Graduate students planning to apply for the Foreign Language and Area Studies (FLAS) Fellowship, please notify Melanie (stein196@umn.edu) by Wednesday, January 9. Melanie will then be in contact with you directly regarding internal application deadlines. Click here for more information.
Monday, December 31, 2012
Minnesota Colleges and Universities English and Writing Conference
Submissions are invited for the Minnesota Colleges & Universities English and Writing Conference to be held April 4-5, 2013 at Normandale Community College. The conference theme, "Writing Cultures", considers not only identity, ethnicity, and diversity, but also economic and sociological variety. Submission Deadline: February 28, 2013.
2012-13 Call for Proposals (CFP)--Long Version
Call for Proposals: MnWE/MnCUEW Conference (Minn. Writing & English/Minn. Colleges & Universities English & Writing), April 4-5, 2013, in collaboration with the University of Minnesota
Site: Normandale Community College in Bloomington, Minn. (SW corner of Minneapolis-St. Paul metropolitan area)
2013 Theme: ÔøΩWriting Cultures.ÔøΩ
The conference theme, ÔøΩWriting Cultures,ÔøΩ considers not only identity, ethnicity, and diversity, but also economic and sociological variety. ÔøΩWritingÔøΩ is meant to designate the traditional act of writing, as well as the act of creating, making, teaching, and learning. The word ÔøΩCulturesÔøΩ is pluralized to further underscore the range and diversity of culture. We write cultures in the way we teach them, talk about them, and portray our own and othersÔøΩ cultural abilities and backgrounds. In addition, composition, creative writing, and literature courses create ÔøΩWriting CulturesÔøΩÔøΩenvironments that foster critical thought about and written engagement with texts, ideas, and issues.
About the MnWE Conference: The MnCUEW conference provides a platform for sharing diverse pedagogies and styles in teaching and tutoring, composition, literature, ESL, and creative and professional writing. We also discover how our colleagues are researching, collaborating, and making connections with each other and among disciplines, fields, institutions, and communities. The previous conference attracted almost two hundred registrants. The conference is a place for small groups, discussion-oriented presentations, new ideas whether fully or half formed, and creative suggestions. Please send electronic submissions only to David Beard at "dbeard at d.umn.edu."
Proposal Guidelines: Conference organizers seek individual, panel, and workshop proposals from any faculty member (full-time or adjunct), graduate student, or writing center tutor involved in teaching, tutoring or research addressing any aspect of teaching composition, literature, ESL, and creative/professional writing.
Presenters will be organized into groups of two to three per full hour. However, a proposer may request a longer time slot if appropriate, or for a panel or group (with all speakers named in the proposal). People proposing a panel, group, or pair presentation should ask just one member to send their proposal for all. Each presenter should prepare less than 10 minutes of oral presentation and, for the remaining 10-20 min., plan abundant discussion and/or activities.
Submission Deadline: February 28, 2013. Send electronic submissions only to David Beard at "dbeard at d.umn.edu."
Topics: Topics may include but are not limited to
-Creating ÔøΩwriting culturesÔøΩ in Composition and Literature courses
-Reading cultures through Literature
-Challenging and engaging cultures through Creative Writing
-Retaining Writing and Literature students in varied cultures
-Teaching Composition and Literature to nonnative speakers and/or nontraditional students
-Learning to thrive and/or to help others succeed in academic cultures
-Using critical race theory and other pedagogies and methodologies of working for/with the oppressed
-Working within institutional cultures or across institutional boundaries such as disciplines, high schools, for-profit institutions, community colleges, and universities, or communities beyond academe
-Positioning Writing Centers at the crossroads of composition, literary, and cultural practices
-Navigating the cultures of emerging technologies and new media
-Researching in the Internet Age
-Thinking through issues of academic integrity and honesty in a copy and paste era
-Exploring the notion of the ÔøΩculturedÔøΩ individual in an increasingly specialized world
Topics may also include
Composition/Writing Pedagogies
-Topics in composition or basic writing
-Teaching research in first year composition
-Technical and professional writing and communication
-Writing competencies and assessment
-Cultural themes/issues in writing, literature, or teaching
Literacy/Literacies
-Ethnicity, culture, and society in writing, literacy, and pedagogy
-Minnesota urban, suburban, small town, and rural communities and constituencies in literacy practices
-Writing centers as crossroads of literacy practices
Literature
-Culture and context in literature and writing
-The teaching of writing or literature to nonnative speakers
-The teaching of writing or literature to nontraditional students
- Research on writing and literature
Technology/New Media
-New media/new literacies
-Computers and writing/literature (computer-assisted and online instruction)
-Technology and culture
Writing Centers
-Writing centers: connecting with high schools, middle schools, and/or the community at large
-Writing center collaboration with other fields and other entities
-Working with diverse populations in writing centers: research and practice
Creative Writing
-Creative writing (both craft and creative work)
-Approaches to teaching creative writing
-Expressing cultures in creative writing
Research/Diversity/Interdisciplinary, Inter-institutional Connections
-Research and/or approaches to teaching writing to diverse populations
-Undergraduate research in literature and writing
-Cross-institutional discussions/influences among colleges or between high schools and colleges/universities
-Diversity in the literature classrooms
-Writing across the curriculum/writing-intensive courses or programs
Submission Deadline: February 28, 2013. The deadline for submissions is Feb. 28, 2013. Please send electronic submissions only to David Beard at dbeard@d.umn.edu.
For the complete website, please click here.
2012-13 Call for Proposals (CFP)--Long Version
Call for Proposals: MnWE/MnCUEW Conference (Minn. Writing & English/Minn. Colleges & Universities English & Writing), April 4-5, 2013, in collaboration with the University of Minnesota
Site: Normandale Community College in Bloomington, Minn. (SW corner of Minneapolis-St. Paul metropolitan area)
2013 Theme: ÔøΩWriting Cultures.ÔøΩ
The conference theme, ÔøΩWriting Cultures,ÔøΩ considers not only identity, ethnicity, and diversity, but also economic and sociological variety. ÔøΩWritingÔøΩ is meant to designate the traditional act of writing, as well as the act of creating, making, teaching, and learning. The word ÔøΩCulturesÔøΩ is pluralized to further underscore the range and diversity of culture. We write cultures in the way we teach them, talk about them, and portray our own and othersÔøΩ cultural abilities and backgrounds. In addition, composition, creative writing, and literature courses create ÔøΩWriting CulturesÔøΩÔøΩenvironments that foster critical thought about and written engagement with texts, ideas, and issues.
About the MnWE Conference: The MnCUEW conference provides a platform for sharing diverse pedagogies and styles in teaching and tutoring, composition, literature, ESL, and creative and professional writing. We also discover how our colleagues are researching, collaborating, and making connections with each other and among disciplines, fields, institutions, and communities. The previous conference attracted almost two hundred registrants. The conference is a place for small groups, discussion-oriented presentations, new ideas whether fully or half formed, and creative suggestions. Please send electronic submissions only to David Beard at "dbeard at d.umn.edu."
Proposal Guidelines: Conference organizers seek individual, panel, and workshop proposals from any faculty member (full-time or adjunct), graduate student, or writing center tutor involved in teaching, tutoring or research addressing any aspect of teaching composition, literature, ESL, and creative/professional writing.
Presenters will be organized into groups of two to three per full hour. However, a proposer may request a longer time slot if appropriate, or for a panel or group (with all speakers named in the proposal). People proposing a panel, group, or pair presentation should ask just one member to send their proposal for all. Each presenter should prepare less than 10 minutes of oral presentation and, for the remaining 10-20 min., plan abundant discussion and/or activities.
Submission Deadline: February 28, 2013. Send electronic submissions only to David Beard at "dbeard at d.umn.edu."
Topics: Topics may include but are not limited to
-Creating ÔøΩwriting culturesÔøΩ in Composition and Literature courses
-Reading cultures through Literature
-Challenging and engaging cultures through Creative Writing
-Retaining Writing and Literature students in varied cultures
-Teaching Composition and Literature to nonnative speakers and/or nontraditional students
-Learning to thrive and/or to help others succeed in academic cultures
-Using critical race theory and other pedagogies and methodologies of working for/with the oppressed
-Working within institutional cultures or across institutional boundaries such as disciplines, high schools, for-profit institutions, community colleges, and universities, or communities beyond academe
-Positioning Writing Centers at the crossroads of composition, literary, and cultural practices
-Navigating the cultures of emerging technologies and new media
-Researching in the Internet Age
-Thinking through issues of academic integrity and honesty in a copy and paste era
-Exploring the notion of the ÔøΩculturedÔøΩ individual in an increasingly specialized world
Topics may also include
Composition/Writing Pedagogies
-Topics in composition or basic writing
-Teaching research in first year composition
-Technical and professional writing and communication
-Writing competencies and assessment
-Cultural themes/issues in writing, literature, or teaching
Literacy/Literacies
-Ethnicity, culture, and society in writing, literacy, and pedagogy
-Minnesota urban, suburban, small town, and rural communities and constituencies in literacy practices
-Writing centers as crossroads of literacy practices
Literature
-Culture and context in literature and writing
-The teaching of writing or literature to nonnative speakers
-The teaching of writing or literature to nontraditional students
- Research on writing and literature
Technology/New Media
-New media/new literacies
-Computers and writing/literature (computer-assisted and online instruction)
-Technology and culture
Writing Centers
-Writing centers: connecting with high schools, middle schools, and/or the community at large
-Writing center collaboration with other fields and other entities
-Working with diverse populations in writing centers: research and practice
Creative Writing
-Creative writing (both craft and creative work)
-Approaches to teaching creative writing
-Expressing cultures in creative writing
Research/Diversity/Interdisciplinary, Inter-institutional Connections
-Research and/or approaches to teaching writing to diverse populations
-Undergraduate research in literature and writing
-Cross-institutional discussions/influences among colleges or between high schools and colleges/universities
-Diversity in the literature classrooms
-Writing across the curriculum/writing-intensive courses or programs
Submission Deadline: February 28, 2013. The deadline for submissions is Feb. 28, 2013. Please send electronic submissions only to David Beard at dbeard@d.umn.edu.
For the complete website, please click here.
New Course Spring 2013: CI 3151 Culture, Power, & Education
Undergraduate course CI 3151W: Culture, Power, & Education will be offered Spring 2013 with Brian Lozenski. The course provides students with an intensive investigation of the ways in which culture plays a critical role in education and student achievement.
CI 3151W - Culture, Power, & Education
Culture, Power, and Education (CI 3151W, 1:00 P.M. - 2:15 P.M. , M,W
- Peik 46) provides students with an intensive investigation of the ways in which culture plays a critical role in education and student achievement. The course is meant for those
considering education as a vocation, working with youth, or those interested in gaining a deeper understanding of how culture operates in our daily lives. Students will reflect upon how cultural practices impact learning, with an eye toward developing a more just classroom and educational environment. It is a liberal education course, which fulfills the liberal education requirements for the Diversity and Social Justice theme. It is also a Writing Intensive Course.
In this course we will investigate how culturally relevant pedagogy can and must be implemented as a critical part of any teacher's pedagogy. We will examine the research that explicates why it is vital to incorporate students' interests and lived experiences into our classrooms. We will discuss ways to begin to foster sociopolitical consciousness in ourselves and our students so that they are positioned to become agents of change in our society. Students will be required to spend time in educational settings looking critically at how they are and are not culturally relevant. Finally students will work in teams to develop models of culturally relevant instruction with a focus on social justice.
If you have any questions please contact Brian Lozenski - lozen002@umn.edu
CI 3151W - Culture, Power, & Education
Culture, Power, and Education (CI 3151W, 1:00 P.M. - 2:15 P.M. , M,W
- Peik 46) provides students with an intensive investigation of the ways in which culture plays a critical role in education and student achievement. The course is meant for those
considering education as a vocation, working with youth, or those interested in gaining a deeper understanding of how culture operates in our daily lives. Students will reflect upon how cultural practices impact learning, with an eye toward developing a more just classroom and educational environment. It is a liberal education course, which fulfills the liberal education requirements for the Diversity and Social Justice theme. It is also a Writing Intensive Course.
In this course we will investigate how culturally relevant pedagogy can and must be implemented as a critical part of any teacher's pedagogy. We will examine the research that explicates why it is vital to incorporate students' interests and lived experiences into our classrooms. We will discuss ways to begin to foster sociopolitical consciousness in ourselves and our students so that they are positioned to become agents of change in our society. Students will be required to spend time in educational settings looking critically at how they are and are not culturally relevant. Finally students will work in teams to develop models of culturally relevant instruction with a focus on social justice.
If you have any questions please contact Brian Lozenski - lozen002@umn.edu
New Library Materials for Students and Staff
New Books at University Libraries: Nancy Herther has created a list of new materials including: ebooks, print books, reference titles, and research.
For a complete list of new materials, NewBooksList.o12-1.pdf
For a complete list of new materials, NewBooksList.o12-1.pdf
Professor Kale Bantigue Fajardo "Filipino Crosscurrents: Oceanographies of Seafaring, Masculinities, and Globalization"
Professor Kale Bantigue Fajardo's book, Filipino Crosscurrents: Oceanographies of Seafaring, Masculinities, and Globalization was recently reprinted and re-released in Metro Manila (Philippines). His book was one of two books from the U.S. chosen to be reprinted.
Copies of his book are now available at National Bookstores throughout Metro Manila, as well as the University of the Philippines Press Bookstore at UP, Diliman in Quezon City (part of Metro Manila). The book was originally published by the University of Minnesota Press, 2011.
For more information, please click here.
Copies of his book are now available at National Bookstores throughout Metro Manila, as well as the University of the Philippines Press Bookstore at UP, Diliman in Quezon City (part of Metro Manila). The book was originally published by the University of Minnesota Press, 2011.
For more information, please click here.
Wednesday, December 26, 2012
Librarian Nancy Herther Think: Protest Music
Our librarian Nancy Herther is requesting input for a February exhibit at Wilson Library that will feature songs focusing on the role of music in protest movements and political persuasion. She is looking for song suggestions.
Songs will be featured from long-ago or today, that you feel are most important or that have influenced you.
If you'd want to include a notation/quote on why you feel this is important, let me know if it would be OK to include your thoughts in the posters.
Protest music has been important as an expression and motivator for social change for a long time - it's about time we celebrated that!
Songs will be featured from long-ago or today, that you feel are most important or that have influenced you.
If you'd want to include a notation/quote on why you feel this is important, let me know if it would be OK to include your thoughts in the posters.
Protest music has been important as an expression and motivator for social change for a long time - it's about time we celebrated that!
CFP: University of California, Irvine Graduate Students Conference "The Laboring Body"
The Department of Comparative Literature at the University of California, Irvine, graduate students seek submissions for their annual conference: "The Laboring Body" being held Friday March 15, 2013 at University of California, Irvine. Submissions are welcomed from those who are engaged with questions of labor embodied work. Submission deadline: January 13, 2013.
The Laboring Body
University of California, Irvine
Friday, March 15, 2013
Humanities Gateway 1030
Website: https://sites.google.com/site/ucicomplitgradconference/
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 thelaboringbody@gmail.com 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 Laboring Body
University of California, Irvine
Friday, March 15, 2013
Humanities Gateway 1030
Website: https://sites.google.com/site/ucicomplitgradconference/
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 thelaboringbody@gmail.com 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.
Wednesday, December 19, 2012
Doctoral Dissertation Fellowship (DDF) Application Internal Deadline: February 14, 2013 at 12:00pm Noon
The Doctoral Dissertation Fellowship (DDF), which includes a $22,500 stipend, is intended to give the most accomplished University of Minnesota PhD candidates, typically those entering their final year or two years of graduate study, an opportunity to complete the dissertation within the 2013-2014 academic year. It is expected that Fellows will graduate by the end of spring 2014, but not later than the end of fall 2014. To be considered for nomination by the department, submit your application materials to Melanie (stein196@umn.edu) by the department's internal deadline of February 14, 2013 at 12:00pm Noon.
The Doctoral Dissertation Fellowship (DDF) program is intended to give the most accomplished final-year Ph.D. candidates an opportunity to complete the dissertation within the 2012-13 academic year by devoting full-time effort to research and writing. The award includes a stipend of $22,500 for the academic year beginning September 2013, academic-year tuition for up to 14 thesis credits each semester, and subsidized health insurance through the Graduate Assistant Health Plan. Summer 2014 health insurance will be included for those who remain eligible.
To be considered for nomination by the department, submit your application materials to Melanie (stein196@umn.edu) by the American Studies department internal deadline of February 14, 2013 at 12:00pm Noon. Please note: if you are submitting an application but are outside the guidelines of eligibility, please provide the department with a statement of explanation. Click here for the Graduate School's complete program and eligibility information and instructions: http://www.grad.umn.edu/fellowships/ddf/index.html
The Doctoral Dissertation Fellowship (DDF) program is intended to give the most accomplished final-year Ph.D. candidates an opportunity to complete the dissertation within the 2012-13 academic year by devoting full-time effort to research and writing. The award includes a stipend of $22,500 for the academic year beginning September 2013, academic-year tuition for up to 14 thesis credits each semester, and subsidized health insurance through the Graduate Assistant Health Plan. Summer 2014 health insurance will be included for those who remain eligible.
To be considered for nomination by the department, submit your application materials to Melanie (stein196@umn.edu) by the American Studies department internal deadline of February 14, 2013 at 12:00pm Noon. Please note: if you are submitting an application but are outside the guidelines of eligibility, please provide the department with a statement of explanation. Click here for the Graduate School's complete program and eligibility information and instructions: http://www.grad.umn.edu/fellowships/ddf/index.html
DGS will Preview DDF Applications
DGS will preview DDF Applications: Bianet is available to give feedback to students as they prepare DDF applications. If you'd like her to preview your application prior to submitting, please send your draft to Melanie (stein196@umn.edu) by 12:00pm Noon on Tuesday, January 15th, 2013.
Excellence in Teaching Award
Excellence in Teaching Award: The Graduate School has been invited to nominate one master's student and one doctoral student for the Excellence in Teaching Award, administered by the Midwest Association of Graduate Schools (MAGS). Graduate programs are invited to nominate one candidate, and then the Graduate school will choose one candidate in each category to put forward for the award. If interested in applying, please notify the department by Thursday, December 27th.
The Graduate School has been invited to nominate one master's student and one doctoral student for the Excellence in Teaching Award, administered by the Midwest Association of Graduate Schools (MAGS). The competition is open to all graduate students who have teaching appointments and who are enrolled in a member institution at the time of application.
We invite each graduate program to nominate one master's student and one doctoral student. A PDF nomination package should be submitted to the Graduate School Dean's Office, gsdean@umn.edu, by 12 noon on Friday, January 11, 2013. No hard copy is required.
If interested in applying, you must notify the Melanie Steinman at stein196@umn.edu by Thursday, December 27th in order to determine internal deadlines and to discuss compilation of the file.
The PDF nomination file should include the following documents in the order listed below (one PDF document per nomination):
1) Letter of support from the nominating department head
2) Nominee's Teaching Portfolio -- Headings are strongly recommended and appreciated:
- Statement of Teaching Philosophy
- Evidence of instructional design and innovation, instructional delivery, course management, and student learning
- 10 minute video clip of nominee's "Teaching in Action": (see http://z.umn.edu/magsvideosubmission for instructions) - Evidence of how research informs your teaching
3) Student Evaluation of Teaching: Courses taught and number of students, instructional responsibility, and a summary of student evaluation of teaching data (not the forms).
4) Awards and honors for Teaching Excellence
5) Evidence of Effective Student/Colleague Mentoring
6) Current Curriculum Vitae
7) Current Institutional Transcript
Excluding the letter of support, vitae, and transcript, the nomination is limited to six (6) pages, double spaced. Primary consideration will be given to nominees with an excellent teaching portfolio and student evaluations.
MAGS will select one master's student and one doctoral student. Each will receive a citation and a $750 honorarium that will be given at the annual meeting of the Midwestern Association of Graduate Schools.
NOTE FROM AMERICAN STUDIES: Although the qualifications for this award appear to be only for those currently teaching, we have checked with the Graduate school and verified that you do not need to hold a current teaching position to apply.
The Graduate School has been invited to nominate one master's student and one doctoral student for the Excellence in Teaching Award, administered by the Midwest Association of Graduate Schools (MAGS). The competition is open to all graduate students who have teaching appointments and who are enrolled in a member institution at the time of application.
We invite each graduate program to nominate one master's student and one doctoral student. A PDF nomination package should be submitted to the Graduate School Dean's Office, gsdean@umn.edu, by 12 noon on Friday, January 11, 2013. No hard copy is required.
If interested in applying, you must notify the Melanie Steinman at stein196@umn.edu by Thursday, December 27th in order to determine internal deadlines and to discuss compilation of the file.
The PDF nomination file should include the following documents in the order listed below (one PDF document per nomination):
1) Letter of support from the nominating department head
2) Nominee's Teaching Portfolio -- Headings are strongly recommended and appreciated:
- Statement of Teaching Philosophy
- Evidence of instructional design and innovation, instructional delivery, course management, and student learning
- 10 minute video clip of nominee's "Teaching in Action": (see http://z.umn.edu/magsvideosubmission for instructions) - Evidence of how research informs your teaching
3) Student Evaluation of Teaching: Courses taught and number of students, instructional responsibility, and a summary of student evaluation of teaching data (not the forms).
4) Awards and honors for Teaching Excellence
5) Evidence of Effective Student/Colleague Mentoring
6) Current Curriculum Vitae
7) Current Institutional Transcript
Excluding the letter of support, vitae, and transcript, the nomination is limited to six (6) pages, double spaced. Primary consideration will be given to nominees with an excellent teaching portfolio and student evaluations.
MAGS will select one master's student and one doctoral student. Each will receive a citation and a $750 honorarium that will be given at the annual meeting of the Midwestern Association of Graduate Schools.
NOTE FROM AMERICAN STUDIES: Although the qualifications for this award appear to be only for those currently teaching, we have checked with the Graduate school and verified that you do not need to hold a current teaching position to apply.
Tuesday, December 18, 2012
CURA Dissertation Research Grant
The Center for Urban and Regional Affairs (CURA) Dissertation Research Grant provides one year of support ($20,000) to a doctoral candidate for the purpose of completing dissertation research on a significant issue or topic related to urban areas in the upper Midwest region of the United States. Recipients must have passed the preliminary exam stage and have approved dissertation proposals by March 1, 2013. American Studies internal deadline: Monday, January 28 at 12:00pm NOON.
American Studies internal deadline: Monday, January 28 at 12:00pm NOON.
PURPOSE: The CURA Dissertation Research Grant is intended to support
dissertation research on significant issues or topics related to urban
areas.
PROGRAM: The program provides one year of support ($20,000) to a
doctoral candidate in good academic standing at the University of
Minnesota for the purpose of completing dissertation research on a
significant issue or topic related to urban areas in the upper Midwest
region of the United States. Recipients must have passed the
preliminary exam stage and have approved dissertation proposals by
March 1, 2013. Following completion of the research, recipients are
expected to produce a 3,500-word manuscript suitable for publication
in the CURA Reporter, and to acknowledge CURA support in any other
publications stemming from the dissertation research assisted through
this grant.
HOW TO APPLY: Submit the following application materials (ideally as a
PDF or Word attachment) to Melanie (stein196@umn.edu) by the American
Studies internal deadline of Monday, January 28 at 12:00pm NOON.
1. Research Abstract. The research abstract should provide a
succinct and understandable description of the dissertation research.
The abstract should be no longer than five (5) pages and should
contain the following elements:
Background and statement of the research problem;
Goals and objectives of the research, including main hypotheses;
Research design and methods;
Potential significance of the research;
Timeline for research
2. Letter of Support from the candidate's dissertation advisor. The
letters should specifically speak to the applicant's ability to
conduct the proposed research, the quality of the applicant's
performance to date in the graduate program, and the applicant's
record of progress through the graduate program.
3. Copy of graduate transcript. Unofficial copies are acceptable.
4. Summary of graduate financial support to date. List the source,
amount, and dates of financial assistance received to date while a
graduate student at the University of Minnesota.
SELECTION CRITERIA: Applications will be judged on the following
criteria, in order of importance:
-Quality of the research abstract
-The urban focus of the topic
-The significance of the topic, either for advancing knowledge in
the field or potential for policy/community impact
-Relevance of the topic and the research to urban areas in the
upper Midwest region of the United States
-The potential of the student to complete the dissertation within 18 months
-Student need
CURA Dissertation Research Grant call:
http://www.cura.umn.edu/Dissertation
American Studies internal deadline: Monday, January 28 at 12:00pm NOON.
PURPOSE: The CURA Dissertation Research Grant is intended to support
dissertation research on significant issues or topics related to urban
areas.
PROGRAM: The program provides one year of support ($20,000) to a
doctoral candidate in good academic standing at the University of
Minnesota for the purpose of completing dissertation research on a
significant issue or topic related to urban areas in the upper Midwest
region of the United States. Recipients must have passed the
preliminary exam stage and have approved dissertation proposals by
March 1, 2013. Following completion of the research, recipients are
expected to produce a 3,500-word manuscript suitable for publication
in the CURA Reporter, and to acknowledge CURA support in any other
publications stemming from the dissertation research assisted through
this grant.
HOW TO APPLY: Submit the following application materials (ideally as a
PDF or Word attachment) to Melanie (stein196@umn.edu) by the American
Studies internal deadline of Monday, January 28 at 12:00pm NOON.
1. Research Abstract. The research abstract should provide a
succinct and understandable description of the dissertation research.
The abstract should be no longer than five (5) pages and should
contain the following elements:
Background and statement of the research problem;
Goals and objectives of the research, including main hypotheses;
Research design and methods;
Potential significance of the research;
Timeline for research
2. Letter of Support from the candidate's dissertation advisor. The
letters should specifically speak to the applicant's ability to
conduct the proposed research, the quality of the applicant's
performance to date in the graduate program, and the applicant's
record of progress through the graduate program.
3. Copy of graduate transcript. Unofficial copies are acceptable.
4. Summary of graduate financial support to date. List the source,
amount, and dates of financial assistance received to date while a
graduate student at the University of Minnesota.
SELECTION CRITERIA: Applications will be judged on the following
criteria, in order of importance:
-Quality of the research abstract
-The urban focus of the topic
-The significance of the topic, either for advancing knowledge in
the field or potential for policy/community impact
-Relevance of the topic and the research to urban areas in the
upper Midwest region of the United States
-The potential of the student to complete the dissertation within 18 months
-Student need
CURA Dissertation Research Grant call:
http://www.cura.umn.edu/Dissertation
Monday, December 17, 2012
University of Oklahoma Women's and Gender Studies Program Assistant Professor Position
The University of Oklahoma Women's and Gender Studies Program invites applications for a ranked renewable 5-year term position at the Assistant Professor level with an emphasis on sexuality for Fall 2013. Applicants should have completed their Ph.D. by the beginning of the appointment, August 16, 2013. For full consideration, all application materials should be received by January 15, 2013. Position opened until filled.
*University of Oklahoma Women's and Gender Studies Program*
Assistant Professor Location: Norman, OK Type: Full time, Ranked renewable term Deadline: January 15, 2013 Open Until Filled: Yes Description:
The Women's and Gender Studies Program at the University of Oklahoma invites applications for a ranked renewable 5-year term position at the assistant level with an emphasis on sexuality studies to begin in Fall 2013. Women's and Gender studies is a vibrant and growing program, with over 70 affiliate faculty, that offers a major and minor in Women's and Gender Studies, a minor in Social Justice, and a Graduate Certificate in Women' s and Gender Studies. The successful candidate will teach a 3/3 load which can be distributed throughout the fall, spring and summer terms and fulfill other service obligations. Courses will include introductory classes in Women's and Gender Studies, queer theory, and men and masculinity, in addition to courses in the faculty member's specific area of research. Although primarily a teaching appointment, the position also carries the expectation of an active research program. Term faculty is eligible to compete for internal research support. Applicants should have completed their Ph.D. Degree by the beginning of the appointment, August 16, 2013. Applicants should submit, by email to _wgs@ou.edu_ (mailto:wgs@ou.edu) a single PDF containing the following: a cover letter, a curriculum vita, a statement of teaching experience, interests and philosophy, and a description of plans for research or other creative activity. Applicants should also request three letters of recommendation and have them emailed directly to_wgs@ou.edu_ (mailto:wgs@ou.edu) To ensure full consideration, all application materials should be received by January 15, 2013. This position will remain open until filled. For more information, visit _wgs.ou.edu_ (http://wgs.ou.edu/) . The University of Oklahoma is an equal opportunity institution. _http://www.ou.edu/eoo_ (http://www.ou.edu/eoo) .
*University of Oklahoma Women's and Gender Studies Program*
Assistant Professor Location: Norman, OK Type: Full time, Ranked renewable term Deadline: January 15, 2013 Open Until Filled: Yes Description:
The Women's and Gender Studies Program at the University of Oklahoma invites applications for a ranked renewable 5-year term position at the assistant level with an emphasis on sexuality studies to begin in Fall 2013. Women's and Gender studies is a vibrant and growing program, with over 70 affiliate faculty, that offers a major and minor in Women's and Gender Studies, a minor in Social Justice, and a Graduate Certificate in Women' s and Gender Studies. The successful candidate will teach a 3/3 load which can be distributed throughout the fall, spring and summer terms and fulfill other service obligations. Courses will include introductory classes in Women's and Gender Studies, queer theory, and men and masculinity, in addition to courses in the faculty member's specific area of research. Although primarily a teaching appointment, the position also carries the expectation of an active research program. Term faculty is eligible to compete for internal research support. Applicants should have completed their Ph.D. Degree by the beginning of the appointment, August 16, 2013. Applicants should submit, by email to _wgs@ou.edu_ (mailto:wgs@ou.edu) a single PDF containing the following: a cover letter, a curriculum vita, a statement of teaching experience, interests and philosophy, and a description of plans for research or other creative activity. Applicants should also request three letters of recommendation and have them emailed directly to_wgs@ou.edu_ (mailto:wgs@ou.edu) To ensure full consideration, all application materials should be received by January 15, 2013. This position will remain open until filled. For more information, visit _wgs.ou.edu_ (http://wgs.ou.edu/) . The University of Oklahoma is an equal opportunity institution. _http://www.ou.edu/eoo_ (http://www.ou.edu/eoo) .
Annual Student Activities Report (SAR) Due by Friday, February 1, 2013 Annual Meeting with Adviser meetings between February 1 and February 22
The graduate school requires an annual review of student progress for each graduate student. The department process for annual review includes a meeting with your adviser(s). Meetings should be scheduled between February 1 and February 22. Students are also required to submit a Student Activities Report (SAR) each calendar year. Please submit your SAR to Melanie (stein196@umn.edu) by Friday, February 1, 2013.
The graduate school requires an annual review of student progress for
each graduate student. The department process for annual review
includes a meeting with your adviser(s). Please make an appointment
with your adviser(s) to discuss your academic progress toward the
degree. Goals, problems, research interests, and timelines for
completion should be reviewed. Meetings should be scheduled between
February 1 and February 22. After the meeting, your adviser will
submit a brief written report to the DGS. We will be in contact with
each adviser to remind them of the department process and deadlines.
Students are also required to submit a Student Activities Report (SAR)
each calendar year. Cumulative information from collected SARs --
which includes information about research, teaching, publication,
conference participation, honors, and service activities in the 2012
calendar year-- is important for the department, graduate school, and
college in assessing the activities of the graduate program. Please
submit your SAR (template attached) to Melanie (stein196@umn.edu) by
Friday, February 1, 2013. We encourage you to submit a copy of
this report to your adviser at this time as well as advisers have
noted that your SAR is a helpful guide to facilitate a broader
discussion of your research and professional goals.
For more information on the annual review please check the Graduate
Handbook , available at http://americanstudies.umn.edu/grad/handbook.html
For the SAR Template 2012 please click here, SAR Template 2012.docx
The graduate school requires an annual review of student progress for
each graduate student. The department process for annual review
includes a meeting with your adviser(s). Please make an appointment
with your adviser(s) to discuss your academic progress toward the
degree. Goals, problems, research interests, and timelines for
completion should be reviewed. Meetings should be scheduled between
February 1 and February 22. After the meeting, your adviser will
submit a brief written report to the DGS. We will be in contact with
each adviser to remind them of the department process and deadlines.
Students are also required to submit a Student Activities Report (SAR)
each calendar year. Cumulative information from collected SARs --
which includes information about research, teaching, publication,
conference participation, honors, and service activities in the 2012
calendar year-- is important for the department, graduate school, and
college in assessing the activities of the graduate program. Please
submit your SAR (template attached) to Melanie (stein196@umn.edu) by
Friday, February 1, 2013. We encourage you to submit a copy of
this report to your adviser at this time as well as advisers have
noted that your SAR is a helpful guide to facilitate a broader
discussion of your research and professional goals.
For more information on the annual review please check the Graduate
Handbook , available at http://americanstudies.umn.edu/grad/handbook.html
For the SAR Template 2012 please click here, SAR Template 2012.docx
Competition for the 2013-2014 Fesler-Lampert Chair in Urban and Regional Affairs
The Center for Urban and Regional Affairs (CURA) invites applications for the 2013-2014 Fesler-Lampert Chair in Urban and Regional Affairs. The endowment will generate approximately $40,000 to support, for one year, the research activities of a University of Minnesota faculty member for work on a project related to urban and regional affairs in Minnesota. Application deadline: February 11, 2013 at 4:30 PM.
Competition for the 2013-2014 Fesler-Lampert Chair in Urban and Regional Affairs
The Center for Urban and Regional Affairs (CURA) is pleased to announce the competition for the 2013-2014 Fesler-Lampert Chair in Urban and Regional Affairs, and invites interested faculty from across the University of Minnesota to apply for this award.
The Fesler-Lampert Chair in Urban and Regional Affairs was established in 1999 through the vision and generosity of David and Elizabeth Fesler. It was created to recognize faculty members with a distinguished record of research and teaching related to matters of urban and regional significance who propose to use the resources of the Chair to undertake research/scholarly activities that will further this work on behalf of the University.
The endowment will generate approximately $40,000 to support, for one year, the research activities of a University of Minnesota faculty member for work on a project related to urban and regional affairs in Minnesota. Funds may be used for release time, research assistance, or other support for the project, and may be used for new projects or projects already under way.
The faculty member who is selected will be expected at the conclusion of the project to prepare a 3500-word manuscript for publication in the CURA Reporter, CURA's quarterly report of faculty research.
Application materials for the 2013-2014 Fesler-Lampert Chair in Urban and Regional Affairs must be received by 4:30 pm on February 11, 2013.
The Fesler-Lampert nominating committee will review applications and forward its recommendations to the Dean of the Graduate School, who will make the appointment.
For more information about the competition, the application process, or the Fesler-Lampert Chair in Urban and Regional Affairs, visit www.cura.umn.edu/Fesler-Lampert or contact Professor Edward G. Goetz at 612-624-8737 or egoetz@umn.edu.
Director: Edward G. Goetz
Associate Director: William J. Craig
The Center for Urban and Regional Affairs (CURA) is an applied research and technical assistance center that connects the resources of the University of Minnesota with the interests and needs of urban communities and the region for the benefit of all.
You are receiving this e-mail because you are listed with University Human Resources as a faculty member at the University of Minnesota.
330 HHH Center
301 19th Avenue South
Minneapolis, MN 55455
Phone: 612-625-1551
E-mail: cura@umn.edu
Web: www.cura.umn.edu
Competition for the 2013-2014 Fesler-Lampert Chair in Urban and Regional Affairs
The Center for Urban and Regional Affairs (CURA) is pleased to announce the competition for the 2013-2014 Fesler-Lampert Chair in Urban and Regional Affairs, and invites interested faculty from across the University of Minnesota to apply for this award.
The Fesler-Lampert Chair in Urban and Regional Affairs was established in 1999 through the vision and generosity of David and Elizabeth Fesler. It was created to recognize faculty members with a distinguished record of research and teaching related to matters of urban and regional significance who propose to use the resources of the Chair to undertake research/scholarly activities that will further this work on behalf of the University.
The endowment will generate approximately $40,000 to support, for one year, the research activities of a University of Minnesota faculty member for work on a project related to urban and regional affairs in Minnesota. Funds may be used for release time, research assistance, or other support for the project, and may be used for new projects or projects already under way.
The faculty member who is selected will be expected at the conclusion of the project to prepare a 3500-word manuscript for publication in the CURA Reporter, CURA's quarterly report of faculty research.
Application materials for the 2013-2014 Fesler-Lampert Chair in Urban and Regional Affairs must be received by 4:30 pm on February 11, 2013.
The Fesler-Lampert nominating committee will review applications and forward its recommendations to the Dean of the Graduate School, who will make the appointment.
For more information about the competition, the application process, or the Fesler-Lampert Chair in Urban and Regional Affairs, visit www.cura.umn.edu/Fesler-Lampert or contact Professor Edward G. Goetz at 612-624-8737 or egoetz@umn.edu.
Director: Edward G. Goetz
Associate Director: William J. Craig
The Center for Urban and Regional Affairs (CURA) is an applied research and technical assistance center that connects the resources of the University of Minnesota with the interests and needs of urban communities and the region for the benefit of all.
You are receiving this e-mail because you are listed with University Human Resources as a faculty member at the University of Minnesota.
330 HHH Center
301 19th Avenue South
Minneapolis, MN 55455
Phone: 612-625-1551
E-mail: cura@umn.edu
Web: www.cura.umn.edu
PCard Receipts Due
Please submit receipts for all December PCard purchases to Laura by Monday, December 31st, 2012. For a blank copy of your PCard coversheet, please e-mail Laura (domin047@umn.edu).
Tenure-Track Assistant Professor at Howard University
The department of Sociology and Anthropology at Howard University invites applications for a tenure-track job at the Assistant Professor level. Candidates must have a PhD in Sociology, with teaching and research ability in the field.
Assistant Professor Position in Sociology
Howard University
The Department of Sociology and Anthropology at Howard University invites applications for a position at the Assistant Professor level, tenure-track, in Sociology beginning in August 2013. Candidates must have a Ph.D. in Sociology, with teaching and research ability in the field. The successful candidate should be able to teach a range of social inequality courses - e.g., social stratification, poverty, systemic and intersectional analysis of race, nationality, class, gender, sexuality, and globalization and empire - from a critical structural perspective. In addition they should be able to teach courses in social theory, public sociology, or social change and social movements. Salary is competitive and is commensurate with qualifications and experience.
To apply, please submit 1. letter of application describing teaching experience, teaching philosophy, and research and scholarly interests, 2. curriculum vitae, 3. writing sample (e.g., dissertation abstract and chapter, manuscript, or published article), 4. graduate transcript, and 5. three letters of reference to: Dr. Walda Katz-Fishman, Social Inequality Search Committee, Department of Sociology and Anthropology, 2441 6th Street, NW, Douglass Hall - Room 207, Howard University, Washington, DC 20059 (email: wfishman@howard.edu or wkatzfishman@igc.org ). Review of applications will begin on February 1, 2013 and will remain open until the position is filled.
Howard University is an Affirmative Action/Equal Opportunity employer.
Assistant Professor Position in Sociology
Howard University
The Department of Sociology and Anthropology at Howard University invites applications for a position at the Assistant Professor level, tenure-track, in Sociology beginning in August 2013. Candidates must have a Ph.D. in Sociology, with teaching and research ability in the field. The successful candidate should be able to teach a range of social inequality courses - e.g., social stratification, poverty, systemic and intersectional analysis of race, nationality, class, gender, sexuality, and globalization and empire - from a critical structural perspective. In addition they should be able to teach courses in social theory, public sociology, or social change and social movements. Salary is competitive and is commensurate with qualifications and experience.
To apply, please submit 1. letter of application describing teaching experience, teaching philosophy, and research and scholarly interests, 2. curriculum vitae, 3. writing sample (e.g., dissertation abstract and chapter, manuscript, or published article), 4. graduate transcript, and 5. three letters of reference to: Dr. Walda Katz-Fishman, Social Inequality Search Committee, Department of Sociology and Anthropology, 2441 6th Street, NW, Douglass Hall - Room 207, Howard University, Washington, DC 20059 (email: wfishman@howard.edu or wkatzfishman@igc.org ). Review of applications will begin on February 1, 2013 and will remain open until the position is filled.
Howard University is an Affirmative Action/Equal Opportunity employer.
Torske Klubben Fellowship
University of Minnesota Graduate Students who are Minnesota residents and have an interest in Norway are invited to apply for the Torske Klubben Fellowship. A stipend of $15,000 for the academic year will be provided. Application deadline is March 1, 2013 at 12:00 PM.
For more information or to apply, please click here.
For more information or to apply, please click here.
IHS George Mason University Summer 2013 Seminars
The schedule for the IHS George Mason University Seminars have been set. They are each one week and will be held various weeks between May and July. Undergraduates, graduate students, and recent graduates are eligible, and HIS will provide full scholarships to attendees.
On behalf of the Institute for Humane Studies, I'm pleased to announce our 2013 lineup of summer seminars and ask you to share this opportunity with your students.
Participants consistently call the seminar experience challenging and life changing. Through in-depth interactions with faculty and peers, students gain critical thinking skills, new career possibilities, and a firmer grasp of ideas that shape society.
Undergraduates, graduate students, and recent graduates are eligible.
IHS provides full scholarships to all attendees, which cover lectures, housing, meals, and materials. Participants only pay for travel.
Additional information: www.TheIHS.org/summer-seminars
FAQs
On behalf of the Institute for Humane Studies, I'm pleased to announce our 2013 lineup of summer seminars and ask you to share this opportunity with your students.
Participants consistently call the seminar experience challenging and life changing. Through in-depth interactions with faculty and peers, students gain critical thinking skills, new career possibilities, and a firmer grasp of ideas that shape society.
Undergraduates, graduate students, and recent graduates are eligible.
IHS provides full scholarships to all attendees, which cover lectures, housing, meals, and materials. Participants only pay for travel.
Additional information: www.TheIHS.org/summer-seminars
FAQs
Wednesday, December 12, 2012
Return Scott Hall Office Keys
Grad instructors and TA's with Scott Hall Offices: If you are NOT teaching or TAing in Spring 2013, please remove all personal items from your office and return your key to the department office by Friday, December 28th. Any unclaimed items will be removed.
Scott Hall Library Books and Videos due
Reminder to all faculty and staff: Please return any books and videos you have checked out from the department library. Return items to the "task box" in the main department office by Thursday, December 20th, 2012.
Sarah Pettit Doctoral Fellowship at Yale
Yale University invites applications for the 2013-2014 Sarah Pettit Doctoral Fellowship. This fellowship provides a year of support to a graduate student, from an institution other than Yale, who is writing a dissertation in LGBT Studies, with lesbian studies at its focus. The winner receives $20,000 and is required to reside in New Haven, CT and participate in LGBT Studies programs during the tenure of the fellowship. Application deadline: January 15th, 2013.
The Sarah Pettit Fund was established in 2003 as a permanent endowment to honor and perpetuate the memory of lesbian activist Sarah Pettit, who earned her BA from Yale in 1988. Pettit died in 2003 in the midst of a high-profile career as a writer, editor, and lgbtq advocate. She was for many years the editor-in-chief and vice president of out Magazine, which she co-founded in 1992. In 1999, she was appointed the senior editor of Newsweek's Arts and Entertainment section. She served on the advisory board of the New York Lesbian and Gay Anti-Violence Project.
Please submit a short cover letter describing your engagement with lgbt Studies, a CV, a 1,000-word project description (with one-page bibliography), and a 100-word abstract of your project. Two letters of recommendation are also required, including at least one letter from a member of your dissertation committee. Apply online at http://lgbts.yale.edu/pettit
Sponsored by Lesbian, Gay, Bisexual, and Transgender Studies at Yale
The Sarah Pettit Fund was established in 2003 as a permanent endowment to honor and perpetuate the memory of lesbian activist Sarah Pettit, who earned her BA from Yale in 1988. Pettit died in 2003 in the midst of a high-profile career as a writer, editor, and lgbtq advocate. She was for many years the editor-in-chief and vice president of out Magazine, which she co-founded in 1992. In 1999, she was appointed the senior editor of Newsweek's Arts and Entertainment section. She served on the advisory board of the New York Lesbian and Gay Anti-Violence Project.
Please submit a short cover letter describing your engagement with lgbt Studies, a CV, a 1,000-word project description (with one-page bibliography), and a 100-word abstract of your project. Two letters of recommendation are also required, including at least one letter from a member of your dissertation committee. Apply online at http://lgbts.yale.edu/pettit
Sponsored by Lesbian, Gay, Bisexual, and Transgender Studies at Yale
Tuesday, December 11, 2012
Fall 2012 Grades DUE
FALL 2012 INSTRUCTORS: Grades for Fall 2012 courses must be entered online by Thursday, December 27th at 11:59pm.
Please note: if you submit an incomplete for an undergraduate student, you must also submit a copy of the "Completion of Incomplete Work" agreement form (available from the link below). Fill out this agreement with the student and be sure to keep a copy for yourself, provide the student with a copy, and submit a copy to Laura for filing within the Department. If you have any problems with access or other questions, please contact Laura at domin047@umn.edu.
Completion of Incomplete Work Agreement.pdf
To enter final grades: http://onestop.umn.edu/faculty/grades/final/index.html
Please note: if you submit an incomplete for an undergraduate student, you must also submit a copy of the "Completion of Incomplete Work" agreement form (available from the link below). Fill out this agreement with the student and be sure to keep a copy for yourself, provide the student with a copy, and submit a copy to Laura for filing within the Department. If you have any problems with access or other questions, please contact Laura at domin047@umn.edu.
Completion of Incomplete Work Agreement.pdf
To enter final grades: http://onestop.umn.edu/faculty/grades/final/index.html
GWSS 8107 "Feminist Pedagogy"
GWSS: 8107 "Feminist Pedagogy" will be offered Spring 2013 with Dr. Eden Torres on Mondays from 3:30-5:45 pm in Ford Hall 400. This graduate seminar explores and analyzes feminist theories of critical pedagogy. Students will develop a teaching philosophy statement, design a syllabus, practice teach and learn problem solving strategies for the classroom.
Click here for a course flier: Feminist Pedagogy_GWSS 8107
Click here for a course flier: Feminist Pedagogy_GWSS 8107
Monday, December 10, 2012
Asian Languages & Literature talk "Doubles and Detectives"
"Doubles and Detectives: Image and Empire in Edogawa Rampo's Doppelganger Fictions" will be presented by Dr. Baryon Tensor Posadas on Friday, December 14th at 12:00pm in room 113 Folwell Hall.
A presentation by Dr. Baryon Tensor Posadas
(Ph.D., East Asian Studies, University of Toronto)
At roughly the same historical conjuncture when it began to be articulated as a concept marking a return of the repressed within the psychoanalytic theories of Sigmund Freud and Otto Rank, the doppelganger motif became the subject of a veritable explosion of literary attention in 1920s Japan. Taking up its appearances in the detective fictions of Edogawa Rampo as a point of the departure, Prof. Posadas presentation will situate the Japanese fictions of the doppelganger within the rapid social and material transformations concurrently taking place at that historical moment. Against approaches that would reductively read the doppelganger in terms of a simple line of influence from Euro-America, Prof. Posadas contends that the proliferation of the figure in 1920s Japan is more productively understood as a cultural formation that arises amid the interlinked forces of urbanization, colonial expansion, and an emergent image-commodity culture.
Baryon Tensor Posadas is a candidate for the tenure-track position in Japanese literature and culture in the Department of Asian Languages & Literatures.
Click here for an event flier: Posadas - JPN talk.pdf
A presentation by Dr. Baryon Tensor Posadas
(Ph.D., East Asian Studies, University of Toronto)
At roughly the same historical conjuncture when it began to be articulated as a concept marking a return of the repressed within the psychoanalytic theories of Sigmund Freud and Otto Rank, the doppelganger motif became the subject of a veritable explosion of literary attention in 1920s Japan. Taking up its appearances in the detective fictions of Edogawa Rampo as a point of the departure, Prof. Posadas presentation will situate the Japanese fictions of the doppelganger within the rapid social and material transformations concurrently taking place at that historical moment. Against approaches that would reductively read the doppelganger in terms of a simple line of influence from Euro-America, Prof. Posadas contends that the proliferation of the figure in 1920s Japan is more productively understood as a cultural formation that arises amid the interlinked forces of urbanization, colonial expansion, and an emergent image-commodity culture.
Baryon Tensor Posadas is a candidate for the tenure-track position in Japanese literature and culture in the Department of Asian Languages & Literatures.
Click here for an event flier: Posadas - JPN talk.pdf
CFP: 8th Annual AGS Graduate Student Conference in Paris
The American Graduate School (AGS) IN PARIS seeks submissions for the 8th AGS Graduate Student Conference to be held on April 18-19th, 2013. This year's theme is "Identity and Gender Politics within International Relations." Submission Deadline: December 15, 2013.
Call for Papers for the 8th AGS Graduate Student Conference: April 18-19, 2013
For more information or to apply, please click here.
Call for Papers for the 8th AGS Graduate Student Conference: April 18-19, 2013
For more information or to apply, please click here.
CFP: AGS International Studies Review Journal
The American Graduate School (AGS) In Paris seeks submissions for the AGS International Studies Review Journal. This issue's theme is: "Traditional and Innovative Forms of Diplomacy." Submission deadline: January 31, 2013.
AGS is seeking submissions from academics, independent scholars, doctoral candidates and post-doctoral researchers with the relevant background and interests for the coming issue of the AGS International Studies Review Journal: a high-quality, peer-reviewed, internationally focused academic journal. This issue's theme is: "Traditional and Innovative Forms of Diplomacy". All abstracts should be max. 500 words and submitted by the deadline of 31 January 2013. For further details, please click here.
AGS is seeking submissions from academics, independent scholars, doctoral candidates and post-doctoral researchers with the relevant background and interests for the coming issue of the AGS International Studies Review Journal: a high-quality, peer-reviewed, internationally focused academic journal. This issue's theme is: "Traditional and Innovative Forms of Diplomacy". All abstracts should be max. 500 words and submitted by the deadline of 31 January 2013. For further details, please click here.
MTSU Underrepresented Minority Dissertation Fellowship
Middle Tennessee State University history department is now accepting applications for their 2013-2014 Underrepresented Minority Dissertation Fellowship Program. The purpose of the $30,000 Fellowship is to enhance diversity in research, teaching, and service at MTSU through the recruitment of underrepresented minority graduate students from across the country that are completing dissertation research. Doctoral Students at the ABD stage may apply. Application deadline: January 6th, 2013.
Fellows will teach one course each semester in an area related to their academic preparation and a need of the department hosting the fellow. Fellows will be expected to devote significant time to the completion of the dissertation. Fellows will also work with a faculty mentor and will be involved with co-curricular activities including the university's cultural diversity initiatives.
Fellows will receive fiscal year faculty appointments (August 1 - July 31) and will be eligible for benefits including health insurance. Salary is $30,000. Fellows must be eligible for employment. Additionally, fellows will receive support for research, professional travel, and other related expenses. It is expected that fellows will not be employed outside of the University or receive additional fellowships or awards during the fellowship period unless approved by the University.
Excellence in teaching, research/creative activity and service is expected for all positions. MTSU seeks candidates committed to using integrative technologies in teaching.
For more details and to apply for this fellowship, please click here.
Fellows will teach one course each semester in an area related to their academic preparation and a need of the department hosting the fellow. Fellows will be expected to devote significant time to the completion of the dissertation. Fellows will also work with a faculty mentor and will be involved with co-curricular activities including the university's cultural diversity initiatives.
Fellows will receive fiscal year faculty appointments (August 1 - July 31) and will be eligible for benefits including health insurance. Salary is $30,000. Fellows must be eligible for employment. Additionally, fellows will receive support for research, professional travel, and other related expenses. It is expected that fellows will not be employed outside of the University or receive additional fellowships or awards during the fellowship period unless approved by the University.
Excellence in teaching, research/creative activity and service is expected for all positions. MTSU seeks candidates committed to using integrative technologies in teaching.
For more details and to apply for this fellowship, please click here.
Friday, December 7, 2012
Dr. Anne McKnight: "Beyond the Simulacrum"
Asian Languages and Literature presents "Beyond the Simulacrum" with Dr. Anne McKnight today, Wednesday December 12th at 4:00 PM in 220 Folwell Hall. This talk will look at some interesting examples of prose fiction and criticism from the Heisei period, in the context of a broad overview of literature's relation to visual culture.
Beyond the Simulacrum: Japanese Literature's Use of Visual Culture since the 1990s
Wednesday December 12th, 2012
4:00 P.M.
140 Nolte Center
A presentation by Dr. Anne McKnight
(Ph.D., Comparative Literature, University of California - Berkeley)
This talk will look at some interesting examples of prose fiction and criticism from the Heisei period (1989--), in the context of a broad overview of literature's relation to visual culture. Most discussions held today about the "media mix" by historians of visual culture shear off the fields of literary fiction and writing in order to ground their own disciplines as autonomous fields and markets. Prof. McKnight's claim is that this move goes beyond eclipsing the prodigious amounts of prose fiction that serve as "source material" for visual adaptations. Prof. McKnight argues also that shifts in visual culture's links to the publishing industry since the 1960s have changed the grounds on which "genre fiction" is evaluated by writers and critics alike when they weigh in on prose fiction's worth. No longer exclusively false, the possession of slumbering masses, tragically folkloric or historically and aesthetically retrograde, the genres (e.g. melodrama, yakuza film, the 'stateless'/mukokuseki action film) that became relatively stabilized in the "studio system" in the 1950s and 1960s have challenged contemporary fiction to redefine its century-old mandate to be specific in order to be any good.
Examples Prof. McKnight presents include: ABE Kazushige's Individual Projection (a noir-spy thriller, 1996), TAKAMI Kōshun's Battle Royale (a 1997-9 horror novel turned 2000 blockbuster movie), and the critical writings of ANDŌ Reiji that re-situate OKIKUCHI Shinobu's one-and-only novel, The Book of the Dead (「死者の書」,1939), as an allegory of a young woman's cultural production in an age of mass culture, rather than an entrenched link to a classical past.
Anne McKnight is applying for the tenure-track position in Japanese literature and culture in the Department of Asian Languages & Literatures.
Beyond the Simulacrum: Japanese Literature's Use of Visual Culture since the 1990s
Wednesday December 12th, 2012
4:00 P.M.
140 Nolte Center
A presentation by Dr. Anne McKnight
(Ph.D., Comparative Literature, University of California - Berkeley)
This talk will look at some interesting examples of prose fiction and criticism from the Heisei period (1989--), in the context of a broad overview of literature's relation to visual culture. Most discussions held today about the "media mix" by historians of visual culture shear off the fields of literary fiction and writing in order to ground their own disciplines as autonomous fields and markets. Prof. McKnight's claim is that this move goes beyond eclipsing the prodigious amounts of prose fiction that serve as "source material" for visual adaptations. Prof. McKnight argues also that shifts in visual culture's links to the publishing industry since the 1960s have changed the grounds on which "genre fiction" is evaluated by writers and critics alike when they weigh in on prose fiction's worth. No longer exclusively false, the possession of slumbering masses, tragically folkloric or historically and aesthetically retrograde, the genres (e.g. melodrama, yakuza film, the 'stateless'/mukokuseki action film) that became relatively stabilized in the "studio system" in the 1950s and 1960s have challenged contemporary fiction to redefine its century-old mandate to be specific in order to be any good.
Examples Prof. McKnight presents include: ABE Kazushige's Individual Projection (a noir-spy thriller, 1996), TAKAMI Kōshun's Battle Royale (a 1997-9 horror novel turned 2000 blockbuster movie), and the critical writings of ANDŌ Reiji that re-situate OKIKUCHI Shinobu's one-and-only novel, The Book of the Dead (「死者の書」,1939), as an allegory of a young woman's cultural production in an age of mass culture, rather than an entrenched link to a classical past.
Anne McKnight is applying for the tenure-track position in Japanese literature and culture in the Department of Asian Languages & Literatures.
The Institute of Reading Development Summer Position
The Institute of Reading Development is seeking candidates for summer 2013 teaching positions. They seek teaching candidates with an undergraduate degree or higher from any discipline. The Institute offers classes for students of all ages to improve their reading skills and teach them to experience absorption in literature.
NOTE: Summer positions tend to fill up by mid-February. To participate in the interview process, be sure to submit an application on our website by the end of January.
Summer teaching positions with the Institute offer the opportunity to:
- Earn more than $6,000 during the summer. Teachers typically earn between $500 and $700 per week while teaching.
- Gain over 500 hours of teacher-training and teaching experience with a variety of age groups.
- Help students of all ages develop their reading skills and ability to become imaginatively absorbed in books.
The Institute is an educational service provider that teaches developmental reading programs in partnership with the continuing education departments of more than 100 colleges and universities across the United States. Our classes for students of all ages improve their reading skills and teach them to experience absorption in literature.
We hire people who:
-Have strong reading skills and read for pleasure
-Have a Bachelor's Degree in any discipline
-Are responsible and hard working
-Have good communication and organizational skills
-Will be patient and supportive with students
-Have regular access to a reliable car
We invite you to submit an online application and learn more about teaching for the Institute at our website:
http://instituteofreadingdevelopmentteachingjobs.com/
NOTE: Summer positions tend to fill up by mid-February. To participate in the interview process, be sure to submit an application on our website by the end of January.
Summer teaching positions with the Institute offer the opportunity to:
- Earn more than $6,000 during the summer. Teachers typically earn between $500 and $700 per week while teaching.
- Gain over 500 hours of teacher-training and teaching experience with a variety of age groups.
- Help students of all ages develop their reading skills and ability to become imaginatively absorbed in books.
The Institute is an educational service provider that teaches developmental reading programs in partnership with the continuing education departments of more than 100 colleges and universities across the United States. Our classes for students of all ages improve their reading skills and teach them to experience absorption in literature.
We hire people who:
-Have strong reading skills and read for pleasure
-Have a Bachelor's Degree in any discipline
-Are responsible and hard working
-Have good communication and organizational skills
-Will be patient and supportive with students
-Have regular access to a reliable car
We invite you to submit an online application and learn more about teaching for the Institute at our website:
http://instituteofreadingdevelopmentteachingjobs.com/
Nominations for Graduate Instructor and Teaching Assistant Teaching Award
The Minnesota Student Association (MSA) and the Council of Graduate Students (COGS) seek nominations University-wide teaching award for Graduate Instructors and Teaching Assistants. All undergraduate and graduate students are eligible to nominate any Teaching Assistant or Graduate Instructor who has instructed them in a classroom or in office hours.
We have designed this award to create more conversation on campus around what undergraduates want to see in TAs and instructors, and to recognize the contributions that graduate student instructors and teaching assistants make to undergraduate education.
Please forward the links below to the nomination form to students in your Department.
For the MSA Website Nomination Form, please click here.
For the Direct Google Document, please click here.
All undergraduate and graduate students are eligible to nominate any Teaching Assistant or Graduate Instructor who has instructed them in a classroom or in office hours.
A panel of undergraduate selectors will choose the winners based on how well, according to the nominee, the TA or instructor exceeded student expectations and contributed to students' academic improvement.
All nominating students will be entered to win a $50 gift certificate to the University of Minnesota Bookstore. Up to 12 graduate instructors or teaching assistants may win the award in a given year.
We welcome any questions you may have at cogs@umn.edu
Thanks,
COGS/MSA
We have designed this award to create more conversation on campus around what undergraduates want to see in TAs and instructors, and to recognize the contributions that graduate student instructors and teaching assistants make to undergraduate education.
Please forward the links below to the nomination form to students in your Department.
For the MSA Website Nomination Form, please click here.
For the Direct Google Document, please click here.
All undergraduate and graduate students are eligible to nominate any Teaching Assistant or Graduate Instructor who has instructed them in a classroom or in office hours.
A panel of undergraduate selectors will choose the winners based on how well, according to the nominee, the TA or instructor exceeded student expectations and contributed to students' academic improvement.
All nominating students will be entered to win a $50 gift certificate to the University of Minnesota Bookstore. Up to 12 graduate instructors or teaching assistants may win the award in a given year.
We welcome any questions you may have at cogs@umn.edu
Thanks,
COGS/MSA
CFP: Social Psychology Quarterly
The Social Psychology Quarterly seeks submissions for the upcoming issue "Advancing Connections." They invite submissions that demonstrate the links between social psychological mechanisms and cultural processes. Submission deadline: May 1, 2013.
Call for Papers
Special Issue of Social Psychology Quarterly
SOCIAL PSYCHOLOGY AND CULTURE: ADVANCING CONNECTIONS
At the 2012 American Sociological Association meetings, a number of members of the Social Psychology Section sported pins announcing "Social Psychology--it's actually everywhere!" The same may be true about culture and cultural processes. The Culture section "considers material products, ideas, and symbolic means and their relation to social behavior." The new American Journal of Cultural Sociology and the long standing Poetics: Journal of Empirical Work on Culture, Media, and the Arts publish a wide array of studies focused on aspects of culture. The intent of a special issue of Social Psychology Quarterly is to highlight the deep connections between the omnipresent cultural context/processes and social psychological mechanisms in social life.
The intersection of culture and social psychology may take many forms. Claims that "culture is cognition" raise linkages between cultural meaning-making and a wide array of internal processes such as stereotyping, attribution, schematic processing, and the like. Identity processes involve recognition of shared and negotiated meanings and interpersonal dynamics within cultural contexts that may bolster or alter identity meanings and subsequent behavior. And, the varied status and power processes shaping dynamics among individuals and groups may underlie the production, consumption, and interpretation of cultural objects.
We welcome submissions from a broad range of empirical and theoretical perspectives, demonstrating the links between social psychological mechanisms and cultural processes to explain a wide variety of practices (pertaining, for example, to religion, health, politics, music, art, intergroup dynamics).
The deadline for submitting papers is May 1, 2013. The usual ASA requirements for submission apply (see "Notice for Contributors"). Papers may be submitted at http://mc.manuscriptcentral.com/spq. Please indicate in a cover letter that you would like your submission to be considered for the special issue.
Prospective authors should feel free to communicate with the coeditors (khegtve@emory.edu or cjohns@emory.edu) or special issue editors, Jessica Collett (jlcollett@nd.edu) and Omar Lizardo (olizardo@nd.edu) about the appropriateness of their papers.
Call for Papers
Special Issue of Social Psychology Quarterly
SOCIAL PSYCHOLOGY AND CULTURE: ADVANCING CONNECTIONS
At the 2012 American Sociological Association meetings, a number of members of the Social Psychology Section sported pins announcing "Social Psychology--it's actually everywhere!" The same may be true about culture and cultural processes. The Culture section "considers material products, ideas, and symbolic means and their relation to social behavior." The new American Journal of Cultural Sociology and the long standing Poetics: Journal of Empirical Work on Culture, Media, and the Arts publish a wide array of studies focused on aspects of culture. The intent of a special issue of Social Psychology Quarterly is to highlight the deep connections between the omnipresent cultural context/processes and social psychological mechanisms in social life.
The intersection of culture and social psychology may take many forms. Claims that "culture is cognition" raise linkages between cultural meaning-making and a wide array of internal processes such as stereotyping, attribution, schematic processing, and the like. Identity processes involve recognition of shared and negotiated meanings and interpersonal dynamics within cultural contexts that may bolster or alter identity meanings and subsequent behavior. And, the varied status and power processes shaping dynamics among individuals and groups may underlie the production, consumption, and interpretation of cultural objects.
We welcome submissions from a broad range of empirical and theoretical perspectives, demonstrating the links between social psychological mechanisms and cultural processes to explain a wide variety of practices (pertaining, for example, to religion, health, politics, music, art, intergroup dynamics).
The deadline for submitting papers is May 1, 2013. The usual ASA requirements for submission apply (see "Notice for Contributors"). Papers may be submitted at http://mc.manuscriptcentral.com/spq. Please indicate in a cover letter that you would like your submission to be considered for the special issue.
Prospective authors should feel free to communicate with the coeditors (khegtve@emory.edu or cjohns@emory.edu) or special issue editors, Jessica Collett (jlcollett@nd.edu) and Omar Lizardo (olizardo@nd.edu) about the appropriateness of their papers.
Ferguson's "World-Making and World-Devastation in Adrian Piper's Self-Portrait 2000"
RODERICK A. FERGUSON has written a blog entry for the University of Minnesota Press' blog. Please click here to read Ferguson's entry about Adrian Piper's "Self-Portrait 2000," the art work that he uses to open his new book The Reorder of Things: The University and Its Pedagogies of Minority Difference.
CI 5660 "Indigenous Language Revitalization" Spring 2013
CI 5660 SECTION 001 'Indigenous Language Revitalization: Critical Research Methods" will be offered Spring 2013 with Professor Mary Hermes on Wednesdays from 4:40-7:20 pm in Peik Hall.
Indigenous Language Revitalization:
Critical research methods
Wednesday 4:40-7:20, Peik Hall 355
This special seminar will bring together students across disciplines with community members who are involved in language revitalization work. Use your intelligence for social justice, join this class! Two community activist scholarships available! (contact below).
We will collaborate in thinking about this global movement and using it as an example of how research can serve movements that benefit communities outside of academia.
First, the practical: What are the most cutting edge methods for teaching oral proficiency?
Part of the seminar will be an experimental Ojibwe language learning session dedicate to this theory into practice question. Second, what are the roles of research and methods? Special attention will be given to feminist participatory research, community based design and indigenous methods. This course will count for an upper level research methods course, providing experience in developing research and methods around interdisciplinary problems. Last, the indigenous language movement will be considered as part of a global push back by indigenous peoples to reclaim and reassert their sovereignty. The use of critical theories will connect these efforts to decolonizing education, rebuilding community and chipping away at the bigger power structures that keep hegemony in place.
Professor Mary Hermes
mhermes@umn.edu
Register for:
CI 5660 001 SPECIAL TOPICS IN THE TEACHING OF SECOND LANGUAGES AND CULTURES [Spring 2013] Indigenous Language Revitalization: Critical research and methods
Indigenous Language Revitalization:
Critical research methods
Wednesday 4:40-7:20, Peik Hall 355
This special seminar will bring together students across disciplines with community members who are involved in language revitalization work. Use your intelligence for social justice, join this class! Two community activist scholarships available! (contact below).
We will collaborate in thinking about this global movement and using it as an example of how research can serve movements that benefit communities outside of academia.
First, the practical: What are the most cutting edge methods for teaching oral proficiency?
Part of the seminar will be an experimental Ojibwe language learning session dedicate to this theory into practice question. Second, what are the roles of research and methods? Special attention will be given to feminist participatory research, community based design and indigenous methods. This course will count for an upper level research methods course, providing experience in developing research and methods around interdisciplinary problems. Last, the indigenous language movement will be considered as part of a global push back by indigenous peoples to reclaim and reassert their sovereignty. The use of critical theories will connect these efforts to decolonizing education, rebuilding community and chipping away at the bigger power structures that keep hegemony in place.
Professor Mary Hermes
mhermes@umn.edu
Register for:
CI 5660 001 SPECIAL TOPICS IN THE TEACHING OF SECOND LANGUAGES AND CULTURES [Spring 2013] Indigenous Language Revitalization: Critical research and methods
Wednesday, December 5, 2012
UWM Honors College search for Visiting Assistant Professor
University of Wisconsin- Milwaukee Honors College is looking for candidates for the position of Dean's Visiting Assistant Professor. Candidates must have a Ph.D. in History or related field by June 15th, 2013 with a specialization in 19th/20th century U.S. History. This non-tenured appointment is for the 2013-2014 academic year, with the possibility of renewal. Application deadline is January 2nd, 2013.
The UWM Honors College offers a General Education/Liberal Arts curriculum: small, writing-intensive, interdisciplinary seminars and individualized instruction for outstanding undergraduates within an urban context.
The successful candidate, who will hold the working title of Dean's Visiting Assistant Professor and have a strong commitment to undergraduate teaching and learning, must have: a Ph.D. in History or related field by June 15th, 2013 with a specialization in 19th/20th century U.S. History and experience teaching academic writing.
Preferred candidates will also have experience:
- designing interdisciplinary classes
- teaching small interactive seminar-style classes
- teaching courses that include global, media, gender, or ethnic studies
Customary teaching load is three Honors seminars per semester, in addition to attending staff meetings, participating in Honors College faculty development initiatives centered on undergraduate teaching, and serving on Honors College committees as needed.
This non-tenured appointment is for the 2013-2014 academic year, with possibility of renewal. Candidates should apply to: http://jobs.uwm.edu/postings/11112
Candidates must apply by midnight on January 2, 2013.
UWM is an AA/EO Employer.
The UWM Honors College offers a General Education/Liberal Arts curriculum: small, writing-intensive, interdisciplinary seminars and individualized instruction for outstanding undergraduates within an urban context.
The successful candidate, who will hold the working title of Dean's Visiting Assistant Professor and have a strong commitment to undergraduate teaching and learning, must have: a Ph.D. in History or related field by June 15th, 2013 with a specialization in 19th/20th century U.S. History and experience teaching academic writing.
Preferred candidates will also have experience:
- designing interdisciplinary classes
- teaching small interactive seminar-style classes
- teaching courses that include global, media, gender, or ethnic studies
Customary teaching load is three Honors seminars per semester, in addition to attending staff meetings, participating in Honors College faculty development initiatives centered on undergraduate teaching, and serving on Honors College committees as needed.
This non-tenured appointment is for the 2013-2014 academic year, with possibility of renewal. Candidates should apply to: http://jobs.uwm.edu/postings/11112
Candidates must apply by midnight on January 2, 2013.
UWM is an AA/EO Employer.
Professor Ferguson named Old Dominion Fellow
Professor Rod Ferguson was named an Old Dominion Fellow of the Humanities Council and the Center for African American Studies at Princeton University in Fall 2013.
Professor Elaine Tyler May awarded fellowship
Professor Elaine Tyler May was awarded a 2013-14 National Endowment for the Humanities Fellowship for her project "The American Quest for Security."
GWSS 8220 - Science, Technology & Environmental Justice
GWSS 8220 Seminar, "Science, Technology & Environmental Justice" will be taught by Susan Craddock. This course examines current ways of thinking about the complex, dynamic, troubling, and exciting intersections of humans and new biotechnologies, nonhumans, and changing ecosystems.
Seminar Description: This course examines current ways of thinking about the complex, dynamic, troubling, and exciting intersections of humans and new biotechnologies, nonhumans, and changing ecosystems. What aggregate social and political factors come together to form new interpolations of science and nature? What rhetorical shifts shape interpretations of 'global' health, environment, disease, intervention? What potentials do new technologies have for disrupting current forms of capitalism, or shaping new questions of ethics, citizenship, or liberalism? What new understandings are social scientists and scientists discerning about microbes and our relations with them? The seminar will be largely book-driven, including texts by Donna Haraway, Sheila Jasanof, Nikolas Rose, Stefan Helmreich, Sarah Franklin, and Stacy Alaimo.
GWSS 8220 - Science, Technology & Environmental Justice
Thursdays: 3:35pm-5:45pm in Ford 400
Thursdays: 3:35pm-5:45pm in Ford 400
Seminar Description: This course examines current ways of thinking about the complex, dynamic, troubling, and exciting intersections of humans and new biotechnologies, nonhumans, and changing ecosystems. What aggregate social and political factors come together to form new interpolations of science and nature? What rhetorical shifts shape interpretations of 'global' health, environment, disease, intervention? What potentials do new technologies have for disrupting current forms of capitalism, or shaping new questions of ethics, citizenship, or liberalism? What new understandings are social scientists and scientists discerning about microbes and our relations with them? The seminar will be largely book-driven, including texts by Donna Haraway, Sheila Jasanof, Nikolas Rose, Stefan Helmreich, Sarah Franklin, and Stacy Alaimo.
Dr. Naoki Yamamoto lecture on Documenting the War Effort
"Documenting the War Effort: Imamura Taihei and Wartime Japanese Film History" will be presented by Dr. Naoki Yamamoto on Friday, December 7th at 4pm in 121 Folwell Hall. This lecture examines the writings of Imamura Taihei in an attempt to establish a new critical framework for approaching the legacy of non-Western film and media theories.
A presentation by Dr. Naoki Yamamoto
(Ph.D., East Asian Languages and Literatures/Film Studies, Yale University)
This lecture examines the writings of Imamura Taihei (1911-1986) in an attempt to establish a new critical framework for approaching the legacy of non-Western film and media theories. Widely acclaimed as one the most significant theorists in the history of Japanese cinema, Imamura's work was marked by his dual interest in documentary and animation, the two marginalized film genres that garnered greater popularity in the period after the outbreak of the Second Sino-Japanese War in 1937.
In contrast to the commonplace assumption that treats these as the opposite set of filmmaking at large, Imamura shrewdly redefined them as sharing the same mission of offering both concrete and animated documentations of the world in motion. Equally at stake in his theorization was the increasingly significant role of cinema as a tool for mass communication, its penetrating power to mediate the experience of everyday life. By reading him alongside such theorists as Béla Balázs, Walter Benjamin and Marshall McLuhan, this lecture seeks to elucidate the enduring relevance of Imamura's film theory to today's mediascape. At the same time, it also aims to historicize his writings by tracing how his call for the socialization of the film medium became integrated into the official discourse of Japanese fascism.
Naoki Yamamoto is applying for the tenure-track position in Japanese literature and culture in the Department of Asian Languages & Literatures.
Click here for a lecture flyer.
Documenting the War Effort: Imamura Taihei and Wartime Japanese Film Theory
Friday December 7th, 2012
4:00 P.M.
121 Folwell Hall
4:00 P.M.
121 Folwell Hall
A presentation by Dr. Naoki Yamamoto
(Ph.D., East Asian Languages and Literatures/Film Studies, Yale University)
This lecture examines the writings of Imamura Taihei (1911-1986) in an attempt to establish a new critical framework for approaching the legacy of non-Western film and media theories. Widely acclaimed as one the most significant theorists in the history of Japanese cinema, Imamura's work was marked by his dual interest in documentary and animation, the two marginalized film genres that garnered greater popularity in the period after the outbreak of the Second Sino-Japanese War in 1937.
In contrast to the commonplace assumption that treats these as the opposite set of filmmaking at large, Imamura shrewdly redefined them as sharing the same mission of offering both concrete and animated documentations of the world in motion. Equally at stake in his theorization was the increasingly significant role of cinema as a tool for mass communication, its penetrating power to mediate the experience of everyday life. By reading him alongside such theorists as Béla Balázs, Walter Benjamin and Marshall McLuhan, this lecture seeks to elucidate the enduring relevance of Imamura's film theory to today's mediascape. At the same time, it also aims to historicize his writings by tracing how his call for the socialization of the film medium became integrated into the official discourse of Japanese fascism.
Naoki Yamamoto is applying for the tenure-track position in Japanese literature and culture in the Department of Asian Languages & Literatures.
Click here for a lecture flyer.
Monday, December 3, 2012
Fall evaluations forms
Fall Instructors and TA's: Evaluation forms and instructions were distributed earlier this week to mailboxes for all instructors and TAs leading sections this semester. If you have any questions, please contact Laura.
The Immigration History Research Center Fellowships
The Immigration Research Center has announced their 2013-2014 fellowships for University of Minnesota graduate students working with the IHRC's collections. The fellowships are considered a 50% appointment and provide $8,300 in stipend and up to $8,300 toward certain fees/tuition during each semester held. Students interested in applying should contact Melanie (stein196@umn.edu) with your subject and intent to apply by December 15th, 2012. Melanie will then be in contact with you directly regarding internal application deadlines.
The IHRC promotes interdisciplinary research on international migration, develops archives documenting immigrant and refugee life, especially in the U.S., and makes specialized scholarship accessible to students, teachers, and the public. Our collections are national in scope and rank among the world's most important for documenting North American immigration and diaspora history.
The fellowships support students conducting research in specific portions of the IHRC's vast archives and print collections, providing $8,300 in stipend and up to $8,300 toward certain fees/tuition during each semester held. Language facility appropriate to proposed research and topic of study is required and fellows are expected to participate in the IHRC scholarly community. In addition to a stipend and fees allowance, a cubicle for the duration of the fellowship period is supplied by the IHRC.
IHRC fellowships are meant to supplement departmental funding packages that may include research or teaching assistantships in the departments in which students are enrolled. The fellowship is considered a 50% appointment. Students are not expected to hold a graduate research or teaching assistantship during the fellowship semester(s).
Please note that the IHRC has graduate fellowships in Arab American, Estonian American, Finnish American, Italian American, and Latvian American studies (see links/info below) awarded at varying intervals but only three fellowships will be offered for 2013-2014.
Eligibility: Both International and U.S. Citizen students are eligible. To be considered for this fellowship, candidates must:
-be admitted, or currently enrolled in, a Masters or PhD program in the University of Minnesota Graduate School;
-have research interests related to the history and culture of the immigrant group documented in the ethnic collection that require research in the IHRC collections (http://ihrc.umn.edu/research/vitrage/index.php)
-have reading proficiency in languages required by research project. International students should consult TOEFL requirements (http://www.ets.org/toefl/)
If students have questions about their eligibility and want to discuss possible research in the IHRC collections, please contact IHRC Archivist Daniel Necas (necas001@umn.edu).
Students should contact Melanie (stein196@umn.edu) directly by December 15th, 2012 with their intent and topic to initiate the nomination process.
The Hildegard and Gustav Must Graduate Fellowships in Estonia American Studies (1 or 2 semesters of support available) provides support for a UMN graduate student conducting research in the Estonian American collections of the IHRC. These collections only recently have become accessible and offer a major opportunity for breakthrough scholarship on Cold War exile organizations, arts and culture, and refugee integration. Certain film holdings are in English, and other collections include English, Finnish, German, Polish or Russian. Spotlight on Edmund Valtman Papers (editorial cartoonist): http://www.ihrc.umn.edu/research/projects/09-7/index.html. The fellowship varies in amount and duration. Most fellowships may be awarded more than once to the same student during her/his enrollment in the University.
The Francis Maria Graduate Fellowship in Arab American Studies (1 semester or summer support available) was established in 2003 with major gift from the Francis Maria Foundation for Justice and Peace. Its objective is to further develop the Francis Maria collection of mid-20thcentury Arab American history and related Arab American activities occurring in the IHRC. The Francis Maria Papers document pan-Arab and Middle East topics of interest to Arab American history, especially in peace monuments related to Palestine. IHRC also holds the papers of Philip Hitti, Mary Mokarzel, and prominent Arab American publishing leaders, as well as fraternal organizations and Maronite figures influential among Lebanese Americans.
IHRC Graduate Fellowship in Finnish American Studies (1 semester of support available) The Graduate Fellowship in Finnish American Studies was established in 2005 and supports a student conducting research in the IHRC Finnish American collections, which are in Finnish and English. Excellent holdings for Finnish publishing, sociology, music, immigrant radicalism, and labor topics, with some religious materials also available. Oral histories for early 20th century Finnish American theatre (in Finnish and English) will be available by 2013. The Fellowship may be used for graduate student support and travel to academic conferences related to Finnish American studies activity.
For more information on our fellowships and other opportunities for internal and external scholars, please visit http://www.ihrc.umn.edu/educators/ .
The IHRC promotes interdisciplinary research on international migration, develops archives documenting immigrant and refugee life, especially in the U.S., and makes specialized scholarship accessible to students, teachers, and the public. Our collections are national in scope and rank among the world's most important for documenting North American immigration and diaspora history.
The fellowships support students conducting research in specific portions of the IHRC's vast archives and print collections, providing $8,300 in stipend and up to $8,300 toward certain fees/tuition during each semester held. Language facility appropriate to proposed research and topic of study is required and fellows are expected to participate in the IHRC scholarly community. In addition to a stipend and fees allowance, a cubicle for the duration of the fellowship period is supplied by the IHRC.
IHRC fellowships are meant to supplement departmental funding packages that may include research or teaching assistantships in the departments in which students are enrolled. The fellowship is considered a 50% appointment. Students are not expected to hold a graduate research or teaching assistantship during the fellowship semester(s).
Please note that the IHRC has graduate fellowships in Arab American, Estonian American, Finnish American, Italian American, and Latvian American studies (see links/info below) awarded at varying intervals but only three fellowships will be offered for 2013-2014.
Eligibility: Both International and U.S. Citizen students are eligible. To be considered for this fellowship, candidates must:
-be admitted, or currently enrolled in, a Masters or PhD program in the University of Minnesota Graduate School;
-have research interests related to the history and culture of the immigrant group documented in the ethnic collection that require research in the IHRC collections (http://ihrc.umn.edu/research/vitrage/index.php)
-have reading proficiency in languages required by research project. International students should consult TOEFL requirements (http://www.ets.org/toefl/)
If students have questions about their eligibility and want to discuss possible research in the IHRC collections, please contact IHRC Archivist Daniel Necas (necas001@umn.edu).
Students should contact Melanie (stein196@umn.edu) directly by December 15th, 2012 with their intent and topic to initiate the nomination process.
The Hildegard and Gustav Must Graduate Fellowships in Estonia American Studies (1 or 2 semesters of support available) provides support for a UMN graduate student conducting research in the Estonian American collections of the IHRC. These collections only recently have become accessible and offer a major opportunity for breakthrough scholarship on Cold War exile organizations, arts and culture, and refugee integration. Certain film holdings are in English, and other collections include English, Finnish, German, Polish or Russian. Spotlight on Edmund Valtman Papers (editorial cartoonist): http://www.ihrc.umn.edu/research/projects/09-7/index.html. The fellowship varies in amount and duration. Most fellowships may be awarded more than once to the same student during her/his enrollment in the University.
The Francis Maria Graduate Fellowship in Arab American Studies (1 semester or summer support available) was established in 2003 with major gift from the Francis Maria Foundation for Justice and Peace. Its objective is to further develop the Francis Maria collection of mid-20thcentury Arab American history and related Arab American activities occurring in the IHRC. The Francis Maria Papers document pan-Arab and Middle East topics of interest to Arab American history, especially in peace monuments related to Palestine. IHRC also holds the papers of Philip Hitti, Mary Mokarzel, and prominent Arab American publishing leaders, as well as fraternal organizations and Maronite figures influential among Lebanese Americans.
IHRC Graduate Fellowship in Finnish American Studies (1 semester of support available) The Graduate Fellowship in Finnish American Studies was established in 2005 and supports a student conducting research in the IHRC Finnish American collections, which are in Finnish and English. Excellent holdings for Finnish publishing, sociology, music, immigrant radicalism, and labor topics, with some religious materials also available. Oral histories for early 20th century Finnish American theatre (in Finnish and English) will be available by 2013. The Fellowship may be used for graduate student support and travel to academic conferences related to Finnish American studies activity.
For more information on our fellowships and other opportunities for internal and external scholars, please visit http://www.ihrc.umn.edu/educators/ .
Dr. Sonali Pahwa talk on Egyptian Youth Theater
The Department of Theater Arts and Dance hosts Dr. Sonali Pahwaon's public lecture "Acts of Hope and Despair: Affective Politics in Egyptian Youth Theatre and Video Blogs" on Friday, December 14th 3pm in Rarig 275.
Performance on stage and online was a means of action for Egyptian youth who despaired of political activism before the revolution. They kept alive social and political critique in the form of dramatic affects that became iconic of youthful hope against hope. Two plays about the alienation of Egyptian youth from television ideology embodied the despair of marginalized youth in narratives charged with political anger. More recent video blogs by young women created spaces for political satire and activist speeches, likewise pointing offstage to reach their conclusion. This paper examines the politics of affect in theatrical and digital performance, tracing the transformation of live performance as a staging ground for political affect in a time of revolution.
Bio: Sonali Pahwa is a Lecturer in Liberal Arts at Northwestern University in Qatar. She gained a PhD in cultural anthropology from Columbia University with a thesis on youth theatre in Egypt, and has taught performance studies at UCLA and anthropology at Northwestern University-Quatar. She is completing a book manuscript titled Theatres of Citizenship: Youth, Performance and Identity in Egypt.
Click here for a lecture flyer.
Acts of Hope and Despair:
Affective Politics in Egyptian Youth Theatre and Video Blogs
Professor Sonali Pahwa
Affective Politics in Egyptian Youth Theatre and Video Blogs
Professor Sonali Pahwa
Friday Dec. 14th 3-4:30pm Rarig 275
Performance on stage and online was a means of action for Egyptian youth who despaired of political activism before the revolution. They kept alive social and political critique in the form of dramatic affects that became iconic of youthful hope against hope. Two plays about the alienation of Egyptian youth from television ideology embodied the despair of marginalized youth in narratives charged with political anger. More recent video blogs by young women created spaces for political satire and activist speeches, likewise pointing offstage to reach their conclusion. This paper examines the politics of affect in theatrical and digital performance, tracing the transformation of live performance as a staging ground for political affect in a time of revolution.
Bio: Sonali Pahwa is a Lecturer in Liberal Arts at Northwestern University in Qatar. She gained a PhD in cultural anthropology from Columbia University with a thesis on youth theatre in Egypt, and has taught performance studies at UCLA and anthropology at Northwestern University-Quatar. She is completing a book manuscript titled Theatres of Citizenship: Youth, Performance and Identity in Egypt.
Click here for a lecture flyer.
ASA: 2013 Annual Meeting: Call for Proposals
The American Studies Association is inviting proposals for their 2013 annual meeting: "Beyond the Logic of Debt, Toward an Ethics of Collective Dissent" being held November 21st-24th, 2013 in Washington D.C. They are calling for discussions of "debt" in its many historical, contemporary, and allegorical dimensions, and invite everyone to offer insights on not only the dominant logic of debt, but also the alternative practices of collective dissent that disrupt and deregulate its coercive power. Submission deadline is January 26, 2013.
Please carefully read the proposal submission requirements and guidelines
in the call for proposals, here before proceeding to use the online submission site.
The submission site will open on December 1, 2012. Follow the submission instructions precisely and start the application process early. The help menu on each page of the submission site should answer your site related questions. The submission site will automatically shut down at 11:59 PM (Pacific) on January 26, 2013.
We encourage you to consult Getting on the ASA Meeting Program: A Practical Guide before you submit a proposal.
For further information about the Call for Proposals, you may contact the president-elect, Curtis Marez (cmarez@dssmail.ucsd.edu), the program chairs Roderick Ferguson, (fergu033@umn.edu), Lisa Lowe, (lmlowe55@gmail.com), and Jodi Melamed (jlmelamed@gmail.com),
"Beyond the Logic of Debt, Toward an Ethics of Collective Dissent"
November 21-24, 2013
Hilton Washington, DC
November 21-24, 2013
Hilton Washington, DC
Please carefully read the proposal submission requirements and guidelines
in the call for proposals, here before proceeding to use the online submission site.
The submission site will open on December 1, 2012. Follow the submission instructions precisely and start the application process early. The help menu on each page of the submission site should answer your site related questions. The submission site will automatically shut down at 11:59 PM (Pacific) on January 26, 2013.
We encourage you to consult Getting on the ASA Meeting Program: A Practical Guide before you submit a proposal.
For further information about the Call for Proposals, you may contact the president-elect, Curtis Marez (cmarez@dssmail.ucsd.edu), the program chairs Roderick Ferguson, (fergu033@umn.edu), Lisa Lowe, (lmlowe55@gmail.com), and Jodi Melamed (jlmelamed@gmail.com),
Friday, November 30, 2012
Professor Jaime Ginzburg on Brazilian Culture in Times of Violence
The Department of Spanish and Portuguese hosts the lecture "Brazilian Culture in Times of Violence" presented by Jaime Ginzburg, Associate Professor at the University of Sao Paulo, Brazil. The lecture will be held on Friday, December 7th from 1:30-3:00pm in 112 Folwell Hall. Reception will follow.
Friday, December 7th
1:30 - 3:00 p.m.
112 Folwell Hall
Reception to follow
In Brazil, violence is a recurrent subject in cultural production. From the perspective of the Frankfurt School, the history of violence is related to literature, film, fine arts and music. This presentation will discuss images of the body in Brazilian culture in the XXth century, focusing on how those images can confront the historical impact of authoritarianism and violence.
Professor Jaime Ginzburg is Associate Professor of Brazilian Literature at the University of São Paulo, in Brazil, and is currently a Visiting Professor in the Department of Spanish and Portuguese, where he is teaching a graduate seminar on Violence and Democracy. His latest books include, Crítica em tempos de violência. São Paulo: Edusp / Fapesp 2012; Escritas da violência, co-edited with Márcio Seligmann-Silva and Francisco Foot Hardman (Rio de Janeiro: Sette Letras, 2012), Vols. I and II; and Walter Benjamin: rastro, aura e história, co-edited with Sabrina Sedlmayer. Belo Horizonte: Editora UFMG, 2012.
Click here for a lecture flyer.
The Department of Spanish & Portuguese presents:
Brazilian Culture in Times of Violence
Lecture by Jaime Ginzburg, University of S√£o Paulo, Brazil
Friday, December 7th
1:30 - 3:00 p.m.
112 Folwell Hall
Reception to follow
In Brazil, violence is a recurrent subject in cultural production. From the perspective of the Frankfurt School, the history of violence is related to literature, film, fine arts and music. This presentation will discuss images of the body in Brazilian culture in the XXth century, focusing on how those images can confront the historical impact of authoritarianism and violence.
Professor Jaime Ginzburg is Associate Professor of Brazilian Literature at the University of São Paulo, in Brazil, and is currently a Visiting Professor in the Department of Spanish and Portuguese, where he is teaching a graduate seminar on Violence and Democracy. His latest books include, Crítica em tempos de violência. São Paulo: Edusp / Fapesp 2012; Escritas da violência, co-edited with Márcio Seligmann-Silva and Francisco Foot Hardman (Rio de Janeiro: Sette Letras, 2012), Vols. I and II; and Walter Benjamin: rastro, aura e história, co-edited with Sabrina Sedlmayer. Belo Horizonte: Editora UFMG, 2012.
Click here for a lecture flyer.
Jack Kent Cooke Dissertation Fellowship Award
The Jack Kent Cooke Foundation is currently accepting applications for their Dissertation Fellowship Awards. They will award four, $25,000 fellowships in 2013. They look to support advanced doctoral candidates in a variety of fields, including education and the social sciences. Application deadline: February 4, 2013.
The Jack Kent Cooke Dissertation Fellowship Award
The Jack Kent Cooke Dissertation Fellowship Award supports advanced doctoral students who are completing dissertations that further the understanding of the educational pathways and experiences of high-achieving, low-income students. We seek to provide funding for doctoral candidates whose work informs and advances the following populations/aspects of our mission:
- high-achieving students from low-income backgrounds, and/or
- students who demonstrate the potential for achievement, and/or
- the conditions that promote high achievement (e.g., school settings, interventions, policies).
OVERVIEW
The Jack Kent Cooke Foundation, through its scholarship and grant making programs, advances the education of exceptionally promising students who have financial need. Our work allows us to see first-hand how high-achieving students with financial need overcome obstacles and excel academically. Our research, however, has shown that many high-potential, low-income students are unable to successfully navigate these obstacles.
In The Achievement Trap (2007), we found that there is a significant drop off in the number of low-income students who are identified as high-achieving throughout the primary and secondary education system. These student experiences raise important questions about the factors and contexts that help some students with financial need overcome personal adversity, limited educational opportunities, and challenging socioeconomic circumstances to excel academically, and how a deeper understanding of such matters can be used to design programs and interventions that will help more low-income students identified as high achieving early in their primary and secondary school years to sustain their academic achievement levels through college and beyond.
In response to this gap in knowledge, the Foundation has created the Cooke Dissertation Fellowship for advanced doctoral students who are completing dissertations that further the understanding of the educational pathways and experiences of exceptionally promising students who have financial need. The fellowship is intended to focus more scholarly attention on the population of students the Foundation serves in order to enable practitioners, parents, schools and communities to better support such students in achieving their full potential.
Dissertation fellowships are intended to support the doctoral student for work done after the student's dissertation proposal has been successfully defended. Applications are encouraged from a variety of disciplines such as, but not limited to, education, sociology, economics, psychology, statistics, and psychometrics.
The fellowship is a one-time award of up to $25,000, which may be used for a period of not less than nine months and up to 18 months, beginning in June 2013. Award decisions are announced in May. See this link for 2013 timeline. We expect to offer four this year, with plans to increase the number in the coming years.
Eligible applicants must have completed all pre-dissertation requirements.
Requirements
Selected Fellows agree to comply with Foundation requirements and requests for the duration of the fellowship. Some key requirements and terms are:
- Fellows must be enrolled in a graduate degree program, and provide documentation of academic progress each term.
- Fellows must participate in Fellowship activities, including the Jack Kent Cooke Foundation Scholars Weekend August 1-4, 2013. The Foundation will provide travel expenses, lodging, and meals.
- Fellows must be willing to present their research to Foundation staff and/or Scholars
HOW FUNDING MAY BE USED
The Cooke Dissertation Fellowship must be used to support a graduate student while writing his or her dissertation. How the funds are expended depends on each recipient's individual need. We determine need through the Cost of Attendance of each recipient's school; we do not provide fellowship money directly to the recipient. More information can be found on how the fellowship funds are disbursed in the FAQs and the Guidelines.
This fellowship does not provide funding for distance learning programs or for degrees heavily dependent on distance learning components. The fellowship does not cover overhead.
More information
Please visit the FAQs page and the Guidelines to learn more about the Fellowship.
If after reviewing the FAQs and Guidelines, you still have questions, please contact the Foundation at 703-723-8000 or through the email address fellows@jkcf.org.
Notification
The Foundation will notify recipients in May 2013.
The Jack Kent Cooke Dissertation Fellowship Award
The Jack Kent Cooke Dissertation Fellowship Award supports advanced doctoral students who are completing dissertations that further the understanding of the educational pathways and experiences of high-achieving, low-income students. We seek to provide funding for doctoral candidates whose work informs and advances the following populations/aspects of our mission:
- high-achieving students from low-income backgrounds, and/or
- students who demonstrate the potential for achievement, and/or
- the conditions that promote high achievement (e.g., school settings, interventions, policies).
OVERVIEW
The Jack Kent Cooke Foundation, through its scholarship and grant making programs, advances the education of exceptionally promising students who have financial need. Our work allows us to see first-hand how high-achieving students with financial need overcome obstacles and excel academically. Our research, however, has shown that many high-potential, low-income students are unable to successfully navigate these obstacles.
In The Achievement Trap (2007), we found that there is a significant drop off in the number of low-income students who are identified as high-achieving throughout the primary and secondary education system. These student experiences raise important questions about the factors and contexts that help some students with financial need overcome personal adversity, limited educational opportunities, and challenging socioeconomic circumstances to excel academically, and how a deeper understanding of such matters can be used to design programs and interventions that will help more low-income students identified as high achieving early in their primary and secondary school years to sustain their academic achievement levels through college and beyond.
In response to this gap in knowledge, the Foundation has created the Cooke Dissertation Fellowship for advanced doctoral students who are completing dissertations that further the understanding of the educational pathways and experiences of exceptionally promising students who have financial need. The fellowship is intended to focus more scholarly attention on the population of students the Foundation serves in order to enable practitioners, parents, schools and communities to better support such students in achieving their full potential.
Dissertation fellowships are intended to support the doctoral student for work done after the student's dissertation proposal has been successfully defended. Applications are encouraged from a variety of disciplines such as, but not limited to, education, sociology, economics, psychology, statistics, and psychometrics.
The fellowship is a one-time award of up to $25,000, which may be used for a period of not less than nine months and up to 18 months, beginning in June 2013. Award decisions are announced in May. See this link for 2013 timeline. We expect to offer four this year, with plans to increase the number in the coming years.
Eligible applicants must have completed all pre-dissertation requirements.
Requirements
Selected Fellows agree to comply with Foundation requirements and requests for the duration of the fellowship. Some key requirements and terms are:
- Fellows must be enrolled in a graduate degree program, and provide documentation of academic progress each term.
- Fellows must participate in Fellowship activities, including the Jack Kent Cooke Foundation Scholars Weekend August 1-4, 2013. The Foundation will provide travel expenses, lodging, and meals.
- Fellows must be willing to present their research to Foundation staff and/or Scholars
HOW FUNDING MAY BE USED
The Cooke Dissertation Fellowship must be used to support a graduate student while writing his or her dissertation. How the funds are expended depends on each recipient's individual need. We determine need through the Cost of Attendance of each recipient's school; we do not provide fellowship money directly to the recipient. More information can be found on how the fellowship funds are disbursed in the FAQs and the Guidelines.
This fellowship does not provide funding for distance learning programs or for degrees heavily dependent on distance learning components. The fellowship does not cover overhead.
More information
Please visit the FAQs page and the Guidelines to learn more about the Fellowship.
If after reviewing the FAQs and Guidelines, you still have questions, please contact the Foundation at 703-723-8000 or through the email address fellows@jkcf.org.
Notification
The Foundation will notify recipients in May 2013.
CFP: Free Minds, Free People
The Education for Liberation Network national conference entitled Free Minds, Free People is inviting proposals to present work addressing a range of education justice issues. The conference will be held in Chicago from July 11th to the 14th in Chicago. Submission deadline is January 25, 2013.
The call for proposals for Free Minds, Free People 2013 is now available. Please visit: http://proposals.fmfp.org/
Free Minds, Free People is a national conference presented by the Education for Liberation Network that brings together teachers, high school and college students, researchers, parents and community-based activists/educators from across the country to build a movement to develop and promote education as a tool for liberation. Our 2011 conference in Providence, Rhode Island featured more than 60 activities, including workshops, panels and local community site visits, and 700 attendees in our biggest conference to date.
Our 2013 conference will be held in Chicago from July 11-14, 2013. Free Minds, Free People is an energizing and inspiring space that brings together groups that do not usually have an opportunity to interact so they can share experiences and build solutions together.
We invite you to submit proposals to present work addressing a range of education justice issues by January 25, 2013. There are several different types of activities that you can submit proposals for:
- Workshop: Practitioners will provide hands-on instruction and practical ideas and methods that participants can take back to their home communities.
- Panel Discussion: Several individuals with experience in similar topics will field questions and generate action-oriented dialogue with participants.
- Paper or Research Exploration: Authors/researchers will interactively explore papers on a similar topic and engage the audience in the issues and implications for youth and social change.
- Young Activists Workshop: Facilitators will lead a hands-on activity specifically for youth ages 7-12. Activities are designed to engage young minds in exploring issues relevant to their experiences and expressing their unique voices.
- Assembly: This is an exciting, new activity within Free Minds, Free People. We are inviting organizations and individuals working on a specific issue within education for liberation to organize a convening in which participants can build toward national connectedness and collective action on that issue. We envision these assemblies as collaborative movement building and strengthening spaces.
Please feel free to forward this to anyone you think might be interested in being part of this event. Proposals can be submitted at http://proposals.fmfp.org/ until January 25, 2013. We are excited to learn more about education for liberation happening across the nation.
The call for proposals for Free Minds, Free People 2013 is now available. Please visit: http://proposals.fmfp.org/
Free Minds, Free People is a national conference presented by the Education for Liberation Network that brings together teachers, high school and college students, researchers, parents and community-based activists/educators from across the country to build a movement to develop and promote education as a tool for liberation. Our 2011 conference in Providence, Rhode Island featured more than 60 activities, including workshops, panels and local community site visits, and 700 attendees in our biggest conference to date.
Our 2013 conference will be held in Chicago from July 11-14, 2013. Free Minds, Free People is an energizing and inspiring space that brings together groups that do not usually have an opportunity to interact so they can share experiences and build solutions together.
We invite you to submit proposals to present work addressing a range of education justice issues by January 25, 2013. There are several different types of activities that you can submit proposals for:
- Workshop: Practitioners will provide hands-on instruction and practical ideas and methods that participants can take back to their home communities.
- Panel Discussion: Several individuals with experience in similar topics will field questions and generate action-oriented dialogue with participants.
- Paper or Research Exploration: Authors/researchers will interactively explore papers on a similar topic and engage the audience in the issues and implications for youth and social change.
- Young Activists Workshop: Facilitators will lead a hands-on activity specifically for youth ages 7-12. Activities are designed to engage young minds in exploring issues relevant to their experiences and expressing their unique voices.
- Assembly: This is an exciting, new activity within Free Minds, Free People. We are inviting organizations and individuals working on a specific issue within education for liberation to organize a convening in which participants can build toward national connectedness and collective action on that issue. We envision these assemblies as collaborative movement building and strengthening spaces.
Please feel free to forward this to anyone you think might be interested in being part of this event. Proposals can be submitted at http://proposals.fmfp.org/ until January 25, 2013. We are excited to learn more about education for liberation happening across the nation.
Undergraduate Course ALL 3920: Topics in Asian Culture- Exploring India: Languages, Literatures, and Film
Undergraduate Course ALL 3920, "Topics in Asian Culture - Exploring India: Languages, Literatures, and Film" will be taught spring 2013 by Dr. Sungok Hong. This course will explore the languages of India from genealogical, linguistic, typological, historical and sociological perspectives.
This is a survey course of the culture of Indian languages, including as seen through literature and film. This course will explore the languages of India from genealogical, linguistic, typological, historical and sociological perspectives. We will explore the literatures of several main South Asian languages with a focus on Hindi - Urdu literatures and film, considering their origins, periodization, and names during each period. We will also examine the important writers and their representative work along with the literary trends and influences, including political, social, and cultural situations which helped to shape the writers and their work.
Indian films, including those based on literature, have attained a very special place in the lives of Indian people as an important means of entertainment, reaching a larger audience that will not or cannot read the original work. The second half of this course will be spent on screening selected Hindi/Urdu films and discussing themes and messages that the writers try to convey to readers/audiences, and any cultural or social issues that need to be addressed. Students will have a chance to read English translations of some of the selected Hindi/Urdu works.
Click here for a class flyer.
ALL 3920 - Topics in Asian Culture
Exploring India: Languages, Literatures, and Film
4:00 - 5:15 p.m. TTh
Instructor: Dr. Sungok Hong
Exploring India: Languages, Literatures, and Film
4:00 - 5:15 p.m. TTh
Instructor: Dr. Sungok Hong
This is a survey course of the culture of Indian languages, including as seen through literature and film. This course will explore the languages of India from genealogical, linguistic, typological, historical and sociological perspectives. We will explore the literatures of several main South Asian languages with a focus on Hindi - Urdu literatures and film, considering their origins, periodization, and names during each period. We will also examine the important writers and their representative work along with the literary trends and influences, including political, social, and cultural situations which helped to shape the writers and their work.
Indian films, including those based on literature, have attained a very special place in the lives of Indian people as an important means of entertainment, reaching a larger audience that will not or cannot read the original work. The second half of this course will be spent on screening selected Hindi/Urdu films and discussing themes and messages that the writers try to convey to readers/audiences, and any cultural or social issues that need to be addressed. Students will have a chance to read English translations of some of the selected Hindi/Urdu works.
Click here for a class flyer.
AMST 8920- Topics: Transnationalism and U.S. - Mexico Borderlands
AMST 8920 "Transnationalism and U.S.- Mexico Borderlands" will be taught spring 2013 by Yolanda Padilla. This course will track Chicana/o border studies as it evolved in the 1980's and 90's, examine ways in which border studies influenced and shaped the transnational imperatives that are now fundamental to work in American studies, and observe two case studies that indicate the importance of the borderlands for generating transnational approaches in Chicano/a and American Studies.
When Gloria Anzald√∫a published Borderlands / la frontera in 1987, she sparked a renewed interest among Chicana/o scholars in the U.S.-Mexico border region as a locus of analysis and as a conceptual paradigm. While the borderlands have been central to the field since its inception, Chicana/o scholars mined the region's critical potential with an intensified rigor, extending and developing approaches for its study as place, process, and metaphor. At the same time, scholars in American studies were searching for ways to re-think the place of the nation in the field, especially in light of work that elucidated the relationship between nation and empire in the United States. The global framework that Chicana/o studies scholars were applying to the border was seen as powerfully generative, particularly the connections such scholars made between the study of ethnicity, racialization, and immigration, and empire building, imperialism, and international relations. In the ensuing years, the "borderlands" has become one of American Studies' key tropes, and a central critical coordinate in the field's much-remarked "transnational turn."
In this course, we will critically engage the developments outlined above, doing so in three parts. First, we will track Chicana/o border studies as it evolved in the 1980s and '90s, paying special attention to the approaches the field generated for challenging nation-based understandings of cultural politics, racialization, and subject formation. Second, we will examine the ways in which border studies influenced and shaped the transnational imperatives that are now fundamental to work in American studies, as well as the strong criticisms directed against such work by Latin Americanists. Finally, we will consider two case studies that indicate the continuing importance of the borderlands for generating transnational approaches in Chicana/o and American studies. The first will be a focus on Américo Paredes, a figure of particular importance for our course due to his centrality in the initial emergence of border studies and in more recent debates regarding transnational American studies. Second, we will study the rise of more material-based cultural criticism in Chicana/o border studies, especially work that examines the cultural politics of the border around the economic globalization of the region and the Juárez femicides.
Each part will be grounded in analyses of the border region's rich tradition of cultural production. Possible cultural works we will study include the foundational border writings of Américo Paredes and Gloria Anzaldúa, films by Lourdes Portillo, John Sayles, and María Novaro, performance art by Marisela Norte and Guillermo Gómez-Peña, music by Chela Silva, Tish Hinojosa, and El Vez, and short fiction by Mexican fronteriza/o writers Rosinda Conde and Federico Campbell. Scholarship we will engage includes works by Norma Alarcón, Alicia Schmidt Camacho, Debra Castillo, Claire Fox, Rosa Linda Fregoso, José Limón, Walter Mignolo, Claudia Sadowski-Smith, Ramón Saldívar, and Sonia Saldívar-Hull.
Click here for a flyer for the class.
Transnationalism and U.S. - Mexico Borderlands
When Gloria Anzald√∫a published Borderlands / la frontera in 1987, she sparked a renewed interest among Chicana/o scholars in the U.S.-Mexico border region as a locus of analysis and as a conceptual paradigm. While the borderlands have been central to the field since its inception, Chicana/o scholars mined the region's critical potential with an intensified rigor, extending and developing approaches for its study as place, process, and metaphor. At the same time, scholars in American studies were searching for ways to re-think the place of the nation in the field, especially in light of work that elucidated the relationship between nation and empire in the United States. The global framework that Chicana/o studies scholars were applying to the border was seen as powerfully generative, particularly the connections such scholars made between the study of ethnicity, racialization, and immigration, and empire building, imperialism, and international relations. In the ensuing years, the "borderlands" has become one of American Studies' key tropes, and a central critical coordinate in the field's much-remarked "transnational turn."
In this course, we will critically engage the developments outlined above, doing so in three parts. First, we will track Chicana/o border studies as it evolved in the 1980s and '90s, paying special attention to the approaches the field generated for challenging nation-based understandings of cultural politics, racialization, and subject formation. Second, we will examine the ways in which border studies influenced and shaped the transnational imperatives that are now fundamental to work in American studies, as well as the strong criticisms directed against such work by Latin Americanists. Finally, we will consider two case studies that indicate the continuing importance of the borderlands for generating transnational approaches in Chicana/o and American studies. The first will be a focus on Américo Paredes, a figure of particular importance for our course due to his centrality in the initial emergence of border studies and in more recent debates regarding transnational American studies. Second, we will study the rise of more material-based cultural criticism in Chicana/o border studies, especially work that examines the cultural politics of the border around the economic globalization of the region and the Juárez femicides.
Each part will be grounded in analyses of the border region's rich tradition of cultural production. Possible cultural works we will study include the foundational border writings of Américo Paredes and Gloria Anzaldúa, films by Lourdes Portillo, John Sayles, and María Novaro, performance art by Marisela Norte and Guillermo Gómez-Peña, music by Chela Silva, Tish Hinojosa, and El Vez, and short fiction by Mexican fronteriza/o writers Rosinda Conde and Federico Campbell. Scholarship we will engage includes works by Norma Alarcón, Alicia Schmidt Camacho, Debra Castillo, Claire Fox, Rosa Linda Fregoso, José Limón, Walter Mignolo, Claudia Sadowski-Smith, Ramón Saldívar, and Sonia Saldívar-Hull.
Click here for a flyer for the class.
Tuesday, November 27, 2012
Melissa Autumn White "Ambivalent Belongings"
Quadrant visiting scholar Melissa Autumn White hosts two workshop and lunches to discuss material for upcoming book "Ambivalent Belongings: Regarding Queer (Im)Mobilities in an Age of Global Apartheid." The workshops will take place on Friday November 30th from 3:30-5:00pm in 445 Blegen Hall and Monday December 3rd 12-1:30pm in 260 Social Science.
Faculty and graduate students are invited for a workshop and lunch with Quadrant visiting scholar Melissa Autumn White, assistant professor of gender and women's studies at the University of British Columbia. Professor White will be here to share and discuss material from her book-in-progress, "Ambivalent Belongings: Regarding Queer (Im)Mobilities in an Age of Global Apartheid." Here is the schedule for her public lecture and workshop /lunch:
Friday, November 30, 2012 - 3:30pm - 5:00pm, 445 Blegen Hall: Public Lecture
Monday, December 3, 12-1:30, Social Sci 260, lunch and workshop on the chapter, "Desiring the State's Desire": Ambivalent Homonationalisms and Territorialized Belongings
(RSVP to sign up, please)
Lecture Description:
"Documenting the Undocumented: Queer/No Borders/Migrant Strategies of Resistance and Transformation"
This talk explores the ways that contemporary queer and migrant justice networks in Canada and the United States are organizing around documenting the undocumented/undocumentable. Drawing on recent representations of such organizing--including media accounts of Toronto-based efforts to stay the deportation of illegalized queer artist Alvaro Orozco ("Let Alvaro Stay," 2011) and the social media tactics of the U.S.-based Queer Undocumented Immigrant Project (QUIP)--this talk engages contemporary queer "no borders" tactics and affects, and particularly the ways in which the content and form of activism colludes with and/or evades state tendencies of thought. How/are such networks rethinking/re-enacting the very notions of "queer," "migrant," "the state," and "status" in relation to modes of recognition and address, and with what (affective) implications?
This Quadrant talk is given as part of the Geography Coffee Hour. Cookies and coffee available at 3:15 p.m.; the talk begins at 3:30.
Click here for a complete PDF on Melissa Autumn White's accomplishments, CV.pdf
Faculty and graduate students are invited for a workshop and lunch with Quadrant visiting scholar Melissa Autumn White, assistant professor of gender and women's studies at the University of British Columbia. Professor White will be here to share and discuss material from her book-in-progress, "Ambivalent Belongings: Regarding Queer (Im)Mobilities in an Age of Global Apartheid." Here is the schedule for her public lecture and workshop /lunch:
Friday, November 30, 2012 - 3:30pm - 5:00pm, 445 Blegen Hall: Public Lecture
Monday, December 3, 12-1:30, Social Sci 260, lunch and workshop on the chapter, "Desiring the State's Desire": Ambivalent Homonationalisms and Territorialized Belongings
(RSVP to sign up, please)
Lecture Description:
"Documenting the Undocumented: Queer/No Borders/Migrant Strategies of Resistance and Transformation"
This talk explores the ways that contemporary queer and migrant justice networks in Canada and the United States are organizing around documenting the undocumented/undocumentable. Drawing on recent representations of such organizing--including media accounts of Toronto-based efforts to stay the deportation of illegalized queer artist Alvaro Orozco ("Let Alvaro Stay," 2011) and the social media tactics of the U.S.-based Queer Undocumented Immigrant Project (QUIP)--this talk engages contemporary queer "no borders" tactics and affects, and particularly the ways in which the content and form of activism colludes with and/or evades state tendencies of thought. How/are such networks rethinking/re-enacting the very notions of "queer," "migrant," "the state," and "status" in relation to modes of recognition and address, and with what (affective) implications?
This Quadrant talk is given as part of the Geography Coffee Hour. Cookies and coffee available at 3:15 p.m.; the talk begins at 3:30.
Click here for a complete PDF on Melissa Autumn White's accomplishments, CV.pdf
Monday, November 26, 2012
Professor Andrew Hartman "A Trojan Horse for Social Engineering"
Professor Andrew Hartman presents "A Trojan Horse for Social Engineering: The Curriculum Wars in Recent American History on December 4th from 3:30-5:00pm in Walter Library Room 101.
Click here for the complete Hartman Talk description, HartmanTalk.docx
Click here for the complete Hartman Talk description, HartmanTalk.docx
GWSS Colloquium Professor Jennifer Pierce
Professor Jennifer Pierce will present "Racing for Innocence: Whiteness, Gender, and the Backlash against Affirmative Action" as the final colloquium of the Gender Sexuality Power and Politics Colloquium on Friday November 30th at 12:15pm in 400 Ford Hall.
***This Friday, November 30th***
Jennifer Pierce
Professor, Department of American Studies
University of Minnesota
"Racing for Innocence: Whiteness, Gender, and the Backlash Against Affirmative Action"
12:15pm; 400 Ford Hall
Jennifer Pierce's new book, Racing for Innocence: Whiteness, Gender, and the Backlash Against Affirmative Action (Stanford U Press, 2012), reconsiders white privilege and racial inequality by examining the backlash against affirmative action, recounting stories of elite professionals at a large corporation with a federally mandated affirmative action program as well as the broader cultural narratives about race, gender, and power that circulated in the news media and Hollywood films. Drawing on three different approaches - ethnography, narrative analysis, and fiction - the book conceptualizes the complexities of racial and gendered inequality in the contemporary United States. Pierce's talk for the GSPP Colloquium will focus on her ethnographic research with white male professionals.
***This Friday, November 30th***
Jennifer Pierce
Professor, Department of American Studies
University of Minnesota
"Racing for Innocence: Whiteness, Gender, and the Backlash Against Affirmative Action"
12:15pm; 400 Ford Hall
Jennifer Pierce's new book, Racing for Innocence: Whiteness, Gender, and the Backlash Against Affirmative Action (Stanford U Press, 2012), reconsiders white privilege and racial inequality by examining the backlash against affirmative action, recounting stories of elite professionals at a large corporation with a federally mandated affirmative action program as well as the broader cultural narratives about race, gender, and power that circulated in the news media and Hollywood films. Drawing on three different approaches - ethnography, narrative analysis, and fiction - the book conceptualizes the complexities of racial and gendered inequality in the contemporary United States. Pierce's talk for the GSPP Colloquium will focus on her ethnographic research with white male professionals.
New Course Offered in the School of Music
MUS 5950 SEC 003 "Music, Disability, and Society" will be taught by Alex Lubet this spring 2013 semester on Tuesdays from 6:00 - 9:00pm in 81 Ferguson Hall.
Click here for a complete PDF document,MD&S Poster.pdf
Click here for a complete PDF document,MD&S Poster.pdf
Minnesota Political Theory Colloquium with Professor Nancy Luxon
Professor Nancy Luxon will be presenting a chapter from her new book, "Breaking the Frame, Composing the Event," as part of the Minnesota Political Theory Colloquium Series. The talk will be held on Friday November 30th from 1:30-3:30pm in the Lippincott Room (Social Sciences Tower 1314).
Abstract:
This chapter concludes a book manuscript that pairs Freud's account of the clinical dynamics of psychoanalysis alongside Foucault's reading of the ancient practices of fearless speech (parrhesia). In its entirety, the manuscript argues that these two accounts offer different models for the educative process of self-cultivation, the personal relationships of authority that sustain it, and the modes of subjectivity that ensue. Having worked through the dynamics within these texts, this final chapter theorizes the movement from text to world. Theorists of subject-formation often move quickly past transitions from self-cultivation to political practice, or from rhetorical to political strategy. Moving these metaphoric competencies from text to world, however, is a different enterprise than exploring the play of signs in a text. In addition to the challenges of scale and scope, such strategies would need to consider those structures - but especially the influence of political elites and the media - that mediate political engagement. In the next section I will evaluate the steps that Freud and Foucault have already taken to move a certain set of "metaphoric competences" from textual exegesis to politics. Initially, their efforts evoke the substitution or "abuse of words" powerfully evoked in Nietzsche's catachresis. Although authorship could be conceived as an ability to appeal to figurations of some sort - through playful irony, metaphors, or images - on their own, these ultimately are insufficient to move from text to world, or from reading to authoring. Instead, I want to slow down and consider a few instances in which rhetorical strategies become over-stretched, before outlining ways these strategies might be further refined and adapted for politics. To do so, I will turn to literary theories of "breaking the frame," to consider those interpretive frames that compose political events and lines of action. My concern here is less to propose a theory of frame-breaking than to initiate a discussion of its techniques, applications, and effects.
Click here for complete abstract and chapter seven, Chapter Seven.pdf
Abstract:
This chapter concludes a book manuscript that pairs Freud's account of the clinical dynamics of psychoanalysis alongside Foucault's reading of the ancient practices of fearless speech (parrhesia). In its entirety, the manuscript argues that these two accounts offer different models for the educative process of self-cultivation, the personal relationships of authority that sustain it, and the modes of subjectivity that ensue. Having worked through the dynamics within these texts, this final chapter theorizes the movement from text to world. Theorists of subject-formation often move quickly past transitions from self-cultivation to political practice, or from rhetorical to political strategy. Moving these metaphoric competencies from text to world, however, is a different enterprise than exploring the play of signs in a text. In addition to the challenges of scale and scope, such strategies would need to consider those structures - but especially the influence of political elites and the media - that mediate political engagement. In the next section I will evaluate the steps that Freud and Foucault have already taken to move a certain set of "metaphoric competences" from textual exegesis to politics. Initially, their efforts evoke the substitution or "abuse of words" powerfully evoked in Nietzsche's catachresis. Although authorship could be conceived as an ability to appeal to figurations of some sort - through playful irony, metaphors, or images - on their own, these ultimately are insufficient to move from text to world, or from reading to authoring. Instead, I want to slow down and consider a few instances in which rhetorical strategies become over-stretched, before outlining ways these strategies might be further refined and adapted for politics. To do so, I will turn to literary theories of "breaking the frame," to consider those interpretive frames that compose political events and lines of action. My concern here is less to propose a theory of frame-breaking than to initiate a discussion of its techniques, applications, and effects.
Click here for complete abstract and chapter seven, Chapter Seven.pdf
ICGC Brown Bag Africans and Afro-Descendants in Portugal
Fernando Arenas will present "Africans and Afro-Descendants in Portugal: Continuity and Ruptures from Late Medieval to Postcolonial Times" as part of the ICGC Brown Bag Series. It will be held Friday November 30th at noon in 1210 Heller Hall.
For a complete brochure, click here.
For a complete brochure, click here.
Wednesday, November 21, 2012
Schocet Endowment Academic Awards for Spring 2013
The University's GLBTA Program's office is offering Steven J. Schochet Endowment Academic Awards for Excellence in GLBT Studies. These awards honor the excellence of currently enrolled U of M undergraduate or graduate GLBTA students advancing the generation and dissemination of knowledge, awareness, and research around GLBT topics and identities. Awardees will receive a minimum of $1,000 towards the Spring 2013 semester. Application deadline is Monday, December 10th by 2:00pm.
In accordance with their 20th Anniversary, the U of M's GLBTA Programs Office is excited to offer $20,000 in Steven J. Schochet Endowment Academic Awards for Excellence in GLBT Studies! These awards honor the excellence of currently enrolled GLBTA students advancing the generation and dissemination of knowledge, awareness, and research around GLBT topics and identities.
Awardees must be currently enrolled undergraduate or graduate students on any of the U of M campuses. Awardees will receive a minimum of $1,000 towards the Spring 2013 semester and will be honored at the Lavender Celebration & Awards Ceremony on the night of May 6, 2013. Applicants may apply in one or more of the following categories:
- Best Undergraduate Academic Paper
- Best Graduate Academic Paper
- Artistic Expression
- Health, Policy, & Practice
- Leadership & Service
Applications are available via the following link, which offers additional information about each category - https://diversity.umn.edu/glbta/schochetawards - Application forms & any supplemental materials should be submitted to glbtapo@umn.edu by 2:00pm on Monday, December 10.
In accordance with their 20th Anniversary, the U of M's GLBTA Programs Office is excited to offer $20,000 in Steven J. Schochet Endowment Academic Awards for Excellence in GLBT Studies! These awards honor the excellence of currently enrolled GLBTA students advancing the generation and dissemination of knowledge, awareness, and research around GLBT topics and identities.
Awardees must be currently enrolled undergraduate or graduate students on any of the U of M campuses. Awardees will receive a minimum of $1,000 towards the Spring 2013 semester and will be honored at the Lavender Celebration & Awards Ceremony on the night of May 6, 2013. Applicants may apply in one or more of the following categories:
- Best Undergraduate Academic Paper
- Best Graduate Academic Paper
- Artistic Expression
- Health, Policy, & Practice
- Leadership & Service
Applications are available via the following link, which offers additional information about each category - https://diversity.umn.edu/glbta/schochetawards - Application forms & any supplemental materials should be submitted to glbtapo@umn.edu by 2:00pm on Monday, December 10.
CFP: "Consent: Terms of Agreement"
Indiana University-Bloomington is hosting an International Interdisciplinary Graduate Student Conference "Consent: Terms of Agreement" from March 21st-23rd, 2013. Submissions are invited for this conference which will explore both the cultural and practiced significance of "consent". EXTENDED submission deadline is Tuesday, January, 15th, 2013.
There is a Call for Proposals for scholarly and creative submissions for an International Interdisciplinary Graduate Student Conference entitled, "Consent: Terms of Agreement," to be held at Indiana University - Bloomington from March 21-23, 2013. Their 10th annual conference, is hosted by the graduate students of the IU Department of English.
Details:
Consent: We click it any time we download a new software program. We are required to give it for medical procedures. Spoken or implied, it struggles to articulate our desires and will. Without it, numerous laws can be broken and our senses of agency violated.
We cannot disentangle it from larger structures of power, either. Antonio Gramsci defines hegemony, for example, as "characterized by the combination of force and consent, which balance each other reciprocally, without force predominating excessively over consent." The American Declaration of Independence stipulates that consent is required to govern a people; that the freely governed "cannot be taxed or deprived of their property for public uses without their own consent." As a term, "consent" is something with which scholars and theorists across the disciplines must grapple; a concept that experts, from medical and legal ethics to web and software design, must constantly define and employ in their practices outside of the academy.
This conference explores both the cultural and practiced significance of "consent," welcoming papers on its diverse meanings and modes of representation: from issues in the consent to be governed to reading a text that resists interpretations; from felicitous utterances gone awry to the struggle for speaking and acknowledging desires between two or more people. Tracing the theoretical, formal, and political implications of this issue requires a variety of methodologies and perspectives, so we particularly encourage interdisciplinary and applied approaches that consider any time period, place, or practice. Below are some suggestions for possible topics. While this list is by no means exhaustive, we hope these ideas might inspire some exciting new thoughts related to the conference theme:
- Aesthetic and collaborative production
- Reading as consent, perception
- Narrative choice, authorship and authority
- Canon building, genre
- Professional ethics: medical, legal, business, public health, IRBs, etc
- Social contract, governing and the governed
- Sovereignty, agency
- National and cultural affiliations
- Informed/uninformed, implied and non-verbal forms of consent
- Resistance/Rejection
- Bodies in contact and intercorporeality
- Con/sensual intimacies, kinship
- Gendered, Sexual, Queer politics of consent
- Privacy, agreement contracts, legal theory
- Piracy (actual and digital), criminality, cons, manipulations
- Age of Consent
- Imprisonment, torture, trial, coercion, force
- Public spheres, marketplace
- Crowd sourcing, "liking" and likeness
- Human-animal relationships and posthumanism
- Environmental and ecological resources
- Game theory, rationality, suspension of disbelief
- Dis/Consensus and synthesis
We invite proposals for individual papers as well as panels organized by topic. We also welcome the interaction of scholarly and creative work within papers or panels. Please submit (both as an attachment AND in the body of the email) an abstract of no more than 250 words along with a few personal details (name, institutional affiliation, degree level, email, and phone number) by January 15th, 2013, to iugradconference@gmail.com.
Visit our web site (http://www.indiana.edu/~engsac/conference/) for the complete CFP and additional information in the coming weeks!
There is a Call for Proposals for scholarly and creative submissions for an International Interdisciplinary Graduate Student Conference entitled, "Consent: Terms of Agreement," to be held at Indiana University - Bloomington from March 21-23, 2013. Their 10th annual conference, is hosted by the graduate students of the IU Department of English.
Details:
Consent: We click it any time we download a new software program. We are required to give it for medical procedures. Spoken or implied, it struggles to articulate our desires and will. Without it, numerous laws can be broken and our senses of agency violated.
We cannot disentangle it from larger structures of power, either. Antonio Gramsci defines hegemony, for example, as "characterized by the combination of force and consent, which balance each other reciprocally, without force predominating excessively over consent." The American Declaration of Independence stipulates that consent is required to govern a people; that the freely governed "cannot be taxed or deprived of their property for public uses without their own consent." As a term, "consent" is something with which scholars and theorists across the disciplines must grapple; a concept that experts, from medical and legal ethics to web and software design, must constantly define and employ in their practices outside of the academy.
This conference explores both the cultural and practiced significance of "consent," welcoming papers on its diverse meanings and modes of representation: from issues in the consent to be governed to reading a text that resists interpretations; from felicitous utterances gone awry to the struggle for speaking and acknowledging desires between two or more people. Tracing the theoretical, formal, and political implications of this issue requires a variety of methodologies and perspectives, so we particularly encourage interdisciplinary and applied approaches that consider any time period, place, or practice. Below are some suggestions for possible topics. While this list is by no means exhaustive, we hope these ideas might inspire some exciting new thoughts related to the conference theme:
- Aesthetic and collaborative production
- Reading as consent, perception
- Narrative choice, authorship and authority
- Canon building, genre
- Professional ethics: medical, legal, business, public health, IRBs, etc
- Social contract, governing and the governed
- Sovereignty, agency
- National and cultural affiliations
- Informed/uninformed, implied and non-verbal forms of consent
- Resistance/Rejection
- Bodies in contact and intercorporeality
- Con/sensual intimacies, kinship
- Gendered, Sexual, Queer politics of consent
- Privacy, agreement contracts, legal theory
- Piracy (actual and digital), criminality, cons, manipulations
- Age of Consent
- Imprisonment, torture, trial, coercion, force
- Public spheres, marketplace
- Crowd sourcing, "liking" and likeness
- Human-animal relationships and posthumanism
- Environmental and ecological resources
- Game theory, rationality, suspension of disbelief
- Dis/Consensus and synthesis
We invite proposals for individual papers as well as panels organized by topic. We also welcome the interaction of scholarly and creative work within papers or panels. Please submit (both as an attachment AND in the body of the email) an abstract of no more than 250 words along with a few personal details (name, institutional affiliation, degree level, email, and phone number) by January 15th, 2013, to iugradconference@gmail.com.
Visit our web site (http://www.indiana.edu/~engsac/conference/) for the complete CFP and additional information in the coming weeks!
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