CEPS Newsletter #067-October 24, 2016
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Cultural and Educational Policy Studies, Loyola University Chicago
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CEPS Students and Alumni – See below [A.1.] for information about the great set of courses we have on offer in Spring and Summer 2017! If you have you have announcements to include in a future issue of this newsletter please send them to my graduate assistant Ashley Allen at aallen13@luc.edu.
-Noah W Sobe
~CEPS Program Chair, 2016-2017
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CEPS Program Newsletter #067 – October 24, 2016
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Table of Contents:
A. CEPS AND SOE NEWS
1. Spring and Summer 2017 Courses
2. Upcoming University, SOE & Graduate School Deadlines
B. EVENTS ON CAMPUS, UPCOMING LOCAL CONFERENCES
1. The DePaul University College Of Education Fall Education Issues Forum: The Challenge of Teaching in a Racially and Politically Polarized Time Tuesday, October 25, 2016 5:30-8:30pm
2. Suspending Early Childhood Expulsions and Suspensions workshop Wednesday, October 26, 9:00am-12:00pm
3. Public Forum on Employment and Justice at Loyola, October 28, 2016 1:00-3:00pm
C. CALLS FOR PAPERS
1. Call for Proposals: 2018 Edition, The Politics of Education Association (PEA) and Information Age Publishing (IAP) Deadline: December 15, 2016
2. Journal Call for Papers: Journal of Educational Controversy. Theme: Black Lives Matter and the Education Industrial Complex Deadline: December 31, 2016
D. JOBS, FELLOWSHIPS, INTERNSHIPS, AND VOLUNTEER OPPORTUNITIES
1.AERA Minority Dissertation Fellowship in Education Research. Deadline: November 1, 2016
2.Assistant Professor (Comparative and International Higher Education) at University of Toronto, Toronto, Canada. Deadline: November 15, 2016
3.Research Associate-The Center for Research and Reform in Education Johns Hopkins, Baltimore, MD. Deadline: Until Filled
4.Research Associate- The Devereux Center for Resilient Children Villanova, PA Deadline: Until Filled
5. Associate, Assistant, or Full Professor (Educational Leadership and Foundations) at Brigham Young University, Provo, UT. Deadline: Until Filled
6.Tenure-Track Professor (Research and Evaluation Methodology) at University of Colorado, Boulder, CO. Deadline: Until Filled
7.Associate or Full Professor (Equity, Diversity and Social Justice in Education) at University of Colorado, Boulder, CO. Deadline: Until Filled
8.Tenure-Track Professor (Educational Foundations and Qualitative Research Methods) at University of Colorado, Boulder, CO. Deadline: Until Filled
9.Associate or Full Professor (Educational Policy) at Vanderbilt University, Nashville, TN. Deadline: Until Filled
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A. CEPS AND LOYOLA NEWS
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A.1. We are pleased to be offering the following set of graduate level courses within CEPS in the 2017 Spring and Summer Semesters:
CEPS SPRING 2017 GRADUATE SEMINARS
ELPS 412 Sociological Analysis of Urban Education and Policy
Dr. Kate Phillippo – Tuesdays 7pm-9:30pm WTC
This course uses sociological perspectives, theories and empirical research to analyze urban education practice and policy. This course explores the evolution of urban schools and urban educational policy in response to changes in U.S. cities, urban teaching and school governance, and contemporary tensions and trends in urban school districts.
ELPS 420 Philosophy of Education
Dr. Amy Shuffelton – Mondays 4:15pm-6:45pm WTC
This course examines the philosophical questions embedded in teaching, learning, and schooling. Students acquire familiarity with the history of philosophic thinking about education and develop an ability to formulate valid arguments about the fundamental issues in teaching, learning, and schooling.
ELPS 444 History of American Education and Social Policy
Prof. Noah W. Sobe – Wednesdays 7:00pm-9:30pm WTC
A historical analysis of the economic, political, cultural and social factors that helped to shape educational policy and schooling in the United States. Students will be able to demonstrate a historical understanding of the development of educational policy and schooling institutions, and demonstrate a knowledge of the historiographic approaches and debates in the history of education.
ELPS 455 Comparative Education
Dr. Tavis Jules – Thursdays 4:15pm-6:45pm WTC
The application of historiographic and social scientific theories and methods to understanding international issues of education. Students will demonstrate a sound grasp of the field’s major issues and perspectives, the nature of comparativist research, and the work of major figures.
ELPS 500 Seminar in Current Educational Literature: Race and schooling in the United States
Dr. Kate Phillippo – Tuesdays 4:15pm-6:45pm WTC
In this course, we will explore how race shapes students’ schooling and the results of that schooling, via interpersonal, instructional and institutional experiences in P-16 educational institutions. This course will begin with an overview of opportunity disparities by race in the U.S., an exploration of concepts used to understand the educational experiences of different racial groups, and an introduction to critical race theory, which will serve as this course’s overarching conceptual framework. The next unit will historically situate race in U.S. schools, considering how race has played out in schools since they originated. Next, the course will explore students’ experiences of their and others’ race in school in recent decades, touching upon the topics of intelligence measurement, identity formation, social interactions and achievement. The course will then shift its focus to the intersections between race, teaching and curriculum. The final unit will concern race and education policy at both the P-12 and higher education levels. Guest speakers from throughout the School of Education will share expertise on relevant course topics throughout the semester. Assignments will include a racial-educational autobiography (which students will submit the first week and then revise after several weeks in the course), reading response memos, a final, policy-oriented research paper that will be presented in class, and class discussion facilitation.
CEPS SUMMER 2017 GRADUATE SEMINAR
ELPS 458 International Education
Dr. Tavis Jules – Summer A Mondays/Wednesdays 4.15-7:15pm (hybrid class: meeting in-person May 22-June 7 and online June 12-29)
This advanced seminar, which is both theoretical and applied, introduces students to issues and institutions involved in international educational development. This course will provide students with a deep understanding of the changing role of educational development projects in light of the post-2015 development agenda, post-financial crisis and global recession, post-Ebola epidemic, and post-Arab Spring periods. Students will spend time exploring and understanding how these many ‘post-contexts and settings’ are changing the nature of development and the educational responses that are now coordinated across different scales and spaces (national, regional and global levels).
A.2. Upcoming University, SOE & Graduate School Deadlines
* November 1, 2016 Last day to submit final approved electronic copies of dissertation or thesis for December degree conferral
*November 4, 2016 Last day to withdraw with a grade of “W” after this date, the penalty grade of “WF” is assigned
* Graduate School Conference Travel Funding for MA and PhD students. The application process for funding for conferences taking place January 3, 2017 and June 15, 2017 opens up on January 3, 2017. The fund is first come first served so it is advised that students apply as soon as the application opens. The application can be found at http://www.luc.edu/gradschool/pcap/gradschool/
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B. EVENTS ON CAMPUS, UPCOMING LOCAL CONFERENCES
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B1. The DePaul University College Of Education Presents The Fall Education Issues Forum: The Challenge of Teaching in a Racially and Politically Polarized Time. The Forum will be held on Tuesday, October 25, 2016 5:30 to 8:30pm at DePaul Student Center Room 314 located at 2250 North Sheffield Avenue, Chicago, IL 60614. The forum will consist of a panel of educators and explore ways to: Approach teaching about the election, immigration, race & policing, Engage students in meaningful discussion, Create safe and respectful classroom spaces and Develop a mind-set of civic responsibility. For more information and to RSVP, contact Diane Horwitz at dhorwit1@depaul.edu 3 CPDUs are available for teachers. This event is free and open to the public.
B2. Loyola University Chicago, Illinois STAR NET Region 5, Ounce of Prevention in collaboration with the Erikson Institute is hosting a workshop entitled Suspending Early Childhood Expulsion and Suspensions. The event will take place on Wednesday, October 26, 2016 from 9:00am-12:00pm at Loyola University Chicago School of Law Power Rogers and Smith Ceremonial Courtroom 25 E. Pearson St. 10th floor. This workshop is designed for school district staff and practitioners interested in learning about early childhood expulsion and suspension, highlighting the gender and racial disparities, the current policy and legislative landscape, best practices, and how staff can implement strategies to address the problem. Participants will be able to demonstrate knowledge of the issue, including identifying the problem, existing research and statistics, and how different systems are addressing the issue, as well as be able to identify best practices around how to address early childhood expulsion and participate in advocacy on an individual client, staff, and program level. The workshop will include case and policy examples and time for interactive discussion and questions. The facilitator will be Allison Lowe-Fotos, MSW, LCSW a Policy Specialist with the Ounce of Prevention Fund. She works on mental health, special education, early childhood expulsion and suspension, and workforce development initiatives and issues at the Ounce and has previously worked in direct practice in early childhood education programs providing case management, family support work, therapy with children. You can register for the workshop at https://thecntr.org
B3. The University Senate is pleased to sponsor a “Public Forum on Employment and Justice at Loyola University Chicago” taking place Friday October 28, 1pm-3pm, Damen Center (LSC), Sr. Jean MPR (South).
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C. CALLS FOR PAPERS
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C1. The 2018 Edition, The Politics of Education Association (PEA) and Information Age Publishing (IAP) are pleased to invite proposals for the 2018 PEA Book Series with IAP. Volumes can be a monograph by a single or multiple authors, or an edited collection of chapters by various authors. Proposals should include a 5-8 page description of the proposed volume, including its: (a) tentative title, (b) author(s) in the case of an authored book and editors in the case of an edited volume (c) rationale—which describes in more detail the proposed theme, its salience, theoretical perspectives and an indication of current trends and research in the field—and, (d) scope—planned number of papers and range of topics, and timeline. In the case of an edited volume, at least six agreed upon authors or sets of authors should be listed along with a concise description of each chapter. Also, note we will have an initial review process of the proposal by the Series Editorial Board, and then once authors have been invited (or open call) to write full chapters and submitted those chapters, they will undergo peer review which will be facilitated by the volume editors. Edited volumes are encouraged to have a diverse set of contributors and promote collaboration between junior and senior scholars. The General Guidelines are as follows: To allow for sufficient exploration of a concept, chapters published in a volume should be longer than those traditionally published in journals; Content should be rigorous and relevant to the politics of education; Proposals will be reviewed by a subcommittee of the Editorial Board; In the case of an authored or co(authored) book based on a dissertation, author(s) are encouraged to revise the manuscript considering guides that provide advice on how to transform a dissertation into a book. Proposal should be submitted by December 15, 2016 to Catherine DiMartino (dimartic@stjohns.edu ), PEA Publications Committee Chair. The deadline for final submission will be set in consultation with the PEA Series editor and IAP—depending on whether it is an edited volume or a research monograph based on a dissertation.
C2. The Journal of Educational Controversy is placing a call for papers with the theme Black Lives Matter and the Education Industrial Complex for Volume 12, Number 1, 2017. Along with drawing attention to the police as occupying armies in Black American communities, the Black Lives Matter movement has highlighted the deep roots of institutionalized racism in the United States. Starting with the fundamental question, Do Black Lives Matter in the U.S. Education Industrial Complex?, this issue of the Journal of Educational Controversy seeks to explore the various questions raised by Black Lives Matter in relation to U.S. educational institutions, policies, and practices as they impact men, women, and children of color intersectionally, with respect to gender, gender identity, and class. These questions could include the status of schools as institutions of control and sites of reproduction of racist ideology; the possibility of schools as sites of liberationist transformation; the institutional history of schools alongside the development of institutional racism; the institutional response of schools to incidents of racial violence; the history of black studies programs in relation to black liberation movements, and the appropriation and sanitizing of terms like diversity and multiculturalism. The deadline for submissions is December 31, 2016. Additional information can be found at http://cedar.wwu.edu/jec/.
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D. JOBS, FELLOWSHIPS, INTERNSHIPS, AND VOLUNTEER OPPORTUNITIES
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D1. The American Educational Research Association (AERA) is pleased to announce the AERA Minority Dissertation Fellowship in Education Research. The Council of the AERA established the fellowship program to provide support for doctoral dissertation research, to advance education research by outstanding minority graduate students, and to improve the quality and diversity of university faculties. 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, 2017 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 1, 2016.
D2. The Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education (OISE), University of Toronto invites applications for a tenure stream position at the rank of Assistant Professor with a specialization in comparative and international higher education. The appointment will commence on July 1, 2017.
We seek to recruit a scholar who employs creative theoretical and methodological approaches to examine transnational processes, internationalization, and the impacts of globalization on higher education. Applicants must hold a doctoral degree in comparative higher education or a related field by the time of appointment or shortly thereafter. The successful candidate will have a strong grounding in comparative higher education and a rigorous research agenda that draws upon discipline-based theoretical frameworks for the study of higher education. Candidates are expected to have an established or emerging record of excellence in research which includes high-quality publications in top disciplinary journals and the ability to mount an independent, innovative and externally-funded research program. Evidence of excellence in teaching at the university level is required, as demonstrated through teaching accomplishments, teaching evaluations, strong letters of reference, and other materials submitted as part of the application. Demonstrated teaching interests at the graduate level in comparative theory and method, international academic relations, and international higher education policy would be an asset. Responsibilities of the position include development of a distinguished research program, teaching in graduate programs, supervision and mentoring of graduate students, service to the Department and to OISE, and working collaboratively with related units across OISE.
Salary will be commensurate with qualifications and experience. Applications should include a letter of application, an up-to-date curriculum vitae, a teaching dossier, a statement outlining current and future research interests, three representative publications, and three confidential letters of reference. Letters of reference should be sent directly by the referee (on letterhead, signed and scanned) to Professor Nina Bascia, Chair, Department of Leadership, Higher and Adult Education at: lhae.chair@utoronto.ca. All other application materials should be submitted through the University of Toronto’s online application system at: https://utoronto.taleo.net/careersection/10050/jobdetail.ftl?job=1601401. Please combine attachments into one or two files in PDF or MS Word format. Submission guidelines can be found at: http://uoft.me/how-to-apply. The closing date for applications is November 15, 2016. If you have any questions about this position, please contact the department at: lhae.chair@utoronto.ca.
D3. The Center for Research and Reform in Education and Johns Hopkins University is accepting applications for a Research Associate. The Education Research Associate will contribute to the Center’s research related to the design, execution, and reporting of rigorous educational research studies and third-party evaluations. This is a full-time position. This position will involve working with multiple studies in different geographic areas. The ideal candidate will have a minimum of one year of research experience working with data related to schools or other educational settings. They will demonstrate excellent writing and presentation skills, experience with data entry and organization, attention to detail, as well as exceptional project management abilities. Major activities will include planning for data collection, data organization, communicating with key stakeholders including school district personnel regarding data needs, and working with the PI and center project manager to meet project deadlines. Additional activities will involve data analysis and report writing. This person will collaborate with CRRE faculty and staff on educational evaluation and research projects. Applications may be submitted through this link: https://jobs.jhu.edu/jhujobs/jobview.cfm?reqId=309788&postId=10394
D4. The Devereux Center for Resilient Children (www.CenterforResilientChildren.org) has an immediate opening for a Master’s-level Research Associate. This position is an excellent opportunity for an early career professional who has strong research skills and an interest in social and emotional learning, resilience, and positive youth development. Responsibilities will include managing research studies, analyzing data sets, writing reports, participating in the development of assessments and social and emotional learning strategies. Opportunities for career growth including presenting at professional conferences, training teachers and out-of- school-time professionals, authoring peer-reviewed publications. Interested candidates should contact Paul LeBuffe at plebuffe@Devereux.org.
D5. Brigham Young is seeking an Associate, Assistant, or Full Professor in the Educational Leadership and Foundations department. The selected candidate will teach graduate courses within the Department’s masters and doctoral programs in educational leadership, education policy and social foundations. They will engage in teaching, supervising, and mentoring future and current educational leaders; participate with other faculty in the design and delivery of curriculum; supervise doctoral dissertations; contribute to department, school, and university programs; and pursue a scholarly research and publication agenda. Department faculty members are expected to follow a focused research agenda on salient aspects of the theory and practice of school leadership and/or education policy. Review of applications will commence on October 1, 2016 and continue until the position is filled. Anticipated starting date for the position is August 2017.
D6. The University of Colorado Boulder is seeking a Tenure-Track Professor in Educational Evaluation of Programs, Policies and Practices within the Research and Evaluation Program. Candidates should have an earned doctorate and primary expertise in educational evaluation. Candidates must have a solid foundation in quantitative methods but should also be capable of crafting and responding to evaluation questions that require mixed-methods in the service of client and stakeholder needs. Preference will be given to those who have education evaluation experience leading collaborative teams and obtaining external funding. Preference will also be given to candidates that have investigated the causes and effects of educational inequity, particularly those who have demonstrated the ability to use innovative methodological techniques in those investigations. Specific responsibilities include teaching undergraduate and graduate level courses in educational evaluation and statistics, advising graduate students in the Research and Evaluation Methodology program, and taking a leadership role in projects as part of ongoing activities for the Center for Assessment, Design, Research and Evaluation (CADRE) at the K-12 and higher educational levels. For questions, contact: Dr. Derek Briggs, (303) 492-6320 Derek.Briggs@Colorado.edu
D7. The University of Colorado Boulder is seeking an Associate or Full Professor in Equity, Diversity and Social Justice in Education who will contribute to the School of Education’s mission to advance equal educational opportunities, including but not limited to issues of diversity in terms of race, culture, language, social class, (dis)ability, immigration status, gender identity, and sexual orientation. The candidate must have a relevant earned doctorate and may study educational equity from an interdisciplinary perspective or through one of several areas of study represented in the School: educational foundations, the learning sciences, literacy and biliteracy education, mathematics and science education, or research methodology. Desired foci include critical theories of race, racial inequality, social stratification, equity-based policy, educational justice movements related to community and youth organizing, and the politics of underserved populations in public schools. We seek applicants who are excited to engage in an on-going national discourse concerning the place and nature of public schools in U.S. society and who will contribute to our School’s commitment to equity, democracy, social justice and evidence-based policy. Responsibilities include carrying out a program of research related to the above themes, teaching graduate and undergraduate courses, mentoring doctoral students and junior faculty, and providing service to the local community, our School, campus, and nation. The candidate may also participate in one or more of the School’s centers, which include the BUENO Center, National Educational Policy Center, CU Engage, A Queer Endeavor, and the Center for Assessment, Design, Research and Evaluation. For questions, contact: Suzanne Bonomo, Suzanne.bonomo@colorado.edu
D8. The University of Colorado Boulder is seeking a Tenure-Track professor in the Educational Foundations, Policy, and Practice and the Research and Evaluation Methodology programs. Candidates must have a relevant earned doctorate and a program of research and teaching interests that contribute to social, cultural, and institutional analyses of educational practices and qualitative research methods. Preference will be given to scholars who are anthropologists of education. We seek scholars who (1) have disciplinary expertise in the production and reproduction of culture, youth identity formation, and schooling; or in the scholarship of race/ethnicity or gender in education; and/or (2) do research with young people from immigrant families or other historically marginalized communities in the U.S. We are also seeking candidates who are specialists in ethnography and who have knowledge of a broad repertoire of qualitative methods of inquiry such as critical qualitative research, participatory and community-based research, discourse analysis, design studies, and mixed-methods research. In addition to mentoring doctoral students, responsibilities include developing and teaching graduate qualitative methods courses as well as graduate or undergraduate courses in culture and ethnography. For questions, contact: Susan Jurow, (303) 492-557, Susan.Jurow@Colorado.edu
D9. Review of applications will begin on December 1, 2016. Applicants should submit a cover letter, a curriculum vita, and the names and contact information of three people as references to tammy.eidson@vanderbilt.edu. For more information visit http://peabody.vanderbilt.edu/departments/lpo/index.php andhttp://peabody.vanderbilt.edu/departments/lpo/faculty_search/index.php. LPO is building a diverse faculty committed to a multicultural environment. For inquiries about the position, contact Professor Carolyn Heinrich, carolyn.j.heinrich@vanderbilt.edu.
