Matthew Schneider-Mayerson will be speaking at "Oil: A Love Story," organized by the Institute for Advanced Studies, at Intermedia Arts at 7:00 on Thursday, November 12. The event is free, open to the public, and beer and wine will be available for purchase. Intermedia Arts is located at 2822 Lyndale Avenue. http://solutionstwincities.org/event.htm#oil
Monday, November 2, 2009
Call for Submissions - Radical Teaching and the Prison Industrial Complex
The publication "Radical Teacher" has issued a call for papers for an upcoming issue on "Radical Teaching About the Prison Industrial Complex." Submission deadline: January 15, 2010.
Call for Submissions - Radical Teaching and the Prison Industrial Complex
The idea that prisons and jails are a standard tool for punishment and the creation of public safety is overwhelmingly familiar from their relentless representations in television, news media, and film. And for many people, especially those in poor, working class, and communities of color, they are experienced as a feature of the contemporary landscape. However, prisons, and the policing and surveillance techniques used in conjunction with confinement are far from natural ways to address social and economic problems. The policies and techniques of caging and controlling people through what activists and scholars have come to call the prison industrial complex (PIC) are socially, politically, and historically contingent.
While prisons and policing are still widely taken for granted and seen as necessary in the US, it is also increasingly common for discussions to focus on the idea that too many people in the US are in prisons and jails. Much of this discussion focuses on the reform of a system articulated as "broken." This cluster of Radical Teacher seeks to explore the complexities of and compelling reasons for shifting focus from reform to the abolition of the PIC and other radical approaches to teaching about and around prisons, policing, surveillance, etc. We seek articles that take some of the following questions into consideration:
*What kinds of arguments are compelling in the classroom about the possibilities for abolishing the PIC?
*What happens when the idea of abolition is raised? What are tools for opening up conversation and debate?
*How do arguments and strategies for reform become a part of-and too often the center of-the conversation?
*What comprise historical antecedents, parallels, connections, and disconnections between the PIC abolition movement and other abolition movements? How can such links be productively deployed in the classroom?
*What are the challenges of engaging abolition as a possibility or a provocation? What other radical perspectives on teaching about the PIC can break with liberal reformism?
*The PIC is a particular capitalist formation which, like the Health-Industrial Complex, turns peoples' problems and suffering into profit. How can one teach about the PIC as a way of teaching about contemporary U.S. capitalism?
We know it is not necessarily always possible to directly address abolition of the PIC in a teaching and learning environment, and so we are interested in articles that take abolition and other radical approaches-as opposed to prison reform or education in prison-as a common point of departure to explore the methodologies, challenges, and possibilities presented in various contexts. As such, articles can address the issue of radical teaching about the PIC in classrooms of all kinds, as well as in workshops, trainings, workplaces, etc.
Send proposals, ideas, and manuscripts to Shana Agid, Kate Drabinski, and Michael Bennett.
Email: drabinsk@tulane.edu
Call for Submissions - Radical Teaching and the Prison Industrial Complex
The idea that prisons and jails are a standard tool for punishment and the creation of public safety is overwhelmingly familiar from their relentless representations in television, news media, and film. And for many people, especially those in poor, working class, and communities of color, they are experienced as a feature of the contemporary landscape. However, prisons, and the policing and surveillance techniques used in conjunction with confinement are far from natural ways to address social and economic problems. The policies and techniques of caging and controlling people through what activists and scholars have come to call the prison industrial complex (PIC) are socially, politically, and historically contingent.
While prisons and policing are still widely taken for granted and seen as necessary in the US, it is also increasingly common for discussions to focus on the idea that too many people in the US are in prisons and jails. Much of this discussion focuses on the reform of a system articulated as "broken." This cluster of Radical Teacher seeks to explore the complexities of and compelling reasons for shifting focus from reform to the abolition of the PIC and other radical approaches to teaching about and around prisons, policing, surveillance, etc. We seek articles that take some of the following questions into consideration:
*What kinds of arguments are compelling in the classroom about the possibilities for abolishing the PIC?
*What happens when the idea of abolition is raised? What are tools for opening up conversation and debate?
*How do arguments and strategies for reform become a part of-and too often the center of-the conversation?
*What comprise historical antecedents, parallels, connections, and disconnections between the PIC abolition movement and other abolition movements? How can such links be productively deployed in the classroom?
*What are the challenges of engaging abolition as a possibility or a provocation? What other radical perspectives on teaching about the PIC can break with liberal reformism?
*The PIC is a particular capitalist formation which, like the Health-Industrial Complex, turns peoples' problems and suffering into profit. How can one teach about the PIC as a way of teaching about contemporary U.S. capitalism?
We know it is not necessarily always possible to directly address abolition of the PIC in a teaching and learning environment, and so we are interested in articles that take abolition and other radical approaches-as opposed to prison reform or education in prison-as a common point of departure to explore the methodologies, challenges, and possibilities presented in various contexts. As such, articles can address the issue of radical teaching about the PIC in classrooms of all kinds, as well as in workshops, trainings, workplaces, etc.
Send proposals, ideas, and manuscripts to Shana Agid, Kate Drabinski, and Michael Bennett.
Email: drabinsk@tulane.edu
The Gest Fellowship for Study in the Haverford College Quaker Collection
Each year Haverford College Special Collections offers three one-month, $2,000 fellowships to researchers who are interested in using the unique resources of the Quaker Collection. They invite applications from researchers at various stages of their careers and from any discipline. Submission deadline: February 1, 2010. http://www.haverford.edu/library/special/gest_fellowship/
Opportunities for Fellows in Religion and Religious History
Center for the Study of Religion brings a select number of pre-tenure scholars and recent Ph.D. graduates to Princeton University to study religion and religious history.http://fundingopps.cos.com/cgi-bin/getRec?id=46113&_ksTicket=98372cd81a439b4db2661b1d89c3962c&_ksExpires=2009111300:00:00
Graduate Student Reception-Religious Studies Program
The religious studies program invites graduate students working in areas related to the academic study of religion to attend an informal get-to-know one another event on November 17, 2009 from 4:00-6:00 p.m. in Nolte Lounge.
Graduate Student Reception-Religious Studies Program
The religious studies program invites all graduate students working in areas related to the academic study of religion to join them for an informal get-to-know one another.No matter what department you are working in -- American Studies, Anthropology, Art, Education, English, History, Journalism, Public Policy, Sociology, or whatever -- they invite you to help them build a network of students interested in the academic study of religion.
4:00-6:00 pm
Tuesday, November 17
Nolte Lounge (First Floor)
Graduate Student Reception-Religious Studies Program
The religious studies program invites all graduate students working in areas related to the academic study of religion to join them for an informal get-to-know one another.No matter what department you are working in -- American Studies, Anthropology, Art, Education, English, History, Journalism, Public Policy, Sociology, or whatever -- they invite you to help them build a network of students interested in the academic study of religion.
4:00-6:00 pm
Tuesday, November 17
Nolte Lounge (First Floor)
Denison University-Assistant Professor Position
Denison University seeks a tenure-track assistant professor in American literature with a specialty in Asian American or Latino/a literature. Position begins fall 2010. Ph.D. required. Application deadline: November 13, 2009.
Denison University-Assistant Professor Position
Denison University seeks a tenure-track assistant professor in American literature with a specialty in Asian American or Latino/a literature. Ability to engage issues of race and ethnicity in the classroom is desired. The 3/2 teaching assignment typically includes survey-level courses, first-year writing courses, and advanced courses of the candidate's design. Position to begin Fall 2010. Ph.D must be in hand by the start of the academic year. Interviews at MLA. Denison University is an Affirmative Action/Equal Opportunity Employer. Women and minorities are encouraged to apply. We welcome a diversity of backgrounds and lifestyles. Please submit a letter of application and cv online at employment.denison.edu by 13 November 2009.
Denison University-Assistant Professor Position
Denison University seeks a tenure-track assistant professor in American literature with a specialty in Asian American or Latino/a literature. Ability to engage issues of race and ethnicity in the classroom is desired. The 3/2 teaching assignment typically includes survey-level courses, first-year writing courses, and advanced courses of the candidate's design. Position to begin Fall 2010. Ph.D must be in hand by the start of the academic year. Interviews at MLA. Denison University is an Affirmative Action/Equal Opportunity Employer. Women and minorities are encouraged to apply. We welcome a diversity of backgrounds and lifestyles. Please submit a letter of application and cv online at employment.denison.edu by 13 November 2009.
"Networking and Intellectual Community Building Beyond the Campus"
The Department of History 2009-2010 Graduate Student Professional Development Series is pleased to announce, "Networking and Intellectual Community Building Beyond the Campus" on November 9, 2009 from 3:45-4:45 p.m. in Blegen Hall 145.
"Networking and Intellectual Community Building Beyond the Campus"
Are you interested in learning about how to develop professional networks and collaborate with scholars outside of the university? Mary Jo Maynes, Jean O'Brien, and Carol Hakim will lead a
roundtable discussion exploring a variety of issues related to networking as a graduate student, including how to get involved in professional networks, building new networks, organizational roles,
online networks, job wikis, and more.
Questions? Contact Laura Luepke at luep0007@umn.edu
"Networking and Intellectual Community Building Beyond the Campus"
Are you interested in learning about how to develop professional networks and collaborate with scholars outside of the university? Mary Jo Maynes, Jean O'Brien, and Carol Hakim will lead a
roundtable discussion exploring a variety of issues related to networking as a graduate student, including how to get involved in professional networks, building new networks, organizational roles,
online networks, job wikis, and more.
Questions? Contact Laura Luepke at luep0007@umn.edu
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