Internship in Archival Practices – Joint Internship with Recovering Voices and the National Anthropological Archives: Due December 25, 2017
Oxford-Agnese Nelms Haury Scholarship- Lincare College (University of Oxford, UK): Due Program Dependent/ January 2018
- SCHOLARSHIP STATUS: Open
- CLOSING DATE: Relevant January deadline
- NATIONALITY: Normally resident in the USA or Canada and hold official status in the US or Canada as American Indian, Alaska Native, First Nation, Metis or Inuit
- LEVEL OF STUDY: Masters
- SUBJECT: Please refer to list below
- VALUE: 100% of University and college fees + at least £14,553 for living costs
- DURATION: Period of fee liability
- NUMBER OF AWARDS: 1
- APPLICATION DETAILS: Through the University
- one flight from US/Canada to London at the start of the program,
- one flight from London to US/Canada at the end of program, and
- visa application expenses for the standard visa process.
Post-Doctoral Fellowship in Decolonizing Higher Education Canada & South Africa: Due January 15, 2018
This exciting dual-site research project is a comparative study of student led/directed efforts to decolonise/Indigenise higher education in Canada and South Africa. Sparked by the University of Winnipeg’s Indigenous Course Requirement, and South Africa’s widespread #FeesMustFall protests, this project seeks to comparatively investigate ways students in higher education are narrating, resisting and challenging colonial legacies in their unique contexts. This project explores ways that students are reimagining and engaging with their own education to develop emergent spaces that challenge violence and insecurity related to colonial legacies.
Congratulations to Kiera Kaia’tano:ron Brant-Birioukova on the successful defence of her M.A. thesis, “But How Does This Help Me?’: (Re)Thinking (Re)Conciliation in Teacher Education” at the University of Ottawa. She is now working towards a Ph.D in Education at the University of British Columbia.
Her thesis is available at https://ruor.uottawa.ca/handle/10393/36972
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!
Do you have questions about publishing? Would you like to learn about the submission process for journals and book chapters? Please join us for the November SAGE Saturday at the SFU Harbour Centre (515 West Hastings St. Vancouver, BC) from 10-4.
The event will be hosted as a workshop, allowing you to develop your potential publishing piece and create a plan for submission. Please email questions about the publishing process to Michelle_pidgeon@sfu.ca to help us develop the workshop ahead of time.