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 firstname.lastname@example.org
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.
Reporting to the Director, the Educational Developer (Indigenous Curriculum and Ways of Knowing) will be responsible for planning, implementing and evaluating programs and services to support the professional teaching development of Teaching Assistants, Graduate Students, Post-Doctoral Fellows, Faculty Members and educational support professionals in integrating Indigenous knowledge and ways of knowing into courses and programs. Responsibilities include the development and delivery of professional teaching development programming on Indigenous knowledge, ways of knowing, and anti-colonial training at the individual, unit, Department and Faculty levels. The incumbent will also facilitate consultations with educators and educational support professionals to build capacity and provide leadership in the area of Indigenous curriculum development, including Indigenous knowledge, ways of knowing and Indigenous pedagogies across the university.
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.