CFP – Storying Solidarities: Sites of Autonomy and Alliance in Indigenous Literary Arts, University of Calgary. Due: Feb 1, 2016
Sites of Autonomy and Alliance in Indigenous Literary Arts
A Gathering of the Indigenous Literary Studies Association
May 28th-29th, 2016
Academic Congress, The University of Calgary, Treaty 7 Territory
In the Traditional Lands of the Blackfoot Confederacy Calgary, Alberta, Canada
For its second annual gathering, and the first time at Academic Congress, the Indigenous Literary Studies Association seeks to think together about the sometimes conflicted relationship between alliance and autonomy in decolonial struggles as imagined, illustrated, and interrogated through Indigenous literary arts. While terms like “solidarity” and “alliance” tend to be valued as inherently positive, their often vague and uncritical application risks masking and thereby sustaining settler colonial power in ways that might threaten Indigenous autonomy and self-determination.
We invite scholars, knowledge-keepers, artists, and community members to explore the tensions that persist between the generative possibilities of consensual alliance and the ongoing urgency for what Métis artist and scholar David Garneau calls “irreconcilable spaces of Aboriginality”: “gatherings, ceremony, Cree-only discussions, kitchen-table conversations, email exchanges, etc. in which Blackfootness, Métisness, Indianness, Aboriginality, and/or Indigeneity is performed apart from a Settler audience” (33). In particular, we invite participants to consider the ways in which Indigenous literary arts provide tools for imagining and enacting solidarities with genuinely decolonizing potential, while laying bare the ethical dimensions such solidarities demand.
We welcome participants to consider alliance in its multiple and expansive dimensions — among Indigenous nations, between Indigenous and non-Indigenous artists, between Indigenous scholars and the communities with which they identify, between Indigenous decolonization movements and other social justice movements, and between Indigenous literary studies and Indigenous Studies more broadly. We also welcome participants to conceive of literary arts expansively; we welcome discussions of literature, film, theatre, storytelling, song, hip-hop, and other forms of narrative expression.
Prospective participants are invited to propose conference papers, panels, roundtables, workshops, performances, and other formats for special sessions. Sessions will be 90 minutes in duration, including at least 15 minutes for collaborative dialogue. While open to all proposals dealing with Indigenous literary arts, ILSA encourages proposals for sessions and individual presentations that engage with any of the following topics:
- Autonomy and Alliance in Treaty 7 Territory
- Confederacy, Intertribal Alliance, and the Literary Arts
- The Terrain of “Solidarity” in Community-Based Participatory Research
- What David Garneau calls “Irreconcilable Spaces of Aboriginality”
- What Leanne Simpson calls “Sovereign Sites of Intimacy”
- Activist Alliances among Indigenous and Diasporic Artists
- Kinship and Alliance with the Other-than-Human
- Art, Autonomy, and Idlenomore
- Literary Methods and Narrative Arts as Praxis
- Orality and Solidarity Building
- Collaborative Creation and Multi-Media
- Artistic Expressions of Sovereignty and Self-Determination
- Land-based Solidarities and the Literary Arts
- Intimacy and Erotics as Expressions of AllianceStorying Solidarities features keynote speakers Eldon Yellowhorn (confirmed) & Leanne Betasamosake Simpson (unconfirmed). The gathering also features the Renate Eigenbrod Memorial Mentorship Lunch, which will connect emerging artists and scholars with established mentors; both mentors and mentees can register for the event by contacting Deanna Reder at email@example.com. In collaboration with the Canadian Association for Commonwealth Literature and Languages Studies, this year’s “Aboriginal Roundtable” will bring together artists, activists, and academics who will engage the theme: “Decolonial Solidarities: Ecology, Gender, and Ethical Calls to Action.” Those interested in participating in the roundtable as featured speakers, please contact Sophie McCall at firstname.lastname@example.org.Proposals for individual presentations should include the presenter’s name, institutional and/or tribal affiliation, email address, and telephone number; the presentation’s title; and a 250-word abstract that should identify the presenter’s desired format. Proposals for special sessions should include the session organizer’s name, institutional and/or tribal affiliation, email address, and telephone number; a list of confirmed participants’ names and affiliations; the session’s title; a 250-word description of the session’s goals, format, and significance, and 100-word descriptions of each participant’s contribution to the session.
The deadline for all proposals is February 1st, 2016. All proposals should be sent to email@example.com.
CFP – pdf file: CFP Storying Solidarities for ILSA 2016
Those who write books in indigenous languages are not in it for the E.L. James money or fame. Javier Castellanos, who won the 2002 Premio Nacional de Literatura Indígena Nezahualcóyotl, said that authors of books in indigenous languages rarely have critics, let alone readers. Despite the modest audience for the work, the importance can’t be overstated. It’s one way that native languages are being kept alive.
Castellanos, with the help of Jóvenes Creadores del Fondo Nacional para la Cultura y las Artes, tutors a group of young writers who have been working on ambitious and completely badass projects. There’s Pergentino José from Oaxaca, who plans to take the oral stories and traditions of Zapoteco de Loxicha into stories that can be held. For Elizabeth Sáenz Díaz, it’s about writing stories so that newer generations can continue to have a connection to Zoque.
Because it’s impressive to hear about these projects, we’ve compiled a list of five writers who are holding it down for the indigenous populations. Read More…
Original Article: http://remezcla.com/lists/books-indigenous-languages-americas/
Assistant Professor, Spanish and Spanish American Studies
About Mills College:
Located in Oakland, California, in the heart of the San Francisco Bay Area, Mills College is a nationally renowned independent liberal arts college for women with graduate programs for women and men. Ranked one of the top-tier regional universities in the West by U.S. News & World Report, Mills is also recognized as one of The Best 380 Colleges in the nation by The Princeton Review. Since 1852 we’ve been empowering students to become creative, independent thinkers who take and inspire action. For more information, visit http://www.mills.edu.
The Department of Languages and Literatures [DLL] invites applications for a tenure-track Assistant Professor position in the Spanish and Spanish American Studies Program [SSAS] to begin Fall 2016.
We seek an engaged scholar with a demonstrated commitment to teaching, advising undergraduate students, and cutting edge research. The successful candidate will teach all levels of Spanish language, including specialized courses, such as Spanish for Heritage Speakers and Translation. In addition, the candidate will teach classes in culture, film and literature. The successful candidate will also direct the Language Club, co-supervise undergraduate research by SSAS Majors, contribute to the Spanish and Spanish American Studies program and particularly to the discipline of Latin American and Latino(a) Literature, play an active role in departmental and College service, and maintain an active research agenda.
Evidence of excellence in teaching, demonstrated knowledge of current trends in pedagogy, critical theory, and new technologies necessary. Candidates are expected to have a Ph.D in hand at the time of appointment, native or near-native fluency in Spanish and English, and a commitment to the education of undergraduate students.
Women and other traditionally underrepresented groups are encouraged to apply. Mills College seeks to recruit and retain a diverse workforce as a reflection of our commitment to diversity and our desire to maintain the excellence of our faculty. In so doing, we offer our students not only the opportunity to learn about varied disciplines, but to engage diverse perspectives, and ways of knowing and learning.
Mills College does not permit discrimination based on pregnancy, childbirth or related medical conditions, race, religious creed, color, national origin or ancestry, physical or mental disability, medical condition, marital status, age, sex, sexual orientation, or gender identity. For more information on Mills’ non-discrimination policy, pleased go to:
- Cover letter
- Curriculum vitae
- Contact information for three references
- A teaching statement outlining candidate’s approach to teaching
- Teaching evaluations
- Writing samples
To receive full consideration, applications must be received by November 15, 2015. Inquiries may be addressed to SpanishSearch@mills.edu.
Indigenous summer reading: 3 top picks by Leanne Simpson
Lee Maracle’s Celia’s song ‘a must read – an incredible novel, says Simpson
By Leanne Betasamosake Simpson, for CBC News Posted: Jul 30, 2015
In this on-going summer series authors, celebrities and CBC personalities share their favourite indigenous books, the ones they want to read this summer and the ones they think everyone should read.
Here’s author writer, educator and activist Leanne Betasamosake Simpson, of Mississauga Nishnaabeg ancestry, with her top three picks. Read More…
- teach a variety of courses in literature at all undergraduate levels, including first-year composition courses;
- maintain an active research profile;
- contribute to the ongoing development of the undergraduate curriculum as well as graduate programs;
- provide service to the Faculty- and University-wide governance system, as well as service activities and outreach initiatives that contribute to the academic life and profile of the University.
- hold a PhD in English or related field;
- demonstrate a strong record of research, scholarship and publication
- have a proven record of teaching at the post-secondary level and show an aptitude for innovative curriculum development; previous experience teaching in interdisciplinary programs, and teaching and supervising graduate students, will be considered assets;
- have outstanding communication, interpersonal and time-management skills;
- have had experience working with art and design students (considered an asset);
- have a demonstrated commitment to the principles of equity and diversity, and proven ability to work effectively and collegially with a diverse population.
The review of applications will begin on February 9, 2015, and will continue until the position is filled.
All qualified persons are encouraged to apply; however, Canadians and permanent residents of Canada will be given priority.
While we thank all candidates for their interest, only those short-listed will be contacted.