About the new Inside Loyola



A one-stop-shop of Loyola's most popular and useful Web resources.

A - Z Index


  • May 8, 2014
  • 7:39 am

CEPS Program Newsletter #047 – May 8, 2014

Cultural and Educational Policy Studies, Loyola University Chicago

CEPS Students and Alumni-
Congratulations to those of you who just graduated today!  If you are one of those who is no longer going to be a student, please make sure to join the ceps-alumni listserv at http://lists.luc.edu/listinfo/ceps-alumni so that you can stay in touch and continue to receive these newsletters.  Please also sign up for our CEPS LinkedIn group, “Loyola University Chicago CEPS Students and Alumni.”  Among those who graduated, a special congratulations go out to Maeve Kendall who was awarded the Graduate School Thesis of the Year Award [A.1.].  Please also note that the CEPS Theory and Method Reading Group will continue to meet Fridays 2:00-3:30pm at LSC (May 23 and June 9th) before breaking for the summer.  Over the next several months we’ll be sending out this newsletter less frequently but if you have events or opportunities that can be shared via this newsletter, please email them directly to me at nsobe@luc.edu. Happy Summer!
~Prof. Noah W. Sobe, CEPS Program Chair and Graduate Program Director

CEPS Program Newsletter #047 – May 8, 2014

Table of Contents:

1. Loyola “Thesis of the Year Award” given to CEPS MA student, Maeve Kendall
2. CEPS student survey on high-stakes testing in Chicago, request for assistance
3. CEPS Theory and Method Reading Group, Fridays 2:00-3:30 at LSC (May 23, June 6)
4. Fall 2014 CEPS Course Offerings
5. Upcoming Graduate School deadlines

1. Help requested for Chicago focus groups on the experiences of African American girls in school
2. Talk by Nel Noddings, Monday, May 12 at 6:00pm.
3. “Chicago Forward: The School Choice Debate” panel, Wednesday, May 21 at 11:30am.

1. Call for Proposals, Global Studies Association Conference, June 6-8, 2014 (Chicago, IL). Deadline: May 11, 2014.
2. Call for Proposals, American Educational Studies Association and International Association of Intercultural Education,  October 29-November 2, 2014 (Toronto, Ontario). Deadline: June 15, 2014.
3. Call for Proposals, Illinois Education Research Council Symposium, October 7-8, 2014 (Bloomington, IL). Deadline: June 20, 2014.
4. Call for Proposals, CIES Midwest Regional Conference, October 10–11, 2014  (Bloomington, Indiana). Deadline: July 15, 2014.
5. Call for Chapters, New volume of Advances in Service-Learning Research. Proposal deadline: July 15, 2014.
6. Call for Articles, Annuary for History of Education, to be published in Summer 2015. Deadline: August 31, 2014.
7. Call for Proposals, Society for the History of Children and Youth, June 24-26, 2015 (Vancouver, BC). Deadline: October 1, 2014.

1. Technical advisor (Literacy curriculum development) at RTI International in Haiti, Deadline: Immediate.
2. Instructor and international student adviser (English as a second language) at Earlham College in Richmond, Indiana, Deadline: Immediate.


A.1. Cultural and Educational Policy Studies (CEPS) MA student C. Maeve Kendall was awarded the 2014 Thesis of the Year award as part of the Loyola Graduate School Commencement Ceremony on May 7, 2014.  Maeve’s thesis, titled “Women in Leadership and the Politics of Power”, was a qualitative, interview-based study that sought to develop a better understanding of the gender inequities that persist even as education institutions move towards gender parity in many aspects of their operations and composition. Researchers across all areas of the social sciences have been productively examining women’s access to and engagement in leadership roles in various social spheres, but educational institutions make for particularly striking cases because gender equity in the operations of schools, colleges and universities has long-been enshrined as an essential part of mission and institutional objectives. Nonetheless, Maeve’s thesis explored the ways that education administration remains a gendered, hierarchical profession and shed light on the ways that individuals are affected by a widespread, systematic culture of gender inequities.

A.2. 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.3. 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 Professor Sobe).  The CEPS Theory and Method Reading Group will meet Fridays 2:00-3:30 at LSC (May 23, June 6).
** For our May 23 meeting we will read Aihwa Ong’s 2013 article “A Milieu of Mutations: The Pluripotency and Fungibility of Life in Asia” (which can be accessed through Loyola’s library at http://muse.jhu.edu.flagship.luc.edu/journals/east_asian_science_technology_and_society/v007/7.1.ong.pdf).
**For the June 6 meeting we will read Sumi Cho, Kimberlé Williams Crenshaw, and Leslie McCall’s 2013 paper “Toward a Field of Intersectionality Studies: Theory, Applications, and Praxis” (which can be accessed through Loyola’s library at http://www.jstor.org.flagship.luc.edu/stable/10.1086/669608). Both meetings will be on the Lakeshore campus in Info Commons Room 105.

A.4. 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.]

A.5. Upcoming Graduate School Deadlines
*June 1 – Last day to submit theses/dissertations for format check for August degree conferral
*July 1 – Last day to submit final approved electronic copies of dissertations for August degree conferral
*July 15 – Last day to submit final approved hard copies of dissertations for August degree conferral
*August 1 – Last day to file an Application to Receive a Degree for December 2014 degree conferral
*August 15 – Last day to file late Application To Receive A Degree for December 2014 degree conferral


B.1. Do you know an African American young woman between the ages of 18 and 25 who left or got kicked out of a Chicago school before graduating (whether or not you/she ended up going back to school)? If so, you can help! The African American Policy Forum and the National Women’s Law Center want schools and policymakers to make changes that will help African American girls succeed. As part of that work, they are speaking with small groups of African American young women ages 18-25 from around the country who left or were kicked out of school before graduating. Through these focus groups, they hope to learn more about the barriers African American female students face, including challenges to staying in school, experiences with school discipline, and sexual harassment. Similar focus groups have already been conducted in New York, Boston, and Atlanta. They hope to have two focus groups in Chicago, between 10 and 12 participants each. Each focus group will last approximately 2 hours and participants will receive refreshments, a gift card, reimbursement for public transportation costs, and child care assistance. The identities of all participants will be kept anonymous. The interviews will be recorded, but the recordings will be destroyed after they are transcribed into writing, and identities will not be revealed to anyone without permission. If you know of someone willing to speak with the researcher, please contact Amy Tannenbaum at 202-319-3058 or atannenbaum@nwlc.org.

B.2. The Department of Educational Policy Studies and Research at the DePaul University College of Education will present Nel Noddings giving a talk entitled “The Ethics of Care in an Age of Market Fundamentalism and Accountability.” Professor Noddings will discuss how care ethics is a needs-based ethics. The discussion will include applications to education, city government, and global relations. This free event will be help on Monday, May 12, 2014 from 6:00pm to 8:00pm at the DePaul University Cortelyou Commons (2324 N Fremont St).

B.3. On Wednesday, May 21, TribNation Events will host “Chicago Forward: The School Choice Debate.” The reception and luncheon will be the third event in an ongoing series associated with the Chicago Tribune Editorial Board’s “A New Plan of Chicago” initiative. Influential members of the community and education sector will discuss the challenges facing the city’s public education system and the future of public education in Chicago, particularly the debate surrounding school choice and charter schools. To learn more, visit https://www.eventbrite.com/e/chicago-forward-the-school-choice-debate-tickets-11242674141. To get $5 off of your ticket purchase, use the code “SCHOOLS” at checkout.


C.1. Paper proposals for the 12th Annual Global Studies Association (GSA) Conference are due May 11, 2014. The theme of the conference, which is sponsored by Loyola’s Department of Sociology is “Globalization: The End of U.S. Hegemony?” The conference will be held June 6 – 8, 2014 at the Water Tower Campus. The organizers will consider all abstracts on the topic of globalization. The GSA is a multi-disciplinary organization, therefore all relevant topics from any academic area or from activists are of interest. Please send a 100-word abstract in the body of an email with the subject line GSA Conference Abstract to Jerry Harris at gharris234@comcast.net. Include your name, affiliation, and active email address. For more conference information go to http://www.net4dem.org/mayglobal.

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.” Though the AESA proposal deadline has passed, submissions can still be made via the IAIE website at http://iaie.org/toronto2014/1_call.html. Proposals can be submitted in English, Spanish, or French and must be received by June 15, 2014.

C.3. The Illinois Education Research Council announces the call for proposals for its twelfth annual “Focus on Illinois Education Research Symposium” October 7-8 in Bloomington, IL. They provide a unique forum for the discussion of educational issues of interest to the Illinois community for education policy makers, researchers, and practitioners from the state and beyond. Proposal abstracts should be no more than 600 words (excluding references) and should summarize the study goals or objectives, theoretical perspective, research design and data analysis methods, summary of findings, and implications for Illinois education policy. Evaluation criteria include the project’s relevance to Illinois education policy issues and the methodology’s clarity and adequacy in supporting the study’s goals. Incomplete proposals will not be considered. Proposals and inquiries should be directed to Jennifer Barnhart (Research Associate at the Illinois Education Research Council) at jebarnh@siue.edu. Proposals must be received by June 20, 2014. Notification of status of proposal will be sent by August 1, 2014.

C.4. The Service-Learning and Experiential Education SIG of the American Educational Research Association announces a Call for Chapters and Reviewers for the 2015 volume in the series Advances in Service-Learning Research (http://infoagepub.com/series/Advances-in-Service-Learning-Research). The volume will be entitled “Service-Learning to Advance Social Justice in a Time of Radical Inequality” and edited by Alan S. Tinkler, Barri E. Tinkler, Jean R. Strait and Virginia M. Jagla. They seek submissions to advance understanding and knowledge of service-learning, particularly those that address social justice in a time of radical inequality. They are looking for deep critical thinking and analysis in all submissions. In addition to theoretical papers, they desire submissions that employ methodological rigor. They seek to answer the question: How does service learning work to advance social justice in a time of radical inequality? Intent to submit a manuscript, including a working title and 100-150 word abstract, should be sent to Alan Tinkler alan.tinkler@uvm.edu by July 15, 2014. Complete manuscripts are due by September 1, 2014. All manuscripts will be submitted to the volume’s editorial review board and undergo blind review. Prospective reviewers for the 2015 volume, please contact Virginia Jagla at vjagla@nl.edu.

C.5. The Comparative and International Education Society’s Midwest Regional 2014 Conference Committee encourages interested scholars to submit proposals for individual papers, group panel sessions, and posters. The conference will be held October 10–11, 2014 at Indiana University in Bloomington, Indiana. The theme will be Reimagining Internationalization: Critical Dialogues on Global Dimensions of Education. Submissions should include presenters’ affiliations and contact information, title, keywords, an abstract of no more than 300 words, and presenter biography of no more than 100 words. Proposals should be electronically submitted at https://docs.google.com/a/boven.us/forms/d/1QaTKHKz9iMWTY6r3cS7Vai3Bh6-6EXJvsVBhLxlN8rk/viewform Proposals that do not comply with the requirements will not be considered for inclusion in the program. The deadline for proposal submissions is July 15, 2014.

C.6. A call for articles has been released for The Jahrbuch für Historische Bildungsforschung/Annuary for History of Education. The focus of this 21st edition is education and hegemony. According to critical education theories and empirical research, practices and institutions of education are not at all only means of emancipation and individual and collective enlightenment. Rather, they are also – or even primarily – practices and places where power relations are established and perpetuated. The focus of this publication is on how hegemonies are established by means of education and how hegemonies are constructed within the field of education itself. The deadline for proposals is August 31, 2014 and notification of acceptance or rejection of proposals will be made by September30, 2014. Articles must be submitted by March 15, 2015. Please e-mail proposals to Professor Marcelo Caruso of Humboldt-Universität zu Berlin at marcelo.caruso@hu-berlin.de.

C.7. Society for the History of Children and Youth will be holding its 8th Biennial Conference in Vancouver, BC from June 24-26th, 2015 with the theme “In Relation: Children, Youth, and Belonging.” The Program Committee invites proposals for panels, papers, roundtables or workshops that explore histories of children and youth from any place and in any era. Particular attention will be given to proposals with a strong historical emphasis and that bear on the theme of this year’s conference. Foci for papers and sessions, for example, might explore theorizing relationality as a key concept in the history of children and youth, indigeneity and relations shaped by colonization and imperialism, the impact of large and small scale social change on young people’s relationships, and relationships shaped by race, class, gender, ethnicity, sexuality and (dis)ability. In order to be considered for the program, individual paper proposals must be received no later than October 1, 2014. They should include the following information: (1) Name of Presenter, Institutional Affiliation, address and email, (2) Title of individual paper, (3) 250-word abstract of paper, (4) 1 page CV for presenter, (5) what, if any, audio-visual technology will be required for the paper. Single paper proposals should be gathered into one PDF document and sent as an email attachment to Mona Gleason (mona.gleason@ubc.ca) by October 1, 2014. The Program Committee will finalize decisions no later than January 15, 2015. Direct queries to the Chair of the program committee, Mona Gleason at mona.gleason@ubc.ca.


D.1. RTI International is dedicated to improving the human condition by turning knowledge into practice. It provides research and technical services to governments and businesses in more than 75 countries in the areas of health and pharmaceuticals, education and training, surveys and statistics, advanced technology, international development, economic and social policy, energy and the environment, and laboratory testing and chemical analysis. Its International Education Division is currently accepting candidates for a Senior Reading Education Specialist on the USAID-funded education program in Haiti (TOTAL). The main activity will be to design and implement a G1-3 literacy program (curriculum and supplementary materials) in Haitian Creole and French, then to evaluate the effectiveness of key components of that program. The Senior Reading Education Specialist’s position will require organizing, managing and supporting technical teams and external technical assistance. Collaborations with government and other stakeholders will be critical to success and involve capacity-building for local staff and government counterparts. Candidates should have a master’s degree or higher degree in education, six years of experience in primary literacy program or curriculum development, experience working with NGOs, and primary school education experience in Haiti. Fluency in French is required while fluency in Creole is highly desirable. More information is available at https://erecruit.rti.org/psc/PRODRECRUIT/EMPLOYEE/HRMS/c/,DanaInfo=.agfovvjiy2r3IBM58yQ6-0,SSL+HRS_HRAM.HRS_CE.GBL?Page=HRS_CE_JOB_DTL&Action=A&JobOpeningId=15145&SiteId=1&PostingSeq=1&.

D.2. Earlham College in Richmond, Indiana is currently accepting applications for an ESL Instructor and International Student Adviser. This is a full-time, 12-month administrative faculty appointment with daily office hours and some evening and weekend responsibilities. Review of applications will begin immediately and continue until the position is filled. Duties and Responsibilities include teaching two courses each semester and intensive ESL courses in the summer, helping with the administration of the TESOL minor, advising international students on various standard issues impacting them, and maintaining accurate and up-to-date records on students with F-1 and J-1 visas to ensure compliance with U.S. Federal regulations. Candidates should have an MA in TESL/TESOL, Applied Linguistics or related field and experience teaching ESL in the classroom. For more information, visit http://www.higheredjobs.com/search/details.cfm?Jobcode=175890576 or e-mail Marilyn Lea at