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University of Minnesota Duluth – Department of Education
Tenure Track Assistant Professor: Special Education
Job Code 9403 Requisition #188177
The Department of Education at the University of Minnesota Duluth is seeking applicants for an Assistant Professor to begin August 25, 2014. This is a 9-month tenure track position for a candidate with an earned doctorate and an emerging or established record of teaching, research, and service appropriate for level of appointment.
Required Qualifications for Assistant Professor Rank: Earned doctorate from a regionally accredited university in Education or related field, by July 1, 2014; ability to work with diverse populations; a record of or potential for scholarship and research in special education or related field; evidence of effective written communication skills; experience in P-12 settings.
Preferred Qualifications: A broad background in special education preparation; two years of successful teaching in P-12 settings with students with high incidence disabilities (LD, EBD, DD, ASD); advanced preparation in reading instruction; teaching experience at the university level; ability to work well with others; commitment to working with students from diverse populations and evidence of ability to integrate social justice issues into the curriculum; interest in P-12 community partnerships; experience in teaching with technology; experience with teaching online courses; experience with supervision of students in P-12 school settings.
Responsibilities: Teaching undergraduate and graduate pre-service or practicing teachers in special education, student teacher supervision, advising students enrolled in education programs, serving on department, university, state-wide committees and other activities as assigned. Scholarship, including research and publication are required for tenure and promotion.
Salary: Commensurate with qualifications and experience
Starting Date: August 25, 2014
The University: Nestled on the shores of Lake Superior, the University of Minnesota Duluth provides over 11,000 students with a world-class education. Established in 1895, UMD has a long tradition of excellence in teaching and learning and a reputation of a welcoming campus environment. Since the year 2000, UMD has enjoyed unprecedented growth adding 12 new buildings. UMD with over 100 majors, minors, graduate and doctoral programs is proud of its students and faculty who continue to receive national and international acclaim for their outstanding work. The UMD home page can be found at http://www.d.umn.edu.
The Department: The Department of Education is one of five departments in the College of Education and Human Service Professions. With approximately 1000 students, Education is one of the largest departments on campus and offers a wide range of programs. These include multiple programs within Eni-gikendaasoyang, the Center for Indigenous Knowledge and Language Revitalization: http://www.d.umn.edu/enigikendaasoyang/. This center houses a variety of community-based projects and education programs focused on early childhood and K-12 education. Teaching majors include Unified Early Childhood Education; Integrated Elementary/Special Education; Secondary/K-12 Education; a licensure program in Special Education; a Deaf Studies minor; certificate programs in Autism and Educational Technology; Master of Education degree programs in different configurations; and a Doctor of Education Degree in Teaching and Learning. The Department of Education home page can be found at http://www.d.umn.edu/educ
The College: The College of Education and Human Service Professions includes five departments: Education, Psychology, Social Work, Communication Sciences and Disorders, and Health, Physical Education and Recreation. Programs offered include more than 20 undergraduate majors as well as graduate degree programs in every department. The College has built a reputation for strong program offerings within the various departments developed in partnership with regional American Indian communities.
Application Instructions: Please apply online via the Employment System at
Search for Requisition #188177
Applications: Complete applications will include:
1) Letter of application addressing qualifications.
2) Current curriculum vitae.
3) Name and contact information of three references.
4) Unofficial transcripts (Candidates selected to be interviewed will be asked to provide official transcripts at the time of interview).
Candidates selected to be interviewed will be asked to submit evidence of teaching ability at the time of the interview.
Review of complete applications will begin January 15, 2014 and continue until the position is filled.
Applications received via email or hard copy will not be accepted.
If you need a reasonable accommodation for any part of the application and hiring process, please contact the University of Minnesota Disability Specialist at 612-624-4037.
***Any offer of employment is contingent upon the successful completion of a background check***
****Smoking is prohibited on all UMD property. The smoking ban includes indoor facilities and the campus grounds, as well as all University vehicles****
The University of Minnesota is an equal opportunity educator and employer.
UMD Department of Education
412 Library Drive
Duluth, MN 55812-3029
Assistant Professor of Conflict Resolution (George Mason University)
The George Mason University, School of Conflict Analysis and Resolution (S-CAR) invites applications for a tenure-track position [without term] as Assistant Professor of Conflict Resolution. The position begins August 1, 2014.
S-CAR is committed to the development of theory, research, and practice that interrupt cycles of violence. As an innovative academic resource worldwide, S-CAR developed the world’s first M.S. program in conflict resolution in 1983 and the first Ph.D. program in 1988. S-CAR is a Commonwealth Center for Excellence, recognized for its leadership in the field and its world-renowned faculty. For more information about the school, go to:http://scar.gmu.edu/.
We invite applicants who have completed their Ph.D. degree, or who will have defended their dissertation by August 1, 2014. The area of specialization for this position is conflict resolution practice for conflicts in the United States. Within this specialization, we are especially interested in candidates whose practice focuses on one or more of the following: social, political and economic conflicts; community relations; community organizing; civil and political rights; and/or grass roots conflict resolution.
The responsibilities for this position include teaching two courses per semester (including undergraduate instruction), participating in curricular development, and contributing to the school’s intellectual life.
How to apply:
For full consideration, applicants must apply for position number F5903z at http://jobs.gmu.edu by January 15, 2014; complete and submit the online application; and upload a statement of interest (upload category: cover letter), a curriculum vitae, three letters of reference (LORs), and between one and three writing samples (additional writing samples to be uploaded to the Other Doc categories). If LORs are not available at the time of application, upload a blank MS Word document with text stating that the LORs will be e-mailed to Human Resources at email@example.com. The applicant system will not let the application proceed without the required document uploads.
The search will remain open until January 15, 2014. For additional information, please contact Jacquie Greiff at firstname.lastname@example.org.
George Mason University is an affirmative action/equal opportunity employer and is strongly committed to diversity in its employment. Women and minorities are encouraged to apply. Mason is an innovative, entrepreneurial institution with national distinction in a range of academic fields. Enrollment is over 33,000, with students studying in over 198 degree programs at campuses in Arlington, Fairfax, Loudoun, and Prince William.
Idle No More and Defenders of the Land set January 28, 2014 as national day of teach-ins focused on First Nations Education Act
National Treaty Alliance and Assembly of First Nations joins Idle No More and Defenders of the Land onCanada’s Parliament Hill to say “NO” to First Nations Education Act (FNEA) and Federal Termination Plan.
OTTAWA, Dec. 10, 2013 /CNW/ – Today is International Human Rights Day and also marks Idle No More’s one-year anniversary of last year’s national day of action. In honor of this occasion, hundreds of First Nations protesters have taken to the steps of Canada’s Parliament to send a resounding “No” to the Conservative government’s First Nations Education Act (FNEA) and the federal Termination Plan to extinguish First Nations’ collective rights. On this historic day, we are choosing to launch IdleNoMore 2.0 – our call to the tens of thousands of supporters in our movement to join in a massive educational undertaking from coast to coast to coast on January 28th – and introducing our crowdfunding campaign, which will be available on December 11, 2013, at http://www.idlenomore.ca/support.
Defenders of the Land founder Russell Diabo, who spoke at today’s protest on Parliament Hill, said, “The FNEA is the latest bill in a suite of legislation amending the Indian Act to be used by the federal bureaucracy to impose greater control and management of First Nations for their assimilation into the mainstream society”.
A message will be sent out tomorrow to hundreds of local Idle No More groups and tens of thousands of movement supporters inviting them to organize teach-ins focused on the Termination Agenda of the Canadian government: an agenda Idle No More and Defenders of the Land feel is reflected not only in the FNEA but also in dozens of other proposed laws.
However, the intent of the teach-ins is not to focus only on legal issues. Winnipeg-based Idle No More organizer Leah Gazan explains “Part of teach-ins is going back to traditional ways in which knowledge was transmitted that was grounded in our ceremonies, that guided governance structures, relationships, our roles and responsibilities, and our duty to respect our lands waters and resources. This requires solutions that are grounded in love. We need to have heart solutions that go beyond shallow intellectual solutions that lack spiritual connections to our Mother Earth.”
Today’s action on Parliament Hill in Ottawa was organized by Idle No More Ontario with the support of Defenders of the Land, the Assembly of First Nations, and the National Treaty Alliance, and with the important blessing of the host nation, Kiti Gan Zibi, on whose traditional territory Ottawa is located.
SOURCE Idle No More
For further information:
Ottawa, Ontario-Defenders of the Land Founder, Russell Diabo, cell: (613) 296-0110, email email@example.com
Ottawa, Ontario – Idle No More and Defenders of the Land, cell: (613) 297-7515, email: firstname.lastname@example.org
Winnipeg, Manitoba – Idle No More Organizer, Leah Gazan, cell: (204) 294-8892, email: email@example.com,
For more information go to: http://www.idlenomore.ca
Sign up to receive email and SMS updates from Idle No More today at: http://www.IdleNoMore.com
Campaigner with Idle No More & Defenders of the Land
Co-Director, Indigenous Tar Sands Campaign of the Polaris Institute
Call for Papers – Strategies of Critique: Conference of the Graduate Program in Social & Political Thought
York University, Toronto, April 17th & 18th, 2014
In their article “Decolonizing Anti-Racism,” Bonita Lawrence and Ena Dua (2005) suggest that people of colour are complicit in colonization, and that anti-racism movements exclude Aboriginal people and perspectives. This article sparked a response by Nandita Sharma and Cynthia Wright (2008), who critiqued Lawrence and Dua’s conflation of settler colonialism and immigration, which Sharma and Wright argue includes in the definition of “settler” those who immigrate due to the impacts of colonization elsewhere. Sharma and Wright (2008) also questioned the implications of achieving decolonization through a nationalist project. These two seminal texts sparked a heated debate among scholars from various disciplines and have led to increased studies, discussions, and theorizations that consider, as a starting point, ongoing settler colonialism in Canada and elsewhere.
The theme “Decolonizing Anti-Racism” lays at the intersections of struggles for liberation, yet, at the same time, questions the possibilities of freedom in the context of the ongoing colonization of indigenous peoples and lands. Strategies of Critique invites scholars, activists, and artists to reflect on the contradictions that arise in struggles stemming from a “postcolonial world” in which colonialism is not past, but rather still very much present. We seek papers that attend to the implications of anti-racism activism and scholarly engagements that reimagine the socio-political world in which we live by having at their forefront a concern for the experiences of Indigenous peoples. Further, we are interested in the ways that anti-racism theory and practice uphold and sustain colonial discourse, and how, conversely, we can imagine our communities and ourselves without reproducing colonial dynamics within social movements and scholarship that works within a social justice framework.
We invite scholars, activists and artists to engage in critical inquiry that addresses the potential tensions between Indigenous and people of colour movements. Possible questions for exploration include: What are some of the bridges that can be built between Indigenous peoples and people of colour in struggles against racism, social exclusion, poverty, racialization, police violence, as well as through shared histories of colonization and dispossession? Is it possible to think of an anti-racist politics that is devoid of anti-colonial politics? In what ways do extant imperial and colonial forces operate differently towards these communities in terms of necropolitics (Mbembe, 2002) in determining who is invited into the realm of social life and who, instead, is confined to social death? This question—who must die so we may live—is central to our discussion on the theme of “decolonizing anti-racism.”
We welcome submissions from all fields that relate to Indigenous studies, social and political theory, critical race theory, anti-racism theory, settler-colonialism, postcolonial theory, art and literature, critical disability studies, gender, feminist and women’s studies, and equity studies.
We extend this invitation to community members and social justice activists who engage in this discussion through their community work or activist endeavours.
Possible topics include, but are in no way limited to:
Immigration and citizenship
Police brutality/racial profiling
(Neo)colonialism and settler-colonialism
Who/What is a “settler”?
Decolonization of the land and the mind
Shared histories of colonization
National and alternative memories
Decolonizing gender, sex, and sexuality
Disciplining of bodies
Notions of home and belonging
Trauma and healing
Indigenous methodologies/decolonizing scholarship
Creative and narrative resistance
Alliances and oppositions in anti-racism and decolonization projects
Please submit your abstract no later than January 15, 2014 by email to strategies2014[at]gmail[dot]com.
Submissions must include the following elements in order to be considered:
1. A document (.doc or .pdf) containing an abstract of no more than 250 words, with title. Ensure that the author’s name(s) does not appear in the document, or in the text in a way that will compromise the anonymity of the review process.
2. A separate document (.doc or .pdf) containing biographical details: author name(s), institutional affiliation(s) (if applicable) and contact information.
3. Panel proposals should include a 250-word statement of the panel’s focus, and the abstracts and bios of proposed presenters.
Applicants will be notified of the decisions of the review committee by mid-February. For more information, please contact the conference committee at strategies2014[at]gmail[dot]com.
Assistant Professor of American Indian Studies: Land and Literature
San Diego State University, Department of American Indian Studies invites applications for a tenure-track position, assistant professor rank, in American Indian literature, with a specialization in literature and land or the environment, to begin Fall 2014. Candidates with demonstrated expertise in indigenous community sustainability and / or Native American women’s issues are especially invited to apply.
The successful candidate will have research expertise and / or creative literary publications in the field of American Indian literature, a demonstrated ability to foster and maintain partnerships with indigenous communities, and an interest in practice-based research. S/he will be able to teach a broad range of interdisciplinary American Indian studies courses, including the introductory lower-division “American Indian Heritage” course as well as upper-division general education courses such as “American Indian Oral Literature,” “American Indian Poetry and Fiction,” “American Indian Identity,” and “American Indian Religion.”
Qualifications include demonstrated skills in teaching undergraduates, commitment to teaching excellence, and demonstrated promise in continuing research or creative arts publication. Ph.D. shall be in hand at time of appointment. Application screening will begin on October 1, 2013.
The American Indian Studies Department is one of the oldest departments of American Indian Studies in the nation. Members of the faculty value service to American Indian students, local urban and tribal communities, and national and global indigenous communities. Candidates are encouraged to review the department website: http://www-rohan.sdsu.edu/~aminweb/.
Send cover letter, CV, scholarly writing sample, three relevant course syllabi, and three letters of recommendation to Dr. David Kamper, Department of American Indian Studies, 5500 Campanile Drive, MC 6036, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182-6062. Applicants will not be considered until all items are received.
San Diego State University is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, gender identity and expression, marital status, age, disability, pregnancy, medical condition, or covered veteran status. The person holding this position is considered a “mandated reporter” under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment.
|https://www.uakjobs.com/applicants/jsp/shared/frameset/Frameset.jsp?time=1387232044824The Department of Anthropology and the program of Alaska Native Studies at the University of Alaska Anchorage (UAA) invite applications for a joint tenure-track assistant professor position in anthropology with demonstrated expertise in Alaska Native and Indigenous Studies, beginning August 2014. If granted, tenure would reside in the Anthropology Department.
The Alaska Native Studies program was established in 1993, and currently offers a minor. The successful candidate will have the opportunity to participate in design of a potentially new degree program in Alaska Native Studies, and contribute to the development of new courses for both departments, particularly as the program of Alaska Native Studies is hoping to expand its offerings. Candidates are invited to address their experience or goals in curriculum development in their cover letters.
Anchorage is the major urban center in Alaska. The statewide population of Alaska Natives is approximately 16% of the state’s population. The numbers of Alaska Native students is approximately 26% of the state’s public school population. Anchorage is the headquarters of many indigenous organizations such as the Alaska Federation of Natives and the Alaska Inter-tribal Council and numerous state and federal agencies affording abundant opportunities for developing a range of partnerships. The Department seeks a candidate dedicated to equity and diversity of the campus community and to promoting an environment that increases student knowledge about indigenous communities.
The Alaska Native Studies program currently features several areas of emphasis, including Alaska Native languages, Alaska Native public policy, and the arts. UAA’s Alaska Native Studies language courses currently have the highest enrollments of any of the three University of Alaska campuses. The seven-member Anthropology Department takes a four-field approach to anthropology, with a research focus on Alaska and the Far North. There are approximately eighty undergraduate Anthropology majors pursuing bachelor’s degrees, and over thirty Anthropology graduate students in our master’s program that specializes in applied anthropology. Alaska Native Studies averages fifty minors every year. Both the Anthropology department and the Alaska Native Studies program additionally contribute to UAA’s strategic plan of building student success with special attention to serving Alaska Natives, other under-represented populations, and first-generation college students; building on the University’s diversity with emphasis on Alaska Natives. Both academic units have offered statewide and international conferences geared to meet these needs.
UAA is Alaska’s largest post-secondary institution. Located in the heart of Alaska’s largest city, the campus is nestled in the middle of a greenbelt, surrounded by lakes, ponds, and wildlife, and is connected to a city-wide trail system that is perfect for active lifestyles. UAA is an open access university with academic programs leading to occupational endorsements; undergraduate and graduate certificates; and associate, baccalaureate, and graduate degrees in a rich, diverse, and inclusive environment.
|Knowledge, skills and abilities required for this position.||Teaching and research capacities appropriate for tenure track assistant professor university faculty. The successful candidate must have interdisciplinary research interests in a broad range of cultural topics, including, but not limited to, indigenous ethnography, indigenous languages, performance theory and representation, music, anthropology of art and the anthropology of spirituality/religion.Candidates should demonstrate knowledge, scholarly and research interests, and the ability to stimulate and encourage student interest in the lives of indigenous northern Native Americans; successful project development and fund acquisition and the ability to stimulate and encourage student interest in cultural anthropological research areas. Candidates are evaluated on their ability to teach undergraduate and graduate courses, some of which combine graduates with advanced undergraduates, as well as to mentor and advise students.
The successful candidate should be a talented and devoted teacher with a record of excellence in or potential for a significant program of academic scholarship and research in indigenous peoples in northern North America. The successful candidate should be able to work collaboratively with multiple organizations and individuals who are conducting research in Alaska of an interdisciplinary nature.
The successful candidate should have the ability to work cooperatively with faculty, administrators, public officials, and the public; demonstrate excellent writing, materials development, and public speaking skills; demonstrate the ability or potential to represent the department, program and the university; and the ability or potential to acquire funding from external sources.
|Typical education or training required for this position (including licenses).||Ph.D. in Anthropology or closely related field is required. ABD at time of application will be considered, with all remaining requirements for the Ph.D. to be completed by August 1, 2014.As a condition of employment, the successful candidate must provide official transcripts documenting academic credentials required for the position.|
|Length of time and type of experience required for this position.||Length of time and type of experience in teaching at a university and in conducting cultural anthropological research in the identified areas required for this position should be appropriate to the rank of tenure track assistant professor.|
|Special Instructions to Applicants||Please attach the following electronically:1) Cover letter specifying your interest in this position.
2) Curriculum vitae
3) Names, e-mail addresses, and telephone numbers of at least three professional references
4) Statement of philosophy of teaching (Philosophy Statement attachment)
5) Statement of research interests (Research Document attachment)
Please attach or mail the following required documents to:
Dr. Phyllis Fast, Chair of Search Committee
Department of Anthropology
University of Alaska Anchorage
3211 Providence Drive
Anchorage, AK 99508
1) Unofficial transcripts (applicants reaching the final interview stage will be required to send official transcripts)
2) Evidence of teaching ability, including evaluations of teaching if available (Supplemental Document 1)
3) Writing sample (Supplemental Document 2)
|Special Conditions of Employment|
|Describe any other special skills/knowledge required for this position (e.g. additional training, heavy lifting or traveling).||Demonstrated experience or potential in developing both traditional and distance course materials.|
|Information||Equal Opportunity/Affirmative Action: The University of Alaska is an equal employment opportunity/affirmative action employer and educational institution. Women and minorities are encouraged to apply. Applicants needing reasonable accommodation to participate in the application and screening process should contact the local Human Resources office.|