We had a wonderful community turnout at our first book club event. We have another book club discussion set for Thursday Nov. 14th from 6:30 to 8:30 p.m. in the Staff Room at Point Grey Secondary School (5350 East Blvd). The focus of this book club discussion will be on gender, harassment and bullying in schools and classrooms.
Our speaker for the event is Dr. Elizabeth Meyers (California Polytechnical State University).
The format will be similar to our first book club meeting, where our speaker will set a context for the topic in relationship to our chosen book, The Absolute True Diary of a Part-time Indian. We will then break in to book club discussion groups to talk about themes of the book and the role of educators, parents, and community to address the issue. We will then conclude with our guest speaker who address strategies to support students.
Please join us even if you have not finished reading the book. There are opportunities for all to take part in discussions.
Look forward to seeing you there.
Professor of Indigenous Education in Teacher Education
Department of Language and Literacy Education
Faculty of Education UBC
|2014 Theme Issue – CALL FOR PAPERSIndigenizing the International Academy
Deadline: April 15, 2014
The Canadian Journal of Native Education (CJNE), is pleased to announce a cooperative editorship for the 2014 CJNE theme issue with:
Shelly Mukwa Musayett Johnson, University of British Columbia, Canada
Jo-ann Archibald, Q’um Q’um Xiiem, University of British Columbia, Canada
Lester-Irabinna Rigney, University of Adelaide, Australia
Graduate students, University of British Columbia
A five-day invited international Indigenous roundtable conference was held at the University of British Columbia (Vancouver campus) in May 2013. Sponsored primarily by the Peter Wall Institute for Advanced Studies, it focused on the theme, Place, belonging and promise: Indigenizing the international academy. This roundtable recognized the contested discourse, tensions, possibilities, and sites related to actions, expectations and aspirations of Indigenous faculty, post-secondary students, community activists, Elders and youth to “Indigenize the Academy”. Indigenous participants came from colonized countries such as Canada, the United States of America (USA), Australia and New Zealand, which were the last Western countries to become signatories to the United Nations Declaration on the Rights of Indigenous Peoples. The domestic and international dimensions of the roundtable added richness and extended our understandings of the challenges and possibilities of Indigenizing the International Academy.
Throughout the five days, the Indigenous roundtable participants wove five key principles of 1) legal sovereignty, 2) cultural self-determination, 3) activism, 4) rights and 5) reconciliation into their keynotes and discussions to address six core roundtable themes including: 1) Community engagement (How does the academy engage Indigenous knowledges, peoples, and communities?), 2) Teaching/learning (How does this differ between academic and Indigenous contexts?), 3) Research (How does the academy view differences between University vs Indigenous ethics, participants, data?), 4) Governance (What does this mean if the academy does not reflect an Indigenous governance process, or there are no Indigenous peoples at the governance levels in the academy?), 5) Human resources; faculty, staffing & finance (How does the academy deal with Indigenous employees vs non Indigenous employees?), 6. Indigenous student success (What does this mean from Indigenous perspectives vs academic perspectives?)
There is still much to share and learn at the local and international levels; therefore, the 2014 CJNE theme issue invites articles that will extend the examination of Indigenizing the International Academy. Articles do not have to include a comparative examination of local and international contexts; however, they must consider ways that the topic of the article can inform an international context. Questions of interest to this 2014 theme issue include, but are not limited to:
Ø What is the difference between ‘Indigenizing the Academy’ and ‘Indigenizing the International Academy’? Is either possible? How is it/could it be possible?
Ø How can the academy engage Indigenous Knowledges, peoples, and communities in meaningful ways? What are the barriers to such approaches? What are the strategies?
Ø How can a sense of belonging in the academy occur without giving up one’s Indigenous Knowledge and identity?
Ø How can university governance systems include Indigenous peoples and Indigenous approaches?
Ø In which ways can academic teaching/learning, research, and/or community service be transformed through Indigenous Knowledges, peoples, and approaches?
Please send two digital Word copies with abstract: (one digital copy to include name and contact address info and one digital copy without name and contact info for blind review) to email@example.com CJNE uses APA style. Submissions should be no longer than 8,000 words in length.
Please find below links to 4 position descriptions at Montana State University in Bozeman. MSU-Bozeman provides numerous opportunities for Indigenous faculty to expand their research and teaching presence through interdisciplinary connections, community outreach and engagement, and work with students. The MSU Department of Education is particularly committed to preparing tomorrow teachers, educational leaders, and researchers to advance the efforts of Montana’s innovative Indian Education for All legislation.
Christine Rogers Stanton
Assistant Professor of Social Studies Education
Montana State University
Applications are now accepted for a number of temporary instructional positions in Spring 2014
Sessional Instructor positions: Deadline for Application: 4 p.m., Thursday, November 7, 2013.
Teaching Assistant position: Deadline for Application: 4 p.m., Monday, November 4, 2013.
Application details and full postings: http://www.sfu.ca/fns/employ/.
Other online posting locations: http://www.sfu.ca/dean-gradstudies/job-postings/FASS-postings/FirstNationsStudies.html
These positions are subject to budget availability and satisfactory enrollment. Please submit ONE application for EACH position.
Department of First Nations Studies email: firstname.lastname@example.org
Simon Fraser University
General Office: Saywell Hall 9091
8888 University Drive, Burnaby, BC, V5A 1S6, Canada
NATIVE AMERICAN & INDIGENOUS STUDIES ASSOCIATION
CALL FOR PAPERS
SIXTH ANNUAL MEETING
Hosted by the University of Texas at Austin
May 29-31, 2014
The NAISA Council invites scholars working in Native American and
Indigenous Studies to submit proposals for:
Individual papers, panel sessions, roundtables, or film screenings.
All persons working in Native American and Indigenous Studies are invited and encouraged to apply. Proposals are welcome from faculty and students in colleges, universities, and tribal colleges; from community-based scholars and elders; and from professionals working in the field.
All those accepted to the Program must be NAISA members and must register for the meeting.
PLEASE NOTE: The Council limits submissions to one proposed session per person, in order to maximize representation at the meetings. Each person can only be part of one proposal of any kind. The Council reserves the right to disqualify proposals that include individuals who are part of more than one proposal. Someone may however, be proposed to both Chair and present or Chair and commentwithin one session. Also, someone may organize a panel in which s/he does not have an active role and would be able to present a paper or chair/comment at another time in the program.
The Council may recruit panel chairs and commentators from people on successful proposals.
GO TO naisa.org for more information
about NAISA and the Austin 2014 meeting or email:NAISA2014UTAUSTIN@GMAIL.COM
DEADLINE for proposal submission: NOVEMBER 15, 2013
Tenure-Track Assistant/Associate Professor Position in Indigenous Education – College of Education, University of Arizona
The internationally recognized Language, Reading and Culture (LRC) program in the department of Teaching, Learning and Sociocultural Studies (TLS) at the University of Arizona (UA) announces an Assistant/Associate professor position in Indigenous Education effective August 2014. The UA not only lies in a dynamic transnational border region, but in close proximity to rich Native American cultures, including 22 federally recognized tribes in the state of Arizona. Native American students on the UA campus represent over 75 Native American tribes with the majority coming from Arizona tribes and reservations. As a land grant institution, the UA has an important responsibility to Native American students and Nations. With the current open position, the College of Education at the UA seeks to further strengthen our undergraduate and graduate programs with the integration of Indigenous knowledge systems, epistemologies, and decolonizing research methodologies.
This position offers an opportunity to join a department comprised of two outstanding programs: Language Reading and Culture (LRC) and Teaching and Teacher Education (TTE). TLS faculty engage in interdisciplinary research and teaching, and demonstrate a deep commitment to social justice. TLS provides a collaborative work environment for faculty research and grant development and encourages cross-program and cross-departmental research initiatives, along with opportunities of collaboration across the college and the university. Existing faculty research and teaching interests in the area of Indigenous education include Indigenous youth language learning and practice; maintenance and revitalization of Indigenous language and culture; transnational Indigenous teacher education efforts; and Indigenous knowledge systems, including Traditional Ecological Knowledge (TEK) systems. Additional faculty areas of expertise and interest across the department include multicultural, multilingual and multiliteracy education; anthropology and education; immigrant education; applied linguistics; language policy and planning; literacy processes and pedagogy; early childhood education; world children’s and adolescent literature; STEM education; technology and literacy; teacher education; and environmental learning and sustainability education.
Applications are now being accepted and will be reviewed starting on November 15, 2013. Review will continue until the position is filled.
For more information, please refer to the full posting: Indigenous ed position_FINAL_POSTED
Please find an electronic version of the CAUT census of Aboriginal Academic Staff. (click here: AboriginalCensusInteractiveSecureForm)
The census was developed on the basis of recommendations from CAUT’s Forum for Aboriginal Academic Staff. The census will be the sole source of information about the number of Aboriginal academic staff and graduate students in Canada as well as their positions at Canadian universities and colleges. The information collected will not be shared with third parties.
Please fill out the census form and return it to me at email@example.com
Please forward widely to Aboriginal academic staff members and graduate students!
If you have already filled this out, please disregard.
Canadian Association of University Teachers
2705 Queensview Drive
Ottawa, ON K2B 8K2
Phone: 613-820-2270 ext. 184