Category Archives: CFPs

Rouge Forum 2011: Call for Proposals

Posted on February 1, 2011 by | Comments Off on Rouge Forum 2011: Call for Proposals

The Rouge Forum 2011: Call for Papers

Education and the State: A Critical Antidote to the Commercialized, Racist, and Militaristic Social Order

The Rouge Forum 2011 will be held at Lewis University. The University’s main campus is located in Romeoville, IL, which is 30 minutes southwest of Chicago, IL. The conference will be held May 19-22.

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 March 22. The Steering Committee will email acceptance or rejection notices by April 1. The proposal formats available to the presenters are as follows:

Bringing together academic presentations and performances (from some of the most prominent voices for democratic, critical, and/or revolutionary pedagogy), panel discussions, community-building, and cultural events, this action-oriented conference will center on questions such as:

  • Transforming the notion of “saving public education” to one of creating education in the public interest, what does teaching and learning for a democratic society look like?
  • How do we educate the public and our youth to understand the implications of “saving public education” through corporate and militaristic practices, such as standardized examinations, zero-tolerance policies, charter schools, and corporate donations?
  • How will educational initiatives supported by the Obama Administration and many other politicians impact teachers, students, and communities across the US?
  • What does education for liberation look like compared to the more socially reproductive/dominating education we see in many of our nation’s schools?
  • What debts will future generations, including the students we may teach, carry because our financial, governmental, and military endeavors have not been concerned with public goods?

SUBMISSIONS
Proposal Formats

Individual Proposal: (45 minutes)
The Rouge Forum 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 coordinator Brad Porfilio porfilio16@aol.com, by March 22, 2011.

Additional information on Rouge Forum 2011 is available at rougeforumconference.org

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Call for papers: “Anarchism…is a living force within our life…” Anarchism, education and new possibilities

Posted on January 28, 2011 by | Comments Off on Call for papers: “Anarchism…is a living force within our life…” Anarchism, education and new possibilities

CALL FOR PAPERS

Educational Studies, Special Issue
“Anarchism…is a living force within our life…” Anarchism, education
and new possibilities

Guest Editor
Abraham P. DeLeon
University of Texas at San Antonio
Manuscripts due April 1st, 2011

The title for this special issue emerged from the work of Emma Goldman
and other anarchists that have developed a reflexive and subversive
body of literature that has inspired countless political movements and
actions. Indeed resistance seems to become a living force inside of
anarchists based on their participation in such events like the
Russian Revolution, the Spanish Civil War, Paris in 1968, Seattle in
1999 and Genoa in 2001. Today, anarchism is found in a diverse range
of fields such as philosophy, sociology, cultural studies, justice
studies and human rights scholarship. It is a rich tradition aligned
with multiple anarchisms rather than with a monolithic body of theory.
Anarchists critique hierarchies, resist authority, oppose coercive
institutions, employ alternative spatial arrangements and create
organic, communal societies based on mutual aid and social justice.
Although many anarchists have pushed for the end of compulsory
schooling, anarchist theory and practice can potentially serve a
subversive role in resisting how schools fashion student bodies into
workers, managers, owners and the other nefarious identities that
capitalism requires for its reproduction. Despite being
interdisciplinary, anarchist theory and practice is omitted from
educational scholarship and has only begun to be recently theorized
despite having a vested interest in educational projects throughout
the globe.

This special issue will address this current gap by inviting a broad
range of scholars to submit their theoretical, qualitative, and
conceptual papers that explore anarchism within the context of
critical educational theory and practice, particularly its
implications for critical pedagogy and the foundations of education.
Papers can attend to a wide variety of interdisciplinary anarchist
perspectives related to education. Historical work is welcomed that
examines anarchist-inspired models of education. Visionary papers that
imagine other future anarchist educational possibilities may be
provocative. Ethnographers that have embedded themselves within
anarchist educational movements will also be of interest. Scholars
that conceptualize anarchist theory and critical pedagogy through
eco-justice, critical race theory, poststructuralism, critical
discourse studies, indigenous education or queer theory are highly
sought. All submissions will be subject to a blind and rigorous peer
review process. The guest editor also seeks book reviews that explore
anarchist theory and any other media review connected to anarchism
and/or its practice. Poetry written or inspired by anarchists is also
highly encouraged. Hopefully, this special issue will serve as a
beginning conversation for how anarchist theory can be embedded within
educational theory, critical pedagogy and the foundations of education
serving as a catalyst for a more inclusive critical educational
theory. Manuscripts are due by April 1st, 2011 and are submitted
through Educational Studies’ online submission system, at
http://mc.manuscriptcentral.com:80/heds. Please direct all inquires
about possible submissions by email to the guest editor, Prof. Abraham
P. DeLeon at Abraham.deleon@utsa.edu

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Call for Manuscripts: Berkeley Review of Education

Posted on August 17, 2010 by | Comments Off on Call for Manuscripts: Berkeley Review of Education

Call for Papers 2010-2011

The Berkeley Review of Education (BRE) is a peer-reviewed interdisciplinary journal that engages issues of educational diversity and equity from various cognitive, developmental, sociohistorical, linguistic, and cultural perspectives. Published online and edited by students from the Graduate School of Education at the University of California, Berkeley, the BRE encourages submissions on research and theory from senior and emerging scholars, practitioners, and policy-makers. For more information about the BRE, please visit the journal’s website at http://escholarship.org/uc/ucbgse_bre.

The State of Public Education (Special Issue)

The Berkeley Review of Education (BRE) invites submissions to a special issue on the theme “The State of Public Education.” The special issue will discuss crucial matters of the economic, political, and social dimensions of public education in relation to the state during the current fiscal crisis and beyond. The BRE particularly welcomes empirical research that addresses concerns in elementary, secondary, and higher education.

Special Issue Submission Deadline: September 15, 2010

Critical Focus

Understanding issues of diversity and equity to be central, yet highly contested, themes in educational research, the BRE seeks to foster critical awareness and analysis of these issues in educational processes and practices in and out of school settings. The BRE therefore invites original submissions that highlight the role of language and literacy in the sociocultural and political contexts of education; examine the interplay among cognitive, social, and developmental processes in human knowledge and experience; and limn the role of policy within schools and the broader sociopolitical context.

Interdisciplinary Scope

The BRE seeks to capitalize on the theoretical and empirical contributions of scholars from diverse fields and disciplines. To that end, the BRE encourages submissions that foster critical communication spanning a broad
range of disciplines including, but not limited to, anthropology, cultural studies, disability studies, ethnic studies, family studies, gender and sexuality studies, information studies, linguistics, psychology, sociology,
and women’s studies. The journal invites submissions that re-imagine what a critical approach to education might look like from within and among the traditional and alternative theoretical paradigms entailed in multiple fields of inquiry.

Submission Guidelines

Manuscripts should be submitted online through the “submit article” link on the BRE website, http://repositories.cdlib.org/ucbgse/bre. Authors should consult the BRE Submission Requirements on the website before submitting manuscripts. Queries may be addressed to the editors at bre_editor@berkeley.edu.

All papers are subject to a double-blind peer review process, and authors will be notified about their submissions in a timely manner. Authors retain the copyright to the articles they publish in the journal. However, the BRE does not publish material that has been previously published and does not accept papers that have been simultaneously submitted elsewhere for publication (see BRE Policies).

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Call for papers: Feminism and Marxism: Reassessments and Reports

Posted on March 29, 2010 by | Comments Off on 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

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A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation

Posted on February 5, 2010 by | Comments Off on A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation

A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation

A Critical Education Series

The editors of Critical Education are pleased to announce our second editorial series. This current series will focus on the articulation of race, schools, and segregation, and will analyze the extent to which schooling may or may not be returning to a state of educational apartheid.

On June 28, 2007, the Supreme Court of the US by a 5-4 margin voted to overturn Jefferson County’s four decade old desegregation plan. The Meredith case from Jefferson County was conjoined with the Parents Involved in Community Schools case from Seattle, WA, for which a group comprised primarily of white parents from two neighborhoods alleged some 200 students were not admitted to schools of their choice, based on “integration tie-breakers,” which prevented many from attending facilities nearest to their homes.

In Justice Roberts plurality opinion, he argued, “The parties and their amici debate which side is more faithful to the heritage of Brown [v. Board of Education, 1954] , but the position of the plaintiffs in Brown was spelled out in their brief and could not have been clearer: ‘The Fourteenth Amendment prevents states from according differential treatment to American children on the basis of their color or race’. What do racial classifications at issue here do, if not accord differential treatment on the basis of race?” And, later, “The way to stop discrimination based on race is to stop discrimination on the basis of race.”

Aside from the fact that the plaintiff in the Louisville case ultimately won her appeal in the Jefferson County system, placing her white child into precisely the school she wanted based on her appeal to the district, demonstrating that the system worked, it is the goal of this series to investigate the extent to which Justice Roberts and the other concurring justices have taken steps to erode the civil rights of the racially marginalized in order to serve the interests of the dominant racial group. It took just a little over 50 years (of monumental effort) to get a case to the Supreme Court to overturn Plessy v. Ferguson. Now, has it taken just a little over 50 years to scale that decision back with the overturning of voluntary desegregation plans in Jefferson County and Seattle School District 1?

In 2003, with a different make-up, the Supreme Court foreshadowed this 2007 verdict by rendering a ‘split decision’ regarding the University of Michigan admission policies. In the Gratz v. Bollinger case, the Supreme Court decided 6-3 that the University of Michigan needed to modify their admission criteria, which assigned points based on race. However, in the Grutter v. Bollinger case, the Supreme Court decided 5-4 to uphold the University of Michigan Law School’s ruling that race could be one of several factors when selecting students because it furthers “a compelling interest in obtaining the educational benefits that flow from a diverse student body.”

In Jonathan Kozol’s 2005 sobering profile of American education, Shame of the Nation: The Restoration of Apartheid Schooling in America, a lamenting follow-up to his earlier work, Savage Inequalities, he already began to illustrate the retrograde process many public school systems have undergone related to racial balance. His critique of these pre-Brown-like-segregation systems was balanced, ironically, by rather effusive praise of the Jefferson County system, which attempted to keep this balance in check. Does the 2007 decision remove this one shining example?

Though the course toward educational apartheid may not be pre-destined, what is the likelihood that the “path of least resistance” will lead toward racial separation? How does the lingering legacy of residential segregation complicate this issue? What connections can we draw to and/or how might further racial segregation exacerbate issues of poverty or unemployment? Further, where do race and class collide? And, where is a more distinct analysis necessary? Finally, what can we surmise about the ongoing achievement gap if, in fact, apartheid schooling is afoot?

Undoubtedly, at worst, this decision could prove to be a harbinger for the death of a waning democracy. Without a compelling public education that helps all our children become critical consumers and citizens, what kind of society might we imagine for ourselves? At best, though, this decision could marshal the sensibilities of a critical cadre of educators, social workers, health care workers, activists, attorneys, business leaders, etc. to stand in resistance to the injustice that is becoming our nation’s public school system.

In an LA Times opinion piece a few days before this 2007 decision, Edward Lazarus argued, “Although they may have disagreed about Brown’s parameters, most Americans coalesced around the decision as a national symbol for our belated rejection of racism and bigotry. Using Brown as a sword to outlaw affirmative action of any kind would destroy that worthy consensus and transform it into just another mirror reflecting a legal and political culture still deeply fractured over race.” As Allan Johnson (2006), in Privilege, Power, and Difference, claims, there can be no healing until the wounding stops. Likewise, paraphrasing Malcolm X’s provocation about so-called progress, he reminded us that although the knife in the back of African-Americans may once have been nine inches deep, that it has only been removed a few inches does not indicate progress. Will this decision plunge the knife further?

Series editors Adam Renner (from Louisville, KY) and Doug Selwyn (formerly of Seattle, WA) invite essays that treat any of the above questions and/or other questions that seek clarity regarding race, education, schooling, and social justice. We seek essays that explore the history of segregation, desegregation, and affirmative action in the US and abroad. While we certainly invite empirical/quantitative research regarding these issues, we also welcome more qualitative studies, as well as philosophical/theoretical work, which provide deep explorations of these phenomena. We especially invite narratives from parents or students who have front line experience of segregation and/or educational apartheid. Additionally, and importantly, we seek essays of resistance, which document the struggle for racial justice in particular locales and/or suggestions for how we might wrestle toward more equitable schooling for all children.

Please visit Critical Education for information on submitting manuscripts.

Also feel free to contact the series editors, Adam Renner (arenner@bellarmine.edu) or Doug Selwyn (dselw001@plattsburgh.edu) with any questions.

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Call for manuscripts: The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research

Posted on November 17, 2009 by | Comments Off on Call for manuscripts: The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research

Call for Manuscripts: Special Section of Critical Education

The Lure of the Animal: Addressing Nonhuman Animals in Educational Theory and Research

Special Section Guest Editor:
Abraham P. DeLeon
University of Texas at San Antonio

Critical Education is seeking manuscripts that address the question of the nonhuman animal in educational research, theory and praxis. Examining the representations of nonhuman animals provides opportunities to explore ideology, discourse, and the ways in which the construction of nonhumans mirrors the representation of the human Other in contemporary and historical contexts. Schools are filled with social practices concerning nonhuman animals, whether that is the food served in the cafeteria, dissection in Science classrooms, or representations in textbooks. Linked to an agenda of social justice that has emerged in the educational literature over the past decade, the treatment of nonhuman animals needs to be addressed by critical theorists in education that seek to change structures of oppression for all of life on this planet. Traditional representations of the animal persist (unfettered desire, wild, barbaric, brutish, and savage), despite the fact that we know little outside of Western empirical science. To be animal then is to be wild and something apart from supposedly human traits of rationality, language, and logic. In turn, this allows highly exploitive and torturous industries to emerge and flourish that exploit nonhumans. However, ruptures existed that threw into question what it meant to be human, such as the case of wild people and feral children. As the category of human is often reified in educational scholarship unquestioningly, this provides a unique opportunity to deconstruct these categories and their exclusionary functions.

The recent literature surrounding eco-pedagogy and critical animal studies (Andrzejewski, et. al., 2009; Best, 2009; Bowers, 2001; Kahn, 2008; Martusewicz & Edmundson, 2005; Riley-Taylor, 2002) and the cultural politics of nature (Shukin, 2009) begs us to examine how the question of the animal is tied to the larger project of educational theory and practice. Published over a series of issues, this section will allow scholars to explore what this means for education. Some possible topics can include:

  1. Have schools largely ignored nonhuman animals in historical and contemporary contexts? If so, why and in what specific ways?
  2. How is the cafeteria implicated in relationships of domination over the nonhuman body?
  3. What do intersecting oppressions (racism, speciesism, classism, sexism) mean for educational theory and practice?
  4. Do anthropocentric ideologies emerge in educational, theory, practice, or policy? How does anthropomorphism emerge in traditional forms of curriculum or textbooks?
  5. What have been the roles of nonhuman animals in schools historically?
  6. How can critical educational theory respond to the paradox of the “animal”?

The guest editor seeks theoretical, conceptual, and qualitative papers addressing the central theme and any work submitted will be peer-reviewed.

Nonhuman animals need to be accounted for within the broader educational literature and this special section allows scholars to explore this important and timely topic.

Any questions can be directed to Dr. Abraham DeLeon, University of Texas at San Antonio, abraham.deleon@utsa.edu.

_________________________________

Critical Education is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices.

Please see, http://m1.cust.educ.ubc.ca/journal/index.php/criticaled/index for more information and submission information.

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CALL FOR PAPERS: Educational Studies Special Issue: Neoliberalism and Public Education

Posted on November 6, 2009 by | Comments Off on CALL FOR PAPERS: Educational Studies Special Issue: Neoliberalism and Public Education

CALL FOR PAPERS

Educational Studies Special Issue:
Neoliberalism and Public Education

Guest Editors: Richard D. Lakes & Patricia A. Carter
Social Foundations of Education
Georgia State University, Atlanta
Email: rlakes@gsu.edu

Increasingly neoliberal economic policies are transforming the delivery of
public education. In the current era of marketplace reforms the idea of
the public has been supplanted by a private ideology of risk management;
whereby, under individualization, students as consumers are taught
responsible choice strategies designed for competitive advantage in the
so-called new economy.

Under Keynesian economics, which held sway in the U.S., Britain, Canada,
and Australia from the 1930s to the Thatcher-Reagan era of the 1980s, the
public sought to ameliorate inequities stemming from race, class and
gender bias, but under neoliberalism the state has shifted to promoting a
meritocratic myth of governing the self. As old collectivities and their
support structures such as working-class labor and unions have begun to
disappear under advanced capitalism so too have their counterparts within
the school system.

In this special issue we seek manuscripts that explore the devolution of
public education under neoliberalism. We are interested in scholarly
papers that trouble the notion of risk in an educational environment of
competitive capitalism, the nature of specialized curriculums that are
devoted to social advantage, the ways in which schools have outsourced
services and privatized operations; and the assaults on teachers’ rights
through de-unionizing practices, the dismantling of seniority, and the
erosion of benefits. We are interested in case studies of neoliberal
designed school-based reforms as well as accounts of teaching about
neoliberalism in the social foundations classroom.

To submit manuscripts please use our online submission and review system
at Manuscript Central: http://mc.manuscriptcentral.com/heds.

Be sure to include a note that your submission is for the Special Issue on
Neoliberalism and Public Education.

Deadline for manuscript submissions: June 1, 2010.

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HOW CLASS WORKS – 2010

Posted on September 22, 2009 by | Comments Off on HOW CLASS WORKS – 2010

REMINDER CALL FOR PRESENTATIONS – DUE DECEMEBER 14, 2009 FOR CONFERENCE JUNE 3-5, 2010

HOW CLASS WORKS – 2010
A Conference at SUNY Stony Brook
June 3-5, 2010
CALL FOR PRESENTATIONS

The Center for Study of Working Class Life is pleased to announce the How Class Works – 2010 Conference, to be held at the State University of New York at Stony Brook, June 3 – 5, 2010. Proposals for papers, presentations, and sessions are welcome until December 14, 2009 according to the guidelines below.

Purpose and orientation: The conference seeks to explore ways in which an explicit recognition of class helps to understand the social world in which we live, and ways in which analysis of society can deepen our understanding of class as a social relationship. Presentations should take as their point of reference the lived experience of class; proposed theoretical contributions should be rooted in and illuminate social realities. Presentations are welcome from people outside academic life when they sum up social experience in a way that contributes to the themes of the conference. Formal papers will be welcome but are not required. All presentations should be accessible to an interdisciplinary audience.

Conference themes: The conference welcomes proposals for presentations that advance our understanding of any of the following themes.

The mosaic of class, race, and gender. To explore how class shapes racial, gender, and ethnic experience and how different racial, gender, and ethnic experiences within various classes shape the meaning of class.

Class, power, and social structure. To explore the social content of working, middle, and capitalist classes in terms of various aspects of power; to explore ways in which class and structures of power interact, at the workplace and in the broader society.

Class and community. To explore ways in which class operates outside the workplace in the communities where people of various classes live.

Class in a global economy. To explore how class identity and class dynamics are influenced by globalization, including experience of cross-border organizing, capitalist class dynamics, international labor standards.

Middle class? Working class? What’s the difference and why does it matter? To explore the claim that the U.S. is a middle class society and contrast it with the notion that the working class is the majority; to explore the relationships between the middle class and the working class, and between the middle class and the capitalist class.

Class, public policy, and electoral politics. To explore how class affects public policy, with special attention to health care, the criminal justice system, labor law, poverty, tax and other economic policy, housing, and education; to explore the place of electoral politics in the arrangement of class forces on policy matters.

Class and culture: To explore ways in which culture transmits and transforms class dynamics.

Pedagogy of class. To explore techniques and materials useful for teaching about class, at K-12 levels, in college and university courses, and in labor studies and adult education courses.

How to submit proposals for How Class Works – 2010 Conference

Proposals for presentations must include the following information: a) title; b) which of the eight conference themes will be addressed; c) a maximum 250 word summary of the main points, methodology, and slice of experience that will be summed up; d) relevant personal information indicating institutional affiliation (if any) and what training or experience the presenter brings to the proposal; e) presenter’s name, address, telephone, fax, and e-mail address. A person may present in at most two conference sessions. To allow time for discussion, sessions will be limited to three twenty-minute or four fifteen-minute principal presentations. Sessions will not include official discussants. Proposals for poster sessions are welcome. Presentations may be assigned to a poster session.

Proposals for sessions are welcome. A single session proposal must include proposal information for all presentations expected to be part of it, as detailed above, with some indication of willingness to participate from each proposed session member.

Submit proposals as hard copy by mail to the How Class Works – 2010 Conference, Center for Study of Working Class Life, Department of Economics, SUNY, Stony Brook, NY 11794-4384 or as an e-mail attachment to .

Timetable: Proposals must be received by December 14, 2009. Notifications will be mailed on January 19, 2010. The conference will be at SUNY Stony Brook June 3- 5, 2010. Conference registration and housing reservations will be possible after February 15, 2010. Details and updates will be posted at http://www.workingclass.sunysb.edu.

Conference coordinator:
Michael Zweig
Director, Center for Study of Working Class Life
Department of Economics
State University of New York
Stony Brook, NY 11794-4384
631.632.7536
michael.zweig@stonybrook.edu

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Call for manuscripts: Critical Education

Posted on September 11, 2009 by | Comments Off on Call for manuscripts: Critical Education

Critical Education is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. Critical Education is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education.

Critical Education is an open access journal, launching in early 2010. The journal home is criticaleducation.org

Critical Education is hosted by the Department of Curriculum and Pedagogy at the University of British Columbia and edited by Sandra Mathison (UBC), E. Wayne Ross (UBC) and Adam Renner (Bellarmine University) along with collective of 30 scholars in education that includes:

Faith Ann Agostinone, Aurora University
Wayne Au, California State University, Fullerton
Marc Bousquet, Santa Clara University
Joe Cronin, Antioch University
Antonia Darder, University of Illinois, Urbana-Champaign
George Dei, OISE/University of Toronto
Stephen C. Fleury, Le Moyne College
Kent den Heyer, University of Alberta
Nirmala Erevelles, University of Alabama
Michelle Fine, City University of New York
Gustavo Fischman, Arizona State University
Melissa Freeman, University of Georgia
David Gabbard, East Carolina University
Rich Gibson, San Diego State University
Dave Hill, University of Northampton
Nathalia E. Jaramillo, Purdue University
Saville Kushner, University of West England
Zeus Leonardo, University of California, Berkeley
Pauline Lipman, University of Illinois, Chicago
Lisa Loutzenheiser, University of British Columbia
Marvin Lynn, University of Illinois, Chicago
Sheila Macrine, Montclair State University
Perry M. Marker, Sonoma State University
Rebecca Martusewicz, Eastern Michigan University
Peter McLaren, University of California, Los Angeles
Stephen Petrina, University of British Columbia
Stuart R. Poyntz, Simon Fraser University
Patrick Shannon, Penn State University
Kevin D. Vinson, University of the West Indies
John F. Welsh, Louisville, KY

Online submission and author guidelines can be found here.

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The Rouge Forum News – Call for Submissions

Posted on May 1, 2009 by | Comments Off on The Rouge Forum News – Call for Submissions

Rouge Forum News, Issue 14: Call for papers

The Rouge Forum News is an outlet for working papers, critical analysis, and grassroots news. Issue 14 of the RF News will be dedicated to papers delivered at the Rouge Forum Conference at Eastern Michigan University in Ypsilanti, MI.

Conference presenters, if you would like your paper to be considered for Issue 14, please send your essay to Adam Renner at arenner@bellarmine.edu by June 15, 2009.

Rouge Forum News, Issue 15: Call for papers

The Rouge Forum News is an outlet for working papers, critical analysis, and grassroots news. Issue 15 will be dedicated to our persistence in providing links between runaway capital, the rabid and rapid standardization of curriculum, the co-optation of our unions, the militarization of our youth, and the creep of irrationalism in our schools.

We are interested in work from academics, parents, teachers, and students: teachers at all levels, students in ANY grade, parents of children of any age.

Something small, something big, something serious. It is the stories we get from people like you that make the RF News what it is. If you have a story to share, but would like to protect your identity, use a pen name. Pen names are ALWAYS welcome!

We NEED Art! Songs! Poems! Editorial cartoons! Links to online videos or other material!

We are looking for narratives, as well as research, and the interplay between research and practice which focuses on the economy, curriculum, unions, etc. If you have a story to tell, some research to share, a book to review, we’d love to see it (and share it).

We publish material from k-12 students, parents, teachers, academics, and community people struggling for equality and democracy in schools—writing (intended to inform/educate, or stories from your classroom, etc.), art, cartoons, photos, poetry. You can submit material for the RF News via email (text attachment, if possible) to Adam Renner at arenner@bellarmine.edu. PLEASE SUBMIT BY AUGUST 15, 2009.

See Issue 13 of the Rouge Forum News. All past issues at available here.

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Call for Papers: Working In, and Against, the Neo-Liberal State: Global Perspectives on K-12 Teacher Unions

Posted on March 24, 2009 by | Comments Off on Call for Papers: Working In, and Against, the Neo-Liberal State: Global Perspectives on K-12 Teacher Unions

Call for Papers
Special Issue for Workplace: A Journal for Academic Labor

Working In, and Against, the Neo-Liberal State: Global Perspectives on K-12 Teacher Unions

The neo-liberal restructuring of national education systems is a global phenomenon and represents a major threat to the possibility of a democratic, public education committed to meeting the needs of working class and oppressed groups. Teacher unions, across the world, despite all the attacks on them, represent perhaps the most formidable obstacle to neo-liberal restructuring. Teachers remain highly unionized and although they have suffered many setbacks in recent years, their collective organizations generally remain robust.

Despite the significance and importance of teacher unions they remain largely under-researched. Mainstream academic literature on school sector education policy often ignores teacher unions, even in cases where scholars are critical of the market orientation of neo-liberal reforms. Two recent exceptions to this tradition are the contributions of Compton and Weiner (2008) and Stevenson et al (2007). The strength of Compton and Weiner’s excellent volume is the breadth of international perspectives. However, individual chapters are largely short ‘vignettes’, and the aim is to offer fairly brief and readable accounts, rather than detailed and scholarly analysis. Stevenson et al offer a series of traditional scholarly articles, although the emphasis is largely on the Anglophone nations (UK, North America, Australasia), and the collection fails to capture the full breadth required of an international perspective. In both cases, and quite understandably, these contributions were not able to take account of the seismic developments in the world capitalist economy since Autumn 08 in particular. These developments have significant implications for the future of neo-liberalism, for the development of education policy in nation states and for the policies and practices of teacher unions. There is now a strong case for an analysis of teacher unionism that is detailed, scholarly, international and able to take account of current developments.

This special section of Workplace will focus on the ways in which teacher unions in the K-12 sector are challenging the neo-liberal restructuring of school education systems in a range of global contexts. Neo-liberalism’s reach is global. Its impact on the restructuring of public education systems shares many common characteristics wherever it manifests itself. That said, it also plays out differently in different national and local contexts. This collection of papers will seek to assess how teacher unions are challenging the trajectory of neo-liberal reform in a number of different national contexts. By drawing on contributors from all the major world continents it will seek to highlight the points of contact and departure in the apparently different ways in which teacher unions interface with the neo-liberal agenda. It will also ensure that analyses seek to reflect recent developments in the global capitalist economy, and the extent to which this represents threat or opportunity for organized teacher movements.

Compton, M. and Weiner, L. (2008) The Global Assault on Teachers, Teaching and their Unions, London: Palgrave.

Stevenson, H. et al (2007) Changes in Teachers’ Work and the Challengs Facing Teacher Unions. International Electronic Journal of Leadership for Learning. Volume 11.

Submissions
Contributions to Workplace should be 4000-6000 words in length and should conform to MLA style. If you are interested, please submit an abstract via Word attachment to Howard Stevenson (hstevenson@lincoln.ac.uk) by 31st July 2009. Completed articles will be due via email on 28th December 2009. All papers will be blind peer-reviewed.

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Call for papers 6th International Marx & Engels Colloquium

Posted on March 23, 2009 by | 1 comment

Call for papers 6th International Marx & Engels Colloquium

Call for papers
6th International Marx & Engels Colloquium
Center for Marxist Studies (Centro de Estudos Marxistas -Cemarx) at the University of Campinas (Unicamp)
Campinas (SP)
Brazil
November 2009

The Institute of Humanities’ Center for Marxist Studies at the University of Campinas has begun the call for papers for the 6th INTERNATIONAL MARX & ENGELS COLLOQUIM. Papers should be submitted between March 2 and June 15, 2009.

General Information

The 6th International Marx & Engels Colloquium accepts two types of papers: those which analyze, critique or develop Marxist theory as their research subject, and papers that utilize the Marxist theoretical framework in empirical or theoretical studies which fit into the event’s Thematic Groups .
Researchers interested in submitting papers should indicate in which Thematic Group they fit. Occasionally, the Organizing Commission of the 6th International Marx & Engels Colloquium might reallocate papers from one group to another.
The Colloquium ‘s Thematic Groups are as follows:

TG 1 – The theoretical work of Marx
A critical examination of the works of Marx and Engels, and the polemical debates these stimulated.

TG 2 – Different Marxisms
A critical examination of the classic works of Marxism from the 19th and 20th centuries. The different currents of Marxist thought and their transformations. The theoretical work of Brazilian and Latin American Marxists. The question of the renewing and modernizing of Marxism.

TG 3 – Marxism and the humanities
Examination of the presence of Marxism in Economics, Sociology, Political Science, Anthropology, History, in the area of International Relations, and Law. Examination of the Marxist critique of the humanities and the contributions of the humanities in the development of Marxism. Polemical theories and Marxist conceptual developments in these areas of study. The presence of Marxism in Brazilian and Latin American universities.

TG 4 – Economics and politics in contemporary capitalism
The Marxist approach to the economic, political and social transformations in capitalism at the end of the 20th and the beginning of the 21st centuries. New patterns of accumulation for capital, new imperialist phase, transformation of the State and capitalist democracy. The position of dominant and dependent countries. Brazil and Latin America .=C 2

TG 5 – Class relations in contemporary capitalism
The Marxist approach to the transformations that have occurred within the class structure. Workers, the working class, “the new working class” and “the middle class”. The petite bourgeoisie. Peasants in current capitalism. The debate on the decline of class polarization at the end of the 20th and the beginning of the 21st centuries. The working classes and social movements. The new configuration of the bourgeoisie. Social classes in Brazil and Latin America. The Marxist concept of social class and class struggle in contemporary capitalism.

TG 6 – Education, capitalism and socialism
The relations between the education system and capitalism from a Marxist perspective: the training of the workforce; education and social classes; ideology and the educational process; education policy. Marxist analysis of education in Brazil and Latin America. The cultural apparatuses of capitalism (universities, research centers). The cultural centers created by the socialist movement. Analysis of the educational experiences conducted in societies that emerged from socialist revolutions in the 20 th century. Marxist theory and education.

TG 7 – Culture, capitalism and socialism
Capitalism and culture production: the new tendencies; plastic arts, literature and the culture industry. Marxist analysis of culture in Brazil and Latin America. Culture and socialism: the culture movements in societies=2 0which emerged from the revolutions of the 20 th century. Marxism and culture production.

TG 8 – Socialism in the 21st century
Marxist analysis of 20th century revolutions. The communist and socialist heritage of the 19th and 20th centuries and the socialism of the 21st century. Marxism and socialism. The question of the renewing of socialism. The theory of transition to socialism. Workers and socialist transition. Strengths and obstacles for the reconstruction of the socialist movement in the 21st century.

TG 9- Labor and production in contemporary capitalism
Social theory, labor and production. Theoretical concepts on production. Process and production: valorization process and labor process. Control and management of labor process. Class struggle in production. Casualization of labor and employment conditions and re-qualification of the workforce. Theories that affirm and reject the centrality of labor. The new forms of labor exploitation: immaterial labor, informal labor, casualized and informational.

Submission of work

Papers should be submitted between March 2 and June 15, 2009. Researchers should fill in the submission form at the Cemarx website (www.unicamp.br/cemarx). They should also mail two printed copies of their paper, together with a copy of their submission form, to Cemarx. Participants should indicate on the outside of the envelope:
a) The Thematic Group (TG) to which their paper is being submitted;
b) Their full postal address and email.

Requirements for the submission of work

1. Papers

The paper (in Spanish or Portuguese) should have between fifteen and twenty-four thousand characters (including spaces and footnotes), totaling no more than ten pages in times new roman size 12 font. Papers beyond this limit will not be considered. Included in the paper should be: the name of the event to which the paper is being submitted, a title, the author’s name and position (professor, post-graduate student, independent researcher), and the Thematic Group in which the author would like to participate. The content of the paper should clearly define the subject to be examined, the methodology used in the research, and present its theses and arguments in a way that clearly addresses the debate (theoretical, historiographical or political) within which the paper is inserted. Important! Papers should follow the referencing rules displayed on the Cemarx website.

2. Table discussions

A table discussion is made up of at least four papers in the ambit of a Thematic Group. A small number of proposals for table discussions will be accepted, privileging submissions by groups or centers of research, as well as scientific and cultural associations. The papers of table discussion participants, formatted in accord with the previous item, should be sent jointly, accompanied with a brief justification for the table discussion. It is the responsibility of the applicant institution to obtain the necessary resources to ensure the participation of table participants.

3. Posters

The 6th International Marx & Engels Colloquium is open to the participation of undergraduate students, to present papers of scientific initiation or graduation, whose subjects fit in one of the colloquium’s Thematic Groups.
The research abstract (in Spanish or Portuguese) should have between three to five thousand characters (including spaces and footnotes) in times new roman size 12 font. Included should be: the paper’s title; the author’s name; and the undergraduate course in which he/she is enrolled. The abstract should present the subject of the research, its main ideas and findings. Instructions on poster requirements will be published on the Cemarx website.

Selection announcement

The period for the submission of papers closes on June 15, 2009. Accepted papers will be posted on the Cemarx’s website, according to the following schedule:
a) July 30: papers;
b) August 15: posters.
The results will be announced four months before the beginning of the event as to allow all participants to ask for grants from financial bodies and universities, as Cemarx cannot finance the attendance of conference participants.

Addresses and con tact information

Submission of papers:
Centro de Estudos Marxistas (Cemarx), IFCH-Unicamp
Caixa Postal 6110 CEP 13083-970 Campinas (SP) Brazil
(5519) 3521-1639/ www.unicamp.br/cemarx/ cemarx@unicamp.br

Information (from August 1, 2009 ):
Secretaria de Eventos do IFCH-Unicamp (5519) 3521-1601 / seceven@unicamp.br

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CFP: Academic Labor and Law (Special Section of Workplace: A Journal for Academic Labor)

Posted on February 27, 2009 by | Comments Off on CFP: Academic Labor and Law (Special Section of Workplace: A Journal for Academic Labor)

CFP: Academic Labor and Law
Special Section of Workplace: A Journal for Academic Labor

Guest Editor: Jennifer Wingard, University of Houston

The historical connections between legislation, the courts, and the academy have been complex and multi-layered. This has been evident from early federal economic policies, such as the Morell Act and the GI Bill, through national and state legislation that protected student and faculty rights, such as the First Amendment and affirmative action clauses. These connections continue into our current moment of state and national efforts to define the work of the university, such as The Academic Bill of Rights and court cases regarding distance learning. The question, then, becomes whether and to what extent the impact of legislation and litigation reveals or masks the shifting mission of the academy. Have these shifts been primarily economic, with scarcities of funding leading many to want to legislate what is considered a university education, how it should be financed, and who should benefit from it? Are the shifts primarily ideological, with political interests working to change access, funding, and the intellectual project of higher education? Or are the shifts a combination of both political and economic influences? One thing does become clear from these discussions: at their core, the legal battles surrounding higher education are about the changing nature of the university –the use of managerial/corporate language; the desire to professionalize students rather than liberally educate them; the need to create transparent structures of evaluation for both students and faculty; and the attempt to define the types of knowledge produced and disseminated in the classroom. These are changes for which faculty, students, administrators, as well as citizens who feel they have a stake in higher education, seek legal redress. This special section of Workplace aims to explore the ways in which legislation and court cases impact the work of students, professors, contingent faculty, and graduate students in the university. Potential topics include but are not limited to:

  • Academic Freedom for students and/or faculty
    • Horowitz’s Academic Bill of Rights
    • Missouri’s Emily Booker Intellectual Diversity Act
    • First Amendment court cases concerning faculty and student’s rights to freely express themselves in the classroom and on campuses
    • Facebook/Myspace/Blog court cases
    • Current legislative and budgetary “attacks” on area studies (i.e. Queer Studies in Georgia, Women’s Studies in Florida)
  • Affirmative Action
    • The implementation of state and university diversity initiatives in the 1970s
    • The current repeal of affirmative action law across the country
  • Benefits, including Health Benefits, Domestic Partner Benefits
    • How universities in states with same-sex marriage bans deal with domestic partner benefits
  • Collective Bargaining
    • The recent rulings at NYU and Brown about the status of graduate students as employees
    • State anti-unionization measures and how they impact contingent faculty
  • Copyright/Intellectual Property
    • In Distance Learning
    • In corporate sponsored science research
    • In government sponsored research
  • Disability Rights and Higher Education
    • How the ADA impacts the university
  • Sexual Harassment and Consensual Relationships
    • How diversity laws and sexual harassment policies impact the university
  • Tenure
    • The Bennington Case
    • Post 9/11 court cases

Contributions for Workplace should be 4000-6000 words in length and should conform to MLA style. If interested, please send an abstract via word attachment to Jennifer Wingard (jwingard@central.uh.edu) by Friday, May 22, 2009. Completed essays will be due via email by Monday, August 24, 2009.

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Call for Articles, Poetry, Art: Rouge Forum News

Posted on December 31, 2008 by | Comments Off on Call for Articles, Poetry, Art: Rouge Forum News

It’s time to restart the Rouge Forum News; it’s time for our 13th edition!
The economy continues its descent. Runaway capitalism slides off its rails. The results of deregulation rear their hyrdra-like head(s). The Bush tax cuts illustrate what applying leeches to a patient who is bleeding to death must feel like. The numbers can no longer be faked, massaged, or hidden. CEOs are given a free pass while blue collar workers must fight (sit-in, resist, etc.) for their lives. And, the blowing embers of neoliberalism might (finally) begin to flicker away. Needless to say, we are faced with a financial crisis we have not seen for some time. Few groups/publications have had the courage to maintain their voice, keeping the critique of capitalism in the forefront of the struggle (even when the markets would suggest otherwise).

Alongside folks at the Monthly Review, the International Socialist Review, and a few alternative news sites, educators in the Rouge Forum have also continued to keep their voices strong, consistently providing links between runaway capital, the rabid and rapid standardization of curriculum, the co-optation of our unions, the militarization of our youth, and the creep of irrationalism in our schools.

The Rouge Forum has been attempting to spearhead a mass movement of conscious educators, parents, and students toward connecting reason with power. Despite the overwhelming power of the opposition, the Rouge Forum, like only a few others, has chosen to continue to struggle–by meeting, by writing, by organizing, by sharing the struggle. Toward this end, and in order to try to make better sense of how we arrived at this economic moment, the Rouge Forum is reinstating the RF News in 2009.

We’d like our first edition back (our 13th overall) to focus on the financial crisis: histories, analyses, commentaries on the economic state of the union/world.

We are interested in work from academics, parents, teachers, and students: teachers at all levels, students in ANY grade, parents of children of any age.

Something small, something big, something serious. We want to publish YOUR story in our next issue. It is the stories we get from people like you that make the RF News what it is. If you have a story to share, but would like to protect your identity, use a pen name. Pen names are welcome!

We NEED Art! Songs! Poems! Editorial cartoons! Links to online videos or other material! Perhaps you are better at expressing yourself with art or poetry. Send it in!

We are looking for narratives as well as research and the interplay between research and practice which focus on our current economic meltdown. If you have a story to tell, some research to share, a book to review, we’d love to see it (and share it).

We publish material from k-12 students, parents, teachers, academics, and community people struggling for equality and democracy in schools — writing (intended to inform/educate, or stories from your classroom, etc.), art, cartoons, photos, poetry. You can submit material for the RF News via email (text attachment, if possible) to our Rouge Forum community organizer, Adam Renner: arenner@bellarmine.edu. PLEASE SUBMIT BY FEBRUARY 15, 2009.

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Call for Proposals: Rouge Forum Conference 2009

Posted on November 12, 2008 by | Comments Off on Call for Proposals: Rouge Forum Conference 2009

Rouge Forum Conference 2009

CALL FOR PROPOSALS


Education, Empire, Economy & Ethics at a Crossroads

Eastern Michigan University
Ypsilanti, MI

May 14-17, 2009

The theme for the 2009 Rouge Forum Conference is: “Education, Empire, Economy & Ethics at a Crossroads: What Do We Need to Know and How Can We Come to Know It?”

Bringing together academic presentations and performances (from some of the most prominent voices for democratic, critical, and/or revolutionary pedagogy), panel discussions, community-building, and cultural events, this action-oriented conference will center on questions such as:

✴What is the nature of the crossroads, where do the different paths lead, what are our choices and how do we implement them?

✴What does education for liberation look like compared to education for empire? Class struggle?

✴Are we at a turning point in history? Has the rightward shift stopped or will the economic crisis push the ruling class towards fascism?

✴What are the implications of 2008 election ballot initiatives?

✴How do education, empire, economy, ethics, and democracy intersect in classrooms and schools?

✴How do we learn and teach to get from where we are to where we need to be?

✴How can we educate to liberate ourselves from the impact of empire? OR, How are we teaching to push back the imperializing of our classrooms?

✴How do we stand up for the correctness of our ideas?

✴How does change happen (individually, within a school, within a district)?

✴What support, what conditions facilitate teachers being willing to take the step towards correct action?

To learn more about the conference, please contact any of our conference organizers:

Joe Bishop (joe.bishop@emich.edu)
Greg Queen (rumbagarden@ameritech.net)
Adam Renner (arenner@bellarmine.edu)
Wayne Ross (wayne.ross@ubc.ca)
Rich Gibson (rgibson@pipeline.com)

Submissions:

Review of Paper Proposals treating any of the above questions will begin 1 February 2009. Please send a 250-500 word proposal to Joe Bishop (joe.bishop@emich.edu), describing your work/project/manuscript, how it connects to one of the conference questions, and what participants might take away from attending your session. Classroom teachers and students are strongly encouraged to send their proposals.

Performance Proposals should also be forwarded to Joe Bishop (joe.bishop@emich.edu) by December 15, 2008. Please describe your art/performance and how it may relate to the conference topic/questions.

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5th International Globalization, Diversity, and Education Conference

Posted on September 12, 2008 by | Comments Off on 5th International Globalization, Diversity, and Education Conference

5th International Globalization, Diversity, and Education Conference

CALL FOR PAPERS

5th International Globalization, Diversity, and Education Conference

February 26-28, 2009

Spokane, Washington
Red Lion Hotel Inn at the Park

Sponsored by Washington State University College of Education program in
Cultural Studies and Social Thought in Education

The 5th annual Globalization Conference will provide a forum for
conversation on the interrelationships among cultural pedagogies,
ecopedagogies, meaning making, contemporary identity shaping, postcolonial
global issues, sustainability, cosmopolitanism, media literacy, social
theory, and social justice. We welcome participation of researchers,
educators, students, teachers, and community members. Proposals may
address the themes of the conference from any perspective. Individual
papers, panels, symposiums, film/documentary screenings, exhibitions,
poster sessions, and other creative endeavors are invited.

Proposal deadline December 8, 2008

View submission details at http://education.wsu.edu/globalization/

Conference chairs: Michael Hayes & Pauline Sameshima

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How Class Works – 2010 Conference at Stony Brook – June 3-5, 2010

Posted on September 8, 2008 by | Comments Off on How Class Works – 2010 Conference at Stony Brook – June 3-5, 2010

How Class Works – 2010 Conference at Stony Brook – June 3-5, 2010. The call for papers will go out in late spring next year.

Please also find attached the current call for papers for the 2009 Working Class Studies Association biannual conference “Class Matters” at the University of Pittsburgh June 3 – -6, 2009. Contact co-chairs Nick Coles or Charlie McCollester for the 2009 conference at or .

Download file

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Fourth International Conference on Education, Labor and Emancipation: MANIFESTO FOR NEW SOCIAL MOVEMENTS: EQUITY, ACCESS, & EMPOWERMENT

Posted on September 1, 2008 by | Comments Off on Fourth International Conference on Education, Labor and Emancipation: MANIFESTO FOR NEW SOCIAL MOVEMENTS: EQUITY, ACCESS, & EMPOWERMENT

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Fourth International Conference on Education, Labor and Emancipation

MANIFESTO FOR NEW SOCIAL MOVEMENTS: EQUITY, ACCESS, & EMPOWERMENT

Fourth International Conference on Education, Labor and Emancipation

MANIFESTO FOR NEW SOCIAL MOVEMENTS: EQUITY, ACCESS, & EMPOWERMENT

June 16-19, 2009
Hotel Othon, Salvador, Bahia (Brazil)

We are currently witnessing the emergence of a new context for education, labor, and emancipatory social movements. Global flows of people, capital, and energy increasingly define the world we live in. The multinational corporation, with its pursuit of ever-cheaper sources of labor and materials and its disregard for human life, is replacing the nation-state as the dominant form of economic organization. Faced with intensifying environmental pressures and depletion of essential resources, economic elites have responded with increased militarism and restriction of civil liberties.

At the same time, masses of displaced workers, peasants, and indigenous peoples are situating their struggles in a global context. Labor activists can no longer ignore the concomitant struggles of Indigenous peoples, African diasporic populations, other marginalized ethnic groups, immigrants, women, GLBT people, children and youth. Concern for democracy and human rights is moving in from the margins to challenge capitalist priorities of “efficiency” and exploitation. In some places, the representatives of popular movements are actually taking the reins of state power. Everywhere we look, new progressive movements are emerging to bridge national identities and boundaries, in solidarity with transnational class, gender, and ethnic struggles.

At this juncture, educators have a key role to play. The ideology of market competition has become more entrenched in schools, even as opportunities for skilled employment diminish. We must rethink the relationship between schooling and the labor market, developing transnational pedagogies that draw upon the myriad social struggles shaping students’ lives and communities. Critical educators need to connect with other social movements to put a radically democratic agenda, based on principles of equity, access, and emancipation, at the center of a transnational pedagogical praxis.

Distinguished scholars from numerous fields and various countries will convene in Salvador, Bahia (Brazil) to compare and contribute to theoretical perspectives, share pedagogical experiences, and work toward developing a global movement of enlightning activism. Issues related to education, labor, and emancipation will be addressed from a range of theoretical perspectives, including but not limited to the following:

* Critical Pedagogy

* Critical Race Theory

* Postcolonial Studies

* Marxist and Neo-Marxist Perspectives

* Social Constructivism

* Comparative/International Education

* Postmodernism

* Indigenous Perspectives

* Feminist Theory

* Queer Theory

* Poststructuralism

* Critical Environmental Studies

* Critiques of Globalization and Neoliberalism

* Liberation Theology

CALL FOR PROPOSALS

Proposals may be offered as panel presentations or individual papers. Please indicate type of proposal with the submission.

Individual paper proposals should contain a cover sheet with the paper title, contact information (e-mail, address, telephone number, and affiliation), a brief bio, for each presenter, and an abstract of no more than 250 words (not including references). Please indicate whether you will present in Portuguese, Spanish or English. Presenters who wish to present in Portuguese should nevertheless include an English or Spanish translation of the abstract with their submission.

Panel proposals must include a cover sheet with the panel title and organizers’ contact information (e-mail, address, telephone number, affiliation), as well as an abstract of the overall panel theme (no more than 400 words, not including references) and abstracts/bios for each paper included in the panel. Please indicate whether panel members will present in Portuguese, Spanish or English. Proposals submitted in Portuguese should include translations (either English or Spanish) of the panel theme with each individual abstract.

Please submit proposals by E-mail only to: confele@utep.edu. THE DEADLINE FOR PROPOSALS IS March 1st, 2009.

Following the tradition of the last three conferences, a book will be produced comprising the most engaging papers from CONFELE 2009, as selected by an editorial board. Presenters wishing to be considered for this volume should submit full papers (in APA style) for review by August 1st, 2009.

June 16-19, 2009
Hotel Othon, Salvador, Bahia (Brazil)

We are currently witnessing the emergence of a new context for education, labor, and emancipatory social movements. Global flows of people, capital, and energy increasingly define the world we live in. The multinational corporation, with its pursuit of ever-cheaper sources of labor and materials and its disregard for human life, is replacing the nation-state as the dominant form of economic organization. Faced with intensifying environmental pressures and depletion of essential resources, economic elites have responded with increased militarism and restriction of civil liberties.

At the same time, masses of displaced workers, peasants, and indigenous peoples are situating their struggles in a global context. Labor activists can no longer ignore the concomitant struggles of Indigenous peoples, African diasporic populations, other marginalized ethnic groups, immigrants, women, GLBT people, children and youth. Concern for democracy and human rights is moving in from the margins to challenge capitalist priorities of “efficiency” and exploitation. In some places, the representatives of popular movements are actually taking the reins of state power. Everywhere we look, new progressive movements are emerging to bridge national identities and boundaries, in solidarity with transnational class, gender, and ethnic struggles.

At this juncture, educators have a key role to play. The ideology of market competition has become more entrenched in schools, even as opportunities for skilled employment diminish. We must rethink the relationship between schooling and the labor market, developing transnational pedagogies that draw upon the myriad social struggles shaping students’ lives and communities. Critical educators need to connect with other social movements to put a radically democratic agenda, based on principles of equity, access, and emancipation, at the center of a transnational pedagogical praxis.

Distinguished scholars from numerous fields and various countries will convene in Salvador, Bahia (Brazil) to compare and contribute to theoretical perspectives, share pedagogical experiences, and work toward developing a global movement of enlightning activism. Issues related to education, labor, and emancipation will be addressed from a range of theoretical perspectives, including but not limited to the following:

* Critical Pedagogy

* Critical Race Theory

* Postcolonial Studies

* Marxist and Neo-Marxist Perspectives

* Social Constructivism

* Comparative/International Education

* Postmodernism

* Indigenous Perspectives

* Feminist Theory

* Queer Theory

* Poststructuralism

* Critical Environmental Studies

* Critiques of Globalization and Neoliberalism

* Liberation Theology

CALL FOR PROPOSALS

Proposals may be offered as panel presentations or individual papers. Please indicate type of proposal with the submission.

Individual paper proposals should contain a cover sheet with the paper title, contact information (e-mail, address, telephone number, and affiliation), a brief bio, for each presenter, and an abstract of no more than 250 words (not including references). Please indicate whether you will present in Portuguese, Spanish or English. Presenters who wish to present in Portuguese should nevertheless include an English or Spanish translation of the abstract with their submission.

Panel proposals must include a cover sheet with the panel title and organizers’ contact information (e-mail, address, telephone number, affiliation), as well as an abstract of the overall panel theme (no more than 400 words, not including references) and abstracts/bios for each paper included in the panel. Please indicate whether panel members will present in Portuguese, Spanish or English. Proposals submitted in Portuguese should include translations (either English or Spanish) of the panel theme with each individual abstract.

Please submit proposals by E-mail only to: confele@utep.edu. THE DEADLINE FOR PROPOSALS IS March 1st, 2009.

Following the tradition of the last three conferences, a book will be produced comprising the most engaging papers from CONFELE 2009, as selected by an editorial board. Presenters wishing to be considered for this volume should submit full papers (in APA style) for review by August 1st, 2009.

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CFP: Beyond the Academy

Posted on April 24, 2008 by | Comments Off on CFP: Beyond the Academy

CALL FOR CONFERENCE ABSTRACTS

Beyond the Academy
June 10-11, 2008
Arlington Campus of George Mason University.

Meeting just outside the nation’s capital in the midst of a presidential campaign year, public scholars from across the country will discuss the ways in which their work is more than “academic,” how it helps strengthen democratic institutions and public life and can bring about civic change.

To be considered for the program, send a 450-550 word abstract by Monday, April 28 to nmcafee@gmu.edu with the subject line “public scholars.” Possible topics include, but are not limited to, the following:

  • Reclaiming the civic mission of the university
  • The incentive structure of university scholarship
  • The self-understanding of scholars and their relationship to the public
  • How to be the public’s allies in democratic work
  • What kind of research does a democratic public need?
  • Organic vs. traditional scholarship: How does Milton matter?
  • Assessing the engaged campus movement
  • Independent scholars, the academy, and the public
  • Advocacy versus Engagement
  • The multiple ways communities, individuals and non-academic institutions contribute to public knowledge (e.g., film festivals, literary festivals, literacy initiatives)

For more information go to: http://beyondtheacademy.wordpress.com/

ORGANIZING COMMITTEE
CO-CHAIRS: Noelle McAfee, George Mason University; Claire Snyder, George Mason University

COMMITTEE MEMBERS: David Cooper, Michigan State University; Maria Farland, Fordham University; Sharon Meagher, University of Scranton; Scott Peters, Cornell University; Mary Stanley, Independent Scholar; John Stuhr, Vanderbilt University; Nancy Thomas, The Democracy Imperative; Debi Witte, Kettering Foundation.

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Call for Papers: Universities and Corporatization

Posted on April 7, 2008 by | Comments Off on Call for Papers: Universities and Corporatization

New Proposals
http://newproposals.blogspot.com/
http://www.newproposals.ca

Call for Papers for Volume 2, Issue 1.

The Editorial Collective invites submissions for Volume 2 of New Proposals.
We encourage the submission of papers that take a politically engaged
stance. We are interested in full length articles (3,000 to 5,000 words) as
well as shorter commentaries (up to 2,500 words).

Papers should be no more than 3,000 – 5,000 words. References and citations
are to be kept to the minimum required to advance your argument. Articles
can be based in original research, synthetic reviews, or theoretical
engagements. We look forward to -in fact expect- a diversity of
perspectives and approaches that, while they may disagree on the
particulars, they will share with the Editorial Collective a commitment to
an engaged scholarship that prioritizes social justice.

New Proposals is a transnational peer-reviewed journal hosted at The
University of British Columbia in collaboration with the UBC Library
Journal Project.

Call For Papers, Volume 2, Issue 2 (Fall 2008)

Universities and Corporatization

What is the role of the university and the meaning of education at the
beginning of the twenty first century? How are corporate money, influence
and ideology shaping the face of the university? How do crushing debt loads
constrain student choices and shape the kind of education they seek and
receive?

Over the past few decades, people in many countries have experienced a
steady corporatization of their universities. University administrations
are increasingly structured on a corporate model and academic success is
defined by profit. For this upcoming special issue of New Proposals, we are
interested in articles and commentaries that analyze this situation in
different countries and regions. We welcome contributions that ask the
following kinds of questions: How is the privatization of the university
expressed and experienced in diverse settings? How do ‘audit culture’
governance systems exacerbate bureaucracy and influence the allocation of
resources? Has the debate about this issue been framed differently in the
case of public versus private universities? To what extent have faculty,
staff, and student unions and organizations intervened? How have public
intellectuals responded to this issue in different countries in the past
and present? Have various countries and different systems of education been
more or less successful in resisting this corporate model?

For this special issue, we welcome shorter commentaries (up to 2,500 words)
as well as full length articles. In particular, we are interested in essays
that develop a comparative perspective.
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New Proposals: Journal of Marxism and Interdisciplinary Inquiry
http://ojs.library.ubc.ca/index.php/newproposals

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