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.
Call for Proposals- Canadian Symposium on Indigenous Teacher Education “Bridging Two Worlds”: Due February 2, 2018
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 email@example.com
Call for Proposals: International Globalization, Diversity, and Education Conference (Spokane, WA, USA), Due December 4, 2017
Call for Papers: Pedagogies of Resistance (Canadian Journal for New Scholars in Education), Due January 8th 2018
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:
Call for Associate and Senior Copyeditors (due January 3rd 2018):
Call for Associate Editor (due December 22nd 2017):
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.
Please find attached the Call for Proposals for the 16th Annual Indigenous Graduate Student Symposium (IGSS), to be held Saturday, March 3rd at UBC Vancouver.
The deadline to submit proposals is December 22, 2017 and successful presenters will be notified by January 31, 2018.
Please share this poster with your networks!
The 16th Annual Indigenous Graduate Student Symposium (IGSS) will be hosted at UBC Vancouver in the traditional, ancestral, and unceded territory of the Musqueam people. The Call for Papers will be going out soon, with an anticipated submission deadline of January 15th, so save the date and start preparing your presentations!
If you are interested in helping to organize IGSS, please email SAGE at firstname.lastname@example.org The first planning meeting will occur Thursday November 16th at the UBC longhouse (joining via Skype is also an option), and we are always grateful for help on the day of the event.