Reconciliation Through Indigenous Education – FREE Massive Open Online Course (MOOC): Starts January 30th 2018
February 10th 9:30am – 2:30pm
Exploring Academic Careers with Indigenous Scholars at SFU Harbour Centre in Room (HC 2205)
Are you interested in learning more about how to plan for various academic roles and career pathways inside and outside academia? Our next SAGE meeting will be attended by four Indigenous academics who will discuss their roles and experiences in their current positions.
The intent of our session is to mutually explore the helpful and hindering aspects of academic career planning. Please come prepared to engage in dialogue and ask lots of questions. Lunch provided.
Dr. Verna Billy Minnibarriet (Secwepemc Nation) Educational Doctorate and is Vice President Academic & Strategic Partnerships at Nicola Valley Institute of Technology.
Dr. Jeannie Morgan (Nisga’a) Ph.D. in Sociology and is currently a lecturer in the First Nations Studies Department at SFU.
Dr. Amy Parent (Nisga’a) Ph.D. in Education, is an Assistant Professor of Education at SFU and a recent postdoctoral fellow from UBC.
Dr. Alannah Young (Opaskwayak Cree Nation, Treaty #5 and former member of Peguis Anishinaabe, Treaty #1, in Manitoba) Ph.D. in Education and is currently doing a Postdoctoral Fellowship in the Faculty of Land and Food Systems at UBC.
Please RSVP to firstname.lastname@example.org
We look forward to seeing you at our next meeting!
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.
We are revamping Coffee and Catch Up- it will now be known as Tea and Toast!
There will also be a new time of 1230-200pm at the Longhouse. We will still meet every week on Wednesdays, and tea, coffee, and toast will be provided. You are encouraged to bring your lunch and join us for some social time with other Indigenous graduate students!
Please invite other Indigenous graduate students if they don’t know about SAGE, and encourage them to sign up for the SAGE mailing list so they can stay informed about all the SAGE events.
The Department of Race, Gender, and Sexuality Studies at Mills College invites applications for a full-time Assistant Adjunct Professor specializing in Indigenous Feminisms. The successful candidate will have substantial teaching experience, a proven track record of mentoring and working with American Indian students, and a strong connection to American Indian students.
The Assistant Adjunct Professor will be responsible for teaching five courses per year plus departmental service. Teaching will include: Introduction to Women’s Studies, Introduction to Ethnic Studies, and three upper division courses in the candidate’s area of specialization that can be cross listed between Ethnic Studies and Women’s, Gender, and Sexuality Studies. This position includes student advising as well as serving as the faculty advisor to the Indigenous Women’s Alliance, coordinating events for Native American heritage month and supporting the MillsNext American Indian Initiative to enhance the recruitment and retention of American Indian students.
This is a one academic year renewable contract position to begin in August 2018.
For more information, please visit the job advertisement:
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
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.