Indigenous and Native Education

The Human Rights of Aboriginal Children – Jan 21, 2016, 7 pm

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The Human Rights of Aboriginal Children

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When: Thursday, January 21, 2016  |  7 p.m.
Where: Robert H. Lee Alumni Centre, 6163 University Boulevard

Keynote speakers:
  • Dr. Mary Ellen Turpel-Lafond, BC Representative for Children and Youth
  • Dr. Michael DeGagné, President and Vice-Chancellor of Nipissing University

“How to Love a Child”, the Janusz Korczak Lecture Series, is devoted to key issues crucial to the well-being and rights of children and young people today.

The goal of the lecture series is to foster conversations among academics, professionals and child advocates from diverse fields concerned with the welfare of the child. A range of disciplines and expertise including law, medicine, child welfare and education are represented in this series, and a variety of perspectives and issues will be addressed.
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CFP – Canadian Journal of Native Education, Due: Apr. 15, 2015

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CALL FOR PAPERS

Canadian Journal of Native Education – 2015 Theme Issue

Indigenous Teacher Education & Teacher Education for Indigenous Education

The Canadian Journal of Native Education (CJNE) is pleased to announce a cooperative

editorship with Directors of Indigenous Teacher Education Programs for the 2015 CJNE theme

issue produced by the UBC Indigenous Education Institute of Canada:

• Jo-ann Archibald, Q’um Q’um Xiiem, Director of NITEP, University of British Columbia

• Evelyn Steinhauer, Director, Aboriginal Teacher Education, University of Alberta

• Graduate Students

National studies and policy statements have continued to recommend increasing the numbers of Indigenous

teachers, establishing Indigenous teacher education programs, and preparing non-Indigenous teachers to

address Indigenous education in more effective ways, through instruction and parental/community

engagement: the 1972 Indian Control of Indian Education Policy, the 1996 Royal Commission on

Aboriginal People; and the 2010 Association of Canadian Deans of Education Accord on Indigenous

Education.

Over the past 40 plus years, Indigenous teacher education programs were established in universities across

Canada, but very little exists in the literature about these important programs and their innovations,

challenges, and impact. Teacher education programs have begun to include required Indigenous education

courses for all teacher candidates and new courses or approaches about Indigenous education based on

Indigenous Knowledge Systems. We need to know how these courses are being received and what impact

they have on teacher candidates.

The 2015 CJNE theme issue, Indigenous Teacher Education & Teacher Education for Indigenous

Education  is therefore seeking research articles, reflective stories, or critical essays that address some

aspect of this theme. The following questions may be addressed:

What is Indigenous teacher education? What makes it Indigenous? What is its impact?

How can teacher education programs prepare teacher candidates to address Indigenous education?

How can teacher education program prepare teacher candidates to work effectively with Indigenous

parents and community members?

How can issues of racism, disinterest, and anxiety be addressed when teaching Indigenous education in

teacher education programs?

Send two digital Word copies with Abstract: (one digital copy to include name and contact address info

and one digital copy without name and contact info for blind review) to indigenous.education@ubc.ca

CJNE uses APA style. Submissions should be no longer than 8,000 words in length (inclusive of

references). Please indicate the type of article being submitted.

Deadline: April 15, 2015

University of Calgary: Director of Indigenous Education, Werklund School of Education

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https://prdcgw.ehs.ucalgary.ca/uc_cg.html?Page=HRS_CE_JOB_DTL&Action=A&JobOpeningId=5696&SiteId=4&JobPostSeq=1

Position Description

Director of Indigenous Education
Werklund School of Education, University of Calgary

The Werklund School of Education at the University of Calgary invites applications for a ‘tenure-track’ or ‘with tenure’ appointment at the Associate or Full Professor level as Director of Indigenous Education.

The Werklund School’s Director of Indigenous Education is an academic leadership role that entails overseeing the existing and ongoing development of the School’s Indigenous Education strategic initiatives in research, teaching and community engagement.  The successful applicant will have:

  • A doctoral degree;
  • An outstanding record of research, teaching, and community engagement in the area of Indigenous Education;
  • An outstanding record of undergraduate and graduate teaching, including evidence of successful graduate student supervision;
  • Connections to and experiences with First Nations, Métis and/or Inuit communities;
  • Experience and expertise developing and sustaining research, teaching and other collaborations across disciplines, institutions, and communities; and
  • Experience leading and administering complex research, teaching and community engagement initiatives, including familiarity with strategic planning and implementation processes.

For information on the Werklund School of Education visit http://werklund.ucalgary.ca.

Questions about this position may be directed to the Dean of the Werklund School of Education, Dr. Dennis Sumara at sumara@ucalgary.ca.

Applicants should submit electronically a letter of application, CV, copies of two publications, and the names and contact information for three references.

Review of applications will begin on April 1st, 2014 and will continue until an appointment for this position has been made.

Applications should be sent to:

Dennis Sumara, PhD
Dean, Werklund School of Education
c/o vcsmith@ucalgary.ca

Additional Information
About the University of Calgary
The University of Calgary is a leading Canadian university located in the nation’s most enterprising city. The university has a clear strategic direction to become one of Canada’s top five research universities by 2016, where innovative teaching and groundbreaking research go hand in hand, and where we fully engage the communities we both serve and lead. The strategy is called Eyes High, inspired by our Gaelic motto, which translates to ‘I will lift up my eyes’.
To succeed as one of Canada’s top universities, where new ideas are created, tested and applied through first-class teaching and research, the University of Calgary needs more of the best minds in our classrooms and labs. We’re increasing our scholarly capacity by investing in people who want to change the world, bringing the best and brightest to Calgary to form a global intellectual hub and achieve advances that matter to everyone.
About Calgary
Named a cultural capital of Canada and one of the best places to live in the world, Calgary is a city of leaders – in business, community, philanthropy and volunteerism. Calgarians benefit from the strongest economy in the nation 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.
 
All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. The University of Calgary respects, appreciates, and encourages diversity.

University of Arizona – Assistant/Associate Professor Position in Indigenous Education

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The Department of Teaching, Learning and Sociocultural Studies
College of Education, University of Arizona

Announces a Tenure-Track Assistant/Associate Professor Position in Indigenous Education

The internationally recognized Language, Reading and Culture (LRC) program in the department of Teaching, Learning and Sociocultural Studies (TLS) at the University of Arizona (UA) announces an Assistant/Associate professor position in Indigenous Education effective August 2014. The UA not only lies in a dynamic transnational border region, but in close proximity to rich Native American cultures, including 22 federally recognized tribes in the state of Arizona. Native American students on the UA campus represent over 75 Native American tribes with the majority coming from Arizona tribes and reservations. As a land grant institution, the UA has an important responsibility to Native American students and Nations. With the current open position, the College of Education at the UA seeks to further strengthen our undergraduate and graduate programs with the integration of Indigenous knowledge systems, epistemologies, and decolonizing research methodologies.

This position offers an opportunity to join a department comprised of two outstanding programs: Language Reading and Culture (LRC) and Teaching and Teacher Education (TTE). TLS faculty engage in interdisciplinary research and teaching, and demonstrate a deep commitment to social justice. TLS provides a collaborative work environment for faculty research and grant development and encourages cross-program and cross-departmental research initiatives, along with opportunities of collaboration across the college and the university. Existing faculty research and teaching interests in the area of Indigenous education include Indigenous youth language learning and practice; maintenance and revitalization of Indigenous language and culture; transnational Indigenous teacher education efforts; and Indigenous knowledge systems, including Traditional Ecological Knowledge (TEK) systems. Additional faculty areas of expertise and interest across the department include multicultural, multilingual and multiliteracy education; anthropology and education; immigrant education; applied linguistics; language policy and planning; literacy processes and pedagogy; early childhood education; world children’s and adolescent literature; STEM education; technology and literacy; teacher education; and environmental learning and sustainability education.

LRC attracts diverse and highly qualified students, including Native American students and Indigenous students from Latin America, to our master’s and doctoral programs. LRC is also engaged in transnational inter- university collaborations in Indigenous education, providing opportunities for faculty and students through courses, conferences, etc. with a global network of Indigenous scholars and students across Arizona and in Hawaii, Alaska, New Zealand, Canada, and Mexico. Faculty across the department are additionally working on incorporating Native American education-related offerings into our department’s early childhood, elementary and secondary teacher preparation programs and our undergraduate education non-teaching degree programs. Thus, LRC is committed to creating and supporting a community of Indigenous scholars engaged in critical exploration and redefinition of how research in Indigenous education gets done and how it is engaged in community, university, and other academic disciplines.

Our location in the southwestern United States and our long history of involvement with the education of Native American and minority youth throughout the state and in the border region offer many opportunities to conduct field-based research with diverse urban and rural populations. The position will provide opportunities to work with the UA’s distinguished American Indian Language Development Institute (AILDI), widely-recognized for its influential efforts in Indigenous language teaching, language revitalization and documentation. Teaching, research and outreach activities are also possible with SEED (Scholarships for Education and Economic

Development), a vibrant, international Indigenous education exchange program that annually brings diverse Indigenous teachers and curriculum developers from Mexico for a year-long program in collaboration with institutions in Mexico. The College of Education offers additional opportunities for collaboration with Project SOAR, a service-learning experience that connects Native American undergraduate mentors with Native American middle school students in the Tucson area. The University of Arizona further provides opportunities for collaboration with renowned Native American faculty and programs in Linguistics, Indigenous Law and Policy, and American Indian Studies.

Qualifications:

Earned doctorate in education or in a closely related field. Strong commitment to and experience in Indigenous and equity education, and a clear research and teaching agenda in Native American and Indigenous education, including one or more of areas such as the following:

  •   Indigenous language maintenance, revitalization, planning and policy
  •   Indigenous teacher preparation
  •   Indigenous children’s/young adult literature
  •   Indigenous education and new technologies
  •   Indigenous knowledge systems including Traditional Ecological Knowledge, STEM education, and place- based educationResponsibilities: Faculty load includes teaching, research and service
     Develop a strong program of research, publication, and grant support
     Teach graduate and undergraduate courses in areas of specialization
     Advise masters and doctoral students, and participate on graduate student committees

    Indigenous scholars are strongly encouraged to apply. Applicants with proficiency in one or more Indigenous languages and/or experience working with Indigenous populations in schools and/or communities are especially encouraged to apply.

    Compensation:

    Competitive salary plus opportunities for summer teaching and research support.

    Application Process: Please complete the electronic application form (Job 53712) and attach a letter of interest, a statement of research and teaching interests, your curriculum vitae, three representative publications/papers, and names and contact information for three professional references on-line at: http://www.hr.arizona.edu

    Applications are now being accepted and will be reviewed starting on November 15, 2013. Review will continue until the position is filled.

    For further information please call (520) 621-2928, or contact:

    Dr. Leisy Wyman (lwyman@email.arizona.edu) Committee Chair Department of Teaching, Learning and Sociocultural Studies P. O. Box 210069
    College of Education, University of Arizona, Tucson, AZ 85721-0069