors and thinkers critical to the making of their own history, and to use this re-centering as the basis for re-conceptualizing critical paradigms of the field.

Additionally, the workshop hopes to critically interrogate the relationship between the study of slavery and the enslaved and our present moment, with attention to what ethical obligations our scholarship may place on us to engage in the public sphere.

We welcome proposals from a variety of disciplines. Papers are invited that discuss themes as diverse as, though not limited to, maroons, rebels, and runaways; botanical, medical, and scientific knowledge of the enslaved; relationships between enslaved Africans and indigenous Americans, indentured Indian, Chinese, and European migrants; religious practices of the enslaved; the enslaved and abolitionism; the enslaved and revolutions in the Americas. Participants are welcome to propose traditional papers, but we are especially interested in presentations that break with traditional forms, including interdisciplinary and collaborative projects and projects that emphasize community engaged research.

The workshop will be held in mid-to-late October 2014 at Columbia University.

Please send an abstract and short bio to by May 16, 2014. Abstracts and bios must be limited to 250 words each. We will notify acceptances by early June.

Accepted participants should submit a final version of their papers by mid-September 2014.

If there are any questions, please contact the organizers


CFP: Decolonization: Indigeneity, Education & Society

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Call for Papers:

Theme: Open-themed
Type: Issue
Institution: Decolonization: Indigeneity, Education & Society
Deadline for submission: April 25th, 2014.

Decolonization: Indigeneity, Education & Society is calling for submissions for an open-themed issue, to be published in Fall 2014. We are calling for all submissions that fit our general goals and guidelines. We privilege submissions that explicitly center decolonization, Indigeneity, educational practices, as well as engaging in scholarship that furthers discussions around decolonial possibilities.

As always, we are interested in papers that engage issues from the intersection of theory and practice, and privilege those submissions that challenge dominant definitions of valid knowledge, methodology, and scholarship.

Below are possible themes for submissions; they are not exhaustive and we encourage submissions that approach decolonization from other entry points. Decolonization prides itself on its undisciplinary focus and encourages submissions from all fields, disciplines, and global contexts.

  • Gender, sexuality and decolonization
  • Indigenous knowledges, decolonization and globalization
  • The role of education in decolonization
  • Intersections of racism and colonialism
  • Decolonial revolutionary imagination
  • Indigenous futurity
  • Social movements, collective action and decolonization
  • Land, territory and governance
  • Spirituality, spiritual resistance and the metaphysical

Articles, in order to be considered for the Fall 2014 issue, must be submitted at no later than April 25th, 2014.

Articles should follow our journal style guidelines, which can be found here. Scholarly articles are subject to a double-blind peer review and details can be found here. We also encourage other non peer-reviewed submissions, such as poetry, visual art, interviews, short written pieces, and book reviews that fall under our thematic and political scope.

If you have any further questions, please don’t hesitate to contact us at


CFP: Sovereignties and Colonialisms: Surviving Racism, Extraction and Dispossession

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Sovereignties and Colonialisms: Surviving Racism, Extraction and Dispossession

April 30 – May 3, 2015
York University, Toronto

In December 2012, four women sparked the most recent movement to honour Indigenous sovereignty and protect the environment. They named the exploitation of Indigenous land and resources as the source of state and corporate wealth, and referred to the “interconnections of race, gender, sexuality, class and other identity constructions in ongoing oppression” of Indigenous people.

The third conference of the Critical Ethnic Studies Association aims to continue the critique of toxic industries and “industrial complexes” (academic, nonprofit, prison, psychiatric, medical, arts, etc.) by shedding light on exploitation and expropriation, and by examining the institutions, methods and molds that comprise globalized imperialist capitalism, including anti-oppression movements themselves. This call is premised on the need for Indigenous decolonization, and invites a focus on a range of struggles within this context, including food, water and seed sovereignty, struggles between postcolonial state sovereignties and imperialist sovereignties, liberation of racialized groups and other non-state nations, and the implications of economies of race, gender, sexuality and disability in all of these.

Acknowledging the forerunning work of Indigenous feminists, migrant feminists and feminists of color, we would like to open up space for further interconnections at the heart of critical ethnic studies, including disabled Indigenous and people of colour perspectives, and two-spirit and trans/queer of color perspectives. We are interested in facilitating abolitionist and decolonizing conversations on various industrial formations, including the academic industrial complex, in the face of permanent precarity, extraction and exploitation, unequal divisions of labor, risks and benefits of critique, and the uneven institutionalization of liberation movements through programs around gender, sexuality, disability, environmentalism, multiculturalism and Indigeneity. We aim to provide a space where resistance and oppression can be thought transnationally (including outside the US and in the global south), in ways that attend to the travels and cross-fertilizations of racist and colonial methods in various geopolitical contexts and regimes, such as settler-colonialism, occupation and apartheid; race and coloniality in the global south; globalized travels of anti-blackness; colonialism and development; and confinement, border fortification and global wars on terror.
Please use our “Contact Us” button on our homepage for conference related questions.


About CESA

The Critical Ethnic Studies Association (CESA) aims to develop an approach to scholarship, institution building, and activism animated by the spirit of the decolonial, antiracist, and other global liberationist movements that enabled the creation of Ethnic Studies, and which continues to inform its political and intellectual projects. We seek to move away from current critical deadlocks, to counteract institutional marginalization, to revisit the political ideas that precipitated ethnic studies’ founding moment within the US academy, and to create new conversations.
Our Vision:
Ethnic studies scholarship has laid the foundation for analyzing how racism, settler colonialism, immigration, imperialism, and slavery interact in the creation and maintenance of systems of domination, dispossession, criminalization, expropriation, exploitation, and violence that are predicated upon hierarchies of racialized, gendered, sexualized, economized, and nationalized social existence in the United States and beyond. Our vision of Critical Ethnic Studies highlights how systematized oppression is coterminous with the multitude of practices that resist these systems.

“A Slow Genocide of the People”: Uranium Mining Leaves Toxic Nuclear Legacy on Indigenous Land

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The iconic Grand Canyon is the site of a battle over toxic uranium mining. Last year, a company called Energy Fuels Resources was given federal approval to reopen a mine six miles from the Grand Canyon’s popular South Rim entrance. A coalition of Native and environmental groups have protested the decision, saying uranium mining could strain scarce water sources and pose serious health effects. Diné (Navajo) tribal lands are littered with abandoned uranium mines. From 1944 to 1986, 3.9 million tons of uranium ore were chiseled and blasted from the mountains and plains of the region. More than 1,000 mines have closed, but the mining companies never properly disposed of their radioactive waste piles, leading to a spike in cancer rates and other health ailments. Broadcasting from Flagstaff, Arizona, we speak with Taylor McKinnon, director of energy with Grand Canyon Trust, and Klee Benally, a Diné (Navajo) activist and musician. “It’s really a slow genocide of the people, not just indigenous people of this region, but it’s estimated that there are over 10 million people who are residing within 50 miles of abandoned uranium mines,” Benally says. Benally also describes the struggle to preserve the San Francisco Peaks, an area considered sacred by 13 Native tribes, where the Snowbowl ski resort is using treated sewage water to make snow.



read more here

White Washing American Education: The New Culture Wars in Ethnic Studies

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Editors:Tracy Lachica Buenavista, Ph.D., California State University, Northridge; James R. Marin, Ed.D., Green Dot Public Schools; Anthony J. Ratcliff, Ph.D., California State University, Northridge &

Denise M. Sandoval, Ph.D., California State University, Northridge



Themes and Goals

The goal of this two-volume series is to examine the current state of Ethnic Studies in both K-12 and higher education, particularly the contemporary controversies that have impacted the field.  Volume 1 will focus on Ethnic Studies in K-12 education and Volume 2, on Ethnic Studies in U.S. colleges and universities. The editors seek to include a combination of research-based papers, scholarly essays, personal narratives and other cultural texts, such as art and poetry. We are looking for contributions from scholars, practitioners, activists, and artists in the fields of Ethnic Studies (African American/Black Studies, Chicano/Latino Studies, Asian American Studies, Pacific Islander Studies, Indigenous/ Native American Studies, and Critical Mixed Race Studies), History, Comparative Literature, Cultural Studies, Political Science, Sociology, Anthropology, Art, English, Communications, among others.


We encourage submissions that seek to address any one of the following goals:

·      Understand the history and current state of Ethnic Studies in American educational systems from the 1960s to the present

·      Critically engage readers on how the contemporary Culture War debates impact Ethnic Studies programs in the United States

·      Examine the role of race/ethnicity, class, gender, and sexuality and how they influence the American educational systems and American cultural norms

·      Explore case studies of attacks on Ethnic Studies

·      Demonstrate the relevance of Ethnic Studies within K-12 and higher education

·      Contextualize the history of Ethnic Studies as a discipline within higher education

·      Highlight successful Ethnic Studies programs in public, charter, and independent K-12 schools

·      Research Ethnic Studies within larger community-based organizations and collaborations

·      Document the proliferation of Ethnic Studies research and professional organizations

·      Analyze particular challenges and struggles of Ethnic Studies scholars and practitioners

·      Share Personal Narratives regarding the impact of Ethnic Studies on students, educators, and community members

·      Give readers tools to advocate for Ethnic Studies programs in their communities

These various topics will provide a context for readers to understand the history of Ethnic Studies in the U.S., the challenges and barriers Ethnic Studies scholars and practitioners currently experience, and strategies to advocate for the growth and development of Ethnic Studies within formal and community-based spaces.


Submission Procedure

We welcome abstracts (250 words) on or before June 1, 2014. Abstracts should include an overview of the chapter, which presents a clear relationship to a theme or themes addressed in the call. Please email all queries to


Instructions for Authors

Research and Scholarly Papers

1.     Manuscripts should be original, unpublished, and not under review by any journal or publisher.

2.      Manuscripts should be between 6,000-12,000 words, excluding references.

3.    References and endnote citations should be prepared according to the publisher’s style guidelines (see below).

4.      All manuscripts should also include a short author biography (40 words max).


Cultural Texts

1.     Personal narratives, short stories, poetry, and other text manuscripts should be original, unpublished, and not under review by any journal or publisher. Manuscripts should be 1,000 – 1,250 words.

2.     All cultural text submissions should include a description regarding how the text reflects the themes of the book, as well a short biography of the author/ artist (40 words max).


Important Dates

June 1, 2014              Abstract Submission Deadline

June 15, 2014             Notification of Acceptance

August 31, 2014         Full Chapter Submission

December 15, 2014    Editors Feedback

March 1, 2015            Revised Chapter Submission

Denise M. Sandoval, Ph.D.
Department of Chicana/o Studies
California State University, Northridge
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Canadian Museum for Human Rights, Researcher / Curator – Indigenous Content

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The Canadian Museum for Human Rights (CMHR), currently under construction in Winnipeg, Manitoba, is one of Canada’s newest national museum and the first to be built outside of the National Capital Region.  An “idea museum” with a strong focus on empowering people to change thought and action to create a world in which everyone is respected and valued, is seeking talented individuals who share their passion and commitment to join their team. Help build a world class museum that will enhance the public’s understanding of human rights, promote respect for others and encourage reflection and dialogue.


Reporting to the Director, Research and Curation, the incumbent acts as the Museum’s chief source of knowledge on Indigenous content. An experienced scholar and museum professional, she/he plays a fundamental and pivotal role within and beyond the museum, informing and influencing a wide variety of audiences. She/he initiates, plans and undertakes major research projects involving primary research, including oral history research, and secondary research; and communicates the results of this research to a broad array of audiences through various media, including scholarly and popular publications. She/he curates and contributes to the development of additional exhibitions as required; plays a major role in the development of archival, photographic and material history collections; provides support to public and school programs; and performs related other duties as reasonably assigned.

1.  Curates and contributes to exhibits

  • Proposes and curates exhibitions on human rights issues from a variety of disciplines on topics of interest to the CMHR (in–house, web-based, and/or in cooperation with other cultural institutions or human rights organizations);
  • Determines the scope and parameters of the information required for content development of exhibits (in-house, external, and virtual)
  • In keeping with best practices in ethical human rights research, consults with individuals and communities whose stories will be shared in exhibit products
  • Works with other internal departments to develop exhibition plans, budgets and schedules

2.  Contributes to the building of the CMHR’s international reputation by planning and conducting in-depth research and communicating results to appropriate audiences:

  • Plans and conducts in-depth research on human rights issues using various methods and sources;
  • Critically analyzes and synthesizes research findings for scholarly and popular  publications in print format or in a variety of other media;
  • Responsible for ensuring a high degree of scholarly rigor and integrity;
  • Presents research results at professional meetings, conferences and other gatherings of groups with special interest in the subject.

3.  Contributes to the development of Museum collections

  • Undertakes research and fieldwork to develop CMHR collections relating to human rights issues and the lived experience of human rights;
  • Plans and conducts oral history interviews and practices other methods of researching and documenting lived experiences;
  • Engages in the acquisition of artefacts, photographs and archival material related to their area of expertise in accordance with established procedures including documentation, and presentation of acquisitions proposals to the appropriate  CMHR committee(s);
  • Negotiates/liaises as required regarding collections acquisitions with donors or vendors;
  • Provides advice as appropriate on proposed acquisitions;
  • Undertakes research as appropriate to further document and increase knowledge of  existing CMHR and other collections related to the field of human rights=

 4.  Informs and influences a wide variety of audiences about human rights issues

  • Represents the Museum in a variety of contexts (popular and scholarly)
  • Provides expert advice to the CMHR executive and other CMHR departments on the subject of human rights, including risk assessment and issues management
  • Determines the scope and parameters of the information required for content development of programming
  • Engages in human rights outreach activities

5.  Provides professional leadership in the field of human rights

  • Builds and maintains research partnerships
  • Maintains contacts and leadership in professional and scholarly associations;
  • Provides services to the academic and museum professions through activities including providing peer reviews for scholarly publications, promotions or grant applications, participation on thesis or dissertation committees, graduate student supervision, teaching  university courses, etc.

6.  Performs other related duties

  • Undertakes special projects as reasonable and requested;
  • Provides general supervision for students, contractors, volunteers, and fellows engaged in professional activities at the CMHR.
  • Prepares grant applications to support curatorial activities as appropriate

Education, Knowledge & Experience

Skills and Knowledge – Required

  • Minimum of a Master’s degree in their area of expertise, or equivalent experience in fields relevant to human rights and Indigenous rights
  • Demonstrated in-depth knowledge of human rights issues, Indigenous history, and Indigenous concepts of rights and responsibilities
  • Knowledge of scholarly research methodologies, Indigenous research methodologies, and critical perspectives in a variety of related disciplines
  • 3 – 5 years’ experience in conducting in-depth research on Indigenous rights-related topics
  • Experience in writing for scholarly publications, and in communicating research findings on human rights topics
  • Experience in curation (including research, exhibitions, and collections development), preferably in a museum setting
  • Ability to present information from multiple sources through popular writing, lectures and exhibitions suitable to a broad public audience
  • Ability to engage in dialogue with people of varying viewpoints and to exercise tact and diplomacy in working on projects of a difficult, specialized or highly sensitive nature

Skills and Knowledge – Desired

  • PhD in a field relevant to Indigenous rights and history
  • The ability to communicate in both official languages, oral and written, and/or in an Aboriginal language is a significant asset
  • Post-secondary education in Museum Studies
  • Experience contributing subject matter expertise, e.g., on committees, panels, or editorial boards; by reviewing papers and grant applications; by teaching at the university level and/or supervising students


  • Integrity and Rigor – focused on producing a high quality and credible outcome
  • Critical thinking and strong analytical skills
  • Ability to manage multiple projects or priorities at one time; strong organization skills
  • Extremely high attention to detail
  • Ability to work both independently and in a team environment
  • Excellent interpersonal skills

Working Conditions & Physical Demands

  • Ability to work in an office environment, involving the reading of lengthy documents and long periods at a desk and/or computer.
  • Ability to travel


Contact: Application Procedure

Interested applicants should submit a letter of interest and a current resume through the museum’s Career page at The closing date is November 15, 2013.

The CMHR encourages diversity in all aspects of its operations. If you are a person with a disability and require accommodation in order to successfully submit an application, please contact us to make your accommodation request.

All applicants will receive a confirmation of the receipt of their application. We thank all applicants for their interest, however, only those selected for an interview will be contacted.Website: Category:NoneSecondary Categories:NonePosting Date:11/02/2013Closing Date11/15/2014

CfP :Thinking Outside the Box Lacrosse in Historical and Contemporary Perspective

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Title: Call for Papers: Thinking Outside the Box Lacrosse in Historical and Contemporary Perspective

Location: Nova Scotia

Date: 2014-02-15

Description: Submissions are invited for an international conference to discuss issues related to the game of lacrosse, its historical evolution and its place in contemporary culture. We are interested in papers that include lacrosse as a critical point in indigenous worldview and culture (both past and present) …




NAIS Journal Call for Editorial Board Applications‏

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Applicants Sought for Editorial Board of the academic journal, Native American and Indigenous Studies

Deadline: May 1, 2014 or until Board is named

NAIS seeks applicants for editorial board members.  The term of service is four years.  More information about the journal may be found at

Scope of NAISNAIS is a blind/peer reviewed scholarly journal published two times a year by the University of Minnesota Press.

Qualification and requirements of candidates: Key qualities sought for the position of editorial board members: an established record of scholarship in Native and Indigenous studies, including strong awareness of the worldwide scope of Indigenous studies; commitment to actively serving in an advisory capacity to the editors and to furthering their vision of the Journal and fulfilling its mandate; and willingness to take up various duties appropriate to the role of editorial board, including (at the editor’s discretion) the assessment of manuscripts. Candidates must be members in good standing of NAISA, and maintain their membership for the duration of the appointment.

The applications packet should include:

·        Cover letter providing information about the applicant’s qualifications.

·        Curriculum vita.

All application packets (in PDF format) should be sent to: