The UNLV English Department is searching for three tenure-track positions. Please follow the links to the right for more information about these positions. For information about the university’s diversity profile, please click on the “UNLV Diversity Fact Sheet” link.
Canadian Journal of Education
Canadian Journal of Education/Revue canadienne de l’éducation has just published its latest issue [Vol 39, No 4 (2016)] at http://www.cje-rce.ca/index.php/cje-rce. We invite you to review the Table of Contents on our site and review articles and items of interest.
|Editorial | December 2016|
|Christopher DeLuca, Theodore M. Christou||1-3|
|Les enseignants issus de la diversité ethnoculturelle représentent-ils une valeur ajoutée pour la profession ? Résultats d’une étude menée en Suisse romande||PDF (Français)|
|Stéphanie Bauer, Abdeljalil Akkari||1-25|
|Documenter les façons de faire d’enseignants de 6e année du primaire en mathématiques, en lecture et en écriture dans toutes les étapes de la démarche d’évaluation||PDF (Français)|
|Lakshmee Devi Ramoo, Micheline-Joanne Durand||1-24|
|Revisiting the Challenges Linked to Parenting and Home–School Relationships at the High School Level|
|Rollande Deslandes, Sylvie Barma||1-32|
|Développer le sens du métier pour favoriser le bienêtre en formation initiale à l’enseignement||PDF (Français)|
|Enseigner en milieu francophone minoritaire canadien: synthèse des connaissances sur les défis et leurs implications pour la formation des enseignants||PDF (Français)|
|Martine Cavanagh, Laurent Cammarata, Sylvie Blain||1-32|
|From Cultural Deprivation to Individual Deficits: A Genealogy of Deficiency in Inuit Adult Education|
|Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education|
|Chris Gilham, Joanne Tompkins||1-25|
|Étude de conditions didactiques favorables à la décontextualisation des connaissances mathématiques||PDF (Français)|
|Lire des textes de fiction et des textes informatifs aux élèves du préscolaire et du primaire : analyse des interactions extratextuelles des enseignants||PDF (Français)|
|Evolving Practices: Admissions Policies in Ontario Teacher Education Programs|
|Michael Holden, Julian Kitchen||1-28|
Book Reviews/Recensions d’ouvrages
|Indigenous Business in Canada: Principles and Practices|
|Melanie Nelson, Matthew Waugh||1-4|
|Self-Construction and Social Transformation: Lifelong, Lifewide and Life-deep Learning|
|GRIT: The Power of Passion and Perseverance|
Assistant or Associate Professor in Indigenous Literatures, Department of English. Due: Mar 31, 2016
Assistant or Associate Professor in Indigenous Literatures, Department of English, Faculty of Arts
Job ID: 9966
Updated: February 23, 2016
Location: Main Campus
The Faculty of Arts, Department of English, invites applications at the rank of Assistant Professor (tenure-track) or Associate Professor (with tenure) in the area of Indigenous Literatures. The anticipated start date is July 1, 2016.
We are seeking candidates who will establish and maintain an active research program with the ability to secure external research funding; produce high impact research and scholarship in their area of specialization; teach graduate and undergraduate courses, and supervise graduate and undergraduate students; and engage in meaningful service activities within the department, faculty, university and community.
As a faculty member in the Department of English, the successful applicant will have a PhD in English or Indigenous-related literary studies and a demonstrated ability to conduct research and develop partnerships with local communities. Candidates will have interdisciplinary strength in Indigenous Studies and the ability to direct the Faculty of Arts’ International Indigenous Studies program (http://www.ucalgary.ca/indg/).
Applicants at the Assistant Professor level are expected to provide evidence of, or potential for, excellence in both research and teaching through peer-reviewed publications in leading journals and academic presses, and have a track record of successful grant applications, course development and teaching effectiveness, as well as community-engaged scholarship with Indigenous peoples.
Applicants at the Associate Professor rank must demonstrate excellence in research, teaching and community engagement through publications in leading journals and academic presses, proven success in obtaining competitive research funding, evidence of teaching effectiveness and instructional development, as well as successfully concluded projects with Indigenous peoples. The successful candidate will be able to assume a leadership role at the beginning of the appointment.
The Department of English is a research-intensive department with high standards in teaching. It values interdisciplinary and multidisciplinary approaches to research and training, and strongly encourages collaboration. The department has thriving MA and PhD programs, and recognized strengths in historical literary periods, archival and book history, postcolonial literature, creative writing, new media and digital humanities, among other areas. For more information about the Department of English, please visit https://english.ucalgary.ca/. With 56 undergraduate programs and over 7,100 students, the Faculty of Arts is the largest and most diverse faculty at the University of Calgary. For information on the Faculty of Arts, please visit https://arts.ucalgary.ca/about. For information on programs and departments in the Faculty of Arts, please visit https://arts.ucalgary.ca/programs.
In their letter to the committee, applicants should address current and future research directions including community engagement. They should also send a current curriculum vitae, one refereed publication, and evidence of teaching excellence such as a statement of teaching philosophy, recent teaching evaluations, examples of course development; and should arrange to have three confidential letters of reference forwarded directly to:
Dr. Jacqueline Jenkins
Head of English
Faculty of Arts
University of Calgary
2500 University Drive NW
Calgary, Alberta T2N 1N4
or by email to Barb Howe, at email@example.com
All applications must be received by March 31, 2016.
The University of Calgary believes that a respectful workplace, equal opportunity and building a diverse workforce contribute to the richness of the environment for teaching, learning and research, and provide faculty, staff, students and the public with a university that reflects the society it serves. All qualified candidates are encouraged to apply; however Canadians and permanent residents will be given priority. In this connection, at the time of your application, please answer the following question: Are you a Canadian citizen or a permanent resident of Canada? (Yes/No)
To view a listing of all available academic opportunities and to find out more about what the University of Calgary has to offer, please visit our Academic Careers website.
About the University of Calgary
The University of Calgary is Canada’s leading next-generation university – a living, growing and youthful institution that embraces change and opportunity with a can-do attitude. Located in the nation’s most enterprising city, the university is making tremendous progress on its Eyes High journey to become one of Canada’s top five research universities, grounded in innovative learning and teaching and fully integrated with the community it both serves and leads. Ranked as the top young university in Canada and North America, the University of Calgary inspires and supports discovery, creativity and innovation across all disciplines. For more information, visit ucalgary.ca.
About Calgary, Alberta
Ranked the 5th most livable city in the world, Calgary is one of the world’s cleanest cities and one of the best cities in Canada to raise a family. Calgary is a city of leaders – in business, community, philanthropy and volunteerism. Calgarians benefit from a growing number of world-class dining and cultural events and enjoy more days of sunshine per year than any other major Canadian city. Calgary is less than an hour’s drive from the majestic Rocky Mountains and boasts the most extensive urban pathway and bikeway network in North America.
Job – Teacher Education with a Curriculum Specialization in English Language Arts, McGill University
Teacher Education with a Curriculum Specialization in English Language Arts
The Department of Integrated Studies in Education invites applications for a new position at the level of Assistant Professor in Teacher Education with a Curriculum Specialization in English Language Arts. The successful candidate will possess a PhD in education or a related field and must have an academic profile centered on practice and research in the area of English Language Arts. It is expected that the successful candidate will contribute to one or more of the following content areas: Secondary English Methods, Critical Media Literacy, Adolescent Literacy, Young Adult Literatures, and New and Digital Literacies.
This position is key to the strategy of the department, and preference will be given to candidates who have some expertise in competency-based teacher education as expressed in the Quebec Education Program (QEP) and are committed to educational innovation. The committee will prioritize applicants with secondary school teaching experience. An interest in engaging in collaborative research and working in multidisciplinary and community environments would be welcome.
Responsibilities will include teaching and student-teaching supervision in our Bachelor of Education and Master of Arts in Teaching and Learning programs, as well as teaching and thesis supervision in our MA and PhD programs. Strong assets will also be an ability to function in French, critical engagement in technology (in ELA), and an intimate knowledge of and connection to marginalized communities. We invite applicants to become part of a diversifying faculty.
Read more: ELA_Job Advertisement
The School for Advanced Research, with the generous support of the Lannan Foundation, is seeking applicants for the Indigenous Writer-in-Residence fellowship. The purpose of this fellowship is to advance the work of an indigenous writer pursuing their creative project while enabling them to interact with local scholar, artist, and Native communities. The fellowship runs from mid-June to early August and is open to writers indigenous to the United States or Canada. The fellow is provided with a $6,000 stipend, on-campus housing, studio space, supplies allowance, library support, and travel reimbursement to and from SAR.
Application Deadline: Monday, February 16
For more information, please visit sarweb.org
and click on the Programs link or call
Maria Spray at 505-954-7237.
English Practice: Call for Articles
English Practice, the journal of the BC Teachers of English Language Arts, is a peer-reviewed, open access, online publication published twice annually.
Submission Criteria and Guidelines:
We accept submissions under the following categories:
- Teaching Ideas (classroom lessons and strategies)
- Investigating our Practice (teacher inquiry)
- Salon (Literary & arts-based pieces)
- Check this Out (book reviews)
Please see the following for details: http://bctela.ca/call-for-articles-2014/
We invite you to submit articles for our upcoming issue:
1) Starting a Circle: Exploring Aboriginal Education.
This issue is devoted to exploring the vital importance as well as challenges of integrating Aboriginal perspectives, voices, texts, curricula and teaching and learning practices within English Language Arts. We invite educators and scholars from British Columbia and beyond to explore how the First Peoples Principles of Learning are taken up in classroom practices as well as significant issues arising from landmark events and curricular shifts in BC, which reflect larger questions related to the future of Aboriginal Education and English Language Arts.
Topics may include:
- Reconciliation: What does reconciliation mean in our classrooms? How can we support students in finding their role within reconciliation? What legacies of residential schools remain in BC schools and beyond, and how can we as Aboriginal and non- Aboriginal educators address these in our practices?
- Aboriginal Content: How do we increase our ability to integrate Aboriginal content throughout our educational practice? How do we work proactively as a professional community towards these ends?
- Engagment and Inclusion: What approaches support engagement, inclusion, powerful outcomes and greater success for Aboriginal learners in English Language Arts? What practices support increased Aboriginal graduation outcomes?
- English First Peoples 10-12: How do we meaningfully and ethically integrate First Peoples’ texts and curriculum into our practices? What barriers and tensions exist and how do we address these?
- First Peoples Principles of Learning: How do we use these in our classrooms to improve learning for all students? How can they guide our course planning and selection/evaluation of classroom resources?
Closing date: January 30, 2015
Contact: Pamela Richardson firstname.lastname@example.org, or
Sara Davidson email@example.com