Education

Job – (3) Assistant Professor (tenure-track) – Faculty of Education, Queen’s University. Due: Oct 1, 2017

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THREE TENURE-TRACK POSITIONS IN EDUCATION

The Faculty of Education at Queen’s University invites applications for three Tenuretrack

faculty positions. Two positions are at the rank of Assistant Professor with

specializations in 1) Evaluation in Educational Contexts and 2) Multiliteracies. One

position is at the rank of Assistant or Associate Professor with specialization in the area

of 3) Exceptional Learners. All three positions have a preferred starting date of July 1,

2018.

All qualified candidates are encouraged to apply; however, in accordance with

Canadian immigration requirements, Canadian citizens and permanent residents of

Canada will be given priority.

To comply with federal laws, the University is obliged to gather statistical information as

to how many applicants for each job vacancy are Canadian citizens / permanent

residents of Canada. Applicants need not identify their country of origin or citizenship;

however, all applications must include one of the following statements: “I am a

Canadian citizen / permanent resident of Canada”; OR, “I am not a Canadian citizen /

permanent resident of Canada”. Applications that do not include this information will be

deemed incomplete.

A complete application consists of:

 a cover letter (including one of the two statements regarding Canadian

citizenship / permanent resident status specified in the previous paragraph);

 a current Curriculum Vitae (including a list of publications);

 a statement of research interests;

 a statement of teaching interests and experience (including teaching outlines and

evaluations if available);

 one sample of recent scholarly work; and,

 the names of three references.

These materials must be received by the Office of the Dean on or before October

1, 2017. Applications should be sent via email in one PDF file and addressed to:

Dr. Rebecca Luce-Kapler

Queen’s University, Faculty of Education

c/o erin.rennie@queensu.ca

For additional information about our Faculty and programs, please visit us at

http://educ.queensu.ca.

The University will provide support in its recruitment processes to applicants with

disabilities, including accommodation that takes into account an applicant’s accessibility

needs. If you require accommodation during the interview process, please contact Erin

Rennie in the Faculty of Education, Queen’s University, at erin.rennie@queensu.ca or

613-533-6000, ext. 75791.

Academic staff at Queen’s University are governed by a Collective Agreement between the University and the Queen’s University Faculty Association (QUFA), which is posted at http://queensu.ca/facultyrelations/faculty-librarians-and-archivists/collectiveagreementv and at http://www.qufa.ca.

Full posting: Faculty of Education Tenure Track

CFP – Oxford Education Research Symposium, Due: Feb 24, 2017

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The Oxford Education Research Symposium is a forum for presentation of papers and discourse by scholars who have a particular interest in the theory and practice of universal education. You are invited to present a paper on an aspect of education research, or you may wish to attend as an observer or panel member. If you wish to present a paper you will be requested to submit a brief abstract for review by the Programme Committee. Papers presented will be subsequently peer reviewed by external readers for possible inclusion in Symposium books or as sponsored journal articles.

 

Date: March 20 – 22, 2017

Location: Oxford University Club, Oxford, UK

 

Abstracts for the proposed papers are approved by the Programme Committee of the Symposium, and the list of suggested topics are available on the website.

Submission deadline: February 24, 2017

For more information, please visit: https://www.oxford-education-research-symposium.com

Job – Landed Learning Multimedia Education Assistant, Due: Feb 24, 2017 (deadline extended

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Job Description:

The Intergenerational Landed Learning Project is a unique community education and research project that teams school-aged youth with adult volunteers to build a multigenerational community that learns how to nurture the land and live in balance with the earth, through growing, caring for, cooking, and eating local food.

The Landed Learning Multimedia Education Assistant will use a variety of media (visual, written, and digital) to support the academic, programmatic, research, and fundraising objectives of the Intergenerational Landed Learning Project (ILLP). The Multimedia Education Assistant will develop multi-media educational programming for participants in the Landed Learning Project, as well as integrate multi-media into the communications strategy for the Landed Learning Project. By using multimedia, the student will help participants deepen, enhance, and solidify learning, as well as cultivate enthusiasm for gardens-based learning among the wider community.

The student must be able to commit to being available Wednesday and Thursday mornings, 9am-Noon.

Hourly wage: $16.41

10 hours/week

March-June 2017

The responsibilities include:

Designing and implementing media education programs within the framework of the Project

  • Develop and facilitate photography workshops for elementary program participants in the garden
  • Develop and facilitate blog training workshops for elementary program participants to share their garden-based learning experiences
  • Provide on-going support youth to document their experiences and learning through photography, writing, and photo journalism

Managing the Project’s photography equipment, photos, and other data archives

  • Maintain and troubleshoot program cameras used by program participants
  • Liaise with ILLP teachers to facilitate ongoing documentation, data collection, and reporting of student activities within participating classes
  • Organize, maintain, and archive ILLP documents (e.g. Photographs, surveys, consent forms, volunteer criminal record checks, volunteers hours)

Developing and managing the Project’s communication strategy

  • Document ILLP visits and events through digital photography
  • Select and provide photos for communication and outreach on social media and print materials Student Job
  • Liaise with Web Assistant to design a visual appealing and informative website, relevant to stakeholder audiences (educators, volunteers, parents, students, and funders)
  • Manage social media (Facebook page and blog) to keep stakeholders connected with the Project through a consistent and dynamic on-line presence

Supporting Program Manager and other program activities as needed

Qualifications:

  • Must be a UBC Student
  • Must be available Wednesday and Thursday mornings, 9am-Noon
  • Experience developing curriculum and working with children
  • Aptitude in and experience with on-line communications and social media
  • Expertise with digital cameras, iPads, and digital photography for photodocumentation and reporting (Having your own camera is an asset)
  • Ability to communicate with diplomacy and tact with children, community volunteers, staff, teachers, and donors
  • Interest in and respect for people of all cultures and backgrounds
  • Self-motivation, flexibility, and excellent organization skills; ability to identify and prioritize multiple tasks with minimal supervision
  • Ability to work effectively both in a team setting as well as independently; team player
  • Physically healthy and active. Able to work outdoors in all weather conditions
  • Familiarity with, and commitment to the vision and mission of the Intergenerational Landed Learning project is an asset
  • Successful completion of a criminal record check is required

To Apply: Please send Resume, Cover Letter, and Time Table to landed.learning@ubc.ca. Applications must be received no later than February 17, 2017.

7th Aboriginal Math Symposium, First Nations Longhouse. 9:00 am – 3:00 pm, May 11, 2017.

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7th Aboriginal Math Symposium

 

Thursday May 11, 2017

First Nations Longhouse

1985 West Mall UBC

9:00 am – 3:00 pm

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 kwesi.yaro@alumni.ubc.ca
Registration open by mid March 2017.

 

Read More…

Tenured Chair and Associate/Full Professor Department of Curriculum and Instruction, University of Victoria. Due: Feb 28, 2017

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DEPARTMENT CHAIR OF CURRICULUM AND INSTRUCTION
UNIVERSITY OF VICTORIA
Faculty of Education
The Department of Curriculum and Instruction is actively building a diverse, welcoming
community and seeks to appoint a Chair and Associate/Full Professor with tenure.
The University of Victoria has a demonstrated commitment to equity and fairness, and
encourages applications from members of visible minorities and Indigenous scholars. The
position requires strong collaborative skills that provide intellectual and organizational
leadership, and that will complement the work and focus of current faculty members and programs.
Candidates for this positions must possess a PhD or EdD in education or a closely related
field, be an established scholar within education (including teaching, re
search and graduate supervision), and demonstrate administrative experience and knowledge of leadership within a university setting The Chair is expected to build a collective vision for the department, establish an active research program, teach and supervise graduate students, and participate in the academic affairs of the University.
The Chair is a five year administrative appointment, with the possibility of a five year renewal. Full details of this position may be found at http://www.uvic.ca/education/chairedci

Archaeology, Education, and American Indian Initiatives Paid Internships at the Crow Canyon Archaeological Center Due: March 1st, 2017.

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Crow Canyon Archaeological Center – Archaeology, Education, and American Indian Initiatives Paid Internships
 
Crow Canyon Archaeological Center is currently accepting applications (application deadline is March 1st, 2017) for archaeology, education, and American Indian Initiatives internships. We are seeking advanced undergraduate or graduate students in archaeology, anthropology, Native American studies, or other related fields to assist with archaeological field and lab work or educational programming related to the archaeology and anthropology of the Southwest. We are especially interested in pursuing Indigenous and Public Anthropology projects and programs, and seek to cultivate interns that can contribute to this vision. If you know of anyone that might be interested in these paid internships please pass the contact information and details along to them.

More information and application materials can be found at: http://www.crowcanyon.org/index.php/internships

 

The BC Infant and Early Childhood Court Team (IECCT) Conference – May 15 – 16, 2017

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Judges and lawyers routinely face making life-altering, best interest decisions about infants and young children who have experienced significant adverse experiences and are at risk for devastating long-term outcomes. This conference is a unique opportunity to learn from and engage with internationally-recognized experts (including judges, lawyers, and infant mental health clinicians) from evidence-based court teams developed in the USA. Working together we will build on and adapt these model programs for implementation in the Canadian context and, in British Columbia, to create the BC Infant and Early Childhood Court Teams (IEECTs).
 
A limited number of tuition bursaries to partially cover registration fees are available for professionals and service providers working with children and families who would otherwise not be in a position to attend.
 
Date: May 15 – 16, 2017
Location: Coast Plaza Hotel and Suites, Vancouver
 
Early bird registration deadline: April 7, 2017

 

CFP – Ethics of Belonging: Protocols, Pedagogies, Land and Stories – Indigenous Literary Studies Association Conference. Due: Jan 31, 2017

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Ethics of Belonging: Protocols, Pedagogies, Land and Stories: ILSA’s Annual Conference

this year held at the Stó:lō Nation Teaching Longhouse 7201 Vedder Road, Chilliwack on the Unceded, traditional territories of the Stó:lō peoples

We invite scholars, knowledge-keepers, artists, and community members to join us in generating new conversations about protocols, pedagogies, land, and stories from a wide variety of perspectives, including tribally-centred, inter-tribal, pan-national, urban/suburban, and trans-Indigenous, at ILSA’s third annual gathering, this time taking place on the unceded, traditional territories of the Stó:lō peoples in the Stó:lō Teaching Longhouse in Chilliwack, B.C. In a 2007 essay Stó:lō historian Dr. Albert Sonny Naxaxalhts’i McHalsie shares a Halq’emélem statement that is often interpreted as an assertion of Aboriginal rights and title: “S’ólh Téméxw te ikw’elo. Xolhmet te mekw’stam it kwelat,” which can be translated as “This is our Land. We have to take care of everything that belongs to us” (85). As McHalsie reflects on the boundaries of his territory, he follows the protocols of his community, consulting his elders to uncover teachings embedded in the Halq’emélem language and in Stó:lō stories. Through these protocols he replaces Western concepts of ownership with Stó:lō understandings of personal connection to place, sharing stories that explicate multiple ways of reading the land around him. McHalsie concludes that the statement is not merely an assertion of what belongs to Stó:lō but of belonging, insisting that as his people take care of their territory they necessarily have to take care of stories and understandings of the world embedded within wider kinship relations—between communities, nations, cultures, languages, as well as with the other-than-human.

Inspired by McHalsie’s words, Ethics of Belonging: Protocols, Pedagogies, Land and Stories asks participants to consider ways in which our scholarship, activism, and creative work cares for stories and centres Indigenous perspectives. In what ways can this care and attention honour Indigenous protocols and shape our pedagogies? How might writers or artists who live distanced or alienated from home territories practice such ethics? How might we consider Indigenous cultural production in cyberspace as linked to land? What does it mean to read texts through treaty documents, the history of colonization, or stories that emerge from land-theft and dislocation? What new traditions are Indigenous people, especially those who live in the city, creating?

The Indigenous Literary Studies Association supports diverse modes of creating and disseminating knowledge. Prospective participants are invited to propose conference papers, panels, roundtables, workshops, performances, and other formats for special sessions. Panel sessions will be 90 minutes in duration, with at least 15 minutes for questions and discussion. In keeping with our desire to enable dialogue and community- based learning, we welcome session proposals that utilize non-standard or alternative formats. While open to all proposals dealing with Indigenous literary arts, ILSA encourages proposals for sessions and individual presentations that engage with the following topics:

• “Taking care of everything that belongs to us,” land claims and cultural repatriation
• Stó:lō narrative arts and Stó:lō literary history, present, and future
• Politics of belonging and kinship relations
• Land, ecological responsibility, and environmental ethics
• Land-based solidarities, urban Indigenous communities, and the literary arts
• Literary methods and Indigenous protocols
• The politics of protocols—gender and surveillance
• Two-Spirit and queer Indigenous critical ecologies
• Land, stories, and narrative arts as praxis
• Autonomy and alliance in unceded traditional territories
• Community-based participatory research, pedagogies, and literary studies
• Alliances among Indigenous and diasporic artists
• Mediations of orality and Indigenous material cultures
• Collaborative creation and multi-media
• Artistic expressions of sovereignty and self-determination
• Responsibility, community, and artistic expression
• Community-specific Indigenous knowledge and ethics in scholarship or art
• methodologies and practices in Indigenous literary studies to serve the needs of Indigenous communities

The Indigenous Literary Studies Association (ILSA) was founded in 2014 to promote the scholarship and teaching of Indigenous writing and storytelling in Canada. One way to make our study of Indigenous literatures relevant to the writers who produce the stories we read, teach and study is to meet every other year at national conferences as part of Congress, and meet alternating years in Indigenous communities. In 2015 we met at Six Nations of the Grand River, near Hamilton, Ontario, and in 2016 we met at Congress, hosted that year at the University of Calgary. From June 18-20, 2017 we will be meeting on the unceded, traditional territories of the Stó:lō peoples, in Chilliwack, B.C., about a half hour drive from the Abbotsford airport and about a one and a half hour drive from downtown Vancouver. This time was chosen to coincide with the annual conference of NAISA, the Native American and Indigenous Studies Association meeting, at UBC from June 22-24, 2017.

Proposals are due on Tuesday, January 31, 2017 and this year’s proposals can be submitted to ilsa@sfu.ca. If you do not receive an acknowledgment of your proposal within 7 days, please contact the ILSA council members directly, especially in-coming ILSA President Deanna Reder or ILSA Secretary Sophie McCall. We remind you that prospective participants must be members in order to present at ILSA 2017 in Chilliwack.

Membership Rates are $40 (faculty) or $20 (students, community members, or underwaged) for one year. Please visit our website at
ILSA 2017 Call for Papers
http://www.indigenousliterarystudies.org/membership-1/ to complete your membership.

Thank you for your continued support. Please note that for the 2016-2017 year, we will be using this email, ilsa@sfu.ca; we encourage our members to contact the ILSA Council directly should you have any concerns or ideas you wish to share.

The Indigenous Literary Studies Association Council 2016-2017
Deanna Reder, President (dhr@sfu.ca)
Jesse Archibald-Barber, President Elect (jbarber@firstnationsuniversity.ca)
Sophie McCall, Secretary (smccall@sfu.ca)
June Scudeler, Treasurer (june.scudeler@gmail.com)
Sarah Henzi, Early Career Member (sarahhenzi@gmail.com)
Angela Semple, Graduate Member (angelasemple@trentu.ca)
Sam McKegney, Past President (sam.mckegney@queensu.ca) http://www.indigenousliterarystudies.org
Email: ilsa@sfu.ca

Morning Coffee and chat with Dr. Dustin Louie – Jan 11, 2017, 10:30-11:30 am

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You are invited to a SAGE morning coffee and chat with Indigenous scholar Dustin Louie, from the University of Calgary Faculty of Education.
Wednesday, January 11, 2017
10:30 to 11:30 am
Boardroom, First Nations Longhouse

 

It is a great chance to meet and chat about his work and maybe ask some questions about new scholar roles and responsibilities.

 

Following the coffee and chat, Dustin will be giving a talk at the Social Justice Institute in the Jack Bell Building on Indigenous girls and their over representation in sexual exploitation and sex trade. Please see attached poster.

2017-Jan11-DustinLouie.jpg

Assistant Professor – Teacher Education Department, University of the Fraser Valley

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The University of the Fraser Valley invites applications for a full-time faculty member in its Teacher Education Department (TED) which includes undergraduate level prerequisite courses and a post-degree Bachelor of Education (B.Ed) for prospective elementary, middle and secondary teachers. The individual will be expected to teach courses in the TED, be a faculty mentor to teacher candidates during practica, work collaboratively with a variety of faculty and seconded faculty mentors, and be part of the TED candidate admissions and orientation processes. The successful applicant will also be expected to maintain an active research and/or scholarship agenda with a focus on teacher education and/or K – 12 education. The program is located on the Abbotsford campus.

 

Application deadline: application review begins February 1, 2017; however, the position will remain open until filled

For the full posting and how to apply, please visit http://www.ufv.ca/media/assets/human-resources/careers/faculty/2016/Assistant-Professor,-Teacher-Education-Dept-v2.pdf