Calls for Paper/Proposal

Call for Papers: Community, Psychology, and Indigenous Peoples- Due March 30, 2018

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CALL FOR PAPERS

Community, Psychology, and Indigenous Peoples

A special issue of the American Journal of Community Psychology

Guest Editors:

Nathaniel Mohatt and Pauline Guerin

Substantial conceptual knowledge and theoretical background has been laid for our understanding of indigenous psychologies, that is, distinctive facets of mind and mentality among Indigenous populations that persist despite centuries of contact and colonization. For this special issue, we invite papers that explore community engagement with Indigenous people, emancipatory projects in Indigenous communities, or participatory psychology research in Indigenous communities. This includes how the values of community psychology and related fields are embedded and integrated with indigenous ways of knowing, as well as explorations of contested spaces between community science and Indigenous Psychology. This special issue will highlight how both Indigenous and non-indigenous community scientists and educators navigate the discipline-dominated structures to incorporate indigeneity in various forms. We seek papers that contribute new insights to how the practice of community psychology and related fields of action and inquiry contribute to the social justice and emancipation of indigenous peoples. Through this special issue we expect to bring to light innovations in community science stemming from collaborative inquiry with indigenous communities, as well as clarify the ways in which community action and inquiry are relevant to Indigenous peoples.

We are seeking papers related to the following topics:

  • Articles that elucidate how people are navigating the intersections of indigenous psychology with research, practice, and teaching through “project-based” examples.
  • Examples of engagement with indigenous communities and partners to conduct research, teaching, or practice to advance a social justice agenda relevant for Indigenous peoples or incorporates Indigenous knowledges.
  • Articles addressing the conflicts that arise or ethical issues relevant to collaborating with Indigenous communities when conducting research, practice, or teaching.

Submission process: Authors should submit proposals by email to the Guest Editors of the Special Issue no later than March 30, 2018. Guest Editors will review the proposals and invite authors by June 1, 2018 to submit a full manuscript, subject to peer review and consistent with AJCP guidelines for reviewers. All submissions should be in English and proposals should state the type of article proposed as described in the AJCP Instructions for Authors available on the online submission portal (www.edmgr.com/ajcp). Types of articles may include: original articles (theory or research), mixed methods research, first person accounts, advancing science, or empirical reviews. The deadline for submission of full manuscripts is November 1, 2018. Initial acceptance and Online First publication is anticipated as early as Spring 2019.

Send proposal submissions or inquiries to the Guest Editors: Nathaniel Mohatt: nathaniel.mohatt@ucdenver.edu; and Pauline Guerin: Pbg12@psu.edu

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Call for Papers: Investigating Our Practices (Vancouver, BC)- Due March 2, 2018

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21st Annual IOP Conference | May 5, 2018
Leading Our Own Learning
UBC Vancouver | Faculty of Education
 
_____________________________________________________
 
Teaching is demanding and complex work, made more difficult if we try to do it in isolation, or without sharing and exploring our understandings together. In order to better understand and improve our teaching practice, many of us engage in classroom-, program-, or institution-based investigations focusing on the what, the how, and the why of our practice.
 
On Saturday, May 5, 2018, UBC hosts the 21st Annual IOP Conference, where practicing education professionals and students come together to share their questions, investigations, and understandings about their practice.
 
The conference stresses dialogue among participants. Presentations are intended to provoke and inform discussion. These exchanges typically fall within the following areas of inquiry:
 
·      the preparation of practitioners
·      the ongoing education of practitioners
·      the focus on classroom practice
·      the context of practice (e.g. social, political, and cultural analysis of practice)
·      researching practice (e.g. teacher inquiry/action) 
 
The theme this year is Leading our own Learning and the sub-themes are listed below:
·       Assessment and reporting practices
·       Practicing teacher research
·       New curriculum practices
·       Inquiry as a method of teaching
·       Inclusive education practices
·       Including Indigenous education practices
·       Mentoring practices
·       Social and emotional learning
·       Mental Health
 
 
The online Call for Proposals is now open, and closes on Friday, March 2, 2018. Proposals are invited in three formats:
 
·      Submit a proposal for an individual or group session. We want challenging, relevant, interactive presentations that showcase how you have been investigating some dimension of the teaching practice. Session time should be divided equally between provoking discussion by providing access to your understandings, and providing opportunity for others to discuss your conclusions.
·      Host a roundtable discussion. You have a critical question you would like to discuss with other practitioners and you are willing to initiate and moderate a conversation, perhaps based on your own experience or research.
·      Prepare a poster session. The poster format is ideal for the visual presentation of research results, a program of research, or research activities of a group.
 
 
Need Assistance?
Please let us know
pdce.educ@ubc.ca | 604.822.2013
 

Call for book chapters- On Indian Ground: A Return to Indigenous Knowledge-Generating Hope, Leadership and Sovereignty through Education (Due February 28, 2018)

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On Indian Ground is part part of a book series. This series is devoted to the recent developments, research, and practice of American Indian/Alaska Native/Native Hawaiian education. It sees to illustrate recent methods, procedures, and applications designed for educators who work with American Indian/Alaska Native/Native Hawaiian students and seeks to highlight tribal specific interventions by sharing best practices. We especially welcome chapters that combine successful practice with research.

Objective:  An easy reading volume that focuses on a specific geographic region and the tribes residing within that region to be used by practitioners and researchers who work with Indian people.


Chapter topics may include: History, Policy/Politics/Law, Tribal Departments of Education, Early Childhood, K-12 Best Practices, Language Revitalization, Post-Secondary, Exceptional Education, Curriculum Assessment, Counseling, Technology, Funding/Finance, Parents & Community Efforts, Research & Evaluation, and other topics.
 
Authors are invited to submit a 1-2 page chapter proposal for one of the topics listed above. We are looking for chapters not-to-extend 5,000 words in length.

Please note we will use APA stylesheet with double spacing.  It is helpful if you would name your electronic files as follows:


YOURLASTNAME.Chapter#.Title


Example:  Warner.Chapter15.CaliforniaUrbanIndianEducation
 
For more information about the book series, please visit:
 
Extended Deadline is February 28, 2018

Call for Papers- Land and Knowledge: Indigeneity, Survivance, and Healing: Due January 15, 2018

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2018 CRSEA Theme and Call for Papers

Deadline Jan. 15, 2018

To submit and for more information visit crsea.org

Land and Knowledge: Indigeneity, Suvivance, and Healing

May 30- June 1, 2018

University of New Mexico

Building on the theme of indigeneity, survivance and healing we invite researchers, activists, educators, practitioners, community members and youth to situate their work within the historical and current sociopolitical realities of colonization being endemic in society and its connections to anti-indigeneity, anti-blackness, anti-brownness, anti-immigration, antiLGTBQ and anti-dis/ability rhetoric; discourses deeply rooted in the social fabric of the U.S. We encourage papers and creative works that provide analyses anchored in a critical examination of place, land, race and racialization. We invite qualitative and quantitative empirical research presentations, performances, and conceptual papers that aim to help explain how education works to disrupt and/or maintain various types of oppression including, but not limited to, racialization, patriarchy, heteronormativity, ableism, islamophobia, linguicism, capitalism, nationalism, and other forms of systematic oppression rampant in society. We also encourage papers/creative works that engage key CRT and TribalCrit concepts highlighted in conceptions of race/racialization and space, and how notions of colonization, imperialism, sovereignty, assimilation, and the desire for material gain intersect in various spaces where survivance and healing can occur.

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Call for Proposals- Canadian Symposium on Indigenous Teacher Education “Bridging Two Worlds”: Due February 2, 2018

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Please see attached call for proposals for the forthcoming Canadian Symposium on Indigenous Teacher Education from 30 April to 2 May 2018 at Nipissing University. Questions and requests for information may be directed to csite2018@nipissingu.ca

CSITE 2018 Call for Proposals1

Call for Proposals: International Globalization, Diversity, and Education Conference (Spokane, WA, USA), Due December 4, 2017

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This conference is one that our program (Cultural Studies & Social Thought in Education at Washington State University) puts on and it is very friendly to graduate students. Call for proposals are due Dec 4, 2017 and the conference will be held on February 22-23, 2018 at Northern Quest Resort in Airway Heights, WA (Spokane, WA). It will also feature Dr. Michael J. Dumas as our keynote! See the link and description below or attached flyer for more details.
 
Best regards,
Jeremiah
jeremiah.sataraka@wsu.edu
14th Annual International Globalization, Diversity, and Education Conference
 
The conference theme, Power and Cultural Politics in Antiracist and Decolonial Education and Educational Research: Intersectionality, Resistance, and Survival, invites proposals for paper presentations, workshops, and posters that share research that interrogates the cultural politics of education and engages scholarship that critically examines the relationships between knowledge, power, and experience in education for greater equity and justice. What is the role of education and of educational research in a public culture of dissent? How can oppositional pedagogies, or “pedagogies of dissent” (Mohanty, 2003) operate in the context of cultural politics? What does it look like in K-12 education and higher education? Presentations that interrogate the cultural politics of education and engage in questions of knowledge, power, and experience in education for greater equity and justice are especially welcomed.

Call for Papers: Pedagogies of Resistance (Canadian Journal for New Scholars in Education), Due January 8th 2018

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Call for Papers: Pedagogies of Resistance
The Canadian Journal for New Scholars in Education (CJNSE) supports educational researchers and educators who are committed to anti-oppressive work, which criticizes the ways power is used and abused against those who are minoritized. As such, our Spring 2018 issue will focus on “Pedagogies of Resistance.”

In this issue, we wish to build on the ways educationalists can examine diverse educational spaces in such a way that encourages dialogue and action in an effort to do and be better. It is only through engaging in this work that we, as critical scholars of education, can strive for social and educational spaces where people of all ages and backgrounds feel valued, respected, and safe.

Pedagogies of Resistance invites submissions from graduate students, post-doctoral researchers, faculty, and community educators.

Manuscripts must be formatted according to the APA Manual (6th edition) and include a covering letter. Persons interested in submitting should review the guidelines on the CJNSE website. Manuscripts must be submitted through the online portal by January 8th, 2018 23:59 PST.

CJNSE Call for Papers:

https://journalhosting.ucalgary.ca/index.php/cjnse/announcement/view/225

Call for Associate and Senior Copyeditors (due January 3rd 2018):

https://docs.google.com/document/d/1WXdJopxCZC1mFZUz1ddPtURdrVcZLlocx3hrZ5N9mqA/edit

Call for Associate Editor (due December 22nd 2017):

https://docs.google.com/document/d/1nB66Jf2k4RXMCT-5MzVngJwRt3SoNcvUo8zM5Cw5EW4/edit

Article Reviewers (ongoing): As a non-masked peer-reviewed journal (one where the reviewer(s) and the author(s) are provided each others’ names) we require graduate students (as well as post-docs and faculty) who are willing to review articles that have been submitted to the journal for publication. Reviewers are selected based on the interests they submit when they register for the CJNSE website.

Typically, reviewers may be asked to review one article per year, but this depends on whether or not your research interests align with what has been submitted; you may also decline to participate if your schedule does not allow you the time to volunteer. A review consists of reading a submission and providing feedback based on the review form. This will take 1-2.5 hours of your time, roughly.

Review Mentors (ongoing): Review mentors are often (but not always) PhD candidates who have some experience with the academic publishing process. Their role is to help the author(s) whose pieces have been accepted to take the feedback from the reviewers and make the article publishable. This may include helping the author(s) with editing and copyediting, suggesting additional sources, constructive criticism, and encouragement. The Review Mentor for an article will be further mentored by a Senior Review Editor.

This time commitment is in the range of 4-5 hours per article. Again, you will only be asked to be a Review Mentor if your research interests align with what has been submitted for a particular issue, and typically you will only be asked to volunteer once per academic year. In order to be selected as a potential Review Mentor, interested individuals must register for the CJNSE website and indicate their academic research interests.