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  • April 3, 2014
  • 2:22 pm

CEPS Program Newsletter #045 – April 2, 2014

Cultural and Educational Policy Studies, Loyola University Chicago

CEPS Students and Alumni-
The Spring semester seems to move forward both quickly and slowly.  Lots of departmental news below!  Many of us need to be already thinking towards courses for next fall and below [A.8.] please find information of CEPS Fall course offerings.  We also have some excellent speakers coming to campus in the next couple weeks [A.5.] [A.6.] and are launching a CEPS Theory and Method Reading Group that will meet on occasional Fridays — any and all are encouraged to join [A.7.].  Finally, many congratulations to Professor Tavis Jules who has successfully passed his mid-probationary/third year review and will be on a research leave in the Fall 2014 semester.  As usual, if you learn of events or opportunities that can be shared via this newsletter please email them to my graduate assistant David Boven at dboven@luc.edu.
~Prof. Noah W. Sobe, CEPS Program Chair and Graduate Program Director

CEPS Program Newsletter #045 – April 2, 2014

Table of Contents:

1. Final CGSA meeting of the semester on April 7 at 5:30pm.
2. Invitation to attend CEPS Dissertation Defense, Wed April 9 10:00am-noon
3. CEPS student survey on high-stakes testing in Chicago, request for assistance
4. Save the date for the SOE Annual Research Symposium on Saturday, April 12 at 10:00am.
5. CEPS Visiting Speaker, Tracy Steffes “Confronting School Segregation in Chicago in the 1960s”, Monday April 14, 6:00pm CLC 325 (WTC)
6. CEPS Visiting Speaker, Linn Posey-Maddox “The (Re)Making of a ‘Good’ Public School:
Middle-Class Parents and City School Transformation” Tuesday April 22 5:30pm CLC 206 (WTC)
7. CEPS Theory and Method Reading Group, Fridays 2:00-3:30 at LSC (April 18, May 2, May 23, June)
8. Fall 2014 CEPS Course Offerings

1. Richard Rothstein lecturing on segregation and schools, Monday, April 7 at 5:30pm.

1. Call for Proposals, Organization of Educational Historians, September 26-27, 2014 (Chicago, IL). Deadline: April 4, 2014.
2. Call for Proposals, American Educational Studies Association and International Association of Intercultural Education,  October 29-November 2, 2014 (Toronto, Ontario). Deadline: April 15, 2014.
3. Call for Proposals, Ohio Valley Philosophy of Education Society, September 12-14, 2014 (Dayton, OH). Deadline: May 1, 2014.

1. Tenure-Track Faculty (History of Education) at Oklahoma University, Deadline: Immediate.
2. Project Facilitator (Gardner Center for youth and community research) at Stanford University, Deadline: Immediate.
3. Mentor (Refugee Youth) at Heartland Alliance, Deadline: Immediate.
4. Visiting Assistant Faculty (Foundations of Education) at Colgate University, Deadline: Immediate.
5. Tutor Trainer (ESL Training) at Literacy Works, Deadline: Immediate.
6. Full-Time Lecturer (International Education Development) at Columbia University, Deadline: April 21, 2014.


A.1. The CEPS Graduate Student Association (CGSA) will have its final meeting of the semester on Monday April 7th. The agenda will include the upcoming visit from DePriest School, Islam Awareness Week, and anything else that member want to discuss. Pizza will be served! The location of the meeting has not yet been determined, but it will start at 5:30pm. Additional information will be sent out soon.

A.2. Everyone is invited to sit in on CEPS PhD Candidate Sophia Rodriguez’s public dissertation defense which will be held in LT 1030 10am-noon on Wednesday April 9th.  The title of Sophia’s dissertation is titled “ ‘I do activist things even though I’m nothing: A Critical Ethnography of Immigrant Youth Identity Formation in an Urban Community School”.  Her study explores how Latino immigrant youth make sense out of their educational experience, identity, and belonging in an urban, public high school.  The analysis highlights the positive social identities that emerge for students involved in the community-school programs, offering insight into how institutional forces situate youth and fail to account for and build upon youth’s knowledge and assets.

A.3. CEPS master’s student Julie Cechowski has just started collecting data for her thesis. Her research looks at how students feel about high-stakes, standardized testing. The research will  begin with 5th and 6th graders completing an online survey. After the surveys are evaluated, 6-10 students will be asked to participate in one-on-one interviews. Her high-stakes testing student voice survey is now active at: https://surveys.luc.edu/opinio6/s?s=57655. Fifth and sixth graders in the Chicago area should complete it by April 23, 2014. If you have any questions, please contact Julie at jcechowski@luc.edu.

A.4. Save the date for the SOE 16th Annual Research Symposium, April 12th from 10:00am-4:00pm on Loyola’s Lakeshore Campus.  This promises to be a wonderful event celebrating and supporting the many research efforts of our students and will feature Dr. David Stovall of UIC as the keynote speaker.

A.5. On Monday April 14 at 6pm CEPS welcomes Brown University historian of education, Dr. Tracy Steffes who will be delivering a talk entitled “Confronting School Segregation in Chicago in the 1960s” CLC 325 (WTC).

A. 6. On Tuesday April 22 at 5:30pm CEPS welcomes University of Wisconsin-Madison sociologist of education Dr. Linn Posey-Maddox who will deliver a lecture entitled “The (Re)Making of a “Good” Public School: Middle-Class Parents and City School Transformation” CLC 206 (WTC).

A.7. CEPS has hosted occasional reading groups over the past several years and we are looking to establish a Theory and Method Reading Group that will meet every 2-3 weeks from April to June and then will resume again in September.  All / various program faculty will be participating in the discussions pending our availability.  The basic idea is to complement the course-taking experience for master’s and doctoral students with a series of interlinked conversations that grapple with challenging theoretical and methodological questions relevant to students across all our areas of concentration.  Typically we will read one article in advance of each session — and we will make provisions for anyone not in Chicago to join via a webcam/Adobe Connect connection (if you need info on electronic access please contact Dave Boven dboven@luc.edu).  The CEPS Theory and Method Reading Group will meet Fridays 2:00-3:30 at LSC (April 18, May 2, May 23, June 6).  For our April 18th meeting (LSC Info Commons Room 105) we will read Ian Hacking’s “Making Up People” essay.  Available here: http://tinyurl.com/bydmxgk  For our May 2 meeting (LSC Info Commons Room 105) we will read Mario Small’s 2012 article `How many cases do I need?’ On science and the logic of case selection in field-based research” http://eth.sagepub.com/content/10/1/5.short (access through LUC library).

A.8. Fall 2014 CEPS courses
* ELPS 410 Sociology of Education (Phillippo) WTC  Wednesdays 4:15-6:45
* ELPS 420 Philosophy of Education (Shuffelton) WTC Tuesdays 7:00-9:30
* ELPS 455 Comparative Education (Sobe) WTC Mondays 4:15-6:45
* ELPS 550 Globalization and Education (Sobe) WTC Mondays 7:00-9:30
* ELPS 491 Issues in Education Policy (Shuffelton) WTC Tuesdays 4:15-6:45
[ELPS 491 will explore some of the conceptual underpinnings of contemporary education policy.  Public schools have long been assigned responsibility for preparing children to enter public space as democratic citizens, but this public function of schools is, according to many education scholars, currently challenged by neoliberal privatization.  In this course, we will consider how education policies are privatizing the public domain, using the Common Core State Standards as a focus of our investigation.  ELPS 491 will consider the ways in which contemporary US education policy addresses social, political and economic concerns, through a consideration of the CCSS’s concern with parental involvement, career and college readiness, and global competition. Framing our inquiry will be John Dewey’s and Hannah Arendt’s theorizations of the democratic public, and the course will begin with their inquiries into democratic publicity before turning to empirical and contemporary theoretical approaches to contemporary education policy.]


B.1. All are invited to attend a lecture and discussion with Richard Rothstein on Monday, April 7 from 5:30 to 7:30 pm at DePaul University (Schmitt Academic Center, 2320 N. Kenomre, Room 161).  Richard Rothstein is a Research Associate of the Economic Policy Institute and senior fellow of the Chief Justice Earl Warren Institute on Law and Social Policy at the University of California (Berkeley) School of Law. He is a widely published author and lecturer on education policy and the national education columnist for the New York Times from 1999 through 2002. He looks at the intersection of school segregation and residential segregation. He argues that “Too quickly forgetting twentieth century history, we’ve persuaded ourselves that the hobbling residential isolation of low-income black children is only “de facto,” the accident of economic circumstance, personal preference, and private discrimination. But unless we re-learn how residential segregation is “de jure,” resulting from explicit, racially conscious and motivated public policies, implemented by federal, state, and local governments, we have little hope of remedying school segregation that flows from neighborhood racial isolation.” For more information and to RSVP, please contact Diane Horwitz at dhorwit1@depaul.edu.


C.1. The Organization of Educational Historians will hold its 2014 Annual Conference from September 26-27, 2014 in Chicago. The theme of this year’s conference—Education as Cultural Citizenship: Formal, Informal, and Community Pedagogies in History—is meant to engender scholarship that is focused on education as the integration of individuals into communities of interest. Community in this regard can be interpreted broadly to include nation-states, tribes, ethnic communities, and professional organizations. Papers and presentations are not restricted to topics that focus on the conference theme. Scholars are invited submit proposals on topics within the field of educational history of the United States and/or of other countries. Senior scholars have found OEH sessions to be valuable venues to present their work. Graduate students always are encouraged to present their work within this supportive, yet challenging, environment. Proposals must be submitted electronically to the Program Chair Bernardo Gallegos, no later than Friday, April 4, 2014. Proposals must be sent as Word document attachments in an e-mail addressed to oeh.conference@yahoo.com The subject line of the e-mail message should read: “OEH 2014 Proposal.” Proposals for papers, panels, symposia, and alternative formats should be between 500-750 words. A proposal should restate the title of the paper, describe its contents, discuss its significance, and include a description of historical sources used. All proposal submissions must be accompanied by an abstract of the paper, poster, panel, symposium, or alternative format presentation composed of no more than 50 words. All proposals must also include a cover sheet that lists: 1) title or topic of the proposal; 2) category of the proposal (paper, symposium, panel, poster, alternative); 3) names, affiliations and relevant backgrounds of all participants (and, in the case of a symposium, the title of each participant’s presentation); 4) address, telephone number, and e-mail address of the person submitting the proposal and addresses, telephone numbers, and e-mail addresses of all other participants; 5) technology needs; and 6) indicate if you are willing to serve as a session chair and/or proposal reviewer. The Program Committee will review each proposal. The person who submitted the proposal will be notified of the Committee’s decision. All individuals whose proposals are accepted for the 2014 OEH Program are required to pre-register for the conference.

C. 2. The American Educational Studies Association (AESA) and the International Association of Intercultural Education (IAIE) will hold a joint conference October 29th-November 2nd, 2014 in Toronto, Ontario. The theme will be “Reconceptualizing Diversity: Engaging with Histories, Theories, Practices, and Discursive Strategies in Global Contexts.” Proposals are invited on all topics related to the broad field of educational studies including Social Foundations of Education, its traditional scholarly domain. Proposals may be submitted through April 15, 2014. Proposals should be submitted at http://ocs.sfu.ca/aesa/index.php/2014/. Notifications of proposals’ acceptance or rejections will be sent by July 15th, 2014. For more information about AESA and the conference, email aesa2014conference@gmail.com. If you would like to volunteer to serve as a chair or discussant for any specific sessions, please contact Stephanie Pantazis-Reich at aesa14conference@gmail.com.Those interested in submitting proposals in Spanish or French should do so via the IAIE submissions system.

C.3. The Ohio Valley Philosophy of Education Society (OVPES) will host its Annual Conference September 12-14, 2014 in Dayton, Ohio. Proposals for individual papers, panels, or symposia involving two or three speakers on a single topic are welcome. All proposals will be blind and peer reviewed. They invite proposals related to any topic in the philosophy of education. Submit proposals via email with an attachment as a Word document. All proposals should be received on or before May 1, 2014. Submit to Sarah Stitzlein, Program Chair at ovpes2014@gmail.com. Proposals accepted for presentation at the conference will be notified by June 25, 2014. Full-length conference papers should be no longer than 15 double-spaced pages, following the Chicago Manual of Style. Papers meeting all the editorial requirements will be considered for publication in Philosophical Studies in Education, the refereed journal of OVPES. The following should be submitted in the body of the e-mail submission: title of the proposal; format of the presentation; name, title, institutional affiliation; address, phone, email, fax number; name(s) of other panel or symposium members, if applicable; and an abstract of up to 100 words. An MSWord document with all identifying information removed should be attached to the message with the title of the paper, panel, or symposium; a brief summary of the topic in two pages; a brief descriptive summary of how the topic will be developed and/or its line of argument; the significance of the topic; several major references upon which the paper will draw in developing the topic; two or three terms of reference for papers. This will guide the program committee in grouping presentations. The subject of the message should read “OVPES—2014 Proposal.” Receipt of email submissions will be notified via email. All submissions and inquires should be directed to Dr. Sarah Stitzlein at ovpes2014@gmail.com.


D.1. The Department of Educational Leadership and Policy Studies at the University of Oklahoma invites applications for the position of tenure-track Assistant Professor of Educational Studies (EDS). The individual they seek will have expertise in History of Education. The successful candidate will be expected to serve on thesis and dissertation committees, earn Graduate Faculty status, and eventually chair doctoral committees. More information about the position can be found at: http://www.ou.edu/jrcoe/eds.pdf. The successful candidate will have earned a doctoral degree in Education or History, and present evidence also of scholarship in cultural, intellectual, social, political, economic, legal, and/or psychological history of education. Special consideration will be given to applicants with evidence of knowledge and/or research focusing on history of international and comparative, African American, Native American, Hispanic American, Asian American and Pacific Islander, immigrant, postcolonial, ecological, urban, special, queer, female, and/or sexuality education. The successful candidate will be expected to establish and sustain a research/publication agenda in history of education. Application review will begin March 10, 2014, and continue until the position is filled. The position is expected to begin in Fall 2014. Applicants must submit a letter of application, a current CV, an essay (500-1000 words) that theorizes historical learning’s value for professional leadership and public understanding of educational policy and practice, 1-3 samples of historical scholarship on education, an unofficial transcript, and names and contact information of three references. Submissions should be in MSWord or PDF format and be emailed to educationalstudies@ou.edu. Questions may be directed to Professor Susan Laird at the same address.

D.2. The John W. Gardner Center for Youth and Their Communities is actively recruiting for a Project Facilitator who will play a pivotal and highly visible role in support of a number of projects. The Project Facilitator will be a main point of contact between the Gardner Center and a number of collaborative partner organizations, managing the administrative and logistical sides of complex research projects. The Project Facilitator will draft work plans, prepare meeting agendas, and coordinate the logistics of site visits and off-site meetings and events such as conferences. Major responsibilities of the Project Facilitator include organizing community convenings for collaboratives, providing general logistical support for community engagement and youth development initiatives, and coordinating internal logistics for research partnerships. The Gardner Center’s work can be of great interest to the education field, community partners, the media, and the general public. As such, the Project Facilitator must have the necessary experience to identify and respond to sensitive information with tact, discretion, and diplomacy. The Project Facilitator must have a four-year degree and 3-5 years of related experience. An advanced degree, an understanding of youth and community development, and 5-plus years of experience is desired. This is a fixed-term position with an end date of March 1, 2015. To apply, go to https://stanford.taleo.net/careersection/2/jobdetail.ftl?job=32364&src=JB-1 0023

D.3. Heartland Alliance’s Refugee and Immigrant Community Services (RICS) is currently looking for volunteers to help with their  After School and Youth Mentoring programs. Both of these programs work with refugee youth, particularly from Burma, Bhutan, and Iraq. This would be a good opportunity for students to explore what it is like working with refugees in need and learn about other cultures, faiths, and backgrounds, while serving those in need at the same time! Volunteers will meet and form a relationship with a refugee youth. Mentors will be a guide, a resource, and a role model for them. Some youth will benefit more from a more academic-focused relationship (closer to that of a tutor), and others could benefit more from an activities-based relationship (such as spending time with them, going around and showing them the city, or exploring their hobbies). The only requirement and commitment is that mentors meet with them for at least twice a month (or about 4 hours a month), for about a year. They also have an After School Program at a different location every day of the week. Volunteers would work side-by-side with a couple of staff facilitating, leading a group of refugee youth. They are looking for college-aged students to help out with this program! Those who are interest can email pobbagy@heartlandalliance.org or call (773) 728-5960 x6313 for more information.

D.4. The Department of Educational Studies at Colgate University seeks a one-year (with possibility of renewal) visiting assistant professor in Foundations of Education beginning Fall 2014. The ideal candidate would have a strong interdisciplinary background and will be able to teach the department’s introductory class, The American School, and upper-level courses on their research. They are looking for scholars who have an active program of interdisciplinary research and teaching interests in any of the following areas: critical policy studies, urban education, feminist philosophies of education, and curriculum studies. Candidates committed to and with experience in social action pedagogies are especially encouraged to apply. ABD candidates are encouraged to apply, Ph.D. or Ed.D. in Foundations of Education preferred. A letter of application, current vita, a statement of a teaching philosophy, evidence of effective teaching, and at least three letters of reference must be submitted through https://academicjobsonline.org/ajo/jos/3914. Review of application materials will begin March 24, 2014, and continue until the position is filled.

D.5. Literacy Works has an opening for ESL Tutor Trainers. The mission of Literacy Works is to strengthen adult literacy, parent education, and workforce development programs by developing and providing innovative training and knowledge-sharing opportunities for professionals and volunteers. It promotes adult literacy in Chicago by providing extensive 12-hour training to volunteer tutors and program staff from Chicago agencies. The tutor trainer will facilitate an interactive and engaging training that introduces new tutors to adult English language acquisition, prepare training materials, and compile and submit training reports among other responsibilities. Those applying should have a bachelor’s degree and experience in adult education. They should also have knowledge of and experience with adult ESL learner populations. To apply, submit cover letter and resume to Christine Kenny (christine@litworks.org). Tutor trainers will receive $200 for each training session.

D.6. The Program in International and Comparative Education (ICE) at Teachers College, Columbia University is seeking two full-time lecturers in international educational development with specializations in one of the following areas: peace and human rights education; monitoring, evaluation and indicator research; or language, schools and development. These are one-year positions (academic year 2014-2015), starting September 2014. The lecturer will teach (five courses) and advise students in the ICE program, carry out program related work, and contribute to the operations of the program. The successful candidate will have a doctorate in International and Comparative Education or related fields, university teaching experience; evidence of excellent teaching, and experience with international development. Applicants should submit a curriculum vitae, names of three professional references (full letters will be requested for shortlisted candidates), and a letter of interest with details regarding how the applicant meets the criteria for the position. Review of applications will begin April 21, 2014 and continue until the search is completed. Applications should be addressed to Professor Regina Cortina, Chair of Search Committee for International and Comparative Education, Teachers College, Columbia University, and emailed (in pdf format) to Lisa Daehlin, Search Assistant, daehlin@tc.edu.