Please join us for the 7th Aboriginal Math K-12 Symposium at the First Nations Longhouse, UBC on May 11 2017. This symposium is an opportunity for teachers, administrators, Ministry representatives, community members, and academics to connect, explore, imagine and share new ideas, resources and research on Aboriginal mathematics education from kindergarten to Grade 12. Together we hope to:
Learn about new research in mathematics and Aboriginal education
Discuss and share approaches, research and educational projects for improving Aboriginal math education
Develop community connections to facilitate and support improving Aboriginal math education
Please direct questions about the symposium to:
Kwesi Yaro email@example.com
Registration open by mid March 2017.
The Training Development Branch is now accepting applications for Training Development Officers. Training Development Officers promote, guide, coordinate and advise on the systematic approach to training and education. They analyse operational job performance requirements, identify needs, suggest and implement solutions to performance problems. The preferred educational requirement is a Master’s degree in education, although a Bachelor’s degree in education is also accepted.
AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF CURRICULUM STUDIES ANNUAL CONFERENCE
Monday, April 24 – Thursday, April 27, 2017
CALL FOR PROPOSALS: AAACS 2017
University of Texas at San Antonio, San Antonio, TX
Priority Deadline: Sunday, December 11, 2016
Cut-Off for Submissions: Sunday, January 8, 2017
Curriculum Matters: Race, Place, and Belonging “South” of the Border
Curriculum matters. Race matters. Place matters. Epistemologies matter. And matter also matters of indigeneity, immigration and epistemicide—of the South, at the borders, and beyond. Through this year’s conference theme—inspired, too, by the place of our convening and work of our colleagues (t)here; we invite participants to inquire, critique, ponder, dream, converse and create together through and from attention to these matters. Herein, we aim to not only continue from last year conversations regarding our ethical, and historical, engagements (AAACS 2016), but also to further those of our affiliate and sister organizations respecting the current tasks of the curriculum theorist (IAACS 2015), where curriculum theory and its labor, in fact, stand in the present moment (Bergamo 2016)—as well as in those to come; and demands to “colour” curriculum, interrogating places therein of power, privilege and supremacy (C&P 2016). We, too, seek responsiveness to/in a contemporary scene wherein much is contested, conflicted, complexified, and produced as nonexistent among us, particularly perhaps in the U.S./”America”, as pertains to race, place, indigeneity, immigration and epistemology—especially concerning difference, equity, solidarity and social and cognitive justice; and possibly no more so than in the “othered” South.
For example, while restorations of particular nations of the Global North have been acknowledged and taken up—and this, via the curriculum—in Canada, which necessarily involves listening to and learning from indigenous knowledges (the fruit of which was so beautifully shared at IAACS 2015), as well as in Australia (the place of our upcoming IAACS 2018 convening); such efforts are virtually nonexistent in the US, where one could argue indigeneity is largely still rendered invisible and thus inarticulable. And we suffer still in this context without any redress—with even much repressive regress—respecting generations of racial violence, suffering and oppression. Such questions too might be brought to bear at the borders, as it were, liminal spaces and fluid if not fractured places wherein epistemologies of the South, and of language and of citizenship, are deeply implicated, and such also with respect to education, curriculum and pedagogy.
We welcome, of course, as always, proposals on any current curriculum studies scholarship, and encourage provocative, stimulating and surprising conference formats; critical and creative conversations among us that may initiate healing and transformation, and illumine new paths and possibilities for us from within our midst.
For questions/inquiry regarding the conference and/or call for proposals, please email conference and program committee email at: AAACScallforproposals@gmail.com
Your proposal automatically registers you as a member of AAACS—there are presently no dues. With membership in AAACS (www.aaacs.org) comes membership in IAACS (The International Association for the Advancement of Curriculum Studies).
We welcome submissions to the upcoming Provoking Curriculum conference. While we invite any and all pieces that address your current work in curriculum studies, we especially invite submissions that speak to “Curriculum Encounters.” We welcome proposals for: papers and panels; poetry, arts-informed, and performative pieces.
“Curriculum Encounters” attends to how curriculum, never politically neutral nor materially inert nor disembodied, is always ‘in the making.’ We understand ‘making curriculum’ as very different from the notion of curriculum as a “management category” preoccupied with making a “language of input and output within a production system” (Aoki, 2005, p. 271). Instead, we know that ‘making curriculum’ (as well as unmaking it) carries ethical charges, opening ourselves to encounters (past, present, future; expected and unexpected): (1) with a plurality of voices, beings and bodies, which are all in movement, (2) in spaces that may be disciplinary, interdisciplinary or transitional/in between), and that through our encounters (3) affective intensities may be produced, which can 4) inspire new ethical charges.
Therefore, the proposed theme includes the following (4) thematic strands: Plurality, Spaces, Intensities, and Charges.
Whose voices, beings or bodies need to be considered in our curriculum encounters? As Maxine Greene (and Hannah Arendt) remind us, plurality is “the condition of human action because we are all the same, that is, human, in such a way that nobody is ever the same as anyone else who ever lived, lives, or will live” (Greene, 1995, pp. 155-6).
What kinds of curricular spaces (e.g., disciplinary, interdisciplinary, transitional/in between, “places d’accueil”) can be created to be open to a plurality of voices, beings and/or bodies? In what kinds of spaces are curriculum boundaries made and unmade? By whom, where and why? How can such reconfigurations contribute to projects of curricular reconstruction (Pinar, 2011)?
Which curricular intensities will conduce to attuning and opening us to plurality and differences? What kinds will produce discomfort and provoke thinking? How can we become better attuned to the “affective discharges of the semiotic” (Lewkowich, 2015, p. 46) including instances “where the body takes over from … words” (Phillips in Lewkowich, 2015)?
What kinds of curricular charges (e.g., responsibilities, commitments, projects, movements), might emerge from these intensities so as to catalyze consciousness and move us towards more “just and caring” classrooms and curricula (Greene, 1995, p. 167), ones that address such important contemporary issues as sustainability and wellbeing, and that can continually bring us back to the question: “What is the significance of inviting people to take up what really matters to them?” (Chambers, 1998, p. 17).
When submitting a proposal, include the following:
Name & e-mail address for each participant involved in the proposal
Title of the presentation
250-word abstract with a clear explanation of the presentation format
The conference will open Friday evening with a plenary, with sessions running Saturday and Sunday, and concluding Sunday at 3:30 pm. We are anticipating publishing from the conference (e.g., journal issue; edited book): more news at the conference itself!
Thank you and we look forward to your submissions!
Provoking Curriculum Organizing Committee
Teresa Strong-Wilson (McGill) & Avril Aitken (Bishops), co-presidents of CACS, with Mindy Carter, Margaret Dobson, Christian Ehret, Lisa Starr, Paul Zanazanian (McGill), Sandra Chang-Kredl (Concordia) & McGill doctoral students Mitchell McLarnon, Shauna Rak, Abigail Shabtay, Layal Shuman, & Amarou Yoder; thank you to Shauna for permission to include the ‘provocative’ image included in this Call.
Aoki, T. (2005). In the midst of slippery theme-worlds: Living as designers of Japanese Canadian curriculum (1992). In W. Pinar and R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 263-77). Mahwah, NJ: Lawrence Erlbaum.
Chambers, C. (1998). On taking my own (love) medicine: Memory work in writing and pedagogy. Journal of Curriculum Theorizing, 14 (4), 14-20.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts and social change.
San Francisco: Jossey-Bass.
Lewkowich, D. (2015). Reminders of the abject in teaching: Psychoanalytic notes on my
sweaty, pedagogical self. Emotion, Space and Society, 16, 41-47.
Pinar, W. (2011). The character of curriculum studies: Bildung, currere, and the recurring question of the subject. New York: Palgrave Macmillan.
A full-time College faculty is responsible for instruction, assessment, advising, committee work, and service to the College. Other duties may include grant management, research, or specific academic endeavors. A College faculty is critical in creating, maintaining, assessing and reflecting upon a learning environment where academic discipline interweaves with the College mission to support student learning and the Dine Educational Philosophy.
Instruction and curriculum. Times, days, and site(s) for teaching of courses vary and modes of delivery may include distance education technology. It is expected faculty will utilize the LMS the College provides. As a multisite college, faculty may be required to travel to teach courses for Dine’ College.
On behalf of the International Association for the Advancement of Curriculum Studies (IAACS) executive and in our capacity as conference chairs, we would like to invite you to join us for the fifth iteration of this conference. We are looking forward to providing a cosmopolitan refuge for each of you to share your research, stories, performances, and lived experiences with us during your stay at the University of Ottawa. These are exciting times for Ministries of Education, Universities, and curriculum scholars in Canada. In Ontario for example, major teacher education and curriculum implementation reforms will be taking place at the time of your visit. On the national stage, the Association of Canadian Deans of Education are set to officially release their Accord on the Internationalization of Education at our annual Canadian Society for the Study of Education conference this upcoming May, 2014. One of the key areas of practices put forth in the Accord is to understand the internationalization of Canadian curriculum. For the next conference theme, and with such though-provoking excitement in mind, we might ask what are the local, national, and international tasks of curriculum scholars that defy conventions while responding to such times of real and/or imagined crisis? How ought we respond to, and/or question, this question as an ethical engagement with what Adrienne Rich (2001) has called elsewhere the arts of the impossible? While submitting ourselves to the impossible possibilities of such kinds of questioning, may we spend next spring visiting and conversing together as an act of relational renewal that is life-giving and life-sustaining to this traditional Anishinàbeg place, the conference, to each other, and to ourselves.
Presenters may submit individual, panel, and/or alternative presentation proposals. Proposals should include the names of presenters, their affiliations, contact information, technological requirements, and a brief description that outlines the proposed presentation. Individual and/or alternative presentation proposals should not exceed 500 words (excluding references). Panel proposals should not exceed 1000 words (excluding references). The University of Ottawa is the largest bilingual university in Canada. Our two official languages are English and French. As such, we will review and accept proposals in both of these languages.
Priority will be given to presentations, which address the conference theme. However, topics and themes outside the conference theme are welcomed. All presentation formats are welcome. In order to secure a place within the conference program please submit proposals by November 15th, 2014. To submit proposals please visit the following link: http://bryanabsmith.com/iaacs/#.
Au nom du comité exécutif de l’Association internationale pour la promotion des études du curriculum (AIPEC ou en anglais, IAACS) et en notre qualité d’organisateurs de la conférence, nous aimerions vous inviter à être des nôtres pour la cinquième édition. Nous avons hâte de vous fournir un endroit cosmopolite pour que chacun d’entre vous puisse partager ses recherches,ses récits,ses performances et les expériences vécues avec nous pendant votre séjour à l’Université d’Ottawa. Ce sont des moments excitants pour les ministères de l’Éducation, les universités et les chercheurs d’études du curriculum au Canada. En Ontario, par exemple, des réformes éducatives et curriculaires majeures à la formation à l’enseignement seront mises en œuvre à l’heure de votre visite. Sur la scène nationale, l’Association canadienne des doyens et des doyennes d’éducation devront annoncer officiellement l’Accord sur l’Internationalisation en éducation, dans le cadre du colloque annuel de la Société canadienne pour l’étude de l’éducation en mai 2014. L’un des domaines clés des pratiques mises de l’avant dans cet Accord est de comprendre l’internationalisation des curricula canadiens. Pour le thème de la prochaine conférence, et dans le cadre d’une telle situation apte à susciter la réflexion, nous pouvons nous demander quelles sont les tâches locales, nationales et internationales de chercheurs d’études du curriculum qui défient les conventions tout en répondant en ces temps de crise réelle ou imaginaire ? Comment devons-nous réagir ou nous questionner sur cette problématique en tant qu’engagement éthique avec ce qu’Adrienne Rich (2001, traduction libre) a appelé les arts de l’impossible ? En nous soumettant aux possibilités impossibles de ces types de questionnements, nous comptons passer le printemps prochain à visiter et à converser ensemble, tel un acte de renouvellement relationnel qui est source de vie et de survie pour ce lieu traditionnel Anishinàbeg, pour cette conférence, pour l’autre, et pour nous-mêmes.
Processus de soumission
Les présentateurs peuvent soumettre des propositions de présentations individuelles, de groupe ou alternatives. Les propositions doivent inclure les noms des présentateurs, leurs affiliations, leurs informations de contact, les exigences technologiques et une brève description qui décrit la présentation proposée. Les propositions de présentation individuelles ou alternatives ne doivent dépasser 500 mots (excluant les références). Les propositions de panel ne doivent pas dépasser 1000 mots (excluant les références). L’université d’Ottawa est la plus grande université bilingue au Canada. Nos deux langues officielles sont l’anglais et le français. Dans ce cas, nous allons examiner et accepter des propositions dans ces deux langues.
La priorité sera accordée aux présentations qui abordent le thème de la conférence. Cependant, les sujets et les thèmes sortant du cadre de la conférence sont les bienvenus. Tous les formats de présentation le sont également. Afin d’obtenir une place dans le programme de la conférence, veuillez s’il vous plaît soumettre vos propositions d’ici le 15 novembre 2014. Pour soumettre des propositions, s’il vous plaît visitez le lien suivant : http://www.iaacs.ca/conference/.
Avant de soumettre leurs propositions, les participants sont encouragés à devenir membres de l’AIPEC. L’adhésion est gratuite. Pour ce faire, s’il vous plaît visitez le site Web suivant: