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  • September 14, 2014
  • 1:16 pm

CEPS Program Newsletter #051-September 15, 2014


Cultural and Educational Policy Studies, Loyola University Chicago


CEPS Students and Alumni-

CEPS has guest speakers [A.5.], a graduate writing tutor now available [A.2.] as well as our annual departmental potluck picnic [A.1.] coming up soon! Our Theory and Method Reading Group will be exploring the terrain of _Liquid Love_ at the end of the month [A.3.].  In sum: lots of exciting stuff going on!  Please also note that for current students we have created a Sakai site for the program where these announcements and other resources are archived.  Finally, I am looking to hire a student for hourly part-time work [A.4] so if you are interested please email me as soon as possible.  And, as always, if you know of events or opportunities that can be shared via this newsletter please email them to my Graduate Assistant Michael Hines (mhines2@luc.edu).

-Noah Sobe

~CEPS Program Chair and Graduate Program Director



CEPS Program Newsletter #51-September 11, 2014



Table of Contents:



1. Save the date! CEPS Departmental Potluck, Saturday Sept 27, 5:00-8:00pm

2. CEPS Graduate Writing Tutor Available

3. Theory and Method Reading Group next meets Friday Sept 26, 3:30-5:00pm

4. Part-time Hourly Job assisting Professor Sobe with University Senate

5. Professor Monisha Bajaj lecturing and running workshop on Human Rights Education Tuesday November 4, 2pm-4pm workshop and lecture 6pm-7pm

6. Wellness Center Dissertation and Thesis Support Group, Fridays 2:00-3:15pm at LSC

7. Upcoming University, SOE & Graduate School Deadlines.



1. Call for papers: Global Studies of Childhood (Special Issue entitled Philosophical and Sociological Perspectives on Childhood, Youth and Adolescence: Troubling the Global/Local Nexus) Deadline: Abstracts must be submitted by March 31, 2015.

2. Call for proposals: Comparative and International Education Society (CIES) March 8-13, 2015 (Washington DC) – Deadline: Oct 6, 2014.

3. Call for papers: Transformative Researchers and Educators for Democracy (TRED) Annual Conference at University of Massachusetts (Dartmouth), November 14-15, 2014.



1. Graduate Student Resources from the Forum on Education Abroad.



1. Work Study and Impact Fellows Positions at Y.O.U. (Youth Organizations Umbrella Inc), Evanston Illinois, Deadline: Open until filled.

2. Assistant or Associate Professor, in the Department of Educational Leadership, at Miami University, Oxford Ohio, Deadline: Review of applications begins October 14, 2014.

3. Associate or Full Professor and Director of Center for Higher Education, Boston College’s Lynch School of Education, Boston, Massachusetts, Deadline: Review of applications begins October 15, 2014.

4. Assistant Professor, Social Foundations of Education, the School of Education at Iowa State University, Ames, Iowa, Deadline: October 15, 2014.






A.1. Save the date Saturday Sept 27th 4:00-7:00pm for the CEPS Departmental Potluck to be held at Professor Sobe and Professor Shuffelton’s house in Rogers Park. Additional information and an evite will be sent as the event draws nearer.


A.2. We are pleased to announce that Samantha Deane, a CEPS PhD student, will be joining Loyola’s Writing Center as a volunteer graduate writing tutor. Tutoring sessions can be scheduled between 4:00 and  6:00 on Tuesdays, and are available to anyone, regardless of your writing prowess or stage in the writing process.  This is not a place for copy-editing; rather it is a place for a conversation about your ideas and how to communicate them.  Whether you consider yourself a writing expert or  novice, love writing or hate it, tutoring sessions seek to push your ideas and your writing to new levels.  In order to sign up for a tutoring session go to https://luc.mywconline.com/ to first register an account, and then sign in.  When you  sign in, select Corboy Law Room 811, Graduate from the pull-down menu.  This will ensure that they can sign up with a graduate writing tutor rather than an undergrad.  You may (always) sign up to work with any tutor, but if you’d like to work with Sam please look for her name in the left column and sign up for an available slot.


A.3. Human relationships are arguably the core of education and the CEPS Theory and Method Reading Group will be exploring this but reading the first two chapters of Zygmunt Bauman’s _Liquid Love_. The text is available as a PDF on the CEPS Sakai page as well as as an electronic book through the Loyola Libraries EBL http://www.luc.eblib.com/EBLWeb/patron/?target=patron&extendedid=P_1186857_0   We will meet Friday September 26 from 3:30-5pm at Lake Shore Campus, room TBA.


A.4. Professor Noah W. Sobe invites students interested in part-time hourly work paid at $10 per hour, 10 hours per week to contact him by email. In 2014-2015 he is serving as Chair of the University Senate and needs assistance arranging events, taking minutes at meetings and also doing website and related updates.  If interested please send an email inquiry to him at nsobe@luc.edu by September 14th.


A.5. Mark your calendars: on Tuesday November 4th Professor Monisha Bajaj of the University of San Francisco will be a special guest of CEPS, Loyola’s School of Education and Loyola’s Center for the Human Rights of the Child. From 2pm-4pm Professor Bajaj will lead a free, public workshop titled “Human Rights Education 101”.  Location WTC, Advance registration required (information will be sent out shortly).  Then from 6pm-7pm in Corboy 205 Professor Bajaj will deliver a lecture titled “The Right to Education in Global Perspective”.  Additional information on Professor Bajaj is available at http://www.usfca.edu/Faculty/Monisha_Bajaj/ Please join us for either or both of these exciting events.


A.6. The Wellness Center encourages graduate students working on a thesis or dissertation to make use of its Dissertation and Thesis Support Group. Do you find the research and writing process isolating? Are you dealing with writer’s block?  Are members of your committee steering you in five different directions?  Are you smoking more cigarettes than ever before?  Are you procrastinating so much that your kitchen has never been cleaner?  Completing research projects is difficult work—but you do not have to be in it alone!  Please attend a weekly group facilitated by Wellness Center clinical psychologist David deBoer. Members of this ongoing interactive group commit to support, cajole and encourage one another in overcoming the blocks to productivity and moving forward with your project.  The group is open to graduate students at any stage in the process of completing either a master’s thesis or a doctoral dissertation.  This group meets Fridays, 2:00—3:15 p.m., beginning Friday, Sept.26th, at the LSC Wellness Center, Granada Center, 3rd Floor.  To request group membership or for further information, new and returning members please contact Dr. David deBoer at ddeboer@luc.edu or by calling (773) 508-2546.


A.7. Upcoming University, SOE & Graduate School Deadlines

* September 21 Last day to withdraw from classes with a 50% bursar refund

* September 28: Last day to withdraw from classes with a 20% bursar refund

* October 1: Last day to submit thesis or dissertation for the required format check for December degree conferral.

* October 6-7: Mid Semester Break, No Classes






B.1. The journal “Global Studies of Childhood” seeks submissions for a special issue entitled “Philosophical and Sociological Perspectives on Childhood, Youth and Adolescence: Troubling the Global/Local Nexus.”

“Childhood, youth and adolescence are contested notions. What do we mean by these terms and how do we employ them? How do/did we come to know these categories? Who or what invented them? The concern of this special issue is with the ontological and epistemological knowledges in play with regard to the categories of childhood, youth and adolescence, what they do and how they perform, what they represent and how these categories and brackets are perceived by all actors, both those that are in-side and those who are out-side of them. This special issue of Global Studies of Childhood (www.wwwords.co.uk/GSCH) calls for a re-thinking of these concepts. The disciplines of philosophy and sociology are elevated in this call for papers, with the expectation that these perspectives will allow authors to theorize these concerns in unexpected, innovative and cutting edge ways, in relation to the complicated globalized contexts of local experiences and lives. Possibilities include:

– Emerging connections and contradictions, synergies and tensions of relationships between childhood, youth and adolescence through philosophical and sociological lenses;

– Disciplinary problematisations of classical, analytical, critical and postmodern

philosophies of childhood, youth and adolescence;

– Theorising and re-theorising the relationships of childhood, youth and adolescence within and in relation to the local and global challenge;

The guest editors welcome a broad range of abstracts from different disciplinary and methodological perspectives, with a preference for theoretical, philosophical and sociological analyses of the complexities of childhood, youth and adolescence.”

Please submit your abstract of 500-800 words (including key references), and a short bio of each author to the guest editors by 31 March, 2015. Acceptance of abstracts and invitations to submit full papers will be sent by 30 May, 2015.

Deadline for full papers: full papers of no more than 6000 words (including references), are due by 31 August, 2015. The special issue is expected to be published in the first half of 2016.


B.2. The Comparative and International Education Society (CIES) seeks submissions for its 59th Annual Conference, taking place from March 8-13, 2015 at the Washington Hilton Hotel in Washington, D.C. The 2015 CIES Planning Committee welcomes quality paper, panel, poster and workshop proposals relating to the conference theme. Proposals not directly related to this conference theme but addressing issues of relevance to comparative and international education may also be submitted for consideration. Generally, education systems continue to contribute to the reproduction of existing structures of socio-economic inequalities with respect to class, race, gender and other dimensions of social differentiation. As a result curricula, classrooms and community rarely intersect, especially in the developing world.


“Ubuntu! Imagining a Humanist Education Globally” is the theme of the 59th CIES conference in Washington, D.C, March 8-13, 2015. The substance of collective ethos captured in Ubuntu is shared across the African continent and beyond. The specific term was popularized by various authors including the novelist, scholar, and journalist Jordan Kush Ngubane in the 1950s and more recently by public figures such as Nelson Mandela articulating a society and world of inclusiveness and equality.


This conference theme explores an imagined future where education is a moral enterprise that develops and shapes minds to embrace humanism that is separable from socio-economic equality, which defines the world as a complex whole, an interconnected and interdependent ecosystem of diverse humans, nature and the planet. This vision of humanist education is in harmony with Ubuntu, which inspires a multiplicity of worldviews, indigenous epistemologies and ideological schools of thought in a world that is inclusive while fostering autonomy and humanity. It is conceived to guide academics, policymakers and practitioners and learners in different locations.


While education has been an instrument for reproducing certain inequalities as it may not encourage and enable people to struggle for social transformation, even carefully designed colonial education that was intended to subordinate colonized peoples in different parts of the world produced critical thinkers and activists who questioned and helped to topple formal colonial domination. More broadly, we should be able to imagine education that is designed to promote values of mutually beneficial cooperation whereby even competition would mean striving toward achieving the greater good to enhance our shared humanity.

To imagine an education fostering a future that reflects Ubuntu is to engage in a process of deconstruction of the prevailing modernist epistemologies that tend to separate the heart and mind. The re-imagined vision of education will be the regenerative space for positive social change. The 2015 conference offers an opportunity to reflect on and contribute to the exciting possibilities of an Ubuntu-inspired education, embodying a philosophical, pedagogical and curricula framework that is emancipatory, cultured, transformative, localized and empowering for all humanity and the globe.


As a professional society on education in its comparative and international dimensions CIES invites all participants including educators in general with a special call to researchers, policymakers, practitioners, representatives of international organizations, local and global non-governmental organizations and members of civil society to share their insights and experiences and offer forward-looking collective deliberations


We also urge participants to contribute to tackling theoretical, empirical, and practical questions in the critical examination of existing systems of learning and testing at the local and global levels, the limits as well as the possibilities of established quantitative and qualitative methods with careful consideration of indigenous epistemologies. Additional information at http://cies2015.com/call-for-proposals/


B.3. Transformative Researchers and Educators for Democracy (TRED) seeks proposals for papers, symposiums, posters, and roundtables for its third annual conference entitled “How Public is Public Education,” to be held November 14-15, 2014, at University of Massachusetts, Dartmouth.


“TRED recognizes that public education is a pillar of our democratic society. Current efforts for educational “reform” seem focused on bringing the free market into America’s public schools; creating competition, holding teachers accountable through high stakes testing, and homogenizing curriculum standards regardless of community circumstances or student population. Vouchers and charter schools are two of the “reforms” proposed by private foundations and for-profit mega-media corporations. What is the future of

our public schools if we continue down this road toward privatization? This leads to the question: How public is public education? The 2014 TRED Conference will look at this question from several critical perspectives and provide a forum for participants to examine and discuss current and future issues.”


Additional information can be found at http://web.uri.edu/assessment/files/TRED-Conference-2014-Call-for-Proposals.pdf. Proposals can be submitted to TREDconf@umassd.edu. All proposals must be received by Tuesday September 30, 2014.






C.1. The Forum on Education Abroad is the higher education association for education abroad. Recognized by the U.S. Department of Justice and the Federal Trade Commission as the Standards Development Organization for the field, The Forum develops and disseminates Standards of Good Practice and offers its members valuable resources and services for improving education abroad programs to benefit students. Graduate students at Forum member institutions may take advantage of:

* Online access – Any grad student, staff, or faculty member under an organization’s membership may be granted access to The Forum’s password-protected resources in the Standards Toolbox and Curriculum Cooperative. The Toolbox contains hundreds of examples of how institutions and organizations are meeting the Standards of Good Practice as well as other valuable information and resources. The Curriculum Cooperative contains education abroad course and program profiles, as well as video and text interviews with faculty and administrators, sample syllabi, and more.

* The Forum Internship Connection – This LinkedIn group was created to help grad students find internships in education abroad and help Forum member institutions to identify eager interns. We hope that it will be a useful resource to connect internship seekers and Forum member institutions and organizations seeking interns.

* Event discounts – Members receive discounts on Forum event registrations, including The Forum’s Annual Conference, European Conference, workshops, Standards of Good Practice Institutes and Fireside Dialogues. The discount can be used by all students, staff, and faculty members within a member organization.

* Graduate Student Publications Package – This $60 package includes the Standards of Good Practice for Education Abroad, the Standards of Good Practice for Short-Term Education Abroad Programs, the Code of Ethics for Education Abroad, the Education Abroad Glossary and A History of U.S. Study Abroad, volumes 1 & 2. Available to full-time students only. Additional information at http://www.forumea.org/

Loyola University Chicago is a member of the forum so to gain access to these resources click on “Login” and request your own password.






D.1. Youth Organizations Umbrella Inc. (Y.O.U.) invites applications for Work Study and Impact Fellow positions. “Y.O.U. (Youth Organizations Umbrella, Inc.) is a youth development agency that provides services and leadership to meet the emerging needs of young people and their families in our community. It is our goal that all young people acquire the skills, self-confidence, and opportunity to participate fully, freely, and responsibly in the life of the community. We offer an array of  year-round services – from afterschool enrichment and mentorship to clinical  counseling and crisis intervention – that support more than 1,000 youth annually. We have exciting Work Study and Fellowship opportunities to offer to undergraduate and graduate students.  The Work Study position:  For those eligible for federal work study. Work-study students will serve as workshop leaders and academic support for Y.O.U.’s after-school programs at one of ten sites. The work-study position requires a commitment of 10-30 hours per week with an hourly rate of  $11/hour.  The Impact Fellows position:  Impact Fellows serve as youth workers and workshop leaders at Y.O.U.’s afterschool programs in Evanston and Skokie, IL. Fellows  are asked to devote 12-15 hours a week to the program from date of hire through December of 2014 and are provided with a stipend  to support their time.”  To Apply: Visit https://youevanston.wufoo.com/forms/work-study-at-you-20142015/  for the work study position or https://youevanston.wufoo.com/forms/impact-fellows-fall-2014/  for the impact fellows position and complete online application.  Application Deadlines: Both positions are open until filled.


D.2. The University of Miami’s Department of Educational Leadership invites applications for Assistant or Associate Professors in Educational Leadership. “The Department of Educational Leadership’s mission is to develop leaders who assume responsibility for sharing education to make students’ lives more meaningful. Our core values are that educational leadership is an intellectual, moral, and craft practice, and that transformational leadership entails a commitment to equity and social justice, critical thinking, and the forging of collaborative links between educational institutions and communities. We seek to assist prospective leaders as they explore the possibilities for new futures and new educational institutions. While each program is guided by a detailed mission statement, all programs reflect our seven core principles, which can be accessed at http://www.units.muohio.edu/eap/edl/about_us/index.html.   With a robust, well-known faculty and a strong body of graduates in leadership positions around the country and world, we vigorously pursue relevance, rigor, and substance in our work. We offer Master’s degrees in school leadership, transformative education, and student affairs in higher education; doctoral degrees in educational leadership with a focus on leadership, culture, and curriculum, and student affairs in higher education; and undergraduate courses and programs in teacher leadership, community-based leadership, socio-cultural foundations, and cultural studies. We will re-open our education doctorate (Ed.D) in educational leadership in 2015.  Associate or Assistant Professors will teach graduate courses in educational leadership across Ed.D, Ph.D, and M.Ed. programs on multiple campuses. Recruit and advise students, and supervise doctoral research in our Ph.D. and Ed.D. programs. Engage in research and scholarship which informs P-12 educational practice and innovation. Participate in graduate program development and assessment.  Required qualifications include: an earned doctorate in Educational Leadership or a related field, by time of appointment, experience with teaching and/or leading in P-20 organizations; excellent teaching and advising skills, evidence of established (for associate rank) or emerging (for assistant rank) scholarly agenda, knowledge and/or experience in culturally-based leadership and/or multicultural approaches to educational leadership, experience providing leadership in developing school-community partnerships that promote educational equity.  Desired qualifications include: leadership or teaching experience in a P-12 context; knowledge of critical approaches to educational leadership and organizational change.  Experience with online or hybrid teaching, use digital media and technology tools to enhance the quality of P-20 education. Experience with mixed-methods research, and in securing external funding to support research and programming. Experience with international teaching, program development, or partnership work also desired.”  To Apply: Submit letter of application, a current curriculum vita, 3 letters of recommendation, evidence of high quality teaching, and one writing sample to Miami University faculty jobs:  https://www.miamiujobs.com/applicants/jsp/shared/frameset/Frameset.jsp?time=1409682610305

Letters of recommendation can also be sent to EDL@miamioh.edu. For inquiries, contact Dr. Kate Rousmaniere at 513-529-6825 or rousmak@miamioh.edu   Application Deadline: Review of applications begins October 15 2014 and will continue until the position is filled.

D.3. Boston College’s Lynch School of Education invites applications for Associate or Full Professor and Director of Center for Higher Education.

“The faculty appointment is in the Program in Higher Education Administration at Boston College, which offers Master’s and doctoral degree study in the field of higher education. The program has been preparing professionals, analysts, and researchers in higher education for more than three decades. It features a rigorous social science-based approach to the study of higher education, combining a concern with the broader theoretical issues and an understanding of the practice of academic administration. In keeping with the Catholic and Jesuit mission of Boston College, issues of equity and social justice are a particular focus in the higher education program and the Lynch School of Education.

Responsibilities: The candidate is expected to teach graduate courses, advise students, and provide service to the department and the broader Boston College community. The candidate will also provide leadership and advance the vision of the existing Center for International Higher Education, further developing and carrying forward a dynamic agenda for grant-funded international research and publication projects; supervising graduate students and administrative staff; and ensuring a highly visible local, national, and international public profile for the Center, the Lynch School, and Boston College as a world-class resource for information and analysis on global higher education trends and issues. The director is expected to play an active role in the internationalization efforts of the Lynch School of Education (LSOE), and linking LSOE with the broader international agenda at Boston College.

Qualifications: Candidates must be internationally-recognized scholars whose research focuses on international and comparative issues in higher education. The successful candidate must have an earned doctorate in higher education (or a related discipline which the candidate has used to study higher education); a sustained record of funded research projects; a significant record of publication in major international academic journals in the field of higher education and/or related disciplines; and experience in teaching and mentoring graduate students, and in directing their research.” To Apply: Please submit letter of interest, curriculum vitae, three samples of scholarly writing and three letters of reference by uploading to apply.interfolio.com/25365. For further information you may contact the search chair, Professor Ana Martinez-Aleman, at ana.martinez-aleman@bc.edu. Application Deadline: Review of applications will begin October 15 2014 and continue until the position is filled.


D.4. Iowa State’s School of Education invites applications for Assistant Professor, Social Foundations of Education. “We seek a dynamic, innovative, and enthusiastic colleague who will: collaborate with social foundations and other SOE colleagues in developing rich and rigorous social foundations experiences that enhance Iowa State University’s teacher education programs; teach undergraduate courses in social foundations of education and graduate courses in areas of expertise; serve on masters and doctoral committees; and, engage in scholarly inquiry in social foundations. We welcome applications from individuals who draw upon humanities and social science disciplines such as history, philosophy, anthropology, geography, and sociology to study the complex relationships between the ideas and structures that shape the places in which schools are situated (e.g., neighborhoods, communities, cities, nation-states) and the individual and collective experiences of students and teachers in schools.  Required Qualifications include: an earned Ph.D. in social foundations of education or a closely related field by the start date, demonstrated potential for research/scholarly productivity at a research intensive university, and demonstrated commitment to equity and diversity in research, teaching, and/or outreach.  Preferred Qualifications include: Demonstrated understanding of conversations about the role of social foundations in teacher education, demonstrated potential to significantly contribute to scholarly conversations in the field of education, and demonstrated successful teaching at the post-secondary level.”  To Apply: Email a letter of Application addressing your qualifications for the position, a complete curriculum vitae which includes current email contact information, and a scholarly manuscript that reflects work you have done that is relevant to the position and the contact information for three academic references including name, mailing address, phone number and e-mail to https://www.iastatejobs.com#sthash.HhblxAg4.dpu. Reference letters will be requested for candidates who advance through the search process.  Application Deadline: To ensure consideration, submit application by October 15, 2014.