Community Announcements Archives
Proposals for paper presentations, workshops, or colloquia are invited for the Ninth International Conference on Interdisciplinary Social Sciences being held at the University of British Columbia in Vancouver Canada from 11-13 June 2014. We welcome proposals from a variety of disciplines and perspectives that will contribute to the conference discourse. We also encourage faculty and research students to submit joint proposals for paper presentations or colloquia.
Proposals are invited that address social sciences issues through one of the following categories:
Theme 1: Social and Community Studies
Theme 2: Civic and Political Studies
Theme 3: Cultural Studies
Theme 4: Global Studies
Theme 5: Environmental Studies
Theme 6: Organizational Studies
Theme 7: Educational Studies
Theme 8: Communications
If you are unable to attend the conference in person, virtual registrations include the option to submit a video presentation, and/or submission to one of the journals for peer review and possible publication, as well as subscriber access to the Interdisciplinary Social Sciences Journals.
The current deadline for proposal submission (title and short abstract) is 11 June 2013*. Please visit our website at the link below for more information on submitting your proposal, future deadlines, and registering for the conference.
Proposals are also being accepted for the 2013 Interdisciplinary Social Sciences Conference being held in Prague, Czech Republic from 30 July - 1 August. The proposal deadline for the 2013 meeting for in-person registrations is 11 June 2013. Virtual presentations may be submitted until 30 July.
*Proposals are reviewed in rounds adhering to monthly rolling deadlines. Check the website often to see the current review round.
Vancouver & The Social Sciences Conference:
The 2012 Social Sciences Conference was hosted by the Universidad Abat Oliba in Barcelona Spain and attended by 380 scholars from 46 countries whose interests and studies spanned across a wide breadth of research areas and practices. Next year, the conference moves to Vancouver, Canada in 2014. A global metropolis with booming economic sectors in trade, film, natural resources, technology and tourism, Vancouver has also become home to a broad range of cultures that have brought with them a vibrant and distinct cacophony of cuisines, heritage, belief systems and principles which have helped shape Vancouver’s social and economic systems.
As such, this thriving international city is an ideal venue for the discussions interdisciplinary social sciences. We've strategically partnered with the University of British Columbia, whose breathtaking campus puts you within reach of the city's rich culture, diverse heritage, natural beauty and bustling business sector.
Click HERE to submit a proposal.
On behalf of the Organizing Committee and the International Advisory Board, I am pleased to announce the Call for Papers for the Twelfth International Conference on New Directions in the Humanities and the Call for Submissions to the New Directions in the Humanities Journal Collection:
TWELFTH INTERNATIONAL CONFERENCE ON NEW DIRECTIONS IN THE HUMANITIES
11-13 June 2014
Universidad CEU San Pablo
Proposals for paper presentations, workshops, roundtables, poster sessions or colloquia are invited for the Twelfth International Conference on New Directions in the Humanities. The conference provides a space for multicultural, interdisciplinary dialogue and publication, building on the traditions of the humanities and looking toward the future. We welcome proposals from a variety of disciplines and perspectives that will contribute to the conference discourse. We also encourage faculty and research students to submit joint proposals for paper presentations or colloquia.
Proposals are invited to the conference and journal that address the humanities through one of the following themes:
• Critical Cultural Studies
• Communications and Linguistic Studies
• Literary Humanities
• Civic, Political, and Community Studies
• Humanities Education
Presenters have the option to submit completed papers to the New Directions in the Humanities Journal Collection. If you are unable to attend the conference in person, virtual registrations include the option to submit a video presentation, and/or submission to one of the journals for peer review and possible publication, as well as subscriber access to the journal collection.
The current deadline to submit a proposal (a title and short abstract) for the 2014 conference is 6 June 2013. For more information on submitting your proposal and registering for the conference, please follow the "submit a proposal" link below and submit your work to the 2014 conference and journal.
Submit your proposal for the 2013 Conference in Budapest:
In-person and virtual submissions are still open for the current year's conference in Budapest, Hungary. Submit your proposal through the "submit a proposal" link below for the Eleventh International Conference on New Directions in Humanities to be held at the Faculty of Humanities at Eötvös Loránd University from 19-21 June 2013. The final deadline for in-person submissions is 13 May 2013, virtual submission are open until the start date of the conference.
Submit your proposal in Spanish or Portuguese:
Delegates interested in submitting a proposal and presenting at the conference in either Spanish or Portuguese may submit their proposal through our partner knowledge community, Humanidades. Proposals submitted through this site will be considered for publication in the fully refereed Revista Internacional de Humanidades and will be presented in Spanish or Portuguese at the conference in a special Spanish/Portuguese-language themed session.
For more information on Spanish or Portuguese language conference presentations, please visit the Humanidades knowledge community.
This summer, the University of Southern California's Institute for Multimedia Literacy will be offering its online course Teaching with Digital Media. This intensive 5 week course provides a hands-on experience for K-12 teachers to learn free and accessible digital tools for teaching and learning. Assignment materials like readings, videos, and hands-on activities get posted weekly and the course is asynchronous. There will be optional Google Hangouts as office hours.
Today’s students inhabit a visual, networked culture. They connect and communicate with their peers - and the public - through digital media. Many assume that these “digital natives”are fully literate with regard to media; however, we believe that students need guidance, support and inspiration to realize their full academic potential with digital media. Teaching with Digital Media Online Summer Course offers K-12 educators an opportunity to investigate how to provide that guidance, and to explore the ways in which media can be used to enrich teaching and learning, building on the Common Core Standards which focuses on research and writing skills with both print and non-print texts. This course is designed to help teachers stimulate and motivate students by integrating digital media into their classrooms, using whatever tools are available.
Week 1 - Learning with Digital Media
foundational literacies, visual communication, and memes
Week 2 – The Science of Sound
Sound design principles and audio podcasts
Week 3 - What is Web 2.0?
Social media, wikis, blogs, curating content, and the flipped classroom
Week 4 - The Languages of New Media
Digital storytelling, video editing, and remix culture
Week 5 - The Action Plan: Putting the pieces together
Build a unit that integrates a media production project
Registration is NOW OPEN at http://iml.usc.edu/tdm and the course begins on July 10. Please pass it along to your colleagues and teacher friends!!! Attached Is the brochure. Questions, please email Matt Williams at email@example.com
University of Maryland Baltimore County (UMBC) - Baltimore, Maryland
Friday, 21 June – Saturday, 22 June 2013
The TESOL Baltimore Academy 2013 will feature six 10-hour workshops focused on career- and college-ready standards for K–12 students.
B-1: Preparing Adolescent English Learners (ELs) for the Common Core: Practical Strategies for Tackling Complex Texts with Nancy Cloud and Amanda Sox Agudelo
B-2: Implications and Applications of the Common Core State Standards in Mathematics for Effectively Teaching K-12 English Learners with Anita Bright and Erin Sylves
B-3: Practices That Support English Language Learners in Rich CCSS-Aligned Instruction with Lydia Stack
B-4: Advocating for English Learners: K-12 Teachers and Teacher Educators Working Together with Diane Staehr Fenner, Luciana de Oliveira and Heather A. Linville
B-5: Data Driven Discussions: Using English Language Proficiency Data More Effectively with Ayanna Cooper
B-6: Designing and Using Formative Assessments of Reading Comprehension for ELP, Content, & CCSS Standards with Lorraine Valdez Pierce
(before 24 May 2013)
(after 24 May 2013)
TESOL Member $225 $265 Nonmember $325 $390
Attention WATESOL and MDTESOL members:
You can pay the TESOL member price, even if you are not a current TESOL International Association member! Contact firstname.lastname@example.org to get your special discount code!
How to Register:
Online: Register online with credit card (VISA, Master Card or American Express) through TESOL's secure online registration system. www.tesol.org/umbc
By mail: Print out the registration form and mail it in with payment (check, purchase order or credit card) to TESOL.
By fax: Print out the registration form and fax it in with payment (purchase order or credit card) to TESOL at 703-836-7864.
For more information on the Baltimore TESOL Academy, please visit www.tesol.org/umbc, or contact email@example.com.
The Language, Literacy and Culture PhD program supported the Spanish and Latin American film festival that took place during the 2012-2013 academic year. By looking at the students' participation (there were around 70 students attending each of the showings of the films), the Spanish area considers that the Film Festival has been a huge success. We are happy to have been a part of this event!
Critiquing Culture: The Cultural Studies Graduate Conference at George Mason University 2013
Featuring Sarah Banet-Weiser as Distinguished Keynote Speaker, Dr. Banet-Weiser is a Professor in the School of Communication and the department of American Studies and Ethnicity at USC Annenberg. In 2012 she published two books: Authentic™: The Politics of Ambivalence in a Brand Culture, and Commodity Activism: Cultural Resistance in Neoliberal Times, co-edited with Roopali Muhkerjee.
The Cultural Studies Student Organizing Committee (SOC) at George Mason University invites paper proposals for our 7th annual Cultural Studies Graduate Student Conference. The conference will take place on Saturday, September 21, 2013 at George Mason University in Fairfax, Virginia.
CALL FOR PAPERS
At George Mason University, we acknowledge the need to specify Cultural Studies as an academic field with definable features and particular modes of methodological inquiry. In our view, Cultural Studies examines cultural objects as products of the wider social, historical, economic and political conditions that structure their formation, and acknowledges the interrelationship between these factors. In particular, Cultural Studies focuses on power relations and inequalities, which shape the horizon of possibilities for any cultural object at hand, be it a political discourse, an economic model, or a mass cultural product. As a field, Cultural Studies has expanded both geographically and theoretically, building upon its origins in the Birmingham Center for Contemporary Cultural Studies through the inclusion of a range of critical approaches including Marxist political economy, poststructuralism, feminism, critical theory and post-colonial studies. While the objects of Cultural Studies vary widely, the field aims at political relevance and efficacy.
In an attempt to establish a vibrant community for scholars working in precisely this interdisciplinary vein, the Cultural Studies Student Organizing Committee at George Mason University invites graduate students to submit research papers for a conference specifically oriented toward the examination of cultural objects, whether through Marxist, structuralist/poststructuralist, feminist, or other critical lenses. We encourage the submission of papers related, but not limited, to the following broad themes:
Mass & Popular Culture
Gender & Sexuality
Race & Ethnicity
Representation & Aesthetics
This year we also strongly encourage paper submissions that address the intersections of activism, culture, ethics and consumption.
Abstracts of no more than 300 words and a current CV should be sent to firstname.lastname@example.org by 15 June 2013. Please include presentation title, presenter's name, institutional affiliation, contact information, A/V requests, and any special needs required in the email. Abstracts should be sent as .doc or .rtf file attachments.
The Mentoring Institute at the University of New Mexico is seeking proposals for its sixth annual Mentoring Conference, themed “Impact & Effectiveness of Developmental Relationships”.
The conference will be held in the Student Union Building, on UNM's main campus, on Tuesday, October 29 to Friday, November 1, 2013.
We seek to facilitate discourse on the impact and effectiveness of developmental relationships among a broad constituency, which includes divisions of higher education, academic researchers, educators, community leaders, administrators, non-profit partners, government agencies, and other professionals.
For the 2013 conference we anticipate a rich mix of conversation, networking opportunities, hands-on workshops, and engagement with professionals from a diverse variety of disciplines.
We are particularly keen to receive proposals for papers presentations and posters that are informative and relevant to the field of developmental relationships, supported by theory and research, and demonstrate ideas that are applicable to the conference theme. We are interested in presentations based in the following fields: STEM (Science, Technology, Engineering & Mathematics), Humanities, Business, Health Sciences, Education, and the Arts.
With this in mind, we seek proposals that accomplish any of the following:
Builds on the knowledge base of those new to the field of developmental relationships.
Demonstrates the effectiveness of existing mentoring programs.
Proposes a methodology or evaluation model for developmental relationships.
Suggests new ideas and best practices for successful developmental relationships.
Proposals that include participants of different nationalities, different levels of experience, and from different institutional and organization types.
Presenters in the 2013 conference will be required to meet the following obligations and requirements:
Each presenter will be provided with a 45 minutes slot to present, during the concurrent presentations for the conference. The session will be divided up as follows: 30 minutes for presentation, 15 minutes for Q&A, and 5 minutes for session evaluations.
All presenters are required to submit a 5-7-page paper prior to the conference on the topic of your presentation. Papers will be peer reviewed and published in the 2013 conference proceedings.
In addition to submitting a paper, we strongly suggest the submission of a poster. Guidelines can be found at: http://mentor.unm.edu/conference/faq.html
The deadline to submit abstracts is May 15, 2013. Abstracts must not exceed 250 words and should be submitted online, at: http://mentor.unm.edu/conference/abstracts.html
The abstracts will be reviewed and selected authors will receive a notification of acceptance by May 30, 2013.
Once you receive confirmation of acceptance to the conference, you will be required to submit a 5-7-page paper on the topic of your presentation. The deadline to submit the paper is June 30, 2013.
Papers will be returned on July 30, 2013 with peer review comments. You may choose to accept or reject these suggestions.
Final paper submissions are due electronically by August 30, 2013. Please proofread your paper for spelling and grammatical errors.
The Mentoring Institute
University of New Mexico
1716 Las Lomas Rd N.E.
Albuquerque, NM, 87131
Deadline: July 15, 2013
The Editors of Evental Aesthetics, an independent, peer-reviewed,
online journal dedicated to philosophical and aesthetic
intersections, are pleased to invite submissions for our
We welcome both full-length articles (4,000-10,000 words,
excluding endnotes) and Collisions (1,000-2,000 words).
Collisions are brief (but well-written and thoughtful) responses
to aesthetic experiences that raise philosophical questions for
discussion, but that do not necessarily enact the discussion in
full. More information on Collisions is available at
This issue will have two parts, one dedicated to a specific theme,
and the other (.unthemed.) devoted to aesthetic, philosophical
questions of any kind. The Editors therefore seek submissions in
1. Aesthetics and philosophy (.unthemed.): This section will be
devoted to philosophical matters pertaining to any aesthetic
practice or experience, including but not limited to art and
2. Animals and aesthetics: The themed section of this issue will
focus on aesthetic matters relating to animals. Suggested topics
include, but are not limited to:
. Animals in art
. The aesthetics of zoos
. Wildlife film
. Aesthetic matters in zoological science
. Species taxonomy and aesthetics
. Photography of ocean life and other species
Both categories may be freely interpreted, however all submissions
must address philosophical matters.
Please send your submissions electronically in MS Word format (doc
or docx), double-spaced in a legible font, in accordance with The
Chicago Manual of Style (endnotes). Be sure to accompany your
submission with an abstract (max. 250 words), a bibliography, and
at least 5 keywords that may be used as search terms. Articles
must be in English, but we welcome either American or British
spelling provided the submission remains consistent throughout.
Please note that all submissions must be formatted for blind
Before submitting, please review our submission requirements, review procedures, and copyright policy at http://eventalaesthetics.net/for-authors/.
Email your submission to email@example.com, by July 15, 2013. Please include the word "submission: in the subject line of your email, to make sure that it gets through our spam filters. For announcements of forthcoming issues and future calls for authors, sign up for our e-mail list at eventalaesthetics.net.
This symposium marks the twenty-first year of the Five College Women’s Studies Research Center by celebrating the work of leading scholars in women’s, gender, and sexuality studies, including former and current Research Associates, Five College faculty, students, and community partners. Through a series of keynote presentations by Anne Balsamo, Alex Juhasz, Lisa Nakamura, Susan Squier, and Jackie Stacey, panels on Bodies/Embodiment,Digital Mapping and Archiving, Genealogies of Science in Feminism, Feminist Protest in the Digital Age, and Networking on FemTechNet, this interdisciplinary, transnational symposium will offer opportunities for sharing ideas about current work in progress and new approaches to integrating media in (re)emerging areas that intersect and are shaped by gender studies.
More information can be found here - https://www.fivecolleges.edu/fcwsrc/symposium
Date: 28-Nov-2013 - 29-Nov-2013
Location: Uppsala, Sweden
Contact: Ann-Christin Lövstedt
Contact Email: firstname.lastname@example.org
Meeting URL: http://www.reading4life.org/
What does it mean to create equity and democracy in education? Around the world we see growing challenges to economic, social and political equality. In the face of these challenges, teachers and teacher educators in Sweden, Europe and around the world are working to achieve social justice in schools and society, building theories, practices and coalitions.
Reading for Life’s 1st International Conference on Education for Social Justice will offer rare opportunities to discuss cutting-edge research, build innovative networks, and explore possibilities for new directions in educational policies and democratic pedagogies with a diverse group of teachers, teacher educators, academics, school leaders and administrators who share a deep engagement and commitment to equity and social justice in education.
Strand A: Teaching and Learning in Democratic Classrooms
This strand will highlight innovative pedagogies that teachers can implement to create democracy and equity in the classrooms. Sessions will describe, analyze, and model instruction which can challenge inequalities and promote every success for all students, so that equity can be achieved in every classroom. This strand will have a specific focus on the role of language and literacy in the learning process.
In order to create equity and democracy in student outcomes teachers need to have access to powerful and democratic pedagogies. In all powerful pedagogies language is important and teachers need to understand that language plays an important role in all learning processes. Teachers also need to have knowledge about how language works in all meaning making processes. Strand A of the conference Education for Social Justice will explore the role of language in learning and particularly how a functional view upon language, based on systemic functional linguistics, paired with Basil Bernstein’s theories on ‘pedagogic discourse’ can guide teachers in their work to support and teach students so that the student success is distributed in a democratic way.
Strand B: Educational Policies & Reforms for Equity in Education
Schools can be arenas for the reproduction of inequality or platforms for critiquing and taking action to address inequity. While educational policies inevitability promise equity and excellence for all, student learning outcomes rarely attest to the achievement of these aspirations. This strand will explore the disparity between policy aspirations and actual outcomes.
Invited speakers are:
Dr David Rose, University of Sydney
Professor Michael Apple, University of Wisconsin, Madison
Profesor Caroline Liberg, Uppsala University
Dr Phlippe Vitale, University of Provence
Dr Monica Axelsson, Stockholm University
Dr Guadalupe Francia, Uppsala University
Professor Ninetta Santoro, University of Strathclyde
Professor Sally Power, University of Cardiff
Over the past fifteen years, political and academic uptake around the concept of multilingualism has been ambitious, swift, and yet profoundly uneven around the world. Governmental endeavors around language plurality that have become standard, and even hegemonic, in Europe are still hardly imaginable in the United States. Meanwhile, the very concept of "languageness" in modern Africa corresponds only awkwardly with the presumed characteristics of West Europe's vigorously nationalized languages. Simultaneously, various disciplines are honing their own new visions of language plurality whether in comparative literature, applied linguistics, translation studies, or AI, and these disciplinary divisions often dovetail with distinct geopolitical landscapes and their educational / institutional priorities. This combined (i.e. disciplinary as well as geopolitical) unevenness seems to result in a 'state of the discourse' in which, for example, Europeans are increasingly pondering ex post facto the "dangers" of state implementation schemes around trilingualism, while US scholars continue to struggle to secure even an affirmative social image for bilingualism on the public stage.
All in all, the ways scholars and policy-makers dialogue about multilingualism along transpacific, transatlantic, and global axes are increasingly centrifugal in trajectory and prone to misunderstanding creating new, revealing disparities in how policy implementation, scholarly focus, and institutional anchoring are managed and pursued.
Critical Multilingualism Studies is currently seeking submissions for a volume on Comparative Multilingualisms: Paradigms, Disciplines, Landscapes. Prospective contributions to this special issue of CMS will place regional, hemispheric, disciplinary and local multilingualisms in an explicitly comparative dialogue with one another, in order to provide a more adequate composite picture of how, and how well, ideas about multilingual practice are circulating from place to place, from language to language, and from scholarly field to scholarly field.
Contributions might include:
-essays considering how pairs of fields such as comparative literature and applied linguistics, or translation studies and geography can improve the way they interpret and respond to each other's enduring questions about multilingualism
-historical, theoretical, or ethnographic studies on how multilingualism is perceived and practiced in one context/locality, as contrasted with another
-critical interventions on how models of language plurality are exported, circulated, or trafficked globally, and whether these are implicitly based on a set of regional and or disciplinary premises
-accounts of how and why scholars, policy-makers, SLA methodologists, or software developers may misapprehend the multilingualism of another geopolitical context
-studies of how "multilingualism" is treated as a concept or phenomenon in various languages, dialects, or cultural traditions and what these differences reveal about the emerging axia of "multilingualism studies"
Contributions of 5000-8000 words are welcome. Chicago citation style recommended, multimedia components encouraged. Please inquire or submit manuscripts at: http://cms.arizona.edu
The deadline for this call is December 31, 2013.
Contact the editors, David Gramling and Chantelle Warner at email@example.com
Also you can take a look at it by visiting http://linguistlist.org/issues/24/24-1452.html
The 27th Annual Meeting of the Society for Literature, Science, and the Arts (SLSA)
Location: University of Notre Dame, Notre Dame, Indiana (USA)
Dates: October 3-6, 2013
What does it mean to come “after” nature?
Where now is the boundary between human and nonhuman?
The planet’s poles are melting, alpine ice is in retreat, oceans are rising, island nations are disappearing, species vectors are shifting, tropical diseases are moving north, northern natures-cultures are moving into extinction. Acidification of ocean water already threatens food chains both natural and human while dead zones blossom and coral bleaches. Natural states of exception—historic wildfires, droughts, floods, “snowmageddons” and shoreline erosion—are the norm. Reality overshoots computer models of global warming even as CO2 emissions escalate faster than predicted, with no end in sight. Yet none of this has altered our way of living or our way of thinking: as Fredric Jameson noted, we can imagine the collapse of the planet more easily than the fall of capitalism.
What resources can SLSA bring to this planetary emergency? What fundamental reorientations of theory—of posthumanity and animality, of agency, actants, and aporias, of bodies, objects, assemblages and networks, of computing and cognition, of media and bioart—are needed to articulate the simple fact that our most mundane and ordinary lives are, even in the span of our own lifetimes, unsustainable? If we are now posthuman—if we have never been natural—are we now, finally, ecological?
* Note: Deadline for Submissions is May 1. Notification of acceptances scheduled for June 15.
* Timothy Morton, Professor and Rita Shea Guffy Chair in English at Rice University, author most recently of Ecology Without Nature (2007) and The Ecological Thought (2010); earlier work includes Shelley and the Revolution in Taste: The Body and the Natural World (1995); The Poetics of Spice: Romantic Consumerism and the Exotic (2010); Radical Food: The Culture and Politics of Eating and Drinking, 1790-1820 (3 volumes, Routledge 2000), and Cultures of Taste/Theories of Appetite: Eating Romanticism (Palgrave 2004).
* Subhankar Banerjee, photographer, author, activist, scientist, who has exhibited across the U.S.A., Europe, Australia, and Mexico; Banerjee’s work addresses ecocultural urgencies, including resource wars and global warming in the Arctic and in the desert. Banerjee’s books include Arctic National Wildlife Refuge: Seasons of Life and Land (2003; the accompanying Smithsonian exhibit was censored by the Bush Administration, revived by the California Academy of Science, and travelled throughout the U.S.); and Arctic Voices: Resistance at the Tipping Point (2012). He received a 2012 Lannan Foundation Cultural Freedom Award.
SLSA13 is sponsored by the University of Notre Dame College of Arts and Letters; the John J. Reilly Center for Science, Technology, and Values; The Department of English; The Department of Art, Art History & Design; The College of Science; The Center for Social Concerns; and the Joint Institute for Nuclear Astrophysics.
Call for proposals for the 2013 Annual Meeting
October 30-November 3
The Hyatt Regency, Baltimore
The AESA Program Committee for 2013 invites proposals on all topics related to the broad field of educational studies including Social Foundations of Education, its traditional scholarly domain. Proposals may be submitted for individual papers, panels, and alternative format sessions before and on April 5, 2013. The committee welcomes proposals from a full range of theoretical, disciplinary, and interdisciplinary perspectives that include the following educational emphases:
Social foundations of education
Cultural studies of education
Curriculum theory and curriculum studies
Comparative and international education studies
Educational policy and leadership
Especially welcome are proposals that bring together collaborations across academic and other educational institutions and that are specifically inter-and cross-disciplinary. While all proposals of AESA quality are very welcome, especially encouraged are those that specifically address this year’s theme (see below)—these will be a highlighted stream in the program.
For information: http://www.educationalstudies.org/conference.html
Thursday, March 14 at 7:00pm to 8:30pm
Notre Dame of Maryland Univeristy, LeClerc Auditorium
4701 N Charles St, Baltimore, MD 21212, USA
Notre Dame of Maryland University School of Education 2013 Speaker Series presents H. Samy Alim, Ph.D., associate professor of education, anthropology and linguistics and director of the Institute for Diversity in the Arts & the Center for Race, Ethnicity and Language at Stanford University.
An expert in language, literacy and youth culture, H. Samy Alim Ph.D. will explore the link between cultural identity and vernacular speech — and its impact on education. His work involves empowering teachers in nonstandard English speaking communities to transcend communication barriers and more effectively engage their students. Dr. Alim’s most recent book, co-authored with Geneva Smitherman, is Articulate While Black: Barack Obama, Language, and Race in the U.S. (2012).
The graduate students of the Department of Comparative Literature at the University of California, Irvine, invite submissions for its annual conference:
The Laboring Body
University of California, Irvine
Friday, March 15, 2013
Humanities Gateway 1030
Keynote Speaker: Nathan Brown, University of California, Davis
The last several years of global economic meltdown have reinvigorated public debate around the mechanisms of capitalism, particularly as people recognize their role in sustaining the system that exploits them. Organized labor, as well as those outside of the workforce (whether unemployed, homeless, or laboring in shadow economies), have played an important role in the Occupy movement and in uprisings in the Arab world, Europe, and elsewhere. Meanwhile, budget cuts and other austerity measures, as well as the general climate of crisis within the humanities and within public education as a whole, has produced a critical moment for student movements and academic workers throughout the world. While heterogeneous in their practices and conditions, these movements nonetheless share in common that they each have begun to organize the laboring body as a political force at the same time as it organizes itself. Recent theoretical work by thinkers such as David Harvey, Paolo Virno and Antonio Negri, to name just a few, has re- examined the role of labor, particularly as understood in the context of biopolitics.
This conference would like to address the ways in which politics is manifest at the level of labor embodied. In other words, how are bodies organized and self-organized within the system of labor at this most recent (neoliberal) stage of capitalism and the crises it currently faces? In what ways is the notion of labor being transformed when the body is no longer put to the service of capital but instead actively works against it? How do living relationships between knowledge and labor disrupt systems which create liberal conceptualizations of responsibility modeled on notions of labor, indebtedness and contractual obligation? How is labor aestheticized, and in what ways do myths or allegories of labor construct theories or reinforce ideologies of how bodies work (or are worked)? We invite papers from all who are engaged with questions of labor embodied, whether through politics, philosophy, critical theory, art, literature, film, science studies, culture or pedagogy, with a special emphasis on interdisciplinary work.
More specific topics include but are not limited to:
Labor and bodies at work in philosophy
Migration of labor (across space, discipline, time...)
Im/materiality of labor and the laboring body
Slave, multitude, collectivity, peoples, commune, individual
Gendering and racializing of laboring bodies
Reproduction (by bodies, of bodies, through bodies...)
Myths and allegories of labor and the body at work
Employment and unemployment
Free time, leisure, the labored/laboring body at rest
Resistance, occupation, the body politic, the masses
We welcome abstracts of 250-300 words, to be submitted to firstname.lastname@example.org no later than January 13, 2013. Submissions are especially welcome from those positioned outside the university (community organizers, independent scholars, recent or not-so-recent graduates, artists, and others). Presentations are to be 20 minutes in length. Please include your name, email address, departmental affiliation, institution, and phone number with your abstract. A limited amount of travel funds may be made available to out-of-town participants.
Keynote Bio: Nathan Brown's research and teaching focus on 20th and 21st century poetry and poetics, continental philosophy, science/technology studies, and recent communist theory. He has completed a book manuscript titled The Limits of Fabrication: Materials Science and Materialist Poetics and is now at work on a second book project titled Absent Blue Wax: Rationalist Empiricism in Contemporary French Philosophy. Nathan's recent writing and teaching focus on communist theory and on realigning cultural and political-economic periodization during late modernity. He has also been actively engaged in the UC struggle against the privatization of the university.
The University of Maryland Center for Advanced Study of Language (CASL) is seeking participants who speak Spanish as a native language for a language research study.
Suitable participants must have a working proficiency of English, meaning that they can talk with native speakers of English about themselves and their family, job and other familiar topics and can understand most conversations in English except when the speech is very fast.
We are contacting local educational institutions to inquire about potential sources of such participants.
Participants would be asked to:
1. Complete the Versant Pro English Speaking Test via phone at their convenience (30 minutes);
2. Participate in a research session (3?4 hours) where they will answer questions about their language background, and complete the following:
a. a self-rating questionnaire on their English listening abilities,
b. a listening comprehension test, and
c. a memory test.
The research session will take place at a location that is mutually convenient for the participant and the people running the research study. Participants will receive $95 for their time.
Do you know where we might find suitable participants, or can you refer us to someone who does? Any assistance that you may be able to offer would be greatly appreciated.
The CASL Listening Research Team
Sarah Wayland, Lelyn Saner, Amber Bloomfield, Kassandra Gynther, Stephen O’Connell, and Debra Kramasz
The School of Languages and Cultures at Purdue University is excited to announce the upcoming graduate symposium themed "Humanities and Social Change: How Literature Impacts Class, Gender and Identity." Submissions in all areas of Literary and Cultural studies are welcome.
Full details can be found at http://www.cla.purdue.edu/slc/main/news/13th%20Annual%20Graduate%20Symposium%20Poster.pdf
The University of Georgia English Graduate Organization Conference
March 23-24, 2013
Where is the line between the dainty and the horrifying in Edith Wharton's works? Between the earnest and the fantastic in Frank Zappa's? What is the effect of an expected reflexivity in Christopher Nolan's? How do different methods of communication–verbal, physical, visual–affect notions of strangeness and acceptability? When is “bizarre” art a perfectly appropriate rendering of life, and the “usual” stunningly inadequate?
The ways we interpret that which gives us pause say as much about us as they do about the work we're interpreting, or the artist responsible for its creation. Indeed, being a participant in an artistic endeavor often means having to navigate a world whose nature reveals an underlying–or unsettling–strangeness. Whether our reaction is to flee or to linger, we are forced to somehow classify people, places, and things that resist study. And behind our study are often unstable notions of the concrete, whether in the form of physical locations or intangible facts. Our conference will consider instability across multiple genres. We hope to explore the intersections of the strange and normal; of the extreme and the commonplace; of the outlandish and the merely landish; of things ghoulish and not.
Other topics might include, but should in no way be limited to:
–Where and how do certainty and instability interact?
–What role does uncertainty play in the extraction or creation of meaning?
–To what extent does a “strange” work establish its own context?
–When does genre fiction eclipse its boundaries; when do those boundaries nourish?
–What is the difference between the strange and the absurd?
–How do notions of entertainment and art affect those differences?
We seek participants from across the humanities. Interdisciplinary and creative writing submissions are heartily encouraged. Please submit panel or paper proposals of no more than 300 words to email@example.com by Monday, December 10.
Georgetown University February 9, 2013
Deadline for Proposals: November 30, 20112
We invite you to join us as we explore the possibilities located within the spaces and silences of cultural production. Spaces and silences appear as gaps in traditional canons, voices that are not disseminated, or groups who simply choose not to speak or be present. Formally, spaces and silences may manifest as poetic pauses, textual gaps, or even missing words.
How else might we explore the cultural work of spaces and silences? How does absence assert its presence? What productive conversations can form around or within gaps? Can silence work to assert agency?
We are pleased to announce our keynote speaker, George Washington English Professor Robert McRuer. We look forward to discussion that engages students from all humanities disciplines, and we encourage proposals that investigate topics from philosophical, historical, art historical, theological, literary, and/or women’s and gender studies perspectives. Themes and questions we may consider:
-Critical race studies
-Culture of academia/pedagogy
-Ethics of representation
-Hierarchies of power
-Questions of canonization
You will have 15 minutes to present your project. Speakers will be organized in panels, with question-and-answer sessions following each panel. This is an all-day event; breakfast and lunch will be provided.
Proposals (200-400 words) should be e-mailed to Annalisa Adams (firstname.lastname@example.org) no later than 12 midnight on November 30, 2012. Please e-mail proposals as Word documents or PDFs.
Popular culture makes up a large part of our society, from bestsellers, graphic novels and video games, to social media and wildly popular television series and movies. Critical scholars have viewed popular culture as an area of negotiation, in which meaning is both constructed and contested. This conference seeks to address these and other complexities in the study of popular culture.
For this interdisciplinary conference, the graduate students of the School of Languages, Literatures, and Cultures at the University of Maryland invite papers that examine and/or challenge the role of popular culture within society, history, literature, and the classroom. Papers that deal with popular culture during all historical periods and from all theoretical perspectives and departments are welcome. We especially encourage panel submissions. All abstracts and papers must be written in English. Please send abstracts of 250 words by December 20th to email@example.com.
Possible topics include but are not limited to:
(Re)Defining popular culture, subculture, and mass culture
The politics and ideologies of popular culture
Popular culture through the centuries: A historical perspective
Popular culture and Cultural Studies: Challenging the parameter
Literature these days: The success of crime, romance, and fantasy
Popular but frowned upon: The two sides of pop music
Popular Culture and sociolinguistics
Popular culture and its audience
Popular culture and identity formation
Popular culture in the context of cultural globalization
Teaching popular culture
Popular culture and the electronic age
Love, Sex, Drugs, and Rock’n’Roll: Top themes of popular culture
Pop culture within popular culture
James Simpson (University of Leeds) and Anne Whiteside (City College of San Francisco) are seeking proposals for chapters for a new edited collection "XXX" (as yet, untitled), to be edited by themselves. The book is about policy and practice in language education for adult migrants in a range of countries around the world. It comprises 24 chapters, a substantial introduction by the editors and an afterword by a guest writer. The body of the book is divided into 12 parts, corresponding to 12 different countries covered. Each part has two chapters addressing – in turn – policy and an aspect of practice in adult migrant language education in those countries.
The editors invite chapter synopses from informed and knowledgeable writers, who will possibly (and likely in the case of many ‘practice’ chapters) be practitioners. They welcome jointly-authored work. Each of the 24 chapters will be a maximum 5000 words, including references. The 12 ‘policy’ chapters will each begin with a historical perspective, tracing the trajectory of migration and then of language education policy for adult migrants up to the present day. Each ‘policy’ chapter will then discuss current political and public debates on language learning for migrants. Next it will concern itself with contemporary issues, e.g. resistance by practitioners or students themselves to unwelcome language policies for adult migrants. Writers of ‘policy’ chapters are invited to look briefly to future directions which policy might take.
The 12 corresponding ‘practice’ chapters will likewise share distinctive characteristics. Through descriptions of empirical work or case studies of practice, these chapters will each focus on an innovative aspect of practice of clear relevance to the field of language learning and migration. Authors of each chapter are asked to situate the intervention they are describing within the appropriate policy context, explaining how their project or case study relates to the broader socio-political milieu. The aim is to cover a range of specific issues through in-depth investigations of teaching and learning contexts that address those very concerns. Hence these chapters will be relevant for a broad readership, not just those who are interested in practice in a particular country.
The concerns that these chapters will address might include:
Beginner L2 literacy for adult students with little or no foundational L1 literacy;
Participatory/critical/Freirean approaches to language pedagogy for adult migrants;
Creative ways of tackling constraints/limited possibilities, e.g. large classes;
Multilingual pedagogy in migrant language classes;
Language learning for young adult migrants (e.g. in secondary schools, perhaps in countries with no established adult language education programme);
Provision in community/voluntary/non-formal settings;
ICTs, particularly mobile technology, and language learning in migration contexts;
Language education in the workplace.
In terms of coverage, the book will provide a critical comparative overview of policy and practice in migrant language education globally: in English-dominant countries; in other countries in the global ‘centre’; and also in countries considered more ‘peripheral’ but which might also be today considered more ‘flourishing’. This will allow comparisons of the diverse responses to migration as it relates to language education, not only between countries where English is dominant but also with other countries with substantial populations of adult migrants who have a need to learn the dominant language of that country. To that end, the editors aim to include sections on four countries where English is the dominant language (i.e. ‘ESOL’ countries); four countries which do not have English as the dominant language but are nonetheless in the developed west; four more ‘peripheral’/non-G12 countries. The two ‘UK’ chapters are already covered.
Synopses of around 300 words are due by 30 October 2012. Please send these as an email attachment to the editors James Simpson firstname.lastname@example.org and Anne Whiteside email@example.com . Please feel free to contact James and Anne if you would like to discuss a proposal or if you would like further details. The selection of chapters will be agreed before the end of December. Writers will provide first draft chapters by July 2013 and final drafts by November 2013. Publication will be in late 2014.
Humanities and Social Change: How Literature Impacts Class, Gender and Identity
The Symposium Committee is pleased to invite all interested graduate students, scholars and professionals to submit abstracts for the 13th Annual Graduate Symposium. This year the Symposium Committee is honored to welcome Dr. Raúl Coronado from the University of Chicago as keynote speaker.
As we focus on the influence of literature on social change, the Symposium Committee encourages the submission of papers on a variety of topics and disciplines that explore Language, Literature, and Culture.
Topics may include but are not limited to:
- Gender and sexuality
- Formation of nation
- History and identity
- Literature and visual arts
- Performance studies
- Cognitive approaches to literary texts
- Politics in literature
- Social oppression
- Exile literature
Please submit an abstract of approximately 250 words to firstname.lastname@example.org by December 7, 2012. In your e-mail submission please specify the presenter’s name, institution of affiliation, e-mail address, and phone number. Please do not include any identifying information on the abstract itself. You will be informed of the committee’s decision after January 10, 2012. A $30 registration fee will be charged for accepted papers.
We look forward to working with you!
13th Annual Graduate Symposium
School of Languages and Cultures Purdue University 640 Oval Drive
West Lafayette, IN 47907-2039
3rd International Language Management Symposium: Special Focus on Research Methodology
Sponsorship: Charles University in Prague & Academy of Sciences of the Czech Republic
Dates: September 13-14, 2013 (Fri & Sat)
Venue: Charles University in Prague, Faculty of Arts, nam. Jana Palacha 2, Prague,Czech Republic
Following on the tradition of Language Management Theory originally elaborated by J. V. Neustupný and B. H. Jernudd, the Third Language Management Symposium, sponsored by Charles University in Prague and the Academy of Sciences of the Czech Republic, welcomes papers on empirical studies of language management, defined as any sort of behavior toward language, in other words, the various forms and manifestations of attention devoted to language or its use. Papers highlighting methodological aspects of the research in language management are most welcome.
Language Management Theory (framework/model) (LMT) originated against the background of the language planning theory of the 1960s and 1970s and both Neustupný and particularly Jernudd were originally involved in this language planning research. However, they transformed this research into what has become LMT, followed by new generations of researchers. LMT focuses on the acts and activities (such as noting, evaluation) of individual speakers as well as institutions of varying complexity (families, social and political groups, schools, government ministries, media), with the aim of uncovering the relationships between the activities of speakers on the one hand and those of institutions on the other. Another important feature is that it views linguistic activities in the context of communicative and sociocultural ones (for details see J. Nekvapil & T. Sherman, eds., Language Management in Contact Situations: Perspectives from Three Continents. Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Peter Lang, 2009).
A theory of such a scope, of course, must seriously address the ways in which it reaches its findings. Thus, the question of the research methodology becomes urgent. The methods used by the scholars subscribing to LMT include some procedures of conversation analysis, various types of interviews (follow-up, stimulated recall, interaction, narrative or semi-structured) and of course the analysis of documents and ethnography in general. Further methods, used only occasionally, include focus groups and
systematic (self) observation. The main purpose of this symposium is to assess the effectiveness of the methods used by the LMT scholars when conducting particular empirical research.
The first international symposium on language management was devoted to "probing of the concept of noting", and was held at Monash University (Clayton, Melbourne) in 2008. The second symposium addressing "norm diversity and language management in globalized settings" took place at Waseda University (Tokyo) in 2011.
We invite proposals for papers which reflect any topic related to the language management framework and particularly, the special focus of the symposium. Questions for discussion include (but are not limited to): Which methods enable the researcher observe the various phases of (simple) management? Do all phases of management need to be directly observable? What are the advantages and disadvantages of elicited data and naturally-occurring data? What is the explicative value of language management summaries elicited in interviews? How is it possible to study the interplay of simple and organized management? How can the relations between linguistic, communicative and sociocultural management be captured?
Abstracts (300-500 words) should be sent to the address below by January 31, 2013. The abstracts will be evaluated by the scientific committee and the authors will be informed by e-mail by February 28, 2013.
Abstracts should be e-mailed to email@example.com
Notification of acceptance of proposals: February 28, 2013
Sau Kuen Fan (Kanda University of International Studies, Tokyo)
Björn H. Jernudd (independent scholar, Washington, D.C.)
Goro Kimura (Sophia University, Tokyo)
Helen Marriott (Monash University, Clayton, Melbourne)
Hidehiro Muraoka (Chiba University)
Jiri Nekvapil (Charles University in Prague)
Local organizing committee
Jiri Nekvapil (chair)
Marián Sloboda (contact person)
SCI will undertake three related strands of activity to explore and test new programs for the education of scholars and scholarly communication professionals. These are designed to survey needs and opportunities, develop and articulate new models, and foster the growth of collaborative networks among organizations, institutions, and sectors of the academy with a stake in graduate and professional methodological training in the humanities.
First, SCI will undertake and publish a broad survey of humanities-trained respondents who self-identify as working in alternative academic careers – as well as their employers – to illuminate perceived gaps in graduate-level preparation. The data collection period of the survey is now closed, but more information is available at the links below.
Read the full announcement
View or contribute to a public database that complements the study
Results, when available, will be announced here and posted at #alt-academy
Concurrently, working with the Consortium of Humanities Centers and Institutes (CHCI) and centerNet, an international consortium of digital humanities labs and centers, we will host a number of meetings to facilitate conversation on curricular change at the graduate level and the roles of scholarly societies, libraries, centers, and professional schools in driving that change. Our first meeting will take place in October 2012; more information for participants can be found here.
Finally, we will refine and document the Praxis Program and Graduate Fellows models of methodological training and early‐career research support offered by the UVa Library Scholars’ Lab, and explore the development of a “Praxis Network” of allied but differently‐inflected initiatives.
More information will be available here as SCI’s work progresses.
Originally posted here - http://uvasci.org/current-work/graduate-education/
CAL’s Language Policy Research Network (LPReN) invites proposals for inclusion in an LPReN-hosted colloquium for submission to the call for the International Symposium on Bilingualism (ISB9), to be held in Singapore June 10-13, 2013 (http://linguistics.hss.ntu.edu.sg/ISB9/Main.html).
The theme of the 9th ISB Symposium is 'Multilingualism', it reflects Singapore's status as a thriving language hub. Singapore is the essence of what ISB is all about as it is home to at least 20 different languages. Most Singaporeans are bilingual and many are multilingual. Due to its historical and geographical position as a meeting point of many cultures, the linguistic landscape of Singapore has long been fascinating to scholars for many decades. More importantly, Singapore is located at the heart of the world's most linguistically diverse region making it an excellent stage for the types of issues and debates we hear in ISB meetings.
For the LPReN-hosted colloquim, papers should directly reflect one of the topics below.
Language policy and ideology of bilingualism/multilingualism
Language shift, language maintenance and language loss
Multilingualism, migration and identities
This call invites both paper submissions and proposals for individual authors to serve as Chair of the colloquium. Acceptable candidates for colloquium Chair must be recognized scholars in the field of language policy, planning, politics, management, or a related field. Proposed Chair submissions should include curriculum vitae.
Proposal submissions to firstname.lastname@example.org are due by October 26, 2012.
Abstract (max 300 words each) of the individual paper
Summary (max 50 words) of the individual paper
Curriculum Vitae (only for proposed Chairs)
Language and Super-diversity Conference
University of Jyväskylä, Finland, June 5-7, 2013
Language policy in contexts of superdiversity: Policing, protecting, and/or planning diversity?
What is the relationship of trends in superdiverse language use and language policy or management? This panel seeks to raise questions and share examples of language policy and planning in relation to superdiverse language communities, as well as the diversity of agents who may influence language politics in any given place. Language planning was initially viewed as an antidote to diversity or heterogeneity, in the form of government-determined norms for "the guidance of writers and speakers in a non-homogeneous speech community" (Haugen 1959, p. 8), being implemented at the level of Nation-States (cf. Dasgupta, Ferguson & Fishman 1968). Subsequent research has increasingly viewed language policy and planning through interactive and discursive lenses, recognizing power and inequality in the development and implementation of policies (cf. Tollefson 1995; Ricento 2000; Shohamy 2006). No longer fixated on the nation-state as a unit of analysis, language policy research occurs across local, national, and transnational contexts, and considers the agency of diverse social actors in political processes (cf. Canagarajah 2005; Spolsky 2004; Hornberger & Hult 2008). While many studies have illustrated diminished linguistic diversity through restrictive language policies, a variety of language planning goals and outcomes have been described (cf. Hornberger 1994, McCarty 2002). Following the wider promotion of civil rights, and in pursuit of linguistic rights (cf. Skutnabb-Kangas & Philipson 1994), language policy has also come to be viewed as a potential mechanism for the protection of diversity, or the promotion of plurilingualism.
Considerations of diversity are prominent in language policy and planning research today, influencing both the contexts that are studied as well as the theoretical frameworks used to understand them. Scholarly frameworks that seek to describe language policy as a social phenomenon recognize the influence of multiple actors with varying agendas at all levels of the political process. As a socially-engaged field, LPP attempts to provide equitable education and other social services, and superdiverse populations are often seen as a challenge in this endeavor. This panel aims to explore language policy and planning in linguistically diverse contexts, drawing on empirical examples of policy in practice in a variety of settings. We also welcome papers that raise theoretical concerns about governance in the current era of pluralist nation-states, transnational alliances, and neoliberal economic influences.
Case studies and/ or theoretical papers may address this issue from a variety of angles, including:
· Attempts to create language policy that is appropriate to superdiverse contexts
· Impacts of language policy in a superdiverse context, across multiple contexts, or among different social actors
· Diverse agents of language policy in an era of increased transnational exchange
· Issues of planning, management, regulation and democracy in pluralist contexts
· Theoretical or methodological approaches to understanding language policy
Terrence Wiley, President at the Center for Applied Linguistics, will serve as discussants for this panel. In addition to the individual papers, there will be time allocated for discussion and debate on current directions in the field.
Abstracts of no more than 300 words should be sent to email@example.com by November 1st. Please include your name, affiliation, and contact information. All submitters will be contacted with decisions by November 10th. Please feel free to contact Haley De Korne (firstname.lastname@example.org) with any questions.
Please note that LPReN’s capacity is limited to organizing colloquia; we regret that we are not able to provide funding for participants who are invited to participate. We encourage all applicants to seek funding from other sources available to them as early as possible.
University of Jyväskylä, Finland
June 5-7, 2013
The aim of this international conference is to investigate the perspective and potential offered by super-diversity to language study – to, for example, linguistics, sociolinguistics, sociology of language, linguistic anthropology, applied linguistics, discourse studies, new literacy studies, pragmatics, ethnography and multi-modality.
The conference provides a forum for researchers to explore the forms, processes, practices and effects of super-diversity and the multi-faceted challenge it poses to language study, calling forth a revision of some of its key tools – its theoretical apparata, methods of data gathering and analytic concepts.
The conference is organized by the Department of Languages and the Centre for Applied Language Studies, University of Jyväskylä, and the International Consortium on Language and Super-diversity.
* Michael Silverstein (University of Chicago)
* David Parkin (University of Oxford)
* Christopher Stroud (University of Western Cape)
* Sirpa Leppänen (University of Jyväskylä)
Invited round-table discussion on Language and Super-diversity
* Jan Blommaert (University of Tilburg)
* Ben Rampton (King’s College)
* Karel Arnaut (Max Planck Institute for the Study of Religious and Ethnic Diversity)
* Jens Normann Jørgensen (University of Copenhagen)
* Robert Moore (Penn Graduate School of Education)
* Cécile Vigouroux (Simon Fraser University)
Deadline for abstracts: Panel proposals, November 15, 2012; paper and poster proposals, December 15, 2012
More information can be found here -
Date: 11 April, 2013 - 12 April, 2013
Location: Avenue Campus, University of Southampton
Hosted by the Centre for Applied Language Research, University of Southampton, UK
in collaboration with:
•University Council for Modern Languages
•AILA Research Network on "Study Abroad and Language Acquisition"
•Centre for Languages, Linguistics and Area Studies
Paper and Poster Abstract Submission Deadline: 5th November, 2012
Paper and Poster Notification of Acceptance: 11th January, 2013
•Jim Coleman, Open University, UK
•Celeste Kinginger, Pennsylvania State University, USA
•Ulrich Teichler, University of Kassel, Germany
Study/ residence abroad is a major and growing feature of higher education today, with an estimated 3.7million students participating annually. The European Union has set a target of 20 per cent of students undertaking some form of study/residence abroad, and some countries are already surpassing this level.
Study/ residence abroad can be a life-changing experience for participants, leading to academic, cultural, intercultural, linguistic, personal and professional gains (BA-UCML, 2012). At the same time, in the UK some student groups remain reluctant to participate, and those who do participate benefit from the experience to varying degrees. The design of programmes and support systems for students abroad can significantly affect their experience and the benefit they derive from it.
This conference arises from “LANGSNAP”, a project funded by the Economic and Social Research Council (research award number: RES-062-23-2996) , based at the University of Southampton from 2011-13, which has tracked a cohort of Anglophone students during residence abroad in France, Spain and Mexico, and studied their social integration and its consequences for their linguistic development in varying settings. The conference is intended for researchers on language learning/ multilingualism, program administrators, and educational professionals interested in residence/study abroad and interactions between social processes and language development. One major strand of the conference will focus on language learning during residence abroad, and will include presentation of LANGSNAP project results alongside other research presentations. A second strand will focus on issues to do with the design and effective management of residence abroad programmes. The conference will be preceded by a business meeting of the AILA Research Network “Study Abroad and Language Acquisition”.
The conference will take place at the Avenue Campus, University of Southampton, United Kingdom. Details of the location are available at: http://www.southampton.ac.uk/visitus/campuses/avenue.html
Call for papers:
The organizers invite proposals for papers and posters related to residence/study abroad, relevant to these two main strands. Both research-oriented presentations, as well as informational presentations on innovative programmatic features of residence/study/ work experience abroad programs and support materials are welcome.
Please include a title, abstract (300 words), and short summary (50 words) for both paper and poster submissions. Paper sessions will last 30 minutes (20 minute presentation followed by 10 minutes for questions). There will be two poster sessions, one on each day. Poster presenters will have 45 minutes to present their work.
More information can be found here - http://www.llas.ac.uk/events/6649
The International Linguistic Association (ILA) invites you to its 58th annual conference to be held at Kingsborough Community College at the City University of New York, April 12-14, 2013. The conference co-chairs are Alice Deakins, Cathy McClure and Kate Parry.
The theme of the conference is English – Global and Local. Over the past half century English has become ever more widely spoken across the globe, and at the same time multiple and increasingly distinctive varieties have emerged. Both phenomena have given rise to questions and controversy. What accounts for the spread of English? Is it to be considered entirely or mainly a product of political, economic, or cultural imperialism? Or is it better explained as a result of social and economic change at the local level? How do we account for the development of local varieties? How should those varieties be handled in formal education and in literature? What is the significance of English and the diverse English languages for the political and social identities of people in different parts of the world? What are the consequences of the dominance of English for the use of other languages?
Call for Papers:
Proposals on these and related questions are particularly invited. We also welcome proposals in other areas of linguistics and on other languages. The submission deadline is January 14, 2013. Time allotted for presentations will be 20 minutes for delivery of the paper plus 5 minutes for discussion.
Proposals may be made for 1) paper presentations, 2) panel presentations, or 3) poster presentations.
To make a proposal for a paper or poster presentation, please send an abstract of 300 words or less, specifying at the head which kind of presentation it is for.
Proposals for panel sessions must include an overall summative abstract for the panel as well as abstracts of all the individual papers. Each abstract should be no more than 300 words long. An individual panel session can run up to 2 hours; please specify your preferred length.
Please check back for more information or email Conference Co-Chair, Professor Cathy McClure, at the following email address: email@example.com, or Annika Wendt at firstname.lastname@example.org.
More information can be found here - http://ilaword.org/site/annual-conference/.
25-26 October 2012
This conference will explore the forms and functions of the constructed environment during a time of dramatic and at times disruptive change. The conference is a cross-disciplinary forum which brings together researchers, teachers and practitioners to discuss the past character and future shape of the built environment. The resulting conversations weave between the theoretical and the empirical, research and application, market pragmatics and social idealism.
We are inviting proposals for paper presentations, workshops/interactive sessions, posters/exhibits, or colloquia. Proposal ideas that extend beyond these thematic areas will also be considered.
Virtual participation is available for those who are unable to attend the conference in person. Proposals for virtual presentations may be submitted at any time, up to the start of the conference. All conference registrants (in-person and virtual) may also submit their written papers for publication in the refereed International Journal of the Constructed Environment.
For information, visit http://constructedenvironment.com/the-conference/call-for-papers.
THATCamp stands for “The Humanities and Technology Camp.” It is an unconference: an open, inexpensive meeting where humanists and technologists of all skill levels learn and build together in sessions proposed on the spot.
October 13-14, 2012
Plangere Writing Center, Murray Hall
New Brunswick, New Jersey
For additional information/application visit - http://theory2012.thatcamp.org/
Topics of interest for the Year of 2012 (volume XII):
Preventing and combating of social exclusion
Interventions at the level of the disadvantaged groups
Access to education
Improving the situation of Minorities, Immigrants, Vulnerable People
Rehabilitation of persons who committed penal deeds
Community Justice Administration - Community Policing, Probation, Prison
Modern Administration of Urban/Rural Areas
Best practices in social projects implementation
Assessment of socio-economic projects
Families challenges in modern societies
Social and/or rural entrepreneurship
For details - http://www.jppc.ro/?lang=en&page=instructiuni
Host: Association of Latino Administrators and Superintendents (ALAS)
Date: August 8, 2012
Location: JW Marriott Washington DC, 1331 Pennsylvania Avenue NW, Washington, DC 20004
A review of research and 2010 census data reveals that for the past decade, the U.S. has been facing profound changes in our demographics. These seismic shifts impact the global labor market, educational progress, and economic development. The 2012 National Convening on the Educational, Economic, and Social Challenges Facing Hispanic Youth” will bring together the diverse worlds of business, finance, education, health, and philanthropy.
Set for August 8, 2012 in Washington DC, the Association of Latino Administrators and Superintendents (ALAS) will host a “National Convening on the Educational, Economic, and Social Challenges Facing Hispanic Youth.” This event will challenge thought leaders across a wide range of disciplines to devise fresh solutions to some of our country’s biggest challenges:
English Language Learners
Equity in Leadership
The Role of State and Federal Government
To confirm your participation in this event, please register online at https://www.123signup.com/event?id=svkbg. In order to cover the convening costs, this one-day summit is offered at a registration fee of $195 per person. Travel and accommodations are the responsibility of each attendee.
ASALH’s Black History Bulletin (BHB) is planning for a special issue to commemorate the Civil Rights Movement. The BHB is dedicated to enhancing teaching and learning in the area of history. Its aim is to publish, generate, and disseminate peer-reviewed information about the African American experience in U.S. history.
The BHB welcomes articles and lesson plans (including pullouts, ranging from teacher “how-to” to biographical and/or informational pieces about African Americans for students to read) written with a focus on:
*middle school history
*high school history
*teacher preparation in social studies methods
Articles should be no more than 7 double-spaced pages, including endnotes. Cover letter should include the title of your manuscript, your name, your postal address, email address, phone number, and fax number. The Chicago Manual of Style must be used for citations.
Direct all queries to the guest editor, Kaye Wise Whitehead, at email@example.com
Deadline for submission of articles and lesson plans is February 28, 2013.
The 2012 Facing Race Conference takes place in Baltimore, MD from November 15-17. Join us for the premier national, multi-racial gathering of leaders, educators, journalists, artists, and activists on racial justice.
Facing Race will be co-emceed by comedian W. Kamau Bell and social media maven Deanna Zandt, with a keynote speech by Pulitzer Prize-winning author Junot Díaz.
In addition to a stellar line-up of plenaries and keynotes, new conference sessions are being added! The conference is intersectional and interdisciplinary by nature, but there are three main tracks to help you plan your schedule. Focus on one track, or mix and match sessions that catch your interest! Session tracks include:
Arts, Media & Culture
Culture and creativity are key tools for justice! Theater, storytelling, and comedy can teach us lessons about social change. Workshops using improvisation and interactivity will give you new ways to fight against inequity.
Perfect for: activists, artists, bloggers, cultural workers, educators, media makers, and journalists.
Organizing & Skill-Building
Creating alliances across communities is not easy. Hear examples of successful coalitions across races, classes, nations, and generations. Activists share their insights for productive organizing models and relationship-building across boundaries.
Perfect for: activists, educators, organizers, and nonprofit workers.
Research & Policy
Research doesn’t just live on a bookshelf. Hear case studies, practical applications and connections between activism and policy. Connect with a community working at the intersection of research and action.
Perfect for: academics, advocates, government agencies, lawyers, policy makers, and researchers.
Remember to use code "FR12List" for 10% off general registration!
Register here - https://www.eiseverywhere.com/ereg/newreg.php?eventid=32931
Spaces and Politics of Education
University of Helsinki, Finland (multicultural education)
Research Associate – ENSA Paris-La-Villette, GERPHAU LAVUE 7218
Research Associate – University of Geneva, Institute of Environmental Sciences – Globalization, Urban Planning, Governance
How should we learn to be prepared for a hypermobile world, where physical, mental and digital shifts become mainstream, where people from different horizons (are made to) meet and mix? What contributes to teach individuals how to adapt to unforeseen situations and to become innovative and influential in relation to the world’s interculturality, but also to its environment, knowledge and economy?
It is the intention of this volume to tell a narrative about what makes successful learning ecologies and thus education effectiveness. In the contexts of compulsory education, higher education, further education and lifelong learning, the design of spaces and the built environment matter as much as the politics of education. As such spaces and buildings do have social, political and educational functions, which cannot be ignored: they are never impartial. With the increase in online education, learning ecology becomes even more complex. What key aspects should actors involved in education (not) take into account?
Spaces of education need to perform and contribute to the larger agenda set by politics. For example, education should be provided by taking into account a diversity of actors (learners, educators, parents, decision-makers…) from different backgrounds and with different needs and power, whose points of view on what education is about might also differ. Today the notion of diversity pervades business, tourist, media and education discourses. Though it often signifies essentially the foreign other, in this call for chapters diversity is pluralized (diversities) and refers to diversities ‘within’ the Nation-State and from ‘outside’ the Nation-State. Diversities within can be based on language, geographical space (countries, regions, cities), but also gender, worldview, social position, and/or the combination of all these. Diversities concern people but also spaces and/or objects - any of which can become an actant of learning ecosystems.
In our times of accelerated globalization one may want to ask if there is such a thing as national learning ecology? If this is the case, what do we do with international/supranational exchange programs, educational institutions and online/distance learning? Another question could be: what about the “intercultural” and/or diversities, (how) are they represented in educational buildings/design?
The main interest is in the potential influences of diversities on how educational institutions are designed and constructed. For example, are migrant children or learners taken into account when designing or decorating a classroom (Shanon & Cunnigham, 2009)? What about ergonomics for the disabled (Martins & Freire Gaudiot, 2012)? Besides as delivering courses within online virtual worlds such as 3D Virtual Learning Environments (3D VLES) is becoming more and more common, how do diversities fare in these contexts (Saleeb, 2012; Ogan, 2012)?
As education is also becoming more and more transnational, a new trend in education is to export it. Can educational architecture and design be exported? If yes, can they just be transferred elsewhere or do they need to be modified?
Interested authors may wish to tackle any of the following issues:
-How can learning ecology contribute to the success of all learners?
-(How) do design and architecture for diversities in education affect learning (Fisher, 2010)?
-How can learning ecology contribute to a move from teacher-centeredness to student-centeredness? Can it allow more differentiation?
-Is there a link between classroom design, diversities and curricula?
-How do learners and teachers perceive diverse design and architecture in educational contexts? What are the potential impacts on their identities?
-Who decides who is represented in design and architecture? Parents? Teachers? Students? Decision-makers? Etc. Whose needs are taken into account?
-Is there a special link between e.g. special needs education, inter-/multicultural education and learning ecology?
-Does/can mobile education take into account diversities?
-What about learning and mobility/migration: mobile schools, the city as a classroom, distance learning, etc.?
-What is the history of learning ecologies? For example how did the open-classroom movement, which originated from Britain, fare? What is left of it?
1. Proposal to be submitted: September 20th 2012
Authors are invited to submit in English a proposal including a 300-word abstract, a basic bibliography and a short biography of the author(s). Please send proposals to both editors by September 20th 2012: firstname.lastname@example.org & email@example.com. The proposals should clearly explain the theoretical positioning and concerns of the proposed chapter and include a short description of a corpus – where applicable.
2. Full chapters to be submitted: January 15th, 2012
The collection of chapters will be published with Cambridge Scholars Publishing (series: Post-intercultural Communication and Education, cf. http://www.c-s-p.org//Flyers/series_24.htm)
MATEʼs 33rd Annual Conference - “Gender Issues in Language Teaching” - Marrakech
28th -31st January 2013
MATE is pleased to announce that it will hold its 33rd Annual Conference on
“Gender issues in Language Teaching” in Marrakech from Monday January 28
until Thursday 31, 2013.
Gender issues have been a neglected area in language teaching not only in
Morocco but elsewhere, too. MATE, which has been at the forefront of efforts to
enhance language education in Morocco, realizes the need for all stakeholders in
language education to come together to discuss and debate gender issues such
• Sexist language in the language classroom;
• Gender-neutral language;
• Sexism within textbooks;
• Empowering women through ELT/ELL
• Tales/ jokes as a source of gender stereotypes.
The conference will also be a forum to reflect on practices that aim to promote gender equity in education.
Being keenly aware that (i) gender issues cover such a broad range of social
theory and pedagogical practice and (ii) there is a pressing need for gender related
activities for classroom practice, MATE, one of whose aims is to empower
educators, females and males alike, invites all those interested in language
education and NGOs to contribute towards exploring the theme of the
conference in either English or French or Arabic.
The conference will feature:
Four keynote speeches, one every day
A book exhibit
Additional Information about submissions to come.
The Working Papers in Educational Linguistics (WPEL) is a student managed
journal that publishes data-driven research by students and faculty. WPEL is
abstracted on LLBA and ERIC databases and it is distributed to more than one
hundred universities worldwide. WPEL accepts submissions from all
members of the University of Pennsylvania community and beyond, in any
language for which we have editorial staff available (please contact us for
current information). WPEL is dedicated to exchanging ideas and sharing both
quantitative as well as qualitative research findings among scholars. For
further information, including submission guidelines, visit our website:
Topics of interest: second language acquisition, sociolinguistics, interlanguage
pragmatics, language planning and policy, literacy, TESOL methods and
materials, bilingual education, classroom research on language and literacy,
discourse analysis, linguistic anthropology of education, computer assisted
language learning, language and gender, language and the professions, and
language related curriculum design.
Submission Deadline for Fall 2012: July 1st, 2012
Send submissions via email & questions to: firstname.lastname@example.org
PLEASE RSVP to email@example.com.
Thursday, May 10, 2012 5-8 pm
ACIV A Wing, 4th Floor
Date: June 18-22, 2012
Location: Prague, Czech Republic
Contact: Oliver Engelhardt
Contact Email: firstname.lastname@example.org
Meeting URL: http://linee.info/linee/events/training-institutes.html
Following the success of the LINEE project's Training Institutes in
Brussels (2007), Bolzano (2008) and Prague (2009, 2010 and 2011),
doctoral students researching various aspects of multilingualism in
Europe will once again meet for the exchange of ideas and training.
They will be provided with the opportunity for interaction with
renowned resource persons, both local and from abroad, in a number of
different settings (lecture and seminar settings, poster sessions,
informal encounters, meals). Prague, a city known in particular for
its aesthetic value, has been a symbol of intellectual and cultural
engagement and language studies for decades. Since 1989, it has been
gradually developing into a site of emerging multilingualism, the
experience of which participants in the Training Institute are invited
- Language, Culture and Identity
- Language Policy and Planning
- Multilingualism and Education
- Language and Economy
- Galina Bolden, Rutgers, The State University of New Jersey, USA
- Rita Franceschini, Freie Universitaet Bozen / Libera Universita di
- Patrick Studer, Zuercher Hochschule fuer Angewandte Wissenschaften,
- Iwar Werlen, Universitaet Bern, Switzerland
Students will also have the opportunity to interact with local experts
in the areas of multilingualism in the Czech Republic.
Qualified applicants will be students working on a Ph.D. degree. All
participants are expected to present a poster. The subject of the
posters may be the participant's doctoral research or other projects
in which the participant is involved. Acceptable topics are those
which relate to the four thematic areas. To apply, please send
abstracts of approximately 250 words to Oliver Engelhardt at
email@example.com by May 20, 2012.
There is no fee for participation. However, participants cover their
own travel, accommodation and meal costs.
The Training Institute will take place at the Faculty of Arts, Charles
University, located in the historical heart of Prague. From the
faculty, there are exquisite views of the Prague Castle and Vltava
River. Participants will have access to the internet and the faculty
library. In the vicinity of the faculty, there are a number of
restaurants where the participants can have lunches and dinners.
Participants are free to arrange their accommodation, choosing from a
broad range of options, either in the historical center of Prague, or
in its surroundings. There will also be the option of ordering
Faculty of Arts
Charles University in Prague
nam. Jana Palacha 2
116 38 Praha 1
Jiri Nekvapil (chair)
Oliver Engelhardt (contact person)
The 2012 International Symposium on Cultural Diplomacy
(Berlin, Geneva, Washington D.C., June 1st - June 29th, 2012)
In the year 2011, the international community witnessed historical events that changed the political landscape of the globe, ranging from the Arab Spring, to the “Occupy Wall Street Movement” and other protest movements around the globe. These transitions and protests were all facilitated and supported by the use of modern technology and the social media. These events represent, each in their own specific context, the people’s will for a change, whether it is political, economic or social and their unified demand for more equality and justice.
The events were each highlighted by the possibility for the people to better organize themselves and express their will through the social media, allowing them to gather millions of supporters around them within a very short period of time. When one compares these transitions to similar historical events, one can see that such changes have traditionally taken many years, rather than days, however once they do occur, they are sustainable and broad changes that are not then reversed.
The ICD therefore decided to focus the 2012 International Symposium on Cultural Diplomacy on this common goal of the public for more equality in the political, economic and social spheres. The Symposium will be divided into four main themes and will be hosted in three major international cities, which were chosen due to their relevancy to the theme of the conference. The Symposium will analyze the current global situation as well as future trends, strategies and the potential to counter political, social and economic inequality in the world.
We are accepting applications for the following events:
(To apply please visit: http://www.culturaldiplomacy.org/index.php?Application-Forms )
The International Symposium on Cultural Diplomacy 2012 – “Social & Cultural Inequality: Innovative Strategies to Promote Access to Human Rights and Equalize Globalization” (Berlin, June 1st - 4th, 2012) www.icd-internationalsymposium.org
The International Symposium on Cultural Diplomacy in Geneva 2012 – "Cultural Diplomacy & Sustainable Development" (Geneva, June 13-15th, 2012) www.icd-international-symposium-geneva.org
The 2012 International Symposium on Cultural Diplomacy & International Economics – "Political & Economic Inequalities: Bridging the Gap between Civil Society and the Public & Private Sectors" (Berlin, June 20th - 22nd, 2012) www.iscdie.org
The International Symposium on Cultural Diplomacy in the USA 2012– "Cultural Diplomacy, National Security and Global Risks: The Use of CD to Bridge the Gap between Civil Society and the Public & Private Sectors in an Age of Digital Diplomacy" (Washington D.C, June 26th - 28th, 2012) www.icd-international-symposium-usa.org
The National Foreign Language Center (NFLC) at the University of Maryland is a research institute dedicated to promoting communication within the United States in languages other than English.
If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email firstname.lastname@example.org. Submit your current resume or CV with your language in the subject line.
We are currently working on a project that provides adult language learners with interactive online tools to reinforce their foreign language skills. We focus on less commonly taught languages. We are currently looking for several individuals to help us launch projects in the following languages:
Native, or near-native, proficiency in the target language
Ability to conduct Internet research and submit Word documents and/or audio files
Knowledge of ILR scale of language proficiency
Specifically, we need educated native speakers of these languages (or individuals with equivalent proficiency levels) to review online activities and cultural notes for online foreign language learning modules for their native language using software we provide. In addition, we are looking for speakers to find authentic reading and audio passages, to record audio files, and to perform various editing tasks in these languages.
The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States, or reside and work outside of the United States.
We are pleased to announce that the advisory board for the NMC Horizon Report > 2012 K-12 Edition has completed the work that has resulted in the selection of the six topics for this year's report. This report is a collaboration with the Consortium of School Networking (CoSN) and the International Society for Technology in Education (ISTE).
We are interested in learning about any kind of research, pilot programs, innovative projects, or faculty work happening at your school in any of the six areas listed below. Our goal is to help readers understand the potential impact of these technologies and their applications on teaching, learning, or creative inquiry in K-12 education.
Here are the six areas identified for this year's report:
Time-to-Adoption Horizon: One Year or Less
* Mobile and Apps
* Tablet Computing
Time-to-Adoption Horizon: Two to Three Years
* Game-Based Learning
* Personal Learning Environments
Time-to-Adoption Horizon: Four to Five Years
* Augmented Reality
* Natural User Interfaces
The Time-to-Adoption Horizon indicates how long the advisory board feels it will be until a significant number of schools are providing or using each of these technologies or approaches broadly. Of course, a number of innovative faculty and schools are already working in some of these areas, and those are the very efforts we want to highlight. Of special interest are any activities that have a significant web presence so that a URL might be included in the report.
How to Participate
If you know of examples we could include, please use the brief web form at http://go.nmc.org/projects to tell us about them. We ask for a title, a URL, and a one- or two-sentence description; you also will need to select which of the six topics your example falls under. The process takes about two minutes.
We hope to have your examples by Monday, April 16, but no matter what, we'd love to hear about what you are doing! All we really need is a sentence of description and a URL — we'll do the rest.
In a related event, the NMC will be holding our second NMC Horizon Project Photo Contest.
Do you like crowd sourcing and photography as much as we do? Then show us what you got by entering the NMC Horizon Project Photo Contest! This is your opportunity to submit a potential cover image for the NMC Horizon Report > 2012 K-12 Edition. The photos will be posted anonymously in a Facebook album, and the one with the most "likes" on Facebook will win. The NMC Horizon Report series has an international readership of over one million and growing, and the cover image for each edition is featured across hundreds of websites and news outlets.
Submit up to two photos that represent the future of technology and innovation in K-12.
Agreement to release your photos to the NMC
Your entry in the contest constitutes your agreement to allow the use of your photos together with your name in the print and electronic versions of the NMC Horizon Report > 2012 K-12 Edition, on promotional web and social media materials, on the NMC iTunes U page, and on NMC.org. Entrants retain ownership and all other rights to future use of their photographs.
Photographs should be submitted electronically at maximum resolution in JPEG form, or 300 dpi in TIFF form. Only color photos will qualify; no black and white photos will be accepted. Any images not following this format will not be considered.
Release required for Identifiable People
If people are identifiable in the photo, the contest participant is responsible for the consent of the parties involved. If a photo is selected for print that includes identifiable persons, the photographer must submit a release form from the person or persons in the image with the name, address, and signature of the parties on the release form.
Previously published material for which non-exclusive rights were granted may be entered as long as you still warrant that you retain full rights to the photo. You must disclose when and where the photo appeared previously upon submission.
Photos must be submitted electronically by end of day Friday April 20, 2012.
Up to two photos per entrant can be submitted. Submit your photo(s) to email@example.com with the subject: NMC Horizon Project Photo Submission, and if the file is too large we'll work with you to retrieve it through Dropbox or another file sharing service.
Have questions? Email firstname.lastname@example.org
2012 Theme: Reclaiming Our Bodies: Confronting Oppression & Celebrating Ourselves
No matter where you go, or the body you inhabit your body is supervised, policed, governed, judged, legislated, assumed upon and about. This year’s conference seeks to interrogate expectations, explore solutions and share successful strategies.
Visions in Feminism is a Washington, DC-based collective of people brought together by the common goals of social justice, and feminism. Each year Visions in Feminism seeks to provide a forum for diverse perspectives on feminist praxis. The conference not only sustains a feminist dialogue that will keep the movement relevant, but also hopes to inspire action by those in attendance. This action is intended to bring about the critical changes necessary in destabilizing the institution of patriarchy and other forms of oppression. Visions in Feminism brings together speakers, attendees, and organizers in an attempt to build a larger and stronger feminist community. The Visions in Feminism conference is been co-organized with the Women’s, Gender & Sexuality Studies Program at American University.
The conference is taking place on March 24th, at American University.for the conference is a sliding scale of $10 – $15 in advance and $15 for day-of registration.
American University Ward Building
(wheelchair access on the side of the building facing the University’s quad)
4400 Massachusetts Ave NW
Washington, DC 20016
The registration starts at 9 a.m. and workshops start at 10. The entire conference details will be posted soon on the site: http://www.vifcollective.com
You can register the conference through Paypal on our website, and/or list yourself as attending on Facebook http://www.facebook.com/events/235580639868177/
Educators’ Perspectives on the Palestinian-Israeli Conflict
A Peace Cafe
Scholars and peace activists discuss their book: Examining Education, Media and Dialogue under Occupation: The Case of Palestine and Israel
When: Sunday April 1st @ 9:00-11:00 AM
Where: Peace Café at Bus Boys and Poets
14th and V Streets NW
Washington DC 20009
In his endorsement of the book Jimmy Carter, Former President of the United States of America and author of ‘Palestinian Peace Not Apartheid’ stated:
This book is a unique compilation from a wide range of experts that explores how creative dialogue and education can be used to promote a just Palestinian peace - not apartheid - in the Middle East.
Chapter authors come together on April 1st at the Peace Café to discuss their own hyphenated identities as Palestinian-American, Jewish-American, and Asian-American peace activists and to critically analyze the Palestinian-Israeli conflict through the lens of educators. They also discuss the prospects for hope.
Nader Ayish, PhD, is an educator with over 21 years of experience. He currently teaches graduate students at George Mason University and American University as well as middle school near Washington, DC.
Ilham Nasser is an associate professor in the College of Education and Human Development at George Mason University. She has facilitated dialogue groups amongst Palestinians and Israelis and conducted research on the use of language to promote peace and justice in Palestine and Israel.
Sandra Silberstein is professor of English at the University of Washington, Seattle. She is a founding member of Seattle’s Middle East Peace Camp Community, and the author of War of Words: Language, Politics and 9/11 and Techniques and Resources in Teaching Reading.
Shelley Wong is an associate professor at George Mason University in Multilingual Multicultural Education. She is a past president of Teachers of English to Speakers of Other Languages, Inc. (TESOL International Association). She is the author of Dialogic Approaches to TESOL: Where the Ginkgo Tree Grows.
Hoffberger Center's Annual Ethics Week, March 5-10: 'Eco-Ethics, Sustainability and the Environment'
February 21, 2012
Contact: University Relations
The University of Baltimore's Hoffberger Center for Professional Ethics will host its annual Ethics Week, March 5-10, at various locations on the UB campus. This year's theme, "Eco-Ethics, Sustainability and the Environment," will explore the ethical underpinnings of the movement toward a greener, more equitable future—in the ways we build things, take care of our natural resources, and, ultimately, in how we take care of each other. All events are free and open to the public, but reservations are requested for all attendees.
Tuesday, March 6, 2-3:20 p.m.: "Silent Spring," a panel discussion to be held in the M. Scot Kaufman Auditorium in the William H. Thumel Sr. Business Center, 11 W. Mt. Royal Ave.
The discussion will feature Christopher Justice, lecturer in the School of Communications Design; Stanley Kemp, assistant professor in the Division of Science, Information Arts and Technologies; Rita Turner, a faculty member specializing in environmental education and ecoliteracy at UMBC; and Noah Cincinnati, a historian whose expertise is in environmental history.
2012 marks the 50th anniversary of Rachel Carson's landmark book, Silent Spring. The panel will consider the book as a policy narrative and how it sparked the environmental movement and led to the establishment of the Environmental Protection Agency in 1970.
An R.S.V.P. is requested for all events. To do so, call the Hoffberger Center at 410.837.5379 or send an e-mail to email@example.com.
Abstracts of approximately 250 words for papers of 20 minutes presentation duration, and suggestions for panels consisting of three panelists each are welcome and should be e-mailed along with a short bio-note (50 words), as well as a contact address and one or two key-words related to the area of research.
E-mail Professor Erling Christensen the abstracts at firstname.lastname@example.org. The abstracts are due between February 15, 2012 to March 15, 2012. Final notification of selection will be communicated between March 1, 2012 to April 1, 2012. Final papers are due May 15, 2012.
Please indicate which topic area you wish to present in:
Research Issues; or
For more information, see website: http://refugeeconference.kwantlen.ca/
Please save the date for an event to celebrate the on-going career, and mark the retirement, of:
Dr. Jodi Crandall
Professor Emerita at UMBC and Former Chair, Department of Education
Former Director of the Language, Literacy, and Culture Ph.D. Program
Former Co-Director of the MA TESOL Program
Past President of TESOL, WATESOL, and AAAL
Member of the Board of Trustees/Former Vice-President of the Center for Applied Linguistics
The event will be held on April 25, 2012 from 5 to 8 pm on the 7th floor of the Albin O. Kuhn Library.
Crandall will give a short, retrospective talk on her work in applied linguistics, followed by a sharing of tributes by current and former colleagues and students as well as a light reception. If you would like to contribute photos or stories to the reception, please send them to email@example.com.
A fellowship in Crandall’s name to support faculty, student and alumni collaborative research will be announced during the event. Information about donating to this fund, as well as more details on the event, will be available in early March.
In response to a number of requests, we are happy to announce a two-week extension to our original submission date; that is, from Friday 17 February to Friday 2 March 2012.
We continue to solicit either full papers (10-15 formatted pages), short papers (3-5 formatted pages), and/or panel proposals.
To submit a paper and/or panel proposal, please find your way to www.catacconfernce.org, click on the Submissions tab, and then find the red-lettered "Click here to submit your papers and panel proposals" which will take you to the submission site.
Please note that the deadlines for notification of acceptance and submission of final accepted papers will also shift. Further information regarding accommodation, travel, payment of registration fees, list of reviewers, etc. will also be available within the next two weeks.
We look forward to receiving your proposals and to welcoming you to Aarhus - the happiest city in this happiest country in the world - in June.
Charles Ess (IMV, Aarhus University, Denmark)
Chair Fay Sudweeks (Professor Emerita, Murdoch University, Australia), honorary chair
Herbert Hrachovec (University of Vienna, Austria) Leah Macfadyen (University of British Columbia, Canada)
Jose Abdelnour Nocera (University of West London, UK)
Kenneth Reeder (University of British Columbia, Canada)
Ylva Hård af Segerstad (Gothenburg University, Gothenburg, Sweden)
Michele M. Strano (Bridgewater College, Virginia, USA)
Andra Siibak (University of Tartu, Estonia)
Maja van der Velden (University of Oslo)
Upcoming conference February 29th on new technologies and what it means for a future of innovation: Tinkering With Tomorrow: Will the DIY Movement Craft Our Future?
New technologies are making it easier than ever to turn an idea into a reality. 3D printers, open-source software, hackable products, and collaborative communities have turned traditional tinkering into a full-scale “maker movement” that allows – and encourages – everyone to tap into their inner entrepreneur. Can this movement usher in a new age of innovation? Will hackers have a profound impact on the economy? And if so, are we prepared for it?
Conference panel of experts including: Tim Wu (Columbia Law School); Tom Kalil (White House Office of Science and Technology Policy); David Plotz (Slate); Jeff Howe (author); Annie Lowrey (New York Times), and more...
On Twitter? Join the conversation at #diyfuture.
Wednesday, February 29, 2012 - 12:15pm - 5:00pm
New America Foundation
1899 L Street NW Suite 400
Washington, DC 20036
Further information here: http://www.newamerica.net/events/2012/tinkering_with_tomorrow
CARFMS12: Restructuring Refuge and Settlement
May 16, 2012 – May 18, 2012
CARFMS12: RESTRUCTURING REFUGE AND SETTLEMENT: RESPONDING TO THE GLOBAL DYNAMICS OF DISPLACEMENT -
Conference organized by The Canadian Association for Refugee and Forced Migration Studies (CARFMS). Hosted by Centre for Refugee Studies (CRS) York University, Toronto, Ontario, Canada. May 16-18, 2012
The Sixth Joint Conference of APACALL and PacCALL to be held at
Beijing Foreign Studies University, Beijing, China
18-20 October 2012
Call for Proposals:
GLoCALL 2012 invites proposals for presentations that are related to computer-assisted language learning (CALL). Proposals for ‘Papers’ (35 minutes), ‘Workshops’ (80 minutes), ‘Symposia’ (80 minutes), ‘Posters’ and 'Virtual Presentations' should be submitted to http://glocall.org/openconf2012 by 16 April 2012. Proposals are encouraged within the sub-themes below, but are not limited to:
* application of technology to the language classroom
* localizing Internet materials to the classroom
* using the Internet for cultural exchange
* managing multimedia/hypermedia environments
* e-learning, collaborative learning and blended learning
* emerging technologies
* fostering autonomous learning through technology
* training language teachers in e-learning environments
Successful applicants will be notified by May 16th, 2012, although those who require an earlier decision for funding purposes may request so in the Comments area of the Proposal Submission Form.
The deadline for applications for the 6th Heritage Language Research Institute, “From Overhearers to High Proficiency Speakers: Advancing Heritage Learners' Skills,” is March 9. The application page can be found at http://apply.international.ucla.edu/Public/ViewForm.aspx?appID=321. The Institute will take place from June 18-22 at UCLA; further details can be viewed at: http://nhlrc.ucla.edu/events/institute/2012/.
Applications are invited from language instructors, linguists, and researchers from other fields whose current focus involves heritage language teaching and/or research. Limited funding will be available for graduate students and post-doctoral fellows, who are encouraged to apply.
The Institute is sponsored by the UCLA National Heritage Language Resource Center and aims to support the center's principal mission of developing the research base for heritage language education. This year’s institute is co-sponsored by the NSEP National Language Flagship Program as part of their Flagship Results 2012 initiative, and will focus on research and pedagogical approaches that help advance heritage speakers' language skills toward high levels of proficiency.
A Practical Approach to Integrating Technology into Literacy Teaching and Learning
March 29 - 31, 2012, Myrtle Beach, South Carolina
Go to: www.edtheturtle.com/tlcbeach for more detailed information
Daggett, November, Schrock - KEYNOTE SPEAKERS
Presenters represent 19 States and Canada
INTEGRATING TECHNOLOGY INTO THE TEACHING OF LITERACY
Please join The TESOL Program at American University for Professor Robin Barr's "Call 'Em As You 'Ear 'Em" phonetics workshop on Sunday, January 29, 2012 from 9:00am-2:00pm in American University's Butler Board Room (6th Floor of the Butler Pavilion). This workshop will focus on ear training and transcription techniques that help improve ESL/EFL pronunciation teaching.
Breakfast and lunch will be provided; breakfast will begin at 8:30am. The fee for the workshop is $20.
You can register for the workshop by emailing your name, organization, and contact details to firstname.lastname@example.org. You may also register via phone by calling (202) 885-2582.
Please contact us with any questions.
The TESOL Program Staff
American University TESOL Program
Department of Language and Foreign Studies
4400 Massachusetts Avenue, NW
Washington, D.C. 20016
Phone: (202) 885-2582
The 23rd European Systemic Functional Linguistics Conference and Workshop
9-11 July, 2012
University Residential Centre of Bertinoro, Italy
TAKE NOTE OF THE IMPORTANT DATES!!
** ABSTRACTS SUBMISSION 1 December – 15
(ABSOLUTE FINAL CLOSING DATE) 15 January, 2012
Inform acceptance by 28 February,
Registration opens 1 March,
**SOLE & ABSOLUTE
REGISTRATION & PAYMENT DEADLINE 15 April, 2012
Permeable contexts and hybrid discourses
The Theme is meant to address the increasingly typical nature of text and
discourse: hybridity. In an SFL perspective, this means that the cultural
and situational contexts that tend to activate meanings and wordings must
also be seen as being hybrid, or as Hasan (2000) has more fittingly put
it, permeable. It is not simply that predetermined qualities of genres are
being mixed, combined, hybridized: the fact of the matter is that by these
devices people extend, elaborate and reclassify their discursive contexts.
Derrida’s celebrated claim that one cannot not mix genres should really be
rephrased as contexts of life cannot but be permeable; the rest follows by
the dialectic of language and discursive situation.
CONFIRMED PLENARY SPEAKERS:
Caroline Coffin (Open University)
Srikant Sarangi (Cardiff University)
Geoff Thompson (University of Liverpool)
***For all important details on the venue, fees, how-to submit proposals,
etc, please go to the Conference Website:
Chair of English Linguistics
Faculty of Foreign Languages and Literatures
Alma Mater Studiorum - University of Bologna
2nd Announcement: Call for Proposals
The American Studies Program at the University of Miami presents:
A 4-day institute for advanced graduate students and recent PhDs
May 14-17, 2012
The Elena Díaz-Versón Amos Conference Room of the Cuban Heritage Collection
and the 3rd-Floor Conference Room, Richter Library, University of Miami
Keynote lecture and workshop by Vincent Brown (Professor of History and of
African and African American Studies, Duke University). Public lecture:
Monday, May 14, 4:30 p.m. Closed workshop: Tuesday, May 15, 9:30 a.m.
The field of Atlantic studies has been at the forefront of the spatial turn
in the humanities and social sciences for several decades, challenging
national paradigms for the study of history and culture, embracing
historical geography in groundbreaking projects such as the Trans-Atlantic
Slave Trade Database, and producing a rich body of scholarship that brings
together art, geography, history, literature, and politics in innovative
and fruitful ways. From D. W. Meinig’s Atlantic America, 1492-1800 (1986)
to Nicolás Wey Gómez’s The Tropics of Empire (2008), geographical studies
of the Atlantic world have centrally informed Atlantic history and
transatlantic literary studies. Most recently, Atlantic studies has also
begun to engage the expanded datasets and sophisticated cartographies of
geographical information systems (GIS).
Eager to see what the next generation of scholars brings to this
conversation and how they will change it, we invite applications from
advanced doctoral students and recent PhDs in the humanities and social
sciences who have completed or will complete the PhD between May 2010 and
May 2013. We are interested in all environments, regions, communities, and
countries of the Atlantic world and particularly in the wide array of
discourses, events, and processes that bind them together. We hope that new
maps of the field will emerge from these discussions and that participants
will be able to draw and build on them over the course of their careers.
Participants will discuss their pre-circulated working papers in closed
seminars led by faculty from the University of Miami, Florida International
University, and Florida Atlantic University, all of which share a strong
scholarly tradition in Atlantic studies. The institute will provide several
meals and a $300 stipend for all participants and hotel accommodations for
out-of-town guests. Participants are responsible for their own travel
arrangements and expenses, though we may be able to defray travel costs for
one or two applicants who otherwise would not be able to attend. Although
the common working language of the seminar will be English, we are eager to
discuss a variety of geographic and linguistic areas and encourage
applications from scholars in and of Africa, the Caribbean, and Latin
Please send the following materials in PDF format to
1. a two-page description of your dissertation or book project;
2. a current CV;
3. a one-page abstract of the paper you wish to present;
4. (only if applicable) a request for partial travel funding.
5. Please arrange for two confidential letters of recommendation to be sent
to the same email address.
Completed applications are due December 8, 2011. We will notify up to
twelve successful applicants by mid-January 2012.
Organizing committee: Tracy Devine Guzmán (Modern Languages and
Literatures), Kate Ramsey (History), Tim Watson (American Studies and
English), Ashli White (History).
The Atlantic Geographies Institute is generously supported by the following
units at the University of Miami: the Program in American Studies, the
University of Miami Libraries, the Office of the Dean of the College of
Arts and Sciences, the Department of History, the Department of English,
the Joseph Carter Memorial Fund of the Department of Modern Languages and
Literatures, the Department of Geography and Regional Studies, the
Department of Philosophy, the Center for the Humanities, the Center for
Latin American Studies, the Graduate School, the Atlantic Studies
Interdisciplinary Research Group, and the Program in Africana Studies.
Call for Papers
“Intersections of Sexuality, Gender, Race and Ethnicity”
2012 Theme: Human Rights: Global and Local”
Saturday, March 10, 2012
Morgan State University, Baltimore, MD 21251
The Women’s and Gender Studies Program at Morgan State University, in conjunction with B’More Proud, invites scholars and students to participate in a one-day academic symposium. The symposium seeks to explore the complex intersections of sexuality, gender, and human rights, particularly as they relate to LGBTQ themes. Each year’s theme will reflect the dimensionality of intersectional inquiry. The topic for the 2012 symposium is human rights. The symposium is open to scholars and students in every discipline whose work is pertinent to Queer Studies and/or the LGBTQ community.
Submission Deadline: January 9, 2012
(Notification of Acceptance by January 27, 2012)
We invite one-page abstracts for individual papers and panels. We encourage proposals for alternative formats, including artwork. Students can also submit posters for a juried exhibit with prizes awarded.
Abstracts and proposals should be submitted by email to email@example.com and should be in either Microsoft Word, Adobe PDF, or Rich Text format, and should include the following:
A cover page that contains the following information:
i. Author's name
ii. Title of Submission
iii. Institutional affiliation
iv. Contact information (email, phone number, mailing address)
v. The area of the submission (e.g. economics, English, philosophy, etc.)
A new spring course is available starting spring 2011. More information is posted in the flyer attached.
Justine Johnson (Meyerhoff Graduate Fellows) and Tawny McManus (PROMISE Coordinator) and the Graduate School have organized a "Mini" Summer Horizons for graduate students. See website here.
Due to financial constraints, the large-scale Summer Horizons campus visitation program cannot be held this year. However, the "mini" version of Summer Horizons will serve visiting undergraduate students who are conducting research at UMBC for the summer. In addition, prospective graduate students (who are not part of any current summer programs on campus) who would like to visit various departments can be invited to participate in this event. This activity helps to recruit students and to provide them with information, motivation, and a community of other undergrads who are making plans for future graduate study.
Date: Tuesday, July 13, 2010
Time: 9:30 AM - 12:30 PM
Location: Meyerhoff Chemistry Building, Room 120 (Seminar Room)
* 9:30 AM -- The Graduate School Admissions Process (Renetta)
* 10:30 AM -- The Road to Graduate School (Graduate Student Panel) *
11:30 AM -- Motivational Talk (President Hrabowski)
[Dr. Hrabowski's talk: 1 hour. Includes overview of UMBC, UMBC's mission and vision, his path to graduate school, reasons to get a Ph.D., and general tips for success.]
This year, tours are optional, however UMBC's Summer Research Program Coordinators may be making arrangements for their students. The mini Horizons program will not serve food, so students themselves, departments, or summer programs will need to make plan for meals.
For more details, please contact:
Renetta Garrison Tull, Ph.D., Assistant Dean for Graduate Student
Development and Director,
PROMISE: Maryland's Alliance for Graduate Education and the Professoriate
University of Maryland (UMBC, UM Baltimore, UM College Park)
UMBC Graduate School, 1000 Hilltop Circle
Baltimore, MD 21250
(410) 455-2930, firstname.lastname@example.org
Call for Papers: Texas Institute for Literary and Textual Studies
February 3-6, 2011
The University of Texas at Austin
250-word max abstract; 2-page vita; due August 1, 2010
Plenary speaker: Laura Mandell, Professor and Director of Research
Initiatives for Interactive Media Studies, Miami University
The Texas Institute for Literary and Textual Studies (TILTS), a yearly
thematic institute series hosted by the Department of English at the
University of Texas at Austin, invites paper proposals for the first of its
2010-2011 symposia, "The Digital and the Human(ities): Access, Authority, &
This symposium will be the first of three events that aim to contribute
significantly to the digital humanities by posing a series of hard questions
about the tensions between its key terms. What can we say we have learned
about the relationships between the digital and the human, and between the
digital and the humanities? Efforts to promote collaboration and
cross-fertilization between the humanities on the one hand and digital
technology development on the other have overcome some conflicts between
these areas of work. But to what extent have such efforts also revealed or
repressed conflicts between the digital and the humanities that remain
unresolved? Have they spawned new conflicts? Theorists routinely revise and
extend concepts of the digital and of the human. But do practical
initiatives in the digital humanities hold as yet under-articulated
consequences for such theories? And, conversely, how might theoretical
discussion of the digital humanities help clarify pressing practical
problems in the field?
This symposium will focus on the threshold concepts of access, authority,
and identity in relation to the electronic mediation of humanness. What do
innovations in the digital provision of access and maintenance of authority
mean for human identity, and, conversely, what do new ideas about, and forms
of, identity mean for our evolving norms of access, authorship, and
authorization? A number of high-visibility electronic experiments in radical
access and the reconfiguration of authority have now come and many have
gone. What have we learned, and in what ways have these experiments changed
humanities conversations broadly?
Abstracts of 250 words or less and a 2-page vita should be submitted to the
co-directors of the Institute (Matt Cohen and Lars Hinrichs) c/o Andrea
Golden at: email@example.com by August 1, 2010. Papers will be
roughly 15 minutes in length, presented in non-concurrent panels, so that
all attendees can attend all sessions. For past and future TILTS themes,
visit us here.
On March 8, 2010, Hanne Blank, historian and writer on "Virgin Territory: On Writing the First History of Virginity" lectured for a Women's History month event at UMBC. This lecture was followed by a discussion with Emek Ergun on translating Blank's book: Virgin: The Untouched History.
The event was sponsored by the Gender and Women's Studies Program, with support from the Dresher Center for the Humanities, the Department of History, and LLC.
Course: Spanish 472/672: Intercultural Latin America
When offered? Fall 2010
Description: This class will examine the multicultural makeup of Latin America, with a particular emphasis on the efforts of traditionally excluded groups to construct "intercultural" societies that recognize cultural difference and provide more opportunities for participation for all of the region's citizens. Class discussion, readings and assignments will be in Spanish. Class meets Tuesdays, 4:30-7:00.
Questions? Contact John Stolle-McAllister, Professor of Spanish &
Intercultural Studies (firstname.lastname@example.org)