Tag Archives: CFPs

Workplace Special Issue: Third Space Academic Labor

Posted on April 5, 2022 by E Wayne Ross | Comments Off

#CFP Workplace Special Issue: Third Space Academic Labor

Guest Editor: Aaron Stoller, Colorado College

You are invited to submit proposals for a special issue of Workplace: A Journal for Academic Labor focusing on Third Space labor in higher education. Despite most colleges and universities’ equity and inclusion commitments, labor in higher education is organized, valued, and supported along a false and exclusionary dichotomy. On one side, the “academic” domain — occupied by faculty — is the site of expertise, critical nuance, and knowledge production. On the other, the “non-academic” domain — occupied by staff — is the site of non-intellectual and largely replaceable managerial activity. This labor binary underpins most aspects of university life, radiating into a culture of exclusion regarding professional support systems, agency in governance structures, labor contracts, and policy environments.

Although this dichotomy pervades almost all college campuses, the nature of academic labor is far more complex (Stoller, 2021). Since the late 1960s and early 1970s, colleges and universities have increasingly depended upon what Whitchurch terms Third Space academic labor (Whitchurch, 2013).

Working through problems of division and exploitation between so-called First and Third Worlds, Bhabha (1990; 2004) introduced the concept of Third Space as a creative, disruptive space of cultural production. Following Bhabha, in social theory Third Space has been used to resolve a range of binaries through the conceptualization of identities that trouble conventional ways of being and behaving. Scholars have used Third Space to examine disability, race, gender, and sexuality, where fluid identities disrupt rigid social categorizations and the cultural hierarchies that inevitably follow. Third Space identities are risky and dangerous because they span and complicate defined cultural categories. They are also spaces of creativity and innovation that open new cultural possibilities (Soja and Hooper, 1993).

Whitchurch uses Third Space to identify a non-binary social class within higher education: emerging groups of professionals who disrupt the false distinction between “academic” and “non-academic.” Third Space professionals work in diverse areas of the institution, such as academic advising, writing programs and centers, quantitative reasoning centers, honors programs, first-year experience and transitions programs, women’s and LGBTQ centers, accessibility resources, and teaching and learning centers among others.

By spanning, interweaving, and disrupting traditional notions of academic labor, Third Space professionals bring tremendous value to their institutions and students. They hold deep academic expertise in teaching and learning, increasing the university’s capacity for immersive and engaged pedagogies (Ho, 2000; Gibbs and Coffey, 2004). They also support the DEI missions of colleges and universities. Almost all Third Space professions developed in response to traditional faculty being unable or unwilling to serve students from marginalized, minoritized, and under-resourced backgrounds (Astin, 1971; Boquet, 1999; Carino, 1996; Groark and McCall, 2018). Because of their organizational positionality and academic expertise, they uniquely understand the student learning experience, and they are positioned to advocate for policy, structural, or curricular changes needed to create more equitable learning environments. Third Space professionals work across departmental lines and can identify and develop opportunities for cross-campus partnerships and interdisciplinary collaborations (Bickford & Whisnant, 2010). They create new forms of scholarship (Eatman, 2012, 2014) and have pluralistic forms of scholarly impact (Arguinis, Shapiro, Antonacopoulou, & Cummings, 2014). They advance multiple university goals, often using scholarly approaches to improve a campus’s understanding of an issue and use their knowledge to develop praxis-based scholarship that shapes national and international change movements (Janke, 2019). Because they have advanced degrees and often teach and conduct research, they also enhance the college’s portfolio and can enrich its curriculum.

Like other non-binary identities, Third Space professionals fall outside normative social categories and therefore face interpersonal, cultural, and structural challenges specific to their work and professional identities. Their work is consistently miscategorized within the academy’s false labor binary, resulting in it being reduced to a “mere” administrative activity (Stefani & Matthew, 2002; Green & Little, 2017), or an “illegitimate” form of scholarship (Rowland et al., 1998; Harland & Staniforth, 2003). Faculty often frame Third Space professional contributions in oppositional (rather than complementary) terms (Handal, 2008). Because they are coded as “non-academic” and not tied to “home” departments, their expertise is rendered invisible in the epistemic economy of the university (Solomon et al., 2006). They rarely have access to institutional support structures for their academic work (e.g., teaching, research, grants, and fellowships), although their contracts often include these activities as part of their professional duties (Bickford and Whisnant, 2010). Third Space professionals are often barred from receiving institutional recognition, such as institutional designations, named professorships, and teaching and research awards, simply because of their class category (Post, Ward, Longo, & Saltmarsh, 2016). Despite their academic expertise and connection to the teaching and research mission of the university, they are systematically excluded from university governance structures (Bessette, 2020a). They also have no clear pathways for professional growth (Kim, 2020; Bessette, 2020b) and yet are often criticized for “abandoning” their institutions for professional gain. Because their labor often performs a “helping” function, it is often coded as “feminine” and devalued as a result (Tipper, 1999; Leit et al., 2007; Bernhagen & Gravett, 2017). Conversely, because traditional academic labor is culturally assumed to be more desired and desirable, Third Space professionals are often coded as “failed” academics (Whitchurch, 2015, p. 86).

This cultural denigration of their labor means they are frequently the subject of bullying and micro- aggressions by traditional faculty, but because faculty enjoy the protections of tenure there is no possibility of accountability for workplace abuses suffered by Third Space professionals (Henderson, 2005; Perry, 2020).

This issue seeks articles that identify and conceptualize problems cutting across the diverse forms of Third Space labor, and articles that propose pathways forward. Questions addressed by articles might include but are not limited to:

How might we redefine the nature of academic labor from a Third Space positionality, or how might we create language that more adequately describes Third Space academic labor?
What are the theoretical and practical connections that unify diverse forms of Third Space labor and professional identities?
What are the material, structural, and cultural barriers to supporting and legitimizing Third Space academic labor?
How might we organize and create solidarity between Third Space laborers nationally and internationally?

Inquiries or to Submit:

For inquiries or to submit proposals, contact Aaron Stoller at astoller@coloradocollege.edu. Prospective contributors should submit a proposal of 1-2 pages plus bibliography and a 1-paragraph author bio to Aaron Stoller astoller@coloradocollege.edu. Final contributions should be between 5,000 – 8,000 words and follow APA style.

Timeline:

Call for Proposals: April – June 2022
Peer Review and Acceptance of Proposals: July – October 2022
Full Drafts of Papers: February 2023
Issue Publication: March 2023

Workplace: A Journal for Academic Labor

Workplace: A Journal for Academic Labor is a refereed, open access journal published by the Institute for Critical Education Studies (ICES) and a collective of scholars in critical university studies, or critical higher education, promoting dignity and integrity in academic work. Contributions are aimed at higher education workplace scholar-activism and dialogue on all issues of academic labor.

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Posted in Academic Labor, CFPs, Contingent labor, Corporate University, Critical University Studies, Research, Staff

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CFP: Critical Theories for the 21st Century

Posted on June 5, 2015 by E Wayne Ross | Comments Off

Critical Education is proud to be the sponsor journal for Critical Theories in the 21st Century

4th annual:
critical theories in the twenty first century:
a conference of transformative pedagogies
november 6th & 7th

location:

West Chester University
700 South High St, West Chester, PA 19383

2015 THEME:
CRITICAL PEDAGOGY VS. CAPITAL:
REIGNITING THE CONVERSATION

Sponsored by:
Educational Foundations
The Department of Professional and Secondary Education
West Chester University of Pennsylvania

Closing Conference Keynote (November 7th):
Dave Hill

Call For Papers
The 4th Annual Conference on Critical Theories in the 21st Century aims to reinvigorate the field of critical pedagogy. The primary question driving this conference is: What is to be done to make critical pedagogy an effective educational weapon in the current struggle against capitalism and imperialism?

There is no doubt that we are at a critical juncture in history in terms of the limits of nature’s vital ecosystems, the physical limits of the progressive accumulation of capital, and the deepening reactionary ideology and scapegoating that exacerbates the oppression of youth of color. If critical pedagogy is to play a significant role in intervening in the current context, then a sharpened sense of purpose and direction is needed.

Some examples of possible topics include:

Marxism
Post-structuralism/post-modernism
Anarchism
Challenging the unholy trinity of state, capital, and religion
Class and the capital-labor dialectic
Identity and economics
Hierarchical and vertical forms of organization (i.e., vanguards versus networks)
Reform versus revolution
Socialism, communism, & democracy
Affect theory and the new materialisms
The knowledge economy, post-Fordism, and “cognitive capitalism”
Critical geography

While this conference will include important presentations and debates in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors. That is, we recognize students and youth groups as possessing authentic voices based on their unique relationship to capitalism and will therefore be open to them as presenters and discussion leaders.

While this conference will include important presentations and challenging discussions based in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors.

Please submit abstract proposals (500-1000 words) to:
Curry Malott (cmalott@wcupa.edu)

Proposal due date: September 27th, 2015

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Posted in CFPs, Conferences, Corporate University, Critical University Studies, Economics, Equity, Events, For Profit Universities, Politics, Publications, Research

Tagged anarchism, anti-capitalism, capitalism, CFP, CFPs, Conferences, Critical pedagogy, post-structuralism, postmodernism, West Chester University

CFP: Educate, Agitate, Organize! Teacher Resistance Against Neoliberal Reforms (Special Issue of Workplace)

Posted on May 5, 2014 by Stephen Petrina | Comments Off

Call for Papers

Special Issue
Workplace: A Journal for Academic Labor

Guest Editors:
Mark Stern, Colgate University
Amy Brown, University of Pennsylvania
Khuram Hussain, Hobart and William Smith Colleges

I can tell you with confidence, one year later [from the Measure of Progress test boycott in Seattle schools], I know where our actions will lead: to the formation of a truly mass civil rights movement composed of parents, teachers, educational support staff, students, administrators, and community members who want to end high-stakes standardized testing and reclaim public education from corporate reformers.—Jesse Hagopian, History Teacher and Black Student Union Adviser at Garfield High School, Seattle

As many of us have documented in our scholarly work, the past five years have witnessed a full-fledged attack on public school teachers and their unions. With backing from Wall Street and venture philanthropists, the public imaginary has been saturated with images and rhetoric decrying teachers as the impediments to ‘real’ change in K-12 education. Docu-dramas like Waiting For ‘Superman,’ news stories like Steve Brill’s, “The Teachers’ Unions’ Last Stand,” in The New York Times Magazineand high profile rhetoric like Michelle Rhee’s mantra that students, not adults, need to be “put first” in education reform, all point to this reality: teachers face an orchestrated, billion dollar assault on their professional status, their knowledge, and their abilities to facilitate dialogical spaces in classrooms. This assault has materialized and been compounded by an austerity environment that is characterized by waning federal support and a narrow corporate agenda. Tens of thousands of teachers have suffered job loss, while thousands more fear the same.

Far from being silent, teachers are putting up a fight. From the strike in Chicago, to grassroots mobilizing to wrest control of the United Federation of Teachers in New York, to public messaging campaigns in Philadelphia, from boycotts in Seattle to job action and strikes in British Columbia, teachers and their local allies are organizing, agitating and confronting school reform in the name of saving public education. In collaboration with parents, community activists, school staff, students, and administrators, teacher are naming various structures of oppression and working to reclaim the conversation and restore a sense of self-determination to their personal, professional, and civic lives.

This special issue of Workplace calls for proposals to document the resistance of teachers in the United States, Canada, and globally. Though much has been written about the plight of teachers under neoliberal draconianism, the reparative scholarship on teachers’ educating, organizing, and agitating is less abundant. This special issue is solely dedicated to mapping instances of resistance in hopes of serving as both resource and inspiration for the growing movement.

This issue will have three sections, with three different formats for scholarship/media. Examples might include:

I. Critical Research Papers (4000-6000 words)

Qualitative/ethnographic work documenting the process of teachers coming to critical consciousness.
Critical historiographies linking trajectories of political activism of teachers/unions across time and place.
Documenting and theorizing teacher praxis—protests, community education campaigns, critical agency in the classroom.
Critical examinations of how teachers, in specific locales, are drawing on and enacting critical theories of resistance (Feminist, Politics of Love/Caring/Cariño, Black Radical Traditions, Mother’s Movements, and so on).

II. Portraits of Resistance

Autobiographical sketches from the ground. (~2000 words)
Alternative/Artistic representations/Documentations of Refusal (poetry, visual art, photography, soundscapes)

III. Analysis and Synthesis of Various Media

Critical book, blog, art, periodical, music, movie reviews. (1500-2000 words)

400-word abstracts should be sent to Mark Stern (mstern@colgate.edu) by May 15, 2014. Please include name, affiliation, and a very brief (3-4 sentences) professional biography.

Notifications of acceptance will be sent out by June 15. Final drafts will be due October 1, 2014. Please note that having your proposal accepted does not guarantee publication. All final drafts will go through peer-review process. Authors will be notified of acceptance for publication by November 1.

Please direct all questions to Mark Stern (mstern@colgate.edu).

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Posted in Academic freedom, Advocacy, CFPs, Government, K-12 issues, Organizing, Publications, Solidarity, Strikes & Labor Disputes, Student Movement, Students, Unions, Working conditions

Tagged Academic freedom, Budgets & Funding, CFPs, Equity, Government, Organizing, Protests, Working conditions

CFP: Critical Theories in the 21st Century

Posted on August 3, 2012 by E Wayne Ross | Comments Off

Call For Proposals
Critical Theories in the 21st Century

Due to the success of last years’ inaugural event, we are very excited about the upcoming Critical Theories in the Twenty-First Century conference at West Chester University. Due to the deepening crisis of global capital and the anti-capitalist movement in embryo (since last November), this year we added a special theme: Critical Education Against Capitalism. As many reactions to the ravages of capital are reformist in nature, failing to identify and target the true causes (i.e. private property as a complex historical process) of exploitation, injustices, war, educational expansion as well as educational budget cuts, ideological indoctrination, and so on, especially in critical pedagogy, this discussion targeting the root capitalist cause of life at the present moment is particularly relevant and needed.

Consequently, whereas last year “the call for proposals” was “general enough to be inclusive of many critical approaches to transformative or revolutionary pedagogies and theory,” this year we ask the critical pedagogy community to present their works in a way that demonstrates how it contributes to achieving a post-capitalist society. As such, we can suggest a few relevant themes for proposals: Marxist educational theory, Anarchist pedagogies, austerity/educational budget cuts, ignoring poverty, racialization and hegemony, (anti)settler-colonialism/imperialism, indigenous critical theory/autonomous governance, anti-capitalist eco-pedagogy, atheism and education, queer theory against capital, etc.

While this conference will include important presentations and debates between key figures in critical pedagogy, it will not be limited to this focus. In other words, as critical theory becomes more inclusive, global, and all encompassing, this conference welcomes more than just academics as important contributors. That is, we recognize students and youth groups as possessing authentic voices based on their unique relationship to capitalism and will therefore be open to them as presenters and discussion leaders (as was done in 2011). While this inclusivity is obviously designed to challenge traditional distributions of social power in capitalist societies, it will not be done romantically where participants’ internalized hegemonies are not challenged. Put another way, while students will be included as having something valuable to contribute, they will both be subjected to the same scrutiny as established academics, as well as invited to share their own critiques. All participants will therefore be included in the discussions of why and how to achieve a post-capitalist society.

when:

November 16th and 17th 2012

duration:

Friday evening and all day Saturday

where:

West Chester University, West Chester, PA

purpose:

To contribute to the wide and deep network of critical educators throughout the world working with students and workers building a vast coalition of critical thinkers who know that a meaningful life after capitalism is possible.

More info here.

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Critical Education CFP: Liberalism in Educational Policy, Practice, and Discourse

Posted on August 1, 2012 by E Wayne Ross | Comments Off

Call for Papers

Special Theme Issue of Critical Education
Theme: Liberalism in Educational Policy, Practice, and Discourse

Guest Editors:
Angelina E. Castagno & Sabina Vaught

Despite current scholarly attention to the ways neoliberalism characterizes much of our contemporary socio-political context, liberalism still profoundly informs power dynamics within schools, community organizations, and other educational contexts. While neoliberalism focuses on markets, choice, and efficiency, classical liberalism centers notions of the individual, equality, democracy, and meritocracy. These are enduring notions with significant ideological attachments, as well as institutional and policy-based manifestations within school settings. Although the concept of liberalism has somewhat shifting boundaries in response to larger social, political, and economic changes, there remain these powerful central elements (see, for example, Cochran, 1999; Dawson, 2003; Locke, 1690; Mill, 1869; Olson, 2004; Starr, 2008). This special issue seeks to examine how these liberal tenets shape power dynamics around race, gender, class, and sexuality in school policy, practice, and law.

We suggest that liberalism’s power in schooling operates from its axis of individualism. At the heart of liberalism is the notion of the individual and individual rights. In liberal thought, individuals provide the foundation for laws and societal norms, and institutions exist primarily to further the goals, desires, and needs of individuals. An individual’s rights are of utmost importance under a liberal framework, so rights such as freedom of speech, thought, conscience, and lifestyle are viewed as fundamental and worth protecting at almost any cost. Equality of opportunity is another liberal mainstay. Value is placed on ensuring that individuals have equal access to various opportunities in society. However, liberalism is not concerned with ensuring equality of outcome since it is assumed that individuals can reasonably decide if and how to capitalize on opportunities presented to them. Moreover, liberalism generally opposes too much government regulation, but this can be a point of contention since government involvement is sometimes required to ensure the stability of other core liberal values. These tenets allow liberalism to both mask and reproduce power imbalances. As such, liberalism informs power mechanisms by which educational policies, practices, and discourses are shaped.

With liberalism as an analytic construct through which to view schooling, we seek papers for this special issue that might address the following broad questions:

How is liberalism taken up, engaged, and employed in various educational contexts to reproduce power along axes of race, gender, sexuality, and class?
To what extent does the liberal identity and agenda drive educational efforts and movements, and to what effect?
What are the implications of liberalism on schools? On youth? On policy? On curriculum? On pedagogy? On activism? On reform efforts?

Through these analyses, we hope to map the multiple ways liberalism impacts schooling in order to disrupt power inequities that remain pervasive and elusive when viewed strictly through a neoliberal framework. Drawing on critical theory, Critical Race Theory, Tribal Critical Theory, Red Pedagogies, gender and feminist studies, and other related theoretical traditions, this special issue will bring together articles that advance a critical conversation about liberalism, individualism, and power within U.S. schools.

To submit a manuscript for consideration in this special issue of Critical Education, and for author submission guidelines, please visit (www.criticaleducation.org). For any inquiries related to this special issue, please e-mail the guest editors at liberalismineducation@gmail.com. For full consideration, complete manuscripts of no more than 5,000 words, including references, should be submitted by January 15, 2013. We strongly encourage submissions from advanced doctoral students and junior scholars.

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CFP: “Teach for America and the Future of Education in the US”

Posted on August 1, 2012 by E Wayne Ross | 1 comment

Call for Submissions
Critical Education Special Series

“Teach for America and the Future of Education in the US”
Guest Editor: Philip E. Kovacs, University of Alabama, Huntsville

Founded in 1990 by Princeton graduate Wendy Kopp, Teach for America (TFA) has grown from a tiny organization with limited impact to what some supporters call the most significant force in educational reform today. Indeed the organization has recently been embraced by both the president of the National Educational Association and U.S. Secretary of Education Arnie Duncan as a force for tremendous good.

Critics argue otherwise, pointing to data that is mixed at best while questioning the almost $500 million annual operating budget of the non-profit, a significant portion of which comes from U.S. taxpayers. In light of questionable results and practices (such as using non-certified TFA recruits to work with special education students in direct violation of the Individuals with Disabilities Education Act) organizations are working to end TFA’s “highly qualified teacher” provision in 2013, an effort TFA is aggressively trying to thwart.

In an effort to provide assistance to those organizations working to maintain the integrity of the teaching profession, the Critical Education seeks research on TFA’s practices, procedures, outcomes, and impacts. We are looking for empirical and theoretical pieces written in a style that congressional staffers can easily access and understand. We are not interested in pieces that sacrifice intellectual rigor for ease of reading, but we are also wary of overly theorized pieces that alienate readers outside of the academy.

In addition to full-length manuscripts (5,000-8,000 words), we are also soliciting short accounts of TFA’s impact in specific cities to be presented as “field reports.”

Proposals of no more than 200 words due by September 15, 2012.

Notice of acceptance of proposal by October 1, 2012

Final Submission due by February 1, 2013.

For more information on submission contact Philip Kovacs at: pk0001@uah.edu

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.

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Rouge Forum 2012: OCCUPY EDUCATION! Class Conscious Pedagogies and Social Change

Posted on February 2, 2012 by E Wayne Ross | Comments Off

OCCUPY EDUCATION! Class Conscious Pedagogies and Social Change

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.

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

Posted on October 26, 2011 by E Wayne Ross | Comments Off

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.

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HOW CLASS WORKS – 2012 (CFP)

Posted on September 21, 2011 by E Wayne Ross | Comments Off

HOW CLASS WORKS – 2012
CALL FOR PRESENTATIONS
A Conference at SUNY Stony Brook June 7-9, 2012

The Center for Study of Working Class Life is pleased to announce the How Class Works – 2012 Conference, to be held at the State University of New York at Stony Brook, June 7-9, 2012. Proposals for papers, presentations, and sessions are welcome until December 12, 2011 according to the guidelines below. For more information, visit our Web site at <www.workingclass.sunysb.edu>.

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.

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 – 2012 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 an e-mail attachment to michael.zweig@stonybrook.edu or as hard copy by mail to the How Class Works – 2012 Conference, Center for Study of Working Class Life, Department of Economics, SUNY, Stony Brook, NY 11794-4384.

Timetable: Proposals must be received by December 12, 2012. After review by the program committee, notifications will be mailed on January 17, 2012. The conference will be at SUNY Stony Brook June 7-9, 2012. Conference registration and housing reservations will be possible after February 20, 2012. 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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HOW CLASS WORKS – 2012 CALL FOR PRESENTATIONS A Conference at SUNY Stony Brook June 7-9, 2012

Posted on March 22, 2011 by E Wayne Ross | 1 comment

HOW CLASS WORKS – 2012
CALL FOR PRESENTATIONS
A Conference at SUNY Stony Brook June 7-9, 2012

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 – 2012 Conference

Timetable: Proposals must be received by December 12, 2011. After review by the program committee, notifications will be mailed on January 17, 2012. The conference will be at SUNY Stony Brook June 7-9, 2012. Conference registration and housing reservations will be possible after February 20, 2012. Details and updates will be posted at http://www.workingclass.sunysb.edu.

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Rouge Forum 2011: Call for Proposals

Posted on February 1, 2011 by E Wayne Ross | Comments Off

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 Manuscripts: Berkeley Review of Education

Posted on August 17, 2010 by E Wayne Ross | Comments Off

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 E Wayne Ross | Comments Off

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 E Wayne Ross | Comments Off

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 E Wayne Ross | Comments Off

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:

Have schools largely ignored nonhuman animals in historical and contemporary contexts? If so, why and in what specific ways?
How is the cafeteria implicated in relationships of domination over the nonhuman body?
What do intersecting oppressions (racism, speciesism, classism, sexism) mean for educational theory and practice?
Do anthropocentric ideologies emerge in educational, theory, practice, or policy? How does anthropomorphism emerge in traditional forms of curriculum or textbooks?
What have been the roles of nonhuman animals in schools historically?
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 E Wayne Ross | Comments Off

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 E Wayne Ross | Comments Off

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.

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

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.

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 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 E Wayne Ross | Comments Off

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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New home, new outlook, new publishing system for Workplace: A Journal for Academic Labor

Posted on June 5, 2009 by E Wayne Ross | Comments Off

Workplace: A Journal for Academic Labor

The Editorial Team of Workplace is proud to announce the journal’s new home, new outlook, and new publishing system!

We encourage you to browse the Workplace open journal system, submit a manuscript, or volunteer to review http://m1.cust.educ.ubc.ca/journal/index.php/workplace/index. We also welcome proposals for Special Issues; if you have an idea or have assembled a group of scholars writing on higher education workplace activism and issues of academic labor, send us a proposal.

Current preprints include:

John Welsh‘s “Theses on College and University Administration” and “The Status Degradation Ceremony.” As a whole, both feature articles challenge scholars to rethink the administration of higher education and how we frame research into this process http://m1.cust.educ.ubc.ca/journal/index.php/workplace/issue/current.

“The Education Agenda is a War Agenda: Connecting Reason to Power and Power to Resistance” by Rich Gibson & E. Wayne Ross

Reviews by Richard Brosio and Prentice Chandler

Thank you and please forward this invitation to colleagues and networks.
—
Stephen Petrina & E. Wayne Ross, Co-Editors

Workplace: A Journal for Academic Labor
Department of Curriculum and Pedagogy
University of British Columbia
http://m1.cust.educ.ubc.ca/journal/index.php/workplace/index

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Tagged Administration, CFPs, Open access, Publications, reviews, UBC, War, Workplace Journal

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

Posted on March 24, 2009 by E Wayne Ross | Comments Off

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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Tag Archives: CFPs

Workplace Special Issue: Third Space Academic Labor

#CFP Workplace Special Issue: Third Space Academic Labor

Guest Editor: Aaron Stoller, Colorado College

Inquiries or to Submit:

Timeline:

Workplace: A Journal for Academic Labor

CFP: Critical Theories for the 21st Century

4th annual:
critical theories in the twenty first century:
a conference of transformative pedagogies
november 6th & 7th

location:

2015 THEME:
CRITICAL PEDAGOGY VS. CAPITAL:
REIGNITING THE CONVERSATION

CFP: Educate, Agitate, Organize! Teacher Resistance Against Neoliberal Reforms (Special Issue of Workplace)

Call for Papers

Special Issue
Workplace: A Journal for Academic Labor

CFP: Critical Theories in the 21st Century

Critical Education CFP: Liberalism in Educational Policy, Practice, and Discourse

CFP: “Teach for America and the Future of Education in the US”

Rouge Forum 2012: OCCUPY EDUCATION! Class Conscious Pedagogies and Social Change

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

HOW CLASS WORKS – 2012 (CFP)

HOW CLASS WORKS – 2012 CALL FOR PRESENTATIONS A Conference at SUNY Stony Brook June 7-9, 2012

Rouge Forum 2011: Call for Proposals

Call for Manuscripts: Berkeley Review of Education

Call for papers: Feminism and Marxism: Reassessments and Reports

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

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

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

HOW CLASS WORKS – 2010

Call for manuscripts: Critical Education

New home, new outlook, new publishing system for Workplace: A Journal for Academic Labor

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

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#CFP Workplace Special Issue: Third Space Academic Labor

Guest Editor: Aaron Stoller, Colorado College

Inquiries or to Submit:

Timeline:

Workplace: A Journal for Academic Labor

4th annual: critical theories in the twenty first century: a conference of transformative pedagogies november 6th & 7th location:

2015 THEME: CRITICAL PEDAGOGY VS. CAPITAL: REIGNITING THE CONVERSATION

Call for Papers

Special Issue Workplace: A Journal for Academic Labor

Links

Categories

Bookmark & Share

Workplace CFPs

Top Labor News

Recent Comments

Tags

Meta

Authors

4th annual:
critical theories in the twenty first century:
a conference of transformative pedagogies
november 6th & 7th

location:

2015 THEME:
CRITICAL PEDAGOGY VS. CAPITAL:
REIGNITING THE CONVERSATION

Special Issue
Workplace: A Journal for Academic Labor