Tag Archives: CFP

CFP: Rouge Forum 2012 (Deadline April 15)

The Rouge Forum 2012 will be held at Miami University in Oxford, Ohio. The University’s picturesque campus is located 50 minutes northwest of Cincinnati. The conference will be held June 22-24, 2012.

Proposals for papers, panels, performances, workshops, and other multimedia presentations should include title(s) and names and contact information for presenter(s). The deadline for sending proposals is April 15. The Steering Committee will email acceptance notices by May 1.

Read the Call for Proposals.

Featured speakers this year include Mike Prysner, Paul Street, and Susan Ohanian.

CFP: Graduate Studies and the Academic Labor Market

Call for Papers:
Graduate Studies and the Academic Labor Market

Special Issue of Workplace: A Journal for Academic Labor 2012
Guest Editors: Bradley J. Porfilio, Julie A. Gorlewski, and Shelley J. Jensen

Workplace invites and authors to submit papers for a special issue on Graduate Studies and the Academic Labor Market. What are the futures of the academic labor market for graduate students? Or more to the point, is there a future in academic labor for graduate students? Even a casual glance at The Chronicle of Higher Education and, in Canada, at the CAUT Bulletin and University Affairs, suggests a shrinking job market for PhDs. In some disciplines, academic careers have all but disappeared. Post-PhDs are increasingly tracked or streamed into adjunct and sessional appointments, most of which are dead-end and even on full time bases may amount to less than $25,000 per year. This “income” is oftten typically annulled by student loan payments; indeed, the income to debt ratio for post-PhDs adds to a heavy burden of anxiety. We readily romanticize the life of the intellectual, but – more and more – this life does not put food on the table. Food banks are becoming more and more common on university grounds and the lines are not limited to students.

What is the nature of this phenomenon in higher education?
What do these trends mean for the future of education and learning beyond mere technical training?
How do economic hardships affect scholarly pursuits?
How might graduate students reclaim their futures in the professoriate?
What roles exist for the scholar activist – both novice and veteran?
What other questions we should be asking?

The editors request abstracts for papers by September 15, 2012, with full drafts due by December 15, 2012.

For more information and due dates contact Brad Porfilio (porfilio16@aol.com)

2nd INTERNATIONAL CONFERENCE ON CRITICAL EDUCATION (Athens, Greece)

The Department of Education, University of Athens, Greece is hosting the

2nd INTERNATIONAL CONFERENCE ON CRITICAL EDUCATION

10-14 July 2012, Athens, Greece

Organized by the journals:

JOURNAL OF CRITICAL EDUCATION POLICY STUDIES (UK)

CULTURAL LOGIC (USA/CANADA)

KRITIKI (GREECE)

RADICAL NOTES (INDIA)

ICCE Conference Website: http://icce-2012.weebly.com/index.html

Some of last year’s papers (from the 2011 conference) will go into a special edition of JCEPS, the Journal for Critical Education Policy Studies, coming out in around April 2012. In addition, all the papers that were presented at the 2011 conference and were submitted in written form will be published as conference proceedings in the next couple of months.The website is in process of improvement, e.g. re methods of payment, also final keynote speakers not yet confirmed.. we are asking Dennis Beach, Dave Hill, Marnie Holborow, and Alex Callinicos. As well as leading Greek Marxists/critical educators. So, hope to see you at this conference in Athens in July! Last year’s was great- politically, intellectually, socially!

INTERNATIONAL PROGRAM COMMITTEE (subject to confirmation)

Kostas Skordoulis (University of Athens, Greece)

Dave Hill (Universities of Middlesex, United Kingdom; Limerick, Ireland; Athens, Greece)

Peter McLaren (University of Auckland, New Zealand)

Grant Banfield (University of South Australia, Australia)

Dennis Beach (University of Göteburg, Sweden)

Ramin Farahmandpur (Portland State University, Oregon, USA)

Marnie Holborrow (University College Dublin, Ireland)

Alpesh Maisuria (Anglia Ruskin University, United Kingdom)

Sharzad Mojab (University of Toronto, Canada)

Ravi Kumar (South Asian University, New Delhi, India)

Deborah Kelsh (College of St. Rose, Albany, NY, USA)

Curry Malott (West Chester University, Pennsylvania, USA)

Gregory Martin (University of Technology, Sydney, Australia)

Micheal O’Flynn (University of Limerick, Ireland)

Perikles Pavlidis (Aristotle University of Thessaloniki, Greece)

Brad Porfilio (Lewis University, Romeoville, Illinois, USA)

Martin Power (University of Limerick, Ireland)

Helena Sheehan (University College Dublin, Ireland

Juha Suoranta (University of Tampere, Finland)

Spyros Themelis (Middlesex University, United Kingdom)

Salim Vally (University of Witwatersrand, Johannesburg, South Africa)

CFP: Tensions at Work for Tenured & Tenure Stream Faculty in the Neoliberal Academy (Workplace: A Journal for Academic Labor)

Call for Papers:
In/stability, In/security & In/visibility:
Tensions at Work for Tenured & Tenure Stream Faculty in the Neoliberal Academy

Special Issue of Workplace: A Journal for Academic Labor 2011
Guest Editors: Kaela Jubas & Colleen Kawalilak

For this special issue of Workplace, we invite submissions from individuals working in tenured or tenure stream positions. The question at the core is how neoliberalism is apparent, experienced, and felt in the context of that work. For senior faculty, how has the scope and practice of work evolved, to what effect, and to what detriment? For junior faculty, how are aspirations and expectations for academic work being (un)met? For faculty at the intermediate stage of their academic careers, how is work being seen and practiced differently? For all faculty members, how are changes at work relating to life and identity more broadly? Empirical research, analysis of policy, programmatic and curricular changes, personal reflections, and critical and exploratory essays on points of tensions within this shifting landscape will be featured.

The social, cultural, and individual repercussions of neoliberal policies and practices have been well explored and documented. In this journal alone, recent volumes have focused on the shift from tenure stream faculty to contingent and part-time faculty, the creep of commercial and philanthropic bodies into so-called public education, and the turn away from individual and social development toward commercial viability to legitimate teaching and scholarship. Less frequently explored is how neoliberalism is affecting members of the academy who, until recently, have had the benefits of stability, security, and voice – faculty members in tenured or tenure stream positions. Although these academics continue to enjoy relative privilege in the neoliberal academy and in society-at-large, they too share in experiencing the drawbacks of neoliberalism in their work and personal lives. Expectations that staff will “do more with less,” forego salary increases that keep pace with inflation, secure outside funding for research, and adopt a hyper-competitive mindset, all while exposing themselves to new forms of surveillance to check compliance, are as present in the academy as they are in any other workplace.

Abstracts can be forwarded by e-mail in Word or similar format to Kaela Jubas (kjubas@ucalgary.ca), and are due by January 15, 2012. Authors will be notified about their submissions by February 15, 2012. Full articles should be 4000-6000 words in length and conform to APA 6^th edition, and will be due by May 15, 2012.

Historical Materialism Conference Toronto – MAY 11-13, 2012

Historical Materialism Conference

Toronto

YORK UNIVERSITY, MAY 11-13, 2012

“SPACES OF CAPITAL, SPACES OF RESISTANCE”

Call for Papers: Following on the successes of the two previous North American Historical Materialism Conferences at York University (2008 and 2010), we are pleased to issue a call for papers for our third conference. In light of the continuing instability of global capitalism and the mounting resistances from Egypt to the Occupy Movement, our over-riding theme will be “Spaces of Capital, Spaces of Resistance.” But we welcome all contributions that contribute to critical knowledge on the activist and scholarly Left and the development of historical materialism as a living research program. We specifically welcome papers dealing with The Spaces of Power; Critical Theory and the Politics of Liberation; Capital and its Discontents; Modes and Movements of Resistance.

We welcome individual submissions as well as panel proposals. For individual papers, please send an abstract of no more than 250 words. Panel organizers should submit a 100-word panel abstract along with individual paper abstracts of no more than 250-words for each paper to be presented as part of the panel. We will formulate the conference itinerary based upon the broad themes generated through the submission process. Proposals will be accepted until January 15, 2012 by email to historicalmaterialism12@gmail.com

We apologize, but cannot accommodate requests to present on specific days, so please be prepared to attend the full three days of the conference.

CFP: Children’s Human Rights and Public Schooling in the United States

Call for Chapters/Chapter Proposals

Book: Children’s Human Rights and Public Schooling in the United States

Editor:

J. Hall, Associate Professor of Sociology

D’Youville College, Buffalo, NY USA

Under Contract with Sense Publishers

Foreword by Christine Sleeter

Book Description

This volume draws attention to serious human rights violations taking place among children in the US, and the fact that public schools are in many cases implicated in these breaches. The definition of “children’s human rights” under consideration is taken directly from the UN Convention on the Rights of the Child [CRC]. More countries have ratified the CRC than any other human rights treaty in history, with only Somalia and the United States yet to ratify this agreement. The CRC is critiqued for its Judeo-Christian bias, and like most conventions put out by the UN, it is not enforceable, and is routinely violated by ratifying nations. The refusal of the US to ratify the CRC has weakened the efforts of those who advocate for children’s human rights as a political concept, both worldwide and in the US (e.g. Ensalaco & Majka, 2005).

The premise behind the CRC is that there are significant vulnerabilities related to childhood that require a special set of protections, especially when it comes to the young from marginalized groups. As outlined in the convention, all children have the right to protection from physical and mental violence and mistreatment. It is also contended that schools be free of violence, and that school discipline be based on the dignity of the child. This volume will address the incongruence between these specific state responsibilities in the CRC and the realities of life in public schools in the US.

Clarifying ways in which US public schools are in direct violation of the high profile CRC may help draw more interdisciplinary attention to already existing work on education inequality. A coalition of those in education, government, NGOs, non-profits, human rights advocacy, law, health care, social work, child development, and those who care about preserving the public must push back against the UN P5, IMF/World Bank, and transnational policy networks (e.g. World Economic Forum, World water Forum) that protect markets instead of human rights (Goldman, 2006). This volume provides a way to enter this conversation.

Contributing chapters –- from a broad range of interdisciplinary perspectives — are sought in the following two areas, each of which are directly reflective of specific protective promises made to children in the CRC (the editor will be responsible for making particular connections to the CRC):

*Schoolchildren as Vulnerable Populations. Seeking research on the schooling experiences of US children who are impoverished, live in isolated urban/rural areas, those from culturally marginalized groups, those with transient lifestyles, those who are migrant workers, refugees, those with disability, those engaged with issues related to sexual orientation, etc.

*Violence, Punishment, and the Juvenile Justice System among Schoolchildren. Seeking research on the schooling experiences of US children who bear witness to domestic and street violence; the school to prison pipeline; the juvenile justice system; metal detectors, zero tolerance policies, searches in schools, and other forms of surveillance and criminalization; the militarization of schooling; types of punishments experienced by children in schools, etc.

Process for Chapter Proposals
Submit the following:

a) Proposed title of chapter

b) Authors, with complete addresses and 150 biography for each author

c) 300-word outline of proposed chapter, including, where applicable, theoretical, methodological, and conceptual considerations

d) To J. Hall jhalledu@yahoo.com

e) By October 1, 2011.

*final chapter requirements: times new roman 12 pt. font., APA 6^th edition, and approx. 25 pp. double-spaced, by January 1, 2012

For questions or queries, contact J. Hall at <a href=:mailto:jhalledu@yahoo.com”>jhalledu@yahoo.com</a>

CFP: The Fourth World Curriculum Studies Conference

The Fourth World Curriculum Studies Conference
Rio De Janeiro, Brazil
June 18-21, 2012

Conference website: http://www.periodicos.proped.pro.br/iviaacs/

The International Association for the Advancement of Curriculum Studies
(IAACS) is a worldwide consortium of those with an interest in the field
of curriculum studies. It is established to support a worldwide – but not
uniform – field of curriculum studies. At this historical moment and for
the foreseeable future, curriculum inquiry occurs within national borders,
often informed by governmental policies and priorities, responsive to
national situations. Curriculum study is, therefore, nationally
distinctive. The founders of the IAACS do not dream of a worldwide field
of curriculum studies mirroring the standardization and uniformity the
larger phenomenon of globalization threatens. Nor are they unaware of the
dangers of narrow nationalisms. Their hope, in establishing this
organization, is to provide support for scholarly conversations within and
across national and regional borders about the content, context, and
process of education, the organizational and intellectual center of which
is the curriculum.

The Fourth World Curriculum Studies Conference will have no official
language.

Our theme for this Conference is Questioning Curriculum Theory.
Proposal Deadline: January 31, 2012

Contacts:

E-mail: 2012IAACS@gmail.com
Twitter: @2012IAACS
Facebook: IAACS Brazil

CFP: An International Examination of Teacher Education: Exposing and Resisting the Neoliberal Agenda

The Journal of Critical Education Policy Studies
Special Issue: Spring 2012
An International Examination of Teacher Education: Exposing and Resisting the Neoliberal Agenda

Chief Editor: Professor Dave Hill, Chief/Managing Editor and Founding Editor, Professor Dave Hill, Professor Peter L. McLaren Editor, North America, Professor Pablo Gentili Editor, Latin America

Guest Editors: Dr. Brad Porfilio, Lewis University & Dr. Julie Gorlewski, SUNY at New Paltz

In recent decades, the transnational capitalist class has wielded power and influence to gain control over elements of social life that were once considered vital domains to fostering the social welfare of global citizens. Affected public domains include natural resources, health care, prisons, transportation, post-catastrophe restoration, and education. The chief linchpin in the elite’s corporatization over social affairs is its effective propaganda campaign to inculcate the global community to believe that neoliberal capitalism ameliorates rather than devastates humanity. According to political pundits, free-market academics, and corporate leaders, economic prosperity and improvements in the social world emanate from “unregulated or free markets, the withering away of the state as government’s role in regulating businesses and funding social services are either eliminated or privatized, and encouraging individuals to become self-interested entrepreneurs” (Hursh, 2011). Since neoliberalism is a term rarely uttered is most dominant (mainstream) media outlets, most citizens are not cognizant of how it is linked to many deleterious economic and social developments at today’s historical juncture, such as massive unemployment, the swelling of home foreclosures, homelessness, militarism, school closings, maldistribution of wealth, and environmental degradation (Hill, 2008; Hursh, 2011; McLaren, 2007; Ross & Gibson, 2007; Scipes, 2009). Equally important, many global citizens fail to recognize how the transitional elite have spawned a McCarthy-like witch hunt to eliminate academics, policies, and programs that have the potential to engage citizens in a critical examination of what is responsible for today’s increasingly stark social world – as well as what steps are necessary to radically transform it.

In this special issue of The Journal of Critical Education Policy Studies, we call on progressive scholars from across the globe to provide empirical research, conceptual analysis, and theoretical insights in relation to how corporate policies, practices, and imperatives are structuring life in schools of education. Since the impact of neoliberal capitalism on programs, policies, relationships, and pedagogies in schools of education is not uniform, as local histories and politics structure how macro-forces come to impact people in local contexts (Gruenwell (2003), the issue will be integral in understanding and confronting the social actors and constitute forces gutting the humanizing nature of education. Additionally, we call on critical scholars and pedagogues who have found emancipatory fissures amid corporatized schools of education to share policies, pedagogies, and cultural work that have the potency promote critical forms of education, democratic relationships, and peace, equity and social justice across the globe.

Manuscripts are due by December 1, 2011 and should be submitted as email attachments to porfilio16@aol.com and gorlewsj@newpaltz.edu.

Papers submitted for publication should be between 5,000 and 8000 words long. While we would hope that papers would be submitted in accordance with the Harvard Referencing Style, we do accept those written in any commonly accepted academic style, as long as the style is consistent throughout the paper.

Please direct all inquires about this special issue to the guest editors at Porfilio16@aol.com and gorlewsj@newpaltz.edu.

CFP: Critical Theories In the Twenty First Century: A Conference of Transformative Pedagogies

Call for Papers

Critical Theories In the Twenty First Century: A Conference of Transformative Pedagogies

West Chester University of Pennsylvania

Conference Founders:

Curry Malott, John Elmore, and Brad Porfilio

November 18th and 19th 2011

Proposals for papers, panels, performances, workshops, and other multimedia presentations should include title(s) and names and contact information for presenter(s). The deadline for sending prooposals is August 31, 2011. The Steering Committee will email acceptance or rejection notices by September 8, 2011. The proposal formats available to the presenters are as follows:

The general purpose of the West Chester Critical Theory Conference is to promote and support critical scholarship within students, and to advance critical theory and pedagogy more generally. By “advance” we mean to expose more people to critical practices and understandings as part of the process of the development of theory. Through this focus we hope to work toward unifying and strengthening the sub-genres of critical pedagogy from Marxism, critical race theory, to critical neo-colonial studies. This goal is approached through the conferences internal pedagogy and therefore through a horizontal rather than a vertical organizing structure; by including students and classroom teachers in the critical pedagogical work dominated by professors; and by attempting to create a space where criticalists who do not usually work together can create meaningful unity, respect, and common goals. Since the dominant form of power in the twenty first century—neoliberal capitalist power—is both multicultural and global, critical pedagogy must too become more multicultural and global if it is to pose a significant challenge to it for a more democratic life after capitalism.

Because critical theory is concerned with not only understanding the world, but with transforming it, the conference is focused on not only understanding the consequences of an unjust social and economic system (i.e. corporate take-over of schools, high stakes testing and behaviorist pedagogy, micro classroom aggressions and bullying, poverty, racism, sexism, white supremacy, homophobia, perpetual war, ableism, etc.), but with transforming or dissolving their root causes (i.e. neoliberal capitalism and settler-state, Euro-centric oppression and their patriarchal, homophobic, racist, etc. hegemonies). As part of this goal the conference will hopefully provide introductory discussions and presentations on critical pedagogy and critical theory.

SUBMISSIONS
Proposal Formats
Individual Proposal: (45 minutes)
The conference committee welcomes individual paper proposals, with the understanding that those accepted will be grouped together around common or overlapping themes, Presenters will have approximately 45 minutes to present or summarize their individual papers. Individual paper submissions will be considered for panels with the same topic/theme. If you would prefer to present your paper/research individually you should consider the alternative format proposal. A 300-500 word abstract of the paper will be peer reviewed for acceptance to the conference.

Symposium Proposal: (90 minutes)
Presenters are also welcomed to submit proposals for a symposium. A symposium is typically composed of a chair and discussant and three to five participants who present or summarize their papers. Each symposium is organized around a common theme. Each participant will have between 15 and 45 minutes to present their papers, depending upon the number of participants involved in the symposium. A 300-500 word abstract of the symposium will be peer reviewed for acceptance to the conference.

Panel Proposal: (90 minutes)
A panel discussion is another venue available presenters. A panel discussion is typically composed of three to six participants who discuss their scholarly work within the context of a dialogue or conversation on a topic or theme related to the conference theme. Typically, each panelist is given 10-15 minutes to discuss the topic, present theoretical ideas, and/or point to relevant research. A chair should be identified who introduces the panel and frames the issues and questions being addressed. In addition to the chair, we encourage (but do not require) organizers of panels to include a discussant who responds to the comments of the panelists. Individual proposal submissions will be combined into panels with the same theme/topic. A 300-500 word abstract of the panel discussion will be peer reviewed for acceptance to the conference.

Alternative Format and Special Interest Groups (90 minutes)
Alternative proposals that do not fit into the above categories, such as workshops, performances, video and multimedia presentations, and round-table dialogues, are encouraged. We also welcome proposals for the organization of special interest groups. A 150-250 word abstract of the panel discussion will be peer reviewed for acceptance to the conference.

Email proposals to conference coordinators Brad Porfilio (porfilio16@aol.com) and Curry Malott (currymalott@hotmail.com) by August 31, 2011.

Call for papers: Feminism and Marxism: Reassessments and Reports

Call for Papers for a Special Theme Issue on Feminism and Marxism: Reassessments and Reports

New Proposals calls for submissions for a special issue that will be dedicated to taking stock of intersections between feminism and marxism. A valuable series of publications on this debate appeared in the 1970s and 1980s.

We are interested in full-length articles (normally 3,500 to 10,000 words) as well as shorter comments and arguments (up to 3,500 words) that reengage with these earlier debates. For this issue, we also welcome short research reports (up to 1,500 words) summarizing the theoretical framework, methodology, and preliminary results of research projects that draw on both feminist and marxist traditions.

Submissions should be made to the journal web site by September 3, 2010. Please indicate that this submission is for this special issue.

Charles R. Menzies
University of British Columbia

http://www.newproposals.ca