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  • October 20, 2015
  • 2:49 pm

CEPS Program Newsletter #060 – October 19, 2015

Cultural and Educational Policy Studies, Loyola University Chicago
CEPS Students and Alumni-
Registration for Spring courses opens at the end of this month so make sure to consult the list of courses we are offing [A.1.] and talk with your advisor about your course plans. If you have you have announcements to include in a future issue of this newsletter please send them to Ashley Allen at aallen13@luc.edu.
-Noah W Sobe
~CEPS Program Chair

CEPS Program Newsletter #060 – October 19, 2015

Table of Contents:

1. Spring 2016 CEPS Courses
2. Upcoming University, SOE & Graduate School Deadlines

1. Curriculum for Social Justice: Grounded In Our Students Lives and Their Communities, Wednesday, October 28, 2015 from 5:30pm-7:30pm
2. The Curators of Dixon School film screening, Sunday, November 1, 2015 at 2:30pm
3. Loyola University Chicago presents: Stop Telling Women To Smile, Friday, October 23, 2015 from 5:30pm-7:30pm
4. Scholar/Practitioner: How Merging Both Worlds is Unattainable webinar, Monday, October 19, 2015 from 7:00pm-8:00pm

1. Call for Proposals: Philosophy of Education Society (PES) March 17-21, 2016 (Toronto, Canada). Deadline: November 1, 2015
2. Call for Proposals: John Dewey Society April 7-8, 2016 (Washington, DC [concurrent to AERA). Deadline: November 15, 2015

1. Minority Dissertation Fellowship in Education Research at American Educational Research Association Deadline: November 2, 2015
2. Assistant Professor (History of Education) at University of Wisconsin-Madison in Madison, WI Deadline: November 20, 2015


A.1. Spring 2016 CEPS course offerings:
*ELPS 405 Introduction to Educational Policy Analysis (Jules) WTC, Thursdays 7:00-9:30
*ELPS 412 Urban Education (Phillippo) WTC, Tuesdays 4:15-6:45 [hybrid online and face-to-face]
*ELPS 420 Philosophy of Education (to be staffed) WTC, Wednesdays 7:00-9:30
*ELPS 444 History of American Education and Social Policy (Ortegon) WTC, Mondays 7:00-9:30
*ELPS 555 Comparative Ed Seminar: Human Rights and Education (Jules) WTC, Thursdays 4:15-6:45 “In light of the post-Arabic Awakening this course provides an overview of the connections between human rights, development and education through the examination of the key substantive aspects of the historical, political and social context that gave rise to the modern day human rights project. Attention will be drawn to how international human rights standards and principles have influenced developmental agencies policies and practices, as well key public policy debates concerning international aid, trade, the Millennium Development Goals (MDGs), poverty reduction strategies, climate change and anti‐globalization critiques, and the post-2015 Sustainable Development Agenda accentuated by the current global financial crisis.  This course will use an interdisciplinary approach to human rights and education, using not only law and public policy, but also philosophy, the arts, economics, and development to explore the various facets of human rights as well as intellectual questions and challenge orthodoxies.  We will survey the history of human rights and significant time will be spent exploring case studies to profile key thinkers, theories, and movements in the field of human rights education as we explore: (a) What is the role of human rights in a post-financial crisis and post-Arabic Spring era and (b) how will the current approaches, debates and ideologies affect the way we conceptualize a right based approach to education?”

A.2. Upcoming University, SOE & Graduate School Deadlines
* October 29: Spring 2016 Registration begins
* October 30: Last day to withdraw with a grade of “W”. After this date the penalty grade of “WF” is assigned
* November 1: Last day to submit final approved electronic copies of dissertations or theses for December degree conferral


B1. The DePaul College of Education presents: Curriculum for Social Justice:  Grounded in our Students Lives and Their Communities as part of their Fall Education Issues Forum. Join educators from the Mikva Challenge, Chicago Grassroots Curriculum Task Force, Teachers for Social Justice, Village Leadership Academy, Telpochalli School and UIC to discuss: Values that inform their curriculum decisions, examples of culturally responsive, real-world problem solving lessons and challenges to implementing curriculum that matters. The forum will take place at the DePaul Student Center Room 314 2250 N. Sheffield Ave. Chicago, IL 60614 Wednesday, October 28 2015 5:30pm-7:30pm. 2 CPDU’s will be available for teachers. For more information please contact Diane Horowitz at dhorwit1@depaul.edu

B2. The Chicago Filmmakers Firehouse Fundraiser presents 5 Films by Women series. This event is co-sponsored by the Gannon Center for Women and Leadership and the School of Communications at Loyola University. Each film shown highlights a different social justice issue. The Curators of Dixon School directed by Pamela Sherrod Anderson focuses on how arts education was successfully integrated into the curriculum of a Chicago Public School. This film will be screened on Sunday, November 1, 2015 at 2:30pm and include a Q&A session with Director Pamela Sherrod Anderson. The screening will take place at Damen Cinema, Loyola University Chicago Damen Student Center 6511 N. Sheridan Rd. The cost is $15.00. If you would like to attend the screening for all 5 films in the series, the cost is $50.00. For more information please visit www.chicagofilmmakers.org

B3. Loyola University Chicago presents: Tatyana Fazlalizadeh & Stop Telling Women to Smile. Join us as we welcome art activist Tatyana Fazlalizadeh, best known for her art series Stop Telling Women to Smile. The series addresses gender-based street harassment by presenting portraits of women with captions that express range of views on and reactions to the experience of harassment. This event will take place at the Loyola University Damen Student Center “Damen Den” Friday, October 23 2015, 5:30pm-7:30pm

B4. The JSCHESA is hosting a webinar on Monday, October 19, 2015 from 7:00pm-8:00pm from the comfort of your laptop. The webinar entitled: Scholar/Practitioner: How Merging Both Worlds is Unattainable features a panel of impactful Student Affairs professionals from Rollins College, Northwestern University and Oakton Community College, who will share why and how research and scholarship is integral to their work with students. The webinar link is https://goo.gl/j24zEB Submit questions to Twitter @JCHESA & use the hashtag #JCSHESAchat


C.1. The 72nd Annual Meeting of the Philosophy of Education Society (PES) will take place from March 17-21 in Toronto, Canada, at the Sheraton Toronto Center Hotel. The Program Committee invites papers to be submitted for presentation at the Annual Meeting and for subsequent publication in the PES yearbook, Philosophy of Education 2016. The Committee also invites two other types of proposals: (1) Proposals for alternative sessions; (2) Proposals for work-in-progress that bring participants together to collaborate on developing ideas that are not yet ready for the regular paper submission process. Papers and proposals that address the conference theme are encouraged, but all submissions will be considered. This year’s conference invites submissions on the theme of “philosophy of education in ‘the gap between past and future’.” The phrase comes from Hannah Arendt’s preface to Between Past and Future. It refers to the challenges of understanding our current predicament without the kind of guidance that might once have been given by what Arendt calls “the great tradition” of political thought, and it urges us to think carefully about the challenges of preparing young people for an unforeseen future in light of these fissures in time. For Arendt, the gap between past and future is most forcefully opened up by unexpected and seemingly unprecedented world historical events, but it is also opened up and sustained by the act of thinking itself, and more specific to our purposes, by making this thinking public in the hopes of redirecting educational thinking, policy and practice. * Papers that address the question of philosophy of education in the gap between past and future are encouraged and will be considered for inclusion in a special issue of Educational Theory. There are many possibilities for orienting submissions to the conference theme: a) In keeping with Arendt’s approach to engaging traditions of thought, submissions might engage in sifting through the intellectual inheritances of our field in order to dig up the “lost treasures” and examine the “sea-changes” in thinking that render them particularly useful for understanding education in the present moment. b) Submissions might seek to think philosophically about how to name and navigate our educational present, without the sorts of certainties that come from a consensus view about what the past has to offer these understandings, or what the future may hold. c) Submissions might engage the task of thinking about the field of philosophy of education in relation to education’s future. Work that opens up new possibilities and sites for doing philosophy of education would be particularly germane here, as would work that seeks to redirect and reorient prior work in the field. d) Finally, we encourage submissions that attend to gaps within the field, i.e. to that which is missing or has been absent(ed) from the purview of philosophy of education. How might attending to these gaps reorient our understanding of the field’s past, rethink its present, and redirect its future? Of course, part of thinking about philosophy of education in the gap between past and future involves recognizing and grappling with the work that is being done in the present moment. For this reason, submissions to this conference do not have address the theme explicitly. All papers will go through the normal review process. Papers not found acceptable on grounds of quality will not be accepted simply because they address the theme. Papers not addressing the theme will not be penalized for that reason. * Additional information available at: http://www.philosophyofeducation.org/conference/pes-annual-meeting-2016

C.2. The year 2016 marks the centennial of the publication of John Dewey’s magisterial Democracy and Education. As part of the celebration, the John Dewey Society (JDS) is sponsoring a conference on April 7th, 2016 and the morning of April 8th, 2016, immediately prior to its own regular annual meeting, held in conjunction with the annual meeting of the American Educational Research Association (AERA), April 8-13. The centennial conference is largely invitational, but there are opportunities for roundtable discussions and for posters. The event will take place at The Thurgood Marshall Center (http://www.thurgoodmarshallcenter.org/) 1816 12th St NW, Washington, DC 20009. To propose a paper, please submit the following to the JDS Centennial Conference program chair, Dr. AG Rud, Distinguished Professor, Washington State University, ag.rud@wsu.edu by November 15, 2015. In the subject line of your email state: JDS Centennial Conference Proposal. 1 Email message: List your name, position and institution if applicable, email address, and phone number. 2 Attachment: In an attached Word document submitted anonymously with no identifiers, specify if you would like to be considered for a roundtable, poster, or both: Provide the title of your discussion or poster, its relation to the Dewey centennial, and its appeal to an audience of educators and philosophers at all levels, in no more than 300 words. References are not necessary and are not part of the word count. If there is more than one participant, specify how many will participate and their roles. Proposals will be reviewed anonymously by a panel selected from JDS members. Notifications will be sent out no later than January 15, 2016. The Democracy and Education Centennial event is free and open to the public. But space is limited. To reserve your space, simply write an email to Kyle Greenwalt, JDS Secretary Treasurer, at greenwlt@msu.edu and include the word ‘reserve’ in the subject line.


D1. The American Educational Research Association (AERA) announces its 2015–2016 AERA Minority Dissertation Fellowship in Education Research application competition for graduate students. This program provides mentoring and funding support to develop research skills and conduct studies in education related fields and topics. This fellowship is targeted for members of racial and ethnic groups historically underrepresented in higher education (e.g., African Americans, Alaskan Natives, American Indians, Asian Americans, Hispanics or Latinos, and Native Hawaiian or Pacific Islanders). This program offers doctoral fellowships to enhance the competitiveness of outstanding minority scholars for academic appointments at major research universities. It supports fellows conducting education research and provides mentoring and guidance toward the completion of their doctoral studies. Each fellowship award is for 1 year, beginning July 1 or later, and is nonrenewable. This fellowship program is intended as a write-up fellowship. Fellowships are awarded for doctoral dissertation research conducted under faculty sponsorship in any accredited university in the United States. Eligible graduate students for the AERA Minority Dissertation Fellowship in Education Research will be at the writing stage of their dissertation by the beginning of the fellowship. The dissertation study should focus on an education research topic such as high stakes testing; ethnic studies/curriculum; tracking; STEM development; measurement of achievement and opportunity gaps; English language learners; or bullying and restorative justice. Applicants can come from graduate programs and departments in education research, the humanities, or social or behavioral science disciplinary or interdisciplinary fields, such as economics, political science, psychology, or sociology. Fellows are required to provide proof of advancement to candidacy at the beginning of the award period. Applicants must work full-time on their dissertations and course requirements and should be in the writing stage of their dissertation. Direct any questions about the AERA Minority Dissertation Fellowship in Education Research, eligibility requirements, or submission process to fellowships@aera.net or 202-238-3200. The application deadline is November 2, 2015.

D2. The University of Wisconsin-Madison has an Assistant or Associate Professor position in History of Education within the Department of Educational Policy Studies with an emphasis on race, ethnicity, immigration, and/or urban education. The application deadline for this position is November 20, 2015. The position announcement and the application procedures can be found at: http://www.ohr.wisc.edu/WebListing/Unclassified/PVLSummary.aspx?pvl_num=84243