Month: September 2014

Call for Applications: Resident Scholar Fellowships at the School for Advanced Research

Posted on

The School for Advanced Research (SAR) in Santa Fe, NM invites applications for its 2015–16 Resident Scholar Fellowships.

SAR awards fellowships each year to scholars who have completed their research and analysis and who need time to think and write about topics important to the understanding of humankind. Resident scholars may approach their research from anthropology or from related fields such as history, sociology, art, and philosophy.

Competitive proposals have a strong empirical dimension, meaning that they address the facts of human life on the ground. They also situate the proposed research within a specific cultural or historical context and engage a broad scholarly literature. Applicants should make a convincing case for the intellectual significance of their projects and their potential contribution to a range of disciplines in the humanities and social sciences.

SAR provides resident scholars with low-cost housing and office space on campus, a stipend of up to $40,000, library assistance, and other benefits during a nine-month tenure, from September 1 through May 31.

Four types of fellowships are available:

  • Weatherhead Fellowships. Up to two nine-month positions are available for a pre- or postdoctoral scholar who works in the humanities or social sciences.
  • Campbell Fellowship. One six- or nine-month postdoctoral fellowship is available for a female scholar whose research both documents the circumstances of women in the developing world and offers paths to concrete, practical strategies for improving their health, prosperity, and general well-being.
  • Katrin H. Lamon Fellowship. One nine-month fellowship is available for a Native American scholar, either pre- or postdoctoral, who works in the humanities or the social sciences.
  • Anne Ray Fellowship. One nine-month fellowship is available for a Native scholar with a Master’s or PhD in the arts, humanities, or social sciences to work on their own writing or curatorial research project. This may include research and writing for a future exhibition at an arts or cultural institution. In addition, the fellow will provide mentorship to the two Anne Ray interns working at the Indian Arts Research Center and help guide their intellectual development while facilitating their engagement with other scholars on the SAR campus.

Deadline for applications is November 1, 2014.

For more information on resident scholar fellowships and other SAR programs, please visit our website.

Position: Assistant Professor – Adult Education , University of Alberta

Posted on Updated on

Competition No.  – A107524360
Closing Date  – Oct 10, 2014

The Department of Educational Policy Studies, University of Alberta, invites applications for a full time, tenure track appointment in the area of Adult, Community and Higher Education. The appointment will commence January 1, 2015 and will be made at the Assistant Professor level.

The Department of Educational Policy Studies is a multidisciplinary department that excels in graduate and teacher education. Research and scholarship explores educational policies and contemporary practices, particularly their foundations as they pertain to leadership, society, culture, and lifelong learning. The Department enrolls a large number of graduate students in master’s and doctoral programs and fulfills a major commitment to the undergraduate programs of the Faculty of Education. The Department fosters flexible and collaborative programming for graduate studies in four specializations: Adult & Higher Education, Educational Administration and Leadership, Indigenous Peoples Education and Theoretical, Cultural, and International Studies in Education. The effectiveness of the  department is enhanced by collaborative relationships with practitioners, practitioner organizations and community groups outside the university.

The adult, community and higher education specialization provides advanced study for individuals who work with adults in educative roles within a variety of institutional, community, and workplace settings locally, nationally, and internationally.

The candidate must be well grounded in aspects of adult, community and higher education especially focusing his/her scholarship in the study of higher/postsecondary education. The candidate is expected to be active within the larger associations of adult, community and higher education scholars. Applicants may have a focus in one or more of the following areas: policy and governance of higher education/postsecondary contexts, international studies, curriculum and instruction, gender studies, and disability studies (other areas in adult, community and higher education will also be considered).

Responsibilities of appointment would include: teaching graduate and undergraduate students, graduate student advisement and doctoral supervisory committees, department administration and committees, and other duties as negotiated with the Educational Policy Studies Chair. The ability to contribute to one or more of the other areas of specialization in the department will also be considered.

 

more HERE

 

A Dozen Sentences That Should Appear In Your (Academic) Job Application Letter

Posted on

by Professor Philip N. Howard


“When you apply for an academic job, your cover letter helps a hiring committee interpret your curriculum vitae and conveys your excitement about and dedication to your work.

Your mission is to land an academic job. The immediate goal is to use the cover letter to get you on two shortlists—the shortlist of a dozen people who will be invited to submit more writing samples and have references checked, followed by the shortlist of three or four people who will be invited to visit the hiring department.

Cover letters should include 12 pieces of information that hiring committees are seeking:

  1. I would like to be considered for the position of [title copied from job ad] in [exact department name from job ad] at the [exact institution name from job ad]. I am an advanced doctoral candidate in [your department].

    This opening should be short and can certainly vary. The odds are that you will submit for many jobs, be shortlisted for a few, and be offered one or two. In all the cutting and pasting, make sure these letters are correctly addressed to the chair of the search committee or the chair of the department.

  2. My doctoral project is a study of [cocktail party description]. Much of the research on this topic suggests that [characterize the literature as woefully inadequate]. But I [demonstrate, reveal, discover] that contrary to received wisdom, [your punch line].

    This is the key statement about your doctoral project. Demonstrate how you will contribute to an intellectual conversation that is larger than your project– but unable to advance without your findings. The next paragraph should detail your research with one sentence on each chapter in your manuscript.”

find the rest HERE

 

Job Announcement: Educational Leadership #4317

Posted on

About the Position
DEPARTMENT OF EDUCATIONAL LEADERSHIPSocial Justice Research, Evaluation and AssessmentFULL-TIME TENURE-TRACK

OAA Position No. 15-16 EDLD-SOCIALJUST/EVAL/ASSMT-TT

THE UNIVERSITY: California State University, East Bay (CSUEB) is known for award-winning programs, expert instruction, a diverse student body of over 14,000 students, and a choice of more than 100 career-focused fields of study.  The University has campuses in Hayward, Contra Costa County, Online, and in Oakland, California.  Our 600 faculty offer bachelor’s degrees in 42 fields, minors in 62 fields, master’s degrees in 36 fields, and 1 doctoral degree program.  http://www20.csueastbay.edu/

THE DEPARTMENT: The Department of Educational Leadership (DEL) is one of five academic departments within the College of Education and Allied Studies (CEAS). The Department’s mission is to prepare and influence bold, socially responsible leaders who will transform the world of schooling. Our central role is to ignite the leadership capacity needed to create vital, democratic and caring places for powerful teaching and learning. Faculty members apply a social justice lens as they work collaboratively to deliver rigorous and relevant instruction. The department provides a California Teaching Commission (CTC) approved program for those students seeking a Tier I or Tier II Administrative Credential.  The department’s outreach is organized in a one-of-a-kind corridor system that facilitates partnerships with school districts throughout the Bay Area and brings together key stakeholders focusing on pre-K-12 public education.  Additionally, the department offers a Master’s degree (including an on-line option) and the Doctorate in Educational Leadership for Social Justice (ELSJ). The recently established Center for Research, Equity, and Collaborative Engagement (CRECE) reflects DEL’s commitment to advance public education through robust research involving pre-K-12 educators, university faculty, policy makers, and community members.

DUTIES OF THE POSITION:  In direct response to the increasing national focus on research-informed best practices, and the increasing role of assessment and evaluation in policy making the Department of Educational Leadership is seeking a scholar-practitioner with expertise in social sciences qualitative and quantitative research methods, and new assessment and evaluation approaches. Duties include teaching a sequence of research and evaluation courses to a cohort of students in the doctoral program. Courses in the doctoral program include Qualitative and Quantitative Methods, Applied Study of Educational Issues, Applied Research Methods, Evaluation and Assessment, and Dissertation Seminar. Facilitate the development of students’ dissertation proposals. Lead students through the development of the Qualifying II paper and work in conjunction with the program Academic Coordinator to ensure alignment to the Qualifying I examination. Advise and supervise dissertations. May also teach in Tier I Administrative Credential Program and Masters’ Degree Program in Educational Leadership. Teaching assignments at CSU, East Bay include courses at the Hayward, Concord and Online campuses. In addition to teaching, all faculty have advising responsibilities, assist the department with administrative and/or committee work, and are expected to assume college and campus-wide committee responsibilities.

RANK AND SALARY: The faculty position is a full-time academic-year position recruiting at the level of assistant professor, or associate professor with an option of tenure commensurate with role and experience.  Salary is dependent upon educational preparation and experience; subject to budgetary authorization.

DATE OF APPOINTMENT:  Fall Quarter, 2015.

QUALIFICATIONS:  Earned doctorate (Ph.D. or Ed.D.) in educational leadership, or a field directly related to school organization, educational research, policy and leadership. Additionally, candidate must demonstrate a record of scholarly activity in the areas of assessment and evaluation, and/or related research methodological approaches. Documented research agendas should include one or more of the following areas:  participatory action research, critical social science methodologies, ethnographic, narrative inquiry, quantitative, qualitative, or mixed methods.  Transdisciplinary approaches are welcome.  Demonstrated experience and engagement in inquiry and research on issues of social justice and equity. Some experience in doctoral level teaching and service on dissertation committees required.  Demonstrated ability to teach, advise and mentor students from diverse educational and cultural backgrounds or community service that has prepared them to contribute to our commitment to diversity and excellence is required.  Knowledge of instructional strategies to engage adults in constructivist learning and a willingness to guide and develop the next level of educational scholar-practitioners is required. Significant knowledge of successful school reform, and recent urban public school district-level experience preferred; experience in project and program leadership and/or district/school leadership desired. The candidate has demonstrated experiences in working collaboratively and engaging in collaborative decision making with department colleagues. The successful applicant should be qualified in one or more of the eight Doctoral Program goals (see 2013-14 Ed.D. handbook at http://www20.csueastbay.edu/ceas/departments/el/edd). Should have demonstrated experience working with under-served communities and the PK-14 institutions that serve those communities.

https://my.csueastbay.edu/psp/pspdb1/EMPLOYEE/HRMS/c/HRS_HRAM.HRS_CE.GBL

This University is fully committed to the rights of students, staff and faculty with disabilities in accordance with applicable state and federal laws.  For more information about the University’s program supporting the rights of our students with disabilities see: http://www.20csueastbay.edu/af/departments/as/.

APPLICATION DEADLINE:

Position will remain open until filled. Please visit CSUEB Human Resources https://my.csueastbay.edu/psp/pspdb1/EMPLOYEE/HRMS/c/HRS_HRAM.HRS_CE.GBL to complete an application and submit a cover letter, which addresses the qualifications noted in the position announcement, a complete and current CV, three letters from professional references, official academic transcripts, copies of major publications, and other evidence of scholarly activity.

NOTE:  California State University, East Bay hires only individuals lawfully authorized to work in the United States.  All offers of employment are contingent upon presentation of documents demonstrating the appointee’s identity and eligibility to work, in accordance with the provisions of the Immigration Reform and Control Act. If you are considered as a finalist for the position, you may be subject to a background check.

As an Equal Opportunity Employer, CSUEB does not discriminate on the basis of any protected categories: age, ancestry, citizenship, color, disability, gender, immigration status, marital status, national origin, race, religion, sexual orientation, or veteran’s status.  The University is committed to the principles of diversity in employment and to creating a stimulating learning environment for its diverse student body.

Across Latin America, a Struggle for Communal Land and Indigenous Autonomy

Posted on

Sunday, 20 July 2014 00:00By Santiago Navarro F., Renata Bessi and Translated by Miriam Taylor, Truthout | News Analysis

 

Communal Land and Autonomy

Entering into the heart of indigenous communities in the state of Oaxaca, Mexico, land of the Mixtecs and the Zapotecs, is like opening a door to a world of shapes, textures, colors and flavors that contrasts with the Western culture that governs daily life in big cities and westernized families. These indigenous communities are strongly tied to the mountains, to the smell of coffee that mixes with the smell of pines and the fragrance of flowers, to the legends that are woven by looms into clothing. All this takes place in lands that cannot be bought or owned.

If poetry, legends, clothing and food are the ways in which the ancestral culture of the indigenous Oaxacans is materialized and maintained, then “uses and customs” is the living expression of the political system of these communities, which has maintained its legitimacy historically, like any other state system. Of the 570 municipalities in the state of Oaxaca, 418 are governed through the traditional form of political organization of “uses and customs.” Only 152 have adopted a conventional system using political parties, a striking reality that is not just relevant in Mexico but in all of Latin America.

As an example, Bolivia is the country with the largest indigenous population in Latin America; according to the UN, 62 percent of Bolivians are part of an indigenous group. Only 11 local governments, however, are recognized as autonomous, with the right to elect their authorities through their own “uses and customs” system.

Oaxaca, one of Mexico’s 31 states, has the country’s highest level of diversity as well as the largest indigenous population. Of the 3.5 million inhabitants in the state, according to official statistics, more than one-third of the population is of indigenous origin (1,165,186 individuals). However, it wasn’t until 1995 that all the municipalities’ normative systems of “uses and customs” were legally recognized in Oaxaca’s state congress.”

 

read the rest HERE

Bilingual Aboriginal Advisor Position at the Conseil Scolaire Francophone de la Colombie-Britannique

Posted on

Le Conseil scolaire francophone (CSF) recherche une personne dynamique et polyvalente pour combler un poste de conseiller pédagogique pour les services autochtones. Les heures de travail spécifiques seront déterminées par le superviseur, tout en respectant les paramètres de la convention collective.

Le rôle principal du conseiller pédagogique est l’appui aux enseignants du CSF.

https://emploi.csf.bc.ca/node/30329

Versions of Canada 2014

Posted on

The University of Prince Edward Island will host a conference entitled “Versions of Canada,” September 25-28, 2014.  This interdisciplinary conference marks the 150th anniversary of the Charlottetown Conference of 1864, the initial meeting of the Fathers of Confederation.  Dr. Ged Martin and Dr. Joseph Yvon Theriault will provide keynote addresses, and the programme reflects a diverse range of approaches to the question of Canadian identity, past and present.  Registration is now open on the conference website.

Program is here

Registration is here

 

Pacific Islands Studies certificate now offered, City College of San Francisco

Posted on

By Calindra Revier

The Guardsman

 

“This semester marks the beginning of the first certificate program to be offered in Pacific Island Studies, not only at City College but the first in the nation outside the region and states of Hawaii.

Program Coordinator Professor David Ga’oupu Palaita is offering this17-unit program with a choice of an elective.

The program is for all students wishing to study and celebrate the “ocean” culture and participate in something that is first of its kind.

“The key question in our course is the concept of ocean. For islanders the ocean is central. In fact it is the organizing principle of their livelihoods, their lives, their cultures and the community,” Palaita said, reflecting on the ocean inspired curriculum.”

 

read more here