Fwd: [Aesa] Weekly Roundup

Fri Jan 29 16:14:49 UTC 2010

See item #1 below for a post-doc.

Ken Ehrensal

Sent from my iPhone

Begin forwarded message:

> From: Kenneth Ehrensal <ehrensal at kutztown.edu>
> Date: January 29, 2010 11:13:06 AM EST
> To: Ehrensal Kenneth <k.ehrensal at mac.com>
> Subject: Fwd: [Aesa] Weekly Roundup
>

>
>
> Sent from my iPhone
>
> Begin forwarded message:
>
>> From: Carolyn Vander Schee <cjvanders at gmail.com>
>> Date: January 29, 2010 9:52:55 AM EST
>> To: "aesa at lists.niu.edu" <aesa at lists.niu.edu>
>> Subject: [Aesa] Weekly Roundup
>>
>
>> Good Morning! We have two announcements this week.
>>
>> 1. POSTDOC POSITION
>>
>> Hampshire College, supported by a grant through the Andrew W. Mellon
>> Foundation "to make Hampshire College into a 'language learning
>> community' where students are motivated to integrate the exploration
>> of a world language into their individualized program of studies,"
>> seeks to hire a postdoctoral fellow with a focus on Critical
>> Literacies and Pedagogy for a two-year appointments starting in Fall
>> 2010.
>>
>> *Fields*:
>> Scholars in the field of the Education, New Literacy Studies, or
>> Childhood Studies whose work explores the negotiation of literacy
>> learning, cultural practices of literacy, and cultural identity  
>> within
>> a socio-political context.
>>
>> The post doctoral fellow will teach one undergraduate course per term
>> and be available for student advising. S/he will have time to pursue
>> scholarly and/or creative work and have access to a senior mentor.
>> S/he will maintain a relationship with the World Language Enrichment
>> and Acquisition Office and participate in monthly seminars focusing  
>> on
>> language learning across the curriculum.
>>
>> *Overview*:
>> The lives of Latino and Latin American students have become
>> increasingly more transnational and complex, involving participation
>> in multiple social, cultural, and linguistic communities. We seek
>> candidates whose research and teaching explores the ways in which
>> negotiation within and across these communities constitute multiple
>> literacy practices and inform literacy education. Candidates should
>> demonstrate a preparation in Spanish and an interest in integrating
>> Spanish into their teaching.
>>
>> The successful candidate will have the opportunity to contribute to
>> the interdisciplinary academic program, Critical Studies in  
>> Childhood,
>> Youth, and Learning (CYL). A scholar whose research and teaching is
>> attentive to how educators can support Latino and Latin American
>> students' negotiation and participation across multiple literacy
>> communities would significantly contribute to the CYL program.The
>> successful candidate will participate in on-going seminars or events
>> organized to support the partnership of CYL faculty, students and
>> community partners in Holyoke and Amherst.
>>
>> *Result*:
>> The successful candidate will support students, faculty, and  
>> community
>> partners to strengthen their capacity to develop meaningful
>> translingual educational environments.
>>
>> Hampshire College, located in Amherst, Massachusetts, is an
>> independent, innovative liberal arts institution and member of the
>> Five College consortium. More information is available at
>> www.hampshire.edu <http://www.hampshire.edu>. The College is an equal
>> opportunity employer committed to building a culturally diverse
>> intellectual community and strongly encourages applications from  
>> women
>> and minority candidates.
>>
>> Applicants should be prepared to be on campus by Sept 1st, 2010. To  
>> be
>> eligible, applicants must have received their Ph.D. (or terminal
>> degree in their field) between May 1, 2005 and June 30, 2010.
>>
>> *_In a single PDF document_*: Applicants should submit the following:
>> 1. Letter of Application. Please indicate for which area you are
>> applying and how you may contribute to making Hampshire College a
>> language learning community. Candidates might consider how to  
>> motivate
>> students’ interest in exploring a target language; how to connect  
>> your
>> subject area to the language and culture; how to
>> create an environment that might introduce another language through a
>> given cultural platform; incorporate relevant language
>> materials/activities to give students the opportunity to interact  
>> with
>> the target language(s); and how you might assess student
>> learning.
>> 2. Curriculum Vitae.
>> 3. Description of Research.
>> 4. Statement of Teaching Philosophy.
>> 5. Draft Syllabus. The courses taught would not be a traditional
>> language course; rather the syllabus should demonstrate the
>> candidate’s ability to connect his/her subject area to language and
>> culture. We are interested in exploring non-traditional approaches to
>> language learning. When candidates’ write their syllabus they sho 
>> uld
>> take into consideration that there will be no language pre-requisite
>> for their class. However, there may be students with multi-level
>> language abilities in the class.
>> 6. Three letters of recommendations from individuals who can speak to
>> your research and teaching.
>>
>> Application materials should be e-mailed to postdoc at hampshire.edu
>> <mailto:postdoc at hampshire.edu> in a single PDF document. Only
>> applicants under serious consideration will be contacted. Three
>> letters of recommendation from the recommenders should also be sent  
>> to
>> postdoc at hampshire.edu
>>
>> Review of applications will start immediately. Hampshire College
>> offers a competitive salary and comprehensive benefit
>> program.Hampshire College is an affirmative action, equal opportunity
>> institution, committed to diversity in education and employment.
>>
>>
>>
>> 2. CALL FOR PAPERS
>>
>> Call for Papers: The Role of Spirituality, Religion and the African
>> American Church on Educational Outcomes
>>
>> The Journal of Negro Education (JNE) issues a Call for Papers for a
>> special issue to be published in summer 2010 to advance scholarship
>> focused on the role of spirituality, religion and the African  
>> American
>> church in the education of students of African descent. Dr. Noelle
>> Witherspoon, assistant professor in Educational Theory, Policy and
>> Practice at Louisiana State University, and Dr. Na’im Madyun,
>> assistant professor in the College of Education and Human Development
>> at the University of Minnesota, will edit the issue.  This special
>> issue will feature research articles that assess models of African
>> American church involvement in education and provide recommendations
>> for leveraging the political, social and cultural capital of the  
>> Black
>> church to improve educational outcomes.  In addition, this issue  
>> seeks
>> articles that address the role of religion and spirituality in
>> addressing matters of social justice, equity and advocacy for those
>> who have been traditionally and institutionally underserved in
>> education.
>>
>> Manuscripts acceptable for this volume will address one or more of  
>> the
>> following:
>>
>> How can the African American church generate and apply social,
>> cultural, and/or political capital in order to improve the academic
>> outcomes of African American students?
>> What are key historical, systemic and personal barriers that impact
>> the tie between African American student outcomes and the African
>> American church?
>> Given the many community/church interventions and after-school
>> programs, how can community planners and educators distinguish  
>> between
>> models that are well designed, adequately designed and poorly
>> designed?
>> What implications does spirituality, religion, or the Black church
>> have for teaching, learning and curriculum development?
>> What is the institutional and structural role of religion and/or
>> spirituality in scholarship and knowledge generation?
>> What is the influence of faith-based policies and organizations on  
>> education?
>> How does the parachurch and community organizations influence  
>> education?
>> What role do religion and/or spirituality play in negotiating  
>> personal
>> and professional dynamics in oppressive spaces in educational
>> institutions?
>>
>> Final manuscripts will undergo a blind peer review. This special  
>> issue
>> will be distributed to a wide range of advocates, including the
>> religious community, schools, policymakers, educators, activists and
>> families. Therefore, invited authors are encouraged to use graphs and
>> charts, summaries in layperson language, and numbered practical
>> recommendations and policy implications.
>>
>> For initial consideration, please submit an abstract no longer than
>> 500 words by e-mail to journalnegroed at gmail.com by February 5, 2010.
>> All inquiries regarding submissions should be directed to one of the
>> guest editors, Dr. Na’im Madyun, 612-624-5761, madyu002 at umn.edu or 
>>  Dr.
>> Noelle Witherspoon, 225-578-0164, noelle at lsu.edu. Invited authors  
>> will
>> need to submit completed manuscripts by April 15, 2010.
>>
>> For more than 76 years, The Journal of Negro Education has been the
>> leading purveyor of a wealth of scholarly research concerning Black
>> academia. The quarterly journal is operated under the auspices of the
>> Howard University (HU) School of Education (SOE). With world-wide
>> readership and subscribers, JNE has published distinguished scholars
>> that include Horace Mann Bond, Ralph J. Bunche, W. E. B. Du Bois, and
>> Kenneth B. Clark. The current Editor-in-Chief is Dr. Ivory A. Toldson
>> itoldson at howard.edu.
>>
>>
>> Have a fabulous weekend!
>>
>> Carolyn
>>
>>
>> Carolyn Vander Schee, Ph.D.
>> Assistant Professor
>> Northern Illinois University
>> cvanders at niu.edu
>> (815) 753-9340
>> _______________________________________________
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