Month: May 2014
Dear Fellow Graduate Students,
“The Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en education, is an open access, non-blind, peer-reviewed journal published by graduate students for the dissemination of works by graduate students at Canadian universities.” (http://www.cjnse-rcjce.ca/ojs2/index.php/cjnse)
We are currently working on publishing papers in our database so that we may release a call for papers for a future journal issue. The journal provides a unique publishing opportunity for new scholars.
The interim team needs English-speaking and French-speaking reviewers and copyeditors (the person who ensures that APA formatting was followed) to help release the next issue as soon as possible. If you are interested, please follow the instructions below:
1. 1. Login or sign-up for free to the journal: http://www.cjnse-rcjce.ca/ojs2/index.php/cjnse
2. 2. In your profile, indicate if you want to be a “Reviewer”. Also, send an email to email@example.com letting the interim team know that you are a new reviewer.
3. 3. If you would like to be a copyeditor, please send an email indicating your interest to: firstname.lastname@example.org
For any further questions, the contact email is: email@example.com
On behalf of the interim editorial team at The Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en education
Julieta Delos Santos
The Canadian Committee of Graduate Students in Education/Le Comité canadien des étudiants diplômés en éducation
PhD – candidate, Faculty of Education
University of Alberta
You might find the following topic interesting:
Spiritual Ecologies and New Cosmologies Convergence
Seeking scholarly and creative submissions including but not limited to papers, panels, dialogues, rituals, liturgies, sermons, pilgrimages, meditations, poetry, films, art, or plays that address the diverse themes of Spiritual Ecologies or New Cosmologies.
Dates Monday September 22 to Thursday September 25, 2014 (We will hold continuous sessions from approximately 4:00pm to 8:00pm each day. A more detailed schedule will be posted once the schedule is filled with your projects!)
Location Liu Institute for Global Issues University of British Columbia, Vancouver
The spiritual dimension of ecological issues, cosmology and even sustainability are increasingly being addressed within and outside of academic venues. Although Western scientific discoveries have shifted our views of the history and structure of the universe, our current problems point to a broad moral failing by Western civilization to account for the earth as a whole.
The fields of Religion and Ecology, Spiritual Ecology and New Cosmology are growing rapidly within academic, faith based and civil society circles as a response to this failing, and because it has been recognized that engaging people of faith is a crucial part of working toward a sustainable future for the planet. The Spiritual Ecologies and New Cosmologies Converge seeks to provide an open space where scholars, students, activists, people of faith, and members of the community can come together to engage these important themes. Because each spiritual tradition brings a different perspective to our place in the cosmos, valuing and caring for the earth, and humanity’s place here, we have used the plural for ecologies and cosmologies.
The Convergence seeks to explore the following questions: 1) What research is being done on issues of spiritual ecologies/new cosmologies among scholars in this region?
2) How are regional communities of faith uniquely engaging questions of ecological sustainability and ideas of spiritual ecology?
3) Similarly, how are communities of faith in this region integrating and responding to the picture contemporary science is presenting of the universe that some are calling the ‘New Cosmology’?
4) With an increase in unaffiliated spiritualities, has a ‘crisis of meaning’ emerged in contemporary society? How might science and religion work together to address this aspect of human well being?
● Better understand and connect what research has been and is being done on spiritual ecology, religion and ecology and cosmology in this region. This could lead to the publication of an edited volume or simply better regional networking.
● Engage Vancouver theology schools in the ongoing conversation about ecological theology and its implications.
● Bring civil society and communities of faith together to share ideas, resources and support.
● The creation of a region wide ‘Interspiritual Ecology Network’ Submissions
Please send an email with SUBMISSION SENC in the subject line and discuss the following:
Title and an up to 200 word description of the presentation/project, the issue/question it addresses and what will be needed to present
“Dialogue on Indigenous Sustainability Implications for our Future”
When: October 6th and 7th, 2014
Where: Tempe Mission Palms Hotel and Conference Center
A common sentiment by tribal nations is that their historic survival is grounded in “sustainability” practices which have largely been overlooked because of their basis in oral and cultural traditions, rather than in scientific text that characterizes the academy.
The College of Education, in cooperation with the Gwenna Moss Centre for Teaching Effectiveness, invite all faculty and instructional staff to submit paper or poster proposals to “wahkohtowin: Indigenizing Practice: Linking Kindred Spirits,” a conference taking place from September 18-20, 2014 at the University of Saskatchewan in Saskatoon. Paper and poster proposals will be accepted until June 15, 2014. Please use the on-line submission at http://www.usask.ca/wahkohtowin2014/call_for_proposals.php
Registration is being set up on line and will be available soon.
The conference theme and sub themes are as follows:
Bringing together “kindred spirits” to unpack decolonization and kindle Indigenization processes and methods to transform educational practices.
· Indigenous theory, theorizing and applications to disciplinary knowledges
· Decolonizing and anti-oppressive practices, content, and curriculum for all students
· Storytelling, Indigenous knowledge protocols and working with Elders, knowledge keepers and its significance to Treaty and Indigenous Sovereignty
· Examining land, language and culture with land-based knowledge
· Bringing Indigenous knowledge into the classroom through animating indigenous content, humour, practice, and courses in post-secondary teaching
· Ethics, Research, and Protocols and Research Ethics in Indigenizing Practice
· Indigenous methodologies in research practices
· Aboriginal Teacher Education Programs (ATEPs)
· Shifting identities in classrooms by employing Indigenous content, knowledges, worldviews, and practices
· Use of technology in an Indigenized classroom and post-secondary environment
Confronting Racism in Higher Education
Problems and Possibilities for Fighting Ignorance, Bigotry and Isolation
Jeffrey S. Brooks, University of Idaho
Noelle Witherspoon-Arnold, University of Missouri-Columbia
Racism and ignorance churn on college campuses as surely as they do in society at large. Over the past fifteen years there have been many discussions regarding racism and higher education. Some of these focus on formal policies and dynamics such as Affirmative Action or The Dream Act, while many more discussions are happening in classrooms, dorm rooms and in campus communities. Of course, corollary to these conversations, some of which are generative and some of which are degenerative, is a deafening silence around how individuals and institutions can actually understand, engage and change issues related to racism in higher education. This lack of dialogue and action speaks volumes about individuals and organizations, and suggests a complicit acceptance, tolerance or even support for institutional and individual racism. There is much work to be done if we are to improve the situation around race and race relation in institutions of higher education.
There is still much work to be done in unpacking and addressing the educational realities of those who are economically, socially, and politically underserved and oppressed by implicit and overt racism. These realities manifest in ways such as lack of access to and within higher education, in equitable outcomes and in a disparity of the quality of education as a student matriculates through the system. While there are occasional diversity and inclusion efforts made in higher education, institutions still largely address them as quotas, and not as paradigmatic changes. This focus on “counting toward equity rather” than “creating a culture of equity” is basically a form of white privilege that allows administrators and policymakers to show incremental “progress” and avoid more substantive action toward real equity that changes the culture(s) of institutions with longstanding racial histories that marginalize some and privilege others.
Issues in higher education are still raced from white perspectives and suffer from a view that race and racism occur in a vacuum. Some literature suggests that racism begins very early in the student experience and continues all the way to college (Berlak & Moyenda). This mis-education, mislabeling and mistreatment based on race often develops as early as five to ten years old and “follows” them to postgraduate education and beyond.
|We have been publishing a lot of interesting material in the last couple months, and to thank all of our readers for their continued support we are providing open access to these 10 articles!Physiotherapy Canada: “Physiotherapy beyond Our Borders: Investigating Ideal Competencies for Canadian Physiotherapists Working in Resource-Poor Countries” by Christina Cassady, Rehana Meru, Nga Man Carmen Chan, Julie Engelhardt, Michelle Fraser, and Stephanie Nixon – http://bit.ly/1gI6prw
Canadian Historical Review: “John Labatt Blows In and Out of the Windy City: A Case Study in Entrepreneurship and Business Failure, 1889–1896” by Matthew Bellamy – http://bit.ly/1bVrt9J
Canadian Theatre Review: “After Kandahar: Canadian Theatre’s Engagement with the War in Afghanistan” by Matt Jones – http://bit.ly/1gqJq4I
Canadian Modern Language Review: “Investigating What Second Language Learners Do and Monitor under Careful Online Planning Conditions” by Mohammad Javad Ahmadian and Mansoor Tavakoli – http://bit.ly/1dWUmCg
Eighteenth Century Fiction – “Ideal Friendship and the Paradoxes of Narration in Sarah Fielding’s David Simple” by Bryan Mangano – http://bit.ly/NUk9Gh
Physiotherapy Canada: “Clinician’s Commentary on Fleet et al.” by Kara K. Patterson – http://bit.ly/1pyNTcx
Canadian Journal of Human Sexuality: “The impact of daily sexual desire and daily sexual desire discrepancy on the quality of the sexual experience in couples” by Kristen P. Mark – http://bit.ly/QLTvQV
Journal of Religion and Popular Culture: “Christmas in the 1960s: A Charlie Brown Christmas, Religion, and the Conventions of the Television Genre” by Stephen J. Lind – http://bit.ly/1nu4WKF
We hope you continue reading and enjoying our journal articles, just as much as we enjoy publishing them!
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