JOB TALK IN AMERICAN STUDIES: Eli Jelly-Schapiro, (PhD in American Studies, Yale University), will deliver a job talk on Friday, December 6th, 2 - 3:30 pm. We will be sending out a talk description and location early next week.
Wednesday, November 27, 2013
Job Talk for Popular Culture Search
JOB TALK IN AMERICAN STUDIES: Aubrey Anable, (PhD in Visual and Cultural Studies, University of Rochester), will deliver a job talk entitled, "Games Will Fail" on Tuesday, December 3rd, 2 - 3:30 pm, in 105 Scott Hall. Please see the pdf for full information. Anable job talk.pdf
Migration and Transnational Politics Symposium on December 6th
The Migration and Transnational Politics Symposium, "New Directions in Queer and Feminist Studies," is to take place on December 6th in 35 Nicholson Hall. There will be three speakers: Sarah McKinnon, Karma R. Chavez, and Diyah Larasati.
The first speaker is Sarah McKinnon, Assistant Professor of Communications University of Wisconsin-Madison. She will present "Standing in Her Shoes: Transnational Politics in US Asylum Policy for Chinese Opposing Population Control," from 9:30-10:45.
The second speaker is Karma R. Chavez, Assistant Professor of Communications and Chicano/Latino Studies University of Wisconsin-Madison. She will present "Queering Migration Politics: Activist Rhetoric and Coalition Possibilities," from 11:00-12:30.
The third speaker is Diyah Larasati, Associate Professor of Theatre Arts and Dance University of Minnesota. She will present "Transnational Feminism: Inquiry on the Project of Modernity and the Performance of Solidarity" from 1:00-2:30.
The event flyer can be found here: FINALMigration Symposium.docx
The first speaker is Sarah McKinnon, Assistant Professor of Communications University of Wisconsin-Madison. She will present "Standing in Her Shoes: Transnational Politics in US Asylum Policy for Chinese Opposing Population Control," from 9:30-10:45.
The second speaker is Karma R. Chavez, Assistant Professor of Communications and Chicano/Latino Studies University of Wisconsin-Madison. She will present "Queering Migration Politics: Activist Rhetoric and Coalition Possibilities," from 11:00-12:30.
The third speaker is Diyah Larasati, Associate Professor of Theatre Arts and Dance University of Minnesota. She will present "Transnational Feminism: Inquiry on the Project of Modernity and the Performance of Solidarity" from 1:00-2:30.
The event flyer can be found here: FINALMigration Symposium.docx
Call for Papers for the 3rd Annual Native American Studies Graduate Student Symposium
There is a call for papers for the 3rd Annual Native American Studies Graduate Student Symposium Dreaming the Roundhouse: A Transnational Indigenous Dialogue. Proposals from all current UC graduate students whose research critically addresses the issues, concerns, and lives of Indigenous peoples worldwide are welcomed. The deadline for submissions is January 31.
This year's theme is "Dreaming the Roundhouse: A Transnational Indigenous Dialogue." California was a transnational place where Indigenous peoples formed relationships of reciprocity with one another by sharing knowledge prior to the arrival of settlers; California remains a transnational place today. The theme of this year's symposium seeks to engage with different ways of producing knowledge, be they insights from dreams or wisdom from tradition. With regards to Native American Studies and Indigenous research, some of the questions we seek to dialogue about throughout our two-day symposium include, but are not limited to: How and why do we come to gain knowledge?; How does sharing knowledge create transnational spaces in the university?, How can research in Indigenous Studies model and improve research methodologies?; What kind of research best reflects California's fluid borders and longstanding tradition of Indigenous dialogue?; What role does an Indigenous dialectic play in academic research?
University of California Graduate students from all disciplines are encouraged to participate in this hemispheric dialogue. Papers should be in English and 12-15 minutes in length. Submission forms can be found on the website: http://ucdnasgrads.weebly.com/symposium2014.html
Please email your completed submission form by January 31, 2014.
This year's theme is "Dreaming the Roundhouse: A Transnational Indigenous Dialogue." California was a transnational place where Indigenous peoples formed relationships of reciprocity with one another by sharing knowledge prior to the arrival of settlers; California remains a transnational place today. The theme of this year's symposium seeks to engage with different ways of producing knowledge, be they insights from dreams or wisdom from tradition. With regards to Native American Studies and Indigenous research, some of the questions we seek to dialogue about throughout our two-day symposium include, but are not limited to: How and why do we come to gain knowledge?; How does sharing knowledge create transnational spaces in the university?, How can research in Indigenous Studies model and improve research methodologies?; What kind of research best reflects California's fluid borders and longstanding tradition of Indigenous dialogue?; What role does an Indigenous dialectic play in academic research?
University of California Graduate students from all disciplines are encouraged to participate in this hemispheric dialogue. Papers should be in English and 12-15 minutes in length. Submission forms can be found on the website: http://ucdnasgrads.weebly.com/symposium2014.html
Please email your completed submission form by January 31, 2014.
Two Positions in the Department of Crime and Justice Studies
The Department of Crime and Justice Studies at the University of Massachusetts invites applications for a tenure-track position at the Assistant Professor level and a position at the Associate or Full Professor level. Applicants are invited from Criminology, Sociology and related fields, as well as interdisciplinary fields drawing upon Queer/women's/gender studies, Ethnic Studies, Native American and Indigenous Studies, Whiteness, and Black Studies. Applications for both positions are due December 2.
The newly created Department of Crime & Justice Studies at the University of Massachusetts, Dartmouth invites applications for a tenure-track position at the Assistant Professor level starting Fall 2014. They are interested in candidates who focus on critical studies of justice through the intersectionality of race, gender, sexuality, class, nation, and empire.
The faculty in Crime and Justice Studies come from multiple disciplines including sociology, law and society and criminology and our curriculum emphasizes the innovative integration of approaches. The department is striving to become a leader in interdisciplinary teaching and research on matters of justice.
The selected candidate will be expected to teach both core and elective courses within the Crime & Justice Studies department. Specifically the successful candidate should have a strong theoretical foundation in social theory and/or the ability to teach a mixed methods research course. There is the opportunity to assist in designing, creating and growing an innovative and progressive program, with the future prospect of creating/contributing to graduate studies. The successful candidate will be expected to be an effective undergraduate classroom instructor, have developed a strong research program and exhibit a commitment to service in the community and the university.
Applicants from underrepresented racial and ethnic groups are especially encouraged to apply. ABDs will be considered but the Ph.D. must be completed by September 1, 2014 for contract renewal. Teaching experience is required with documented proficiency.
To apply, submit online a cover letter that outlines qualifications and interests, curriculum vitae, a published or unpublished manuscript, 3 letters of reference, statement of teaching philosophy, evidence of teaching effectiveness including course syllabi and student course evaluations, and a graduate transcript to http://www.umassd.edu/hr/employmentopportunities/.
Crime and Justice Studies position/Senior Faculty
Applications for a position at the Associate or Full Professor level starting Fall 2014 are due December 2. The faculty in Crime & Justice Studies comes from multiple disciplines including sociology, law and society, and criminology, and our curriculum emphasizes an innovative integration of approaches. The department is striving to become a leader in interdisciplinary teaching and research on matters of justice.
The selected candidate will be expected to teach both core and elective courses within the Crime & Justice Studies department. Academic focus is open, but you must have the desire to assist in designing, creating, growing and administering an innovative and progressive program, with the future prospect of creating/contributing to graduate studies.
The successful candidate will be expected to be an effective undergraduate classroom instructor, have developed a strong research agenda, and exhibit a commitment to service in the community and the university. We are especially interested in candidates who focus on critical theory through the intersectionality of race, gender, sexuality, class, nation, and empire. Applicants are invited from Criminology, Sociology, Law and Society, and related fields, as well as interdisciplinary fields drawing upon Queer/women's/gender studies, Ethnic Studies, Native American and Indigenous Studies, Whiteness, and Black Studies.
Applicants from underrepresented racial and ethnic groups are especially encouraged to apply.
PhD required and years of experience commensurate to associate or full professor ranking. Research publications commensurate to associate or full professor ranking. Teaching experience is required with documented proficiency.
To apply please submit online a cover letter that outlines qualifications and interests, curriculum vitae, a published or unpublished manuscript, 3 letters of reference, statement of teaching philosophy, evidence of teaching effectiveness including course syllabi and student course evaluations, and a graduate transcript to http://www.umassd.edu/hr/employmentopportunities/.
Review of applications begins December 2, 2013 and continues until the position is filled. UMass Dartmouth is an equal opportunity -affirmative action employer.
The newly created Department of Crime & Justice Studies at the University of Massachusetts, Dartmouth invites applications for a tenure-track position at the Assistant Professor level starting Fall 2014. They are interested in candidates who focus on critical studies of justice through the intersectionality of race, gender, sexuality, class, nation, and empire.
The faculty in Crime and Justice Studies come from multiple disciplines including sociology, law and society and criminology and our curriculum emphasizes the innovative integration of approaches. The department is striving to become a leader in interdisciplinary teaching and research on matters of justice.
The selected candidate will be expected to teach both core and elective courses within the Crime & Justice Studies department. Specifically the successful candidate should have a strong theoretical foundation in social theory and/or the ability to teach a mixed methods research course. There is the opportunity to assist in designing, creating and growing an innovative and progressive program, with the future prospect of creating/contributing to graduate studies. The successful candidate will be expected to be an effective undergraduate classroom instructor, have developed a strong research program and exhibit a commitment to service in the community and the university.
Applicants from underrepresented racial and ethnic groups are especially encouraged to apply. ABDs will be considered but the Ph.D. must be completed by September 1, 2014 for contract renewal. Teaching experience is required with documented proficiency.
To apply, submit online a cover letter that outlines qualifications and interests, curriculum vitae, a published or unpublished manuscript, 3 letters of reference, statement of teaching philosophy, evidence of teaching effectiveness including course syllabi and student course evaluations, and a graduate transcript to http://www.umassd.edu/hr/employmentopportunities/.
Crime and Justice Studies position/Senior Faculty
Applications for a position at the Associate or Full Professor level starting Fall 2014 are due December 2. The faculty in Crime & Justice Studies comes from multiple disciplines including sociology, law and society, and criminology, and our curriculum emphasizes an innovative integration of approaches. The department is striving to become a leader in interdisciplinary teaching and research on matters of justice.
The selected candidate will be expected to teach both core and elective courses within the Crime & Justice Studies department. Academic focus is open, but you must have the desire to assist in designing, creating, growing and administering an innovative and progressive program, with the future prospect of creating/contributing to graduate studies.
The successful candidate will be expected to be an effective undergraduate classroom instructor, have developed a strong research agenda, and exhibit a commitment to service in the community and the university. We are especially interested in candidates who focus on critical theory through the intersectionality of race, gender, sexuality, class, nation, and empire. Applicants are invited from Criminology, Sociology, Law and Society, and related fields, as well as interdisciplinary fields drawing upon Queer/women's/gender studies, Ethnic Studies, Native American and Indigenous Studies, Whiteness, and Black Studies.
Applicants from underrepresented racial and ethnic groups are especially encouraged to apply.
PhD required and years of experience commensurate to associate or full professor ranking. Research publications commensurate to associate or full professor ranking. Teaching experience is required with documented proficiency.
To apply please submit online a cover letter that outlines qualifications and interests, curriculum vitae, a published or unpublished manuscript, 3 letters of reference, statement of teaching philosophy, evidence of teaching effectiveness including course syllabi and student course evaluations, and a graduate transcript to http://www.umassd.edu/hr/employmentopportunities/.
Review of applications begins December 2, 2013 and continues until the position is filled. UMass Dartmouth is an equal opportunity -affirmative action employer.
Fellowship in Native American Studies
Wesleyan University Invites Applications for a fellowship in Native American Studies. They seek a scholar whose research focuses on cultural production or the cultural history of indigenous peoples in North America.There is an annual stipend of $45,000. The deadline for applications is December 6.
The successful candidate will offer courses originating in the American Studies Department.
The fellowship carries limited teaching duties, and opportunities for scholarly research and professional development. Ph.D. must be received before July 2014 and preferably since 2010. Annual stipend of $45,000.00, research/travel funds and health insurance. Renewable for a second year. Applications must be submitted online at: http://careers.wesleyan.edu/postings/4081. Include in application CV, 3 letters of reference, and writing sample (either a manuscript no more than 30 pages or an article). Questions may be addressed to Robert Conn, Director, Center for the Americas, Wesleyan University, 255 High Street, Middletown, CT 06459 (rconn@wesleyan.edu).
Wesleyan University is an equal opportunity employer that welcomes applications from women and historically underrepresented minority groups. Inquiries regarding Title IX, Section 504, or any other non-discrimination policies should be directed to: Marina Melendez, 860-685-2764.
The successful candidate will offer courses originating in the American Studies Department.
The fellowship carries limited teaching duties, and opportunities for scholarly research and professional development. Ph.D. must be received before July 2014 and preferably since 2010. Annual stipend of $45,000.00, research/travel funds and health insurance. Renewable for a second year. Applications must be submitted online at: http://careers.wesleyan.edu/postings/4081. Include in application CV, 3 letters of reference, and writing sample (either a manuscript no more than 30 pages or an article). Questions may be addressed to Robert Conn, Director, Center for the Americas, Wesleyan University, 255 High Street, Middletown, CT 06459 (rconn@wesleyan.edu).
Wesleyan University is an equal opportunity employer that welcomes applications from women and historically underrepresented minority groups. Inquiries regarding Title IX, Section 504, or any other non-discrimination policies should be directed to: Marina Melendez, 860-685-2764.
Torske Klubben Fellowship
The Torske Klubben Fellowship is open to individuals who have an interest in or connection with Norway and/or its culture. Applicants should have a strong, mature, and clearly defined career interest in a specific field, with a sound research or study plan. It provides a stipend of $15,000 for the academic year.
Background
The Torske Klubben, founded in 1933, is a Minneapolis luncheon club of men of Norwegian heritage who are deeply interested in Norway and Norwegian-American history and relationships. The organization funds University of Minnesota graduate fellowships for Norwegian citizens, as well as this award for Minnesota residents who have an interest in or connection with Norway and/or its culture. The overarching goal of the fellowship program is supporting future leaders.
Eligibility
Students currently registered for credit in the University of Minnesota Graduate School who are official state-of-Minnesota residents may apply. The award is open to individuals who have an interest in or connection with Norway and/or its culture. Applicants should have a strong, mature, and clearly defined career interest in a specific field, with a sound research or study plan. Applicants must be able to demonstrate outstanding leadership skills and high academic achievement. Preference will be given to students who earned their undergraduate degrees from a Minnesota college or university, or from a college founded by or associated with Norwegian-Americans, such as Luther College in Decorah, Iowa, and Augustana College in Sioux Falls, South Dakota. Recipients are eligible to apply for a second year of support, but award is not automatic.
Selection Criteria
Torske Klubben is interested in supporting students of high academic achievement who show great promise of becoming leaders in their chosen profession and/or in the Norwegian -American community, who have a deep and abiding cultural and/or professional interest in Norway (in a historical or present-day context), and who convey a sensitivity to the future of Norway and Norway-America relationships. Need may be taken into account, all other factors being equal.
Fellowship Amount
A stipend of $15,000 for the academic year. For recipients without another source of tuition support, such as an assistantship, the Graduate School Fellowship Office will provide a Tuition Scholarship for full-time study for the academic year.
Award Policy
Applicants will be notified of the outcome, in writing, by mid-April. Although recipients need not be in residence during the tenure of the fellowship (if, for example, they are conducting research at an off-campus location), they must be registered in the Graduate School for the full academic year.
Application Instructions
Please transmit twelve sets of the following documents to the address below.
1. Torske Klubben Fellowship for Minnesota Residents Application: tkmnapp2014.doc
2. The Project Statement (research or study plan).
*Up to three pages, double-spaced, 12-point Times New Roman type, with margins not less than one inch.
*This statement should be written in plain English using non-specialized terms that are clear and unambiguous. It should provide sufficient detail to enable reviewers to judge its significance and its feasibility, and should be prepared in four sections:
- A 100-word abstract (summary).
-Background. This should provide a brief overview of the project, placing it in the context of previous work in the profession.
-Goals and objectives.
-Potential significance of the applicant's work. This section should answer the question "So what?" What important new knowledge will be gained; what substantive questions will be answered; and what is the relevance of the project, in the larger context, to the needs of science, technology, the arts, or society?
3. A Personal Biographical Statement.
*Up to three pages, double-spaced, 12-point Times New Roman type, with margins not less than one inch.
*This statement must be written with great care. It should not simply be a narrative chronological résumé but, rather, it should offer a picture of yourself, conveying a strong sense of who you are as an individual and as a professional.
-It should communicate your personal values and motivation.
- It should describe the influences on your intellectual development that led to your choice of academic discipline and that shaped your long-term goals.
-It should explain your interest in or connection to Norway and its culture, expressing more than a superficial appreciation for Norwegian traditions.
- Above all, it should reveal accomplishment and a capacity for leadership that foretells future promise in the chosen profession.
Advice to the applicant: Carefully review the Selection Criteria section (above). In preparation for writing the Personal Biographical Statement, you may wish to reflect on some of the following questions. What do you believe to be the chief values in the program of research or study that you have undertaken? How will these values affect your professional life in the future? How do you see your plans for graduate study/research affecting your views of relationships between the culture of the United States and the culture of Norway? What traits of good leadership do you most admire?
4. A one-page Statement on Financial Support
(double-spaced, 12-point Times New Roman type, with margins not less than one inch.).
The financial statement should briefly describe all prior employment (including graduate assistantship support), listed chronologically, along with all future financial support applied for and/or anticipated. It should also include a summary of any unpaid educational loans or other indebtedness.
5. Graduate and undergraduate transcripts. (Transcripts do not need to be official copies.)
6. Two letters of recommendation.
IMPORTANT: Please provide the following instructions link to your recommendation letter writers:
http://www.grad.umn.edu/fellowships/recommendationletters/tkmn/index.html
Background
The Torske Klubben, founded in 1933, is a Minneapolis luncheon club of men of Norwegian heritage who are deeply interested in Norway and Norwegian-American history and relationships. The organization funds University of Minnesota graduate fellowships for Norwegian citizens, as well as this award for Minnesota residents who have an interest in or connection with Norway and/or its culture. The overarching goal of the fellowship program is supporting future leaders.
Eligibility
Students currently registered for credit in the University of Minnesota Graduate School who are official state-of-Minnesota residents may apply. The award is open to individuals who have an interest in or connection with Norway and/or its culture. Applicants should have a strong, mature, and clearly defined career interest in a specific field, with a sound research or study plan. Applicants must be able to demonstrate outstanding leadership skills and high academic achievement. Preference will be given to students who earned their undergraduate degrees from a Minnesota college or university, or from a college founded by or associated with Norwegian-Americans, such as Luther College in Decorah, Iowa, and Augustana College in Sioux Falls, South Dakota. Recipients are eligible to apply for a second year of support, but award is not automatic.
Selection Criteria
Torske Klubben is interested in supporting students of high academic achievement who show great promise of becoming leaders in their chosen profession and/or in the Norwegian -American community, who have a deep and abiding cultural and/or professional interest in Norway (in a historical or present-day context), and who convey a sensitivity to the future of Norway and Norway-America relationships. Need may be taken into account, all other factors being equal.
Fellowship Amount
A stipend of $15,000 for the academic year. For recipients without another source of tuition support, such as an assistantship, the Graduate School Fellowship Office will provide a Tuition Scholarship for full-time study for the academic year.
Award Policy
Applicants will be notified of the outcome, in writing, by mid-April. Although recipients need not be in residence during the tenure of the fellowship (if, for example, they are conducting research at an off-campus location), they must be registered in the Graduate School for the full academic year.
Application Instructions
Please transmit twelve sets of the following documents to the address below.
1. Torske Klubben Fellowship for Minnesota Residents Application: tkmnapp2014.doc
2. The Project Statement (research or study plan).
*Up to three pages, double-spaced, 12-point Times New Roman type, with margins not less than one inch.
*This statement should be written in plain English using non-specialized terms that are clear and unambiguous. It should provide sufficient detail to enable reviewers to judge its significance and its feasibility, and should be prepared in four sections:
- A 100-word abstract (summary).
-Background. This should provide a brief overview of the project, placing it in the context of previous work in the profession.
-Goals and objectives.
-Potential significance of the applicant's work. This section should answer the question "So what?" What important new knowledge will be gained; what substantive questions will be answered; and what is the relevance of the project, in the larger context, to the needs of science, technology, the arts, or society?
3. A Personal Biographical Statement.
*Up to three pages, double-spaced, 12-point Times New Roman type, with margins not less than one inch.
*This statement must be written with great care. It should not simply be a narrative chronological résumé but, rather, it should offer a picture of yourself, conveying a strong sense of who you are as an individual and as a professional.
-It should communicate your personal values and motivation.
- It should describe the influences on your intellectual development that led to your choice of academic discipline and that shaped your long-term goals.
-It should explain your interest in or connection to Norway and its culture, expressing more than a superficial appreciation for Norwegian traditions.
- Above all, it should reveal accomplishment and a capacity for leadership that foretells future promise in the chosen profession.
Advice to the applicant: Carefully review the Selection Criteria section (above). In preparation for writing the Personal Biographical Statement, you may wish to reflect on some of the following questions. What do you believe to be the chief values in the program of research or study that you have undertaken? How will these values affect your professional life in the future? How do you see your plans for graduate study/research affecting your views of relationships between the culture of the United States and the culture of Norway? What traits of good leadership do you most admire?
4. A one-page Statement on Financial Support
(double-spaced, 12-point Times New Roman type, with margins not less than one inch.).
The financial statement should briefly describe all prior employment (including graduate assistantship support), listed chronologically, along with all future financial support applied for and/or anticipated. It should also include a summary of any unpaid educational loans or other indebtedness.
5. Graduate and undergraduate transcripts. (Transcripts do not need to be official copies.)
6. Two letters of recommendation.
IMPORTANT: Please provide the following instructions link to your recommendation letter writers:
http://www.grad.umn.edu/fellowships/recommendationletters/tkmn/index.html
AMST 8920-Dr. Pamela Butler
AMST 8920, "Feminist Methodologies in Media & Cultural Studies," taught by Dr. Pamela Butler will be held on Tuesdays from 1:25-3:20pm.
Focusing on the problem of representation, this graduate seminar will read classic and contemporary theoretical works, and examples of research, in feminist media and cultural studies. We'll then use those insights to assess the political implications and intellectual usefulness of various research methods and methodologies (ideological and representational critique, semiotic analysis, audience studies, post-representational affect, etc.). The main objective of the course is for students who are -- or who are considering -- using cultural productions in their research to leave the class with (1) familiarity with the overall critical landscape surrounding questions of "representation" in media and cultural studies, and (2) the tools to choose and utilize methods that best suit the intellectual and political objectives of their own interdisciplinary work.
Focusing on the problem of representation, this graduate seminar will read classic and contemporary theoretical works, and examples of research, in feminist media and cultural studies. We'll then use those insights to assess the political implications and intellectual usefulness of various research methods and methodologies (ideological and representational critique, semiotic analysis, audience studies, post-representational affect, etc.). The main objective of the course is for students who are -- or who are considering -- using cultural productions in their research to leave the class with (1) familiarity with the overall critical landscape surrounding questions of "representation" in media and cultural studies, and (2) the tools to choose and utilize methods that best suit the intellectual and political objectives of their own interdisciplinary work.
Wilson Library will remain open 24/7
Wilson Library will remain open 24/7 during the Finals Week period of December 12-19. After regular building hours, students will be moved to the basement level and security monitors will oversee the area. The security monitors can arrange for the WALK service for students once they want to leave as well.
Bernhard Weidinger to Speak
The Center for Austrian Studies is the hosting an event on Monday, December 2 from 12:00-1:15 in 609 Social Sciences Building. Bernhard Weidinger will give a talk entitled "The Sacral Framing of Exclusion: Christian References in Far-Right Discourses and Right-Wrong Interaction between Austria and the USA since 9/11." The event flyer can be found here.
Lunchtime Lecture Series on Monday
The Program in the History of Medicine is hosting a Lunchtime Lecture Series on Monday, December 2 from 12:20-1:10pm in 555 Diehl Hall. Hamilton Cravens will give a lecture entitled "Notions of Gender in American Pediatrics: The Ideas of Luther Emmett Holt, Arnold Lucius Gesell, and Benjamin Spock." Event flyer can be found here: Cravens HMED Lecture Series poster Fall 2013.pdf
Professor Jennifer Pierce to Speak in Lincoln, Nebraska
Professor Jennifer Pierce will deliver the lecture at the Mid-America American Studies Association's annual meeting held February 28-March 2, 2014 in Lincoln, Nebraska. Her lecture is entitled "Racing for Innocence: Whiteness, Corporate Culture, and the Backlash Against Affirmative Action."
Wednesday, November 20, 2013
Crossroads Lecture Series: "A Small Island: African American Encounters with Britain in the Era of Jim Crow"
Jane Rhodes will present "A Small Island: African American Encounters with Britain in the Era of Jim Crow" as part of the Black Studies and American Studies at the Crossroads lecture series. The event will begin at 3:30pm in room 815 Social Science Tower on Monday, December 2nd. The event flyer can be found here: Rhodes-1.pdf
In Paul Gilroy's The Black Atlantic, he rethinks modernity through the history and movement of the African diaspora. Gilroy takes as his focal point the writing and creative production of African American travelers, from Martin Delaney to Richard Wright, and their intellectual engagement with a "global, coalitional politics" that undermined narrow notions of nationality and ethnic particularity. This paper follows Gilroy's observation that numerous African Americans "went to Europe and had their perceptions of America and racial domination shifted as a result of their experiences." I focus on the journalism and memoirs of key African American intellectuals and activists in the early 20th century as they ventured across the Atlantic toward Europe, and in particular Britain. Paradoxically, the Black Atlantic stands as the site of blacks' subjection while also offering the possibility of escape from their abject status. For some these travels were motivated by a desire for knowledge and recognition; others sought to project black American's grievances to the world. Their journeys each began with a modernist vision of Europe as a place of culture and civilization where intellect triumphed over color; a place that might release them from the exigencies of identity. After spending time abroad they emerged personally transformed, though not always enamored. Writers from Ida Wells-Barnett to Roi Otteley were shaped by geopolitical currents and the increasing visibility of black Britons. This paper considers the transformation of black Americans' attitudes toward Britain--from Anglophilia to Anglophobia--as they developed pan-Africanist sensitibilities and a critique of British imperialism.
Dr. Rhodes is Dean for the Study of Race and Ethnicity and Professor and Chair of American Studies at Macalester College. Rhodes specializes in the study of race, gender and mass media; the black press; and media and social movements. Rhodes' is the author of Mary Ann Shadd Cary: The Black Press and Protest in the Nineteenth Century (Indiana University Press, 1998) and Framing the Black Panthers: The Spectacular Rise of a Black Power Icon (The New Press, 2007)
In Paul Gilroy's The Black Atlantic, he rethinks modernity through the history and movement of the African diaspora. Gilroy takes as his focal point the writing and creative production of African American travelers, from Martin Delaney to Richard Wright, and their intellectual engagement with a "global, coalitional politics" that undermined narrow notions of nationality and ethnic particularity. This paper follows Gilroy's observation that numerous African Americans "went to Europe and had their perceptions of America and racial domination shifted as a result of their experiences." I focus on the journalism and memoirs of key African American intellectuals and activists in the early 20th century as they ventured across the Atlantic toward Europe, and in particular Britain. Paradoxically, the Black Atlantic stands as the site of blacks' subjection while also offering the possibility of escape from their abject status. For some these travels were motivated by a desire for knowledge and recognition; others sought to project black American's grievances to the world. Their journeys each began with a modernist vision of Europe as a place of culture and civilization where intellect triumphed over color; a place that might release them from the exigencies of identity. After spending time abroad they emerged personally transformed, though not always enamored. Writers from Ida Wells-Barnett to Roi Otteley were shaped by geopolitical currents and the increasing visibility of black Britons. This paper considers the transformation of black Americans' attitudes toward Britain--from Anglophilia to Anglophobia--as they developed pan-Africanist sensitibilities and a critique of British imperialism.
Dr. Rhodes is Dean for the Study of Race and Ethnicity and Professor and Chair of American Studies at Macalester College. Rhodes specializes in the study of race, gender and mass media; the black press; and media and social movements. Rhodes' is the author of Mary Ann Shadd Cary: The Black Press and Protest in the Nineteenth Century (Indiana University Press, 1998) and Framing the Black Panthers: The Spectacular Rise of a Black Power Icon (The New Press, 2007)
Call for Papers for the Mid-America American Studies Association Annual Meeting
There is a call for papers for the Mid-America American Studies Association's annual meeting. The announced theme is All Deliberate Speed: Politics of Equality and Discourses of Difference. Proposals are due on or before December 1, 2013.
The Mid-America American Studies Association's annual meeting, will be held in Lincoln, Nebraska February 28-March 2, 2014.
"Equality" has been a central concept in US life. Long before the nation's founding documents invoked the phrase "all men are created equal," settlers imagined the colonies as a refuge from hierarchical political and social orders of Europe, and as a laboratory for new experiments in equality and meritocracy. However, the US has been the site of innovation of another sort -- developing and adapting conceptions of difference. These discourses of race, ethnicity, gender, sexuality, and religion (to name a few) would set explicit and implicit limits on equality.
2014 marks the 60th anniversary of the U.S. Supreme Court's Brown v. Board of Education decision and the 50th anniversary of the Civil Rights Act. These landmarks of the modern Civil Rights Movement have not ended debate about the meaning of equality and difference. Recent controversies regarding racial profiling, the mass incarceration of black and brown youth, violent crime, educational access, and the financial crisis, as well as contentious Supreme Court decisions about sexual discrimination in the workplace, affirmative action, the prerogatives of religious organizations, gay marriage, and racial discrimination in voting practices suggest these arguments are far from settled. We ask conference presenters to consider how American Studies scholarship can intervene in these debates.
They invite scholars to consider the following and related questions from a variety of inter-disciplinary and anti-disciplinary approaches: How have ideas about equality and difference circulated in the past? What formations are shaping contemporary struggles? How has difference been articulated and challenged, and how have those struggles influenced U.S. culture? What have these struggles looked like in Mid-America, and how have they shaped the U.S. in a global context? What does it mean to imagine a future where difference is respected and equality is a reality?
Proposals are due on or before December 1, 2013. Proposals for complete panels/discussions are preferred over individual submissions. Panel proposals should include 1) session title, 2) session abstract (250 words or less), 3) titles of individual papers, 4) abstracts of individual papers (250 words or less), and 5) information for each participant (name, contact information, affiliation, 1-page CV). Proposals for roundtable discussions, creative presentations, or projects in the digital humanities should include 1) session title, 2) session abstract (500 words or less), and 3) information for each participant (name, contact information, affiliation, 1-page CV). Proposals should be submitted electronically as a single Word document to emailmaasa@gmail.com.
The Mid-America American Studies Association's annual meeting, will be held in Lincoln, Nebraska February 28-March 2, 2014.
"Equality" has been a central concept in US life. Long before the nation's founding documents invoked the phrase "all men are created equal," settlers imagined the colonies as a refuge from hierarchical political and social orders of Europe, and as a laboratory for new experiments in equality and meritocracy. However, the US has been the site of innovation of another sort -- developing and adapting conceptions of difference. These discourses of race, ethnicity, gender, sexuality, and religion (to name a few) would set explicit and implicit limits on equality.
2014 marks the 60th anniversary of the U.S. Supreme Court's Brown v. Board of Education decision and the 50th anniversary of the Civil Rights Act. These landmarks of the modern Civil Rights Movement have not ended debate about the meaning of equality and difference. Recent controversies regarding racial profiling, the mass incarceration of black and brown youth, violent crime, educational access, and the financial crisis, as well as contentious Supreme Court decisions about sexual discrimination in the workplace, affirmative action, the prerogatives of religious organizations, gay marriage, and racial discrimination in voting practices suggest these arguments are far from settled. We ask conference presenters to consider how American Studies scholarship can intervene in these debates.
They invite scholars to consider the following and related questions from a variety of inter-disciplinary and anti-disciplinary approaches: How have ideas about equality and difference circulated in the past? What formations are shaping contemporary struggles? How has difference been articulated and challenged, and how have those struggles influenced U.S. culture? What have these struggles looked like in Mid-America, and how have they shaped the U.S. in a global context? What does it mean to imagine a future where difference is respected and equality is a reality?
Proposals are due on or before December 1, 2013. Proposals for complete panels/discussions are preferred over individual submissions. Panel proposals should include 1) session title, 2) session abstract (250 words or less), 3) titles of individual papers, 4) abstracts of individual papers (250 words or less), and 5) information for each participant (name, contact information, affiliation, 1-page CV). Proposals for roundtable discussions, creative presentations, or projects in the digital humanities should include 1) session title, 2) session abstract (500 words or less), and 3) information for each participant (name, contact information, affiliation, 1-page CV). Proposals should be submitted electronically as a single Word document to emailmaasa@gmail.com.
Call for Proposals For an International, Interdisciplinary Graduate Student Conference
There is a call for proposals for an international, interdisciplinary Graduate Student Conference entitled "Undergoing Health: States of Body and Mind." It aims to bring together the resonant fields of illness and disability studies, medical humanities, public health, posthumanisms, and biopolitical theory to further an understanding of what we consider "healthy" and "unhealthy." Abstracts of no more than 250 words are due by December 16.
The conference will be held at Indiana University - Bloomington, March 27-29, 2014. Dr. Rachel Adams (Columbia University) will be the keynote speaker.
"Undoing Health" aims to bring together the resonant fields of illness and disability studies, medical humanities, public health, posthumanisms, and biopolitical theory to further an understanding of what we consider "healthy" and "unhealthy." How can we responsibly challenge static conceptions of health, wellness, and able-bodiedness? How do we come to "care" for vulnerable populations? What are the forms through which we understand our minds and bodies in states of wellness and disorder? How do we resist pathologies without reifying them? Can we engage the fleshliness of the material body in light of the disappearing subject? What are the life and death politics of sovereignty and governmentality and the ethics of how we understand animal and inanimate forms of life?
As an interdisciplinary conference, "Undoing Health" hopes to host a lively and collegial forum where these strands of thought can share methodologies, ethical concerns, and disciplinary priorities across time periods. They invite proposals for individual papers as well as panels organized by topic. They 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 December 16th, 2013, to iugradconference@gmail.com. Below are some suggestions for possible topics. While this list is by no means exhaustive, they hope these ideas might inspire some exciting new thoughts related to the conference theme:
· Illness and Disability Studies
o States of disability / disabled states
o Against Health
o Crip Theory
o Failed health / uncontrollable bodies
o Anti-Psychiatry Movement
o Psychology / psychiatry and mental disorder/illness
o Neurodiversity / neurodivergence
o Race and disability
o Chronic illness / trauma / pain
· Biopolitics and biopower
o State of exception / sovereignty
o Health in the age of neoliberal capital
o Population studies and statistics
o States or boundaries of life and death (Capital punishment/ Capital violence / Assisted suicide / Necropolitics)
o Barely alive ("bare life")
o (Post)Colonizing health / health in times of slavery and/or genoicide
o Comparative health studies / studies across regions and locales
o Immunization, inoculation, epidemic
o Vulnerable populations
o Economics of healthcare and class "illness," both today and historically
· Politics of Public Health both Now and Then
o Histories of health, hospitals
o Medical humanities
o Public health and insurance
o Pathology and its critics
o Privatization
o Pharmacy, Apothecary, Medicine
o Prescription
o Addiction and rehabilitation
o Figures of the doctor (or quack)/patient
o Scientific racism
o HIV/AIDS (and other STD) prevention rhetoric/discourse
o Natural disaster response and relief
· Posthumanisms
o Animate matter
o Boundaries between animal life and human life/animal studies
o Ecocriticism
o Technology and the human body/cyborg theory
· Ethics of Care
o Reproductive technologies and rights
o Relationships - in sickness and health (marriage, childcare, domestic relations, counseling, etc)
o The (medical) gaze
o Gender and the body
o Queer studies
· Sensations
o Union of body and spirit - dual construction of body and soul
o Phenomenology
o Dulled and keen senses / sensory experience
· Forms of health
o The symptom and symptomatic readings- philosophically and literally speaking
o Literary and cultural forms
o Fleshliness
o Fat studies / health at every size
o Personal diaries, illness memoirs, disability memoirs
o Performances of bodies in health and unhealth
o Dietetics and representations of food, food studies, eating disorders, politics of food, "slow death," diabetes
Their website (http://iugradconference.wordpress.com) will feature more information soon!
The conference will be held at Indiana University - Bloomington, March 27-29, 2014. Dr. Rachel Adams (Columbia University) will be the keynote speaker.
"Undoing Health" aims to bring together the resonant fields of illness and disability studies, medical humanities, public health, posthumanisms, and biopolitical theory to further an understanding of what we consider "healthy" and "unhealthy." How can we responsibly challenge static conceptions of health, wellness, and able-bodiedness? How do we come to "care" for vulnerable populations? What are the forms through which we understand our minds and bodies in states of wellness and disorder? How do we resist pathologies without reifying them? Can we engage the fleshliness of the material body in light of the disappearing subject? What are the life and death politics of sovereignty and governmentality and the ethics of how we understand animal and inanimate forms of life?
As an interdisciplinary conference, "Undoing Health" hopes to host a lively and collegial forum where these strands of thought can share methodologies, ethical concerns, and disciplinary priorities across time periods. They invite proposals for individual papers as well as panels organized by topic. They 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 December 16th, 2013, to iugradconference@gmail.com. Below are some suggestions for possible topics. While this list is by no means exhaustive, they hope these ideas might inspire some exciting new thoughts related to the conference theme:
· Illness and Disability Studies
o States of disability / disabled states
o Against Health
o Crip Theory
o Failed health / uncontrollable bodies
o Anti-Psychiatry Movement
o Psychology / psychiatry and mental disorder/illness
o Neurodiversity / neurodivergence
o Race and disability
o Chronic illness / trauma / pain
· Biopolitics and biopower
o State of exception / sovereignty
o Health in the age of neoliberal capital
o Population studies and statistics
o States or boundaries of life and death (Capital punishment/ Capital violence / Assisted suicide / Necropolitics)
o Barely alive ("bare life")
o (Post)Colonizing health / health in times of slavery and/or genoicide
o Comparative health studies / studies across regions and locales
o Immunization, inoculation, epidemic
o Vulnerable populations
o Economics of healthcare and class "illness," both today and historically
· Politics of Public Health both Now and Then
o Histories of health, hospitals
o Medical humanities
o Public health and insurance
o Pathology and its critics
o Privatization
o Pharmacy, Apothecary, Medicine
o Prescription
o Addiction and rehabilitation
o Figures of the doctor (or quack)/patient
o Scientific racism
o HIV/AIDS (and other STD) prevention rhetoric/discourse
o Natural disaster response and relief
· Posthumanisms
o Animate matter
o Boundaries between animal life and human life/animal studies
o Ecocriticism
o Technology and the human body/cyborg theory
· Ethics of Care
o Reproductive technologies and rights
o Relationships - in sickness and health (marriage, childcare, domestic relations, counseling, etc)
o The (medical) gaze
o Gender and the body
o Queer studies
· Sensations
o Union of body and spirit - dual construction of body and soul
o Phenomenology
o Dulled and keen senses / sensory experience
· Forms of health
o The symptom and symptomatic readings- philosophically and literally speaking
o Literary and cultural forms
o Fleshliness
o Fat studies / health at every size
o Personal diaries, illness memoirs, disability memoirs
o Performances of bodies in health and unhealth
o Dietetics and representations of food, food studies, eating disorders, politics of food, "slow death," diabetes
Their website (http://iugradconference.wordpress.com) will feature more information soon!
Legal History Workshop on Monday, November 25
The Program in Law and History is hosting the Legal History Workshop on Monday, November 25 from 2:00-3:25pm in room 15 of Mondale Hall. Barbara Welke will be presenting her play "Owning Hazard: Genre, Law, and History."
Abstract: What is the difference between a "historical argument" and the"journey" in a play? How does voice, genre, and audience shape the stories we tell about law and history? The two pieces you have here - one a forthcoming article in the Journal of American History, and the other a play written for the 2010 conference "'Law As . . .': Theory and Method in Legal History" and published in the UC Irvine Law Review -both begin with a series of tragic incidents between 1942 and 1954, in which an unknown number of children were severely burned when the cowboy suits they were wearing caught fire turning them into human torches. Dozens of the children died; others were crippled and scarred for life. With this episode "flammable fabrics" came to public attention in the United States. The two pieces, drawn from my ongoing research, are very different attempts to deal with what I call "owning hazard" in the goods of everyday life. My hope is that in addition to the substance they address, that our discussion can focus on the question of genre, and also that you may have suggestions for me as I work to revise the play for an actual theatre production.
Abstract: What is the difference between a "historical argument" and the"journey" in a play? How does voice, genre, and audience shape the stories we tell about law and history? The two pieces you have here - one a forthcoming article in the Journal of American History, and the other a play written for the 2010 conference "'Law As . . .': Theory and Method in Legal History" and published in the UC Irvine Law Review -both begin with a series of tragic incidents between 1942 and 1954, in which an unknown number of children were severely burned when the cowboy suits they were wearing caught fire turning them into human torches. Dozens of the children died; others were crippled and scarred for life. With this episode "flammable fabrics" came to public attention in the United States. The two pieces, drawn from my ongoing research, are very different attempts to deal with what I call "owning hazard" in the goods of everyday life. My hope is that in addition to the substance they address, that our discussion can focus on the question of genre, and also that you may have suggestions for me as I work to revise the play for an actual theatre production.
Tenure-track Position at Syracuse University
The Department of Women's & Gender Studies at Syracuse University invites applications for a tenure-track position of Assistant Professor of Women's & Gender Studies. They invite applications from candidates who specialize in Latina, Chicana, Latin American, and/or indigenous scholarship. Application deadline is November 25.
They seek an interdisciplinary Feminist scholar with a strong record of research and teaching in women's and gender studies consistent with a tenure track appointment at a research university. Candidates with expertise in feminist, decolonial, queer methods and theories will be given top consideration. Interdisciplinary doctoral training training required; Women's Studies or Interdisciplinary Ph.D. preferred.
The candidate's work should complement the mission, goals, and strengths of the WGS Department at SU. The candidate will be expected to contribute to our core undergraduate curriculum and to build a future graduate degree program. Their department (http://wgs.syr.edu/) is distinguished by its commitment to intersectional, transnational, and interdisciplinary approaches, and an emphasis on issues of race, class, disability, sexuality, and ethnicity as an inherent part of our signature focus on transnational feminist analyses of gender and gender justice.
Candidates must attach a letter of interest, curriculum vita, and one publication or writing sample of no more than fifty pages. Three letters of recommendation are required and will be requested directly from your references through our employment system at the time your application is certified and submitted. Please have an accurate email for each of your references available to enter at the time of your application.
Contact search co-chairs, Dr. Chandra Talpade Mohanty (ctmohant@syr.edu) or Dr. Robin Riley (rlriley@syr.edu) with any questions.
They will begin screening applications on November 25, 2013. The position will remain open until filled.
They seek an interdisciplinary Feminist scholar with a strong record of research and teaching in women's and gender studies consistent with a tenure track appointment at a research university. Candidates with expertise in feminist, decolonial, queer methods and theories will be given top consideration. Interdisciplinary doctoral training training required; Women's Studies or Interdisciplinary Ph.D. preferred.
The candidate's work should complement the mission, goals, and strengths of the WGS Department at SU. The candidate will be expected to contribute to our core undergraduate curriculum and to build a future graduate degree program. Their department (http://wgs.syr.edu/) is distinguished by its commitment to intersectional, transnational, and interdisciplinary approaches, and an emphasis on issues of race, class, disability, sexuality, and ethnicity as an inherent part of our signature focus on transnational feminist analyses of gender and gender justice.
Candidates must attach a letter of interest, curriculum vita, and one publication or writing sample of no more than fifty pages. Three letters of recommendation are required and will be requested directly from your references through our employment system at the time your application is certified and submitted. Please have an accurate email for each of your references available to enter at the time of your application.
Contact search co-chairs, Dr. Chandra Talpade Mohanty (ctmohant@syr.edu) or Dr. Robin Riley (rlriley@syr.edu) with any questions.
They will begin screening applications on November 25, 2013. The position will remain open until filled.
Dartmouth Postdoctoral Fellowship
The Gender Research Institute at Dartmouth welcomes applications for a postdoctoral fellowship. Applicants may be from any academic discipline, provided that their research has a strong gender-related emphasis. The appointed fellow will receive an annual stipend of $55,000. Deadline for applications is January 6, 2014.
While scholars at any stage of their career are eligible, they especially encourage applications from recent recipients of the Ph.D. or equivalent degree, especially scholars with strong theoretical expertise and interdisciplinary training.
The Gender Research Institute is Dartmouth College's flagship center for interdisciplinary gender-based research. The Institute's mission is to promote and support gender-based research by providing a fertile meeting ground where academics, teachers, community leaders, and scholar-activists from across the globe come together with the Dartmouth community at large to address issues of profound social relevance.
GRID Postdoctoral Fellows must be in residence during their fellowship and will be required to work closely with the GRID Faculty Seminar Leader to prepare GRID's annual research seminar their first year. This is a 10 week seminar usually held during spring term around an interdisciplinary topic, the past two being: "Seeds of Change: Gender, Scholarship, and Social Change" (Spring 2013) and "Times of Crisis" (Spring 2014). In addition to their work with the faculty leader, fellows will also be required to teach one class during their first year in residence, WGST 96: Advanced Research in Women's and Gender Studies, an experimental course that runs parallel to the GRID seminar for interested students. In year two, fellows will be expected to serve as liaisons and mentors for the incoming postdoctoral fellow, serve as support for the new research seminar, and conduct their own research.
The appointed fellow will enjoy full use of college research resources, receive an annual stipend of $55,000 plus benefits, an annual research allowance of $2,000, and a first year computer allowance of $2500. Dartmouth College provides numerous collegewide forums for interdisciplinary conversations and supports a solid cohort of postdoctoral fellowships in the humanities, social sciences, and sciences.
Deadline: Applications for the 2014-16 fellowship must be received on or before
January 6, 2014. Incomplete applications will not be reviewed. Please submit: (1) a
letter of application outlining gender-related field of research, work completed and in
progress, objectives for the postdoctoral fellowship years, and teaching experience; (2)
CV; (3) writing sample; and (4) three letters of support to Interfolio at
http://apply.interfolio.com/23884.
Please direct questions to: gender.research.institute@dartmouth.edu.
While scholars at any stage of their career are eligible, they especially encourage applications from recent recipients of the Ph.D. or equivalent degree, especially scholars with strong theoretical expertise and interdisciplinary training.
The Gender Research Institute is Dartmouth College's flagship center for interdisciplinary gender-based research. The Institute's mission is to promote and support gender-based research by providing a fertile meeting ground where academics, teachers, community leaders, and scholar-activists from across the globe come together with the Dartmouth community at large to address issues of profound social relevance.
GRID Postdoctoral Fellows must be in residence during their fellowship and will be required to work closely with the GRID Faculty Seminar Leader to prepare GRID's annual research seminar their first year. This is a 10 week seminar usually held during spring term around an interdisciplinary topic, the past two being: "Seeds of Change: Gender, Scholarship, and Social Change" (Spring 2013) and "Times of Crisis" (Spring 2014). In addition to their work with the faculty leader, fellows will also be required to teach one class during their first year in residence, WGST 96: Advanced Research in Women's and Gender Studies, an experimental course that runs parallel to the GRID seminar for interested students. In year two, fellows will be expected to serve as liaisons and mentors for the incoming postdoctoral fellow, serve as support for the new research seminar, and conduct their own research.
The appointed fellow will enjoy full use of college research resources, receive an annual stipend of $55,000 plus benefits, an annual research allowance of $2,000, and a first year computer allowance of $2500. Dartmouth College provides numerous collegewide forums for interdisciplinary conversations and supports a solid cohort of postdoctoral fellowships in the humanities, social sciences, and sciences.
Deadline: Applications for the 2014-16 fellowship must be received on or before
January 6, 2014. Incomplete applications will not be reviewed. Please submit: (1) a
letter of application outlining gender-related field of research, work completed and in
progress, objectives for the postdoctoral fellowship years, and teaching experience; (2)
CV; (3) writing sample; and (4) three letters of support to Interfolio at
http://apply.interfolio.com/23884.
Please direct questions to: gender.research.institute@dartmouth.edu.
John Borchert Lecture on Friday, November 22
The Coffee Hour Committee is hosting the John Borchert Lecture on Friday, November 22 at 3:30 in L-110 Honeywell Auditorium. Dr. Thomas Ficher will give a talk titled "What is GeoDesign and Why Does It Matter?"
Thomas Fisher, Professor in the School of Architecture and Dean of the College of Design at the University of Minnesota, will give the seventh annual Borchert Lecture, which honors the late John Borchert, University of Minnesota Regents Professor in Geography and member of the U.S. National Academy of Science. This annual lecture features notable speakers in the area of geographic information science and coincides with Geography Awareness Week and GIS Day. Dr. Fisher's presentation, What is GeoDesign and Why Does It Matter?, will take place on Friday, November 22 from 3:30 to 5:00 pm in the Honeywell Auditorium (L-110), Carlson School of Management on the West Bank campus. A graduate of Cornell University and Case Western Reserve University, he has written 7 books, 47 book chapters or introductions, and over 325 articles in professional journals and major publications. Named a top-25 design educator four times by Design Intelligence, he has lectured at 36 universities and over 150 professional and public meetings in the U.S. His most recent book, Designing to Avoid Disaster: The Nature of Fracture-Critical Design (Routledge, 2012), looks at failures across an array of systems and argues for a more ecologically based way of thinking about the infrastructures we all depend on.
Thomas Fisher, Professor in the School of Architecture and Dean of the College of Design at the University of Minnesota, will give the seventh annual Borchert Lecture, which honors the late John Borchert, University of Minnesota Regents Professor in Geography and member of the U.S. National Academy of Science. This annual lecture features notable speakers in the area of geographic information science and coincides with Geography Awareness Week and GIS Day. Dr. Fisher's presentation, What is GeoDesign and Why Does It Matter?, will take place on Friday, November 22 from 3:30 to 5:00 pm in the Honeywell Auditorium (L-110), Carlson School of Management on the West Bank campus. A graduate of Cornell University and Case Western Reserve University, he has written 7 books, 47 book chapters or introductions, and over 325 articles in professional journals and major publications. Named a top-25 design educator four times by Design Intelligence, he has lectured at 36 universities and over 150 professional and public meetings in the U.S. His most recent book, Designing to Avoid Disaster: The Nature of Fracture-Critical Design (Routledge, 2012), looks at failures across an array of systems and argues for a more ecologically based way of thinking about the infrastructures we all depend on.
Brown Bag Series with Emily Springer
The Interdisciplinary Center for the Study of Global Change is holding the Brown Bag Series "Behind the PowerPoint: Knowledge Production through International Development Evaluation Systems." The event will be held on Friday, November 22 at 12:00pm in 537 Heller Hall. Emily Springer will be presenting.
Abstract: Since the late 1980s, international development donors have increasingly required the demonstration of return-on-investment through quantitative performance metrics. With the proliferation of 'rigorous' metrics, statements about people in developing countries (see above chart) obtain a factlike status. This preliminary research interrogates the knowledge produced by international development evaluation systems from the perspective of the people charged with producing the data - evaluation specialists. I will present data from interviews with three specialists affiliated with USAID contractors and discuss tentative conclusions in relation to sociological theory on quantification. Despite evaluation's stated goal to find 'what really works' in development, these specialists describe a system where failure is constantly edited out and ambiguity ignored. While these professionals aspire for alternative procedures, they participate in the daily realities of reporting under deadlines. I approach this topic from the perspective that transnational evaluation systems play an increasingly powerful role in a web of neocolonial relations.
Abstract: Since the late 1980s, international development donors have increasingly required the demonstration of return-on-investment through quantitative performance metrics. With the proliferation of 'rigorous' metrics, statements about people in developing countries (see above chart) obtain a factlike status. This preliminary research interrogates the knowledge produced by international development evaluation systems from the perspective of the people charged with producing the data - evaluation specialists. I will present data from interviews with three specialists affiliated with USAID contractors and discuss tentative conclusions in relation to sociological theory on quantification. Despite evaluation's stated goal to find 'what really works' in development, these specialists describe a system where failure is constantly edited out and ambiguity ignored. While these professionals aspire for alternative procedures, they participate in the daily realities of reporting under deadlines. I approach this topic from the perspective that transnational evaluation systems play an increasingly powerful role in a web of neocolonial relations.
Candidate for CAS Director: Egbert Klautke
The Center for Austrian Studies is hosting two events featuring Egbert Klautke, the candidate for CAS director.
The first event, "A Vision for the Center for Austrian Studies," will take place on Thursday, November 21 from 11:30-12:45pm in 614 Social Sciences.
The second event, "The Descent of Freud:on the Reception and Popularization of Freudianism in Europe and America,c. 1930-1990," will be held on Friday, November 22 from 2:00-3:30pm in 1210 Heller Hall.
The first event, "A Vision for the Center for Austrian Studies," will take place on Thursday, November 21 from 11:30-12:45pm in 614 Social Sciences.
The second event, "The Descent of Freud:on the Reception and Popularization of Freudianism in Europe and America,c. 1930-1990," will be held on Friday, November 22 from 2:00-3:30pm in 1210 Heller Hall.
Wednesday, November 13, 2013
2013 Outstanding Unit Award for Equity and Diversity
The Department of American Studies is a co-recipient of the 2013 Outstanding Unit Award for Equity and Diversity presented by The Office for Equity and Diversity (OED) at the University of Minnesota. This award honors transformational equity and diversity work that both demonstrates outstanding leadership in equity and diversity, and is collaborative, sustainable, and linked to the stated mission and vision of the group.
Pa'u Hana Reception
The Department of American Studies, University of Hawaii, is hosting the Pa'u Hana Reception at the ASA Annual Meeting on Saturday, November 23, from 4:00-6:00pm at the Washington Hilton, Columbia Hall Foyer, to celebrate the University of Hawai'i becoming the new editorial office for American Quarterly in 2014.
Lary May Recipient of the MAASA
Lary May is the recipient of the MAASA (Mid-America American Studies Association) 2013 Elizabeth Kolmer Award, which is given annually to honor teaching and mentoring in the field of American Studies and service to MAASA.
Political Theory Colloquium on Wednesday, November 20th
The College of Liberal Arts is hosting the Political Theory Colloquium "Primitivism and Primitive Accumulation" on Wednesday, November 20th from 1:30pm-3:00pm in the Lippincott Room of the Social Sciences Tower 1314. Dr. Ben Etherington will be speaking. The talk will be entitled "Primitivism After its Poststructural Eclipse, or Putting the 'ism' back into Primitivism."
Abstract:
Scattered through the mountains of ideological critiques of Western art are any number of blithe deconstructions of primitivism: 'the primitivist myth of the x', 'such primitivist fantasies reveal y'. The object of such iconoclasm is more helpfully referred to as primitive-philia, and as a result of the pious moralizing about this, the phenomenon of primitivism has fallen out of sight. It will be suggested that primitivism is not a representational practice that idealizes a primitive 'other', but is the attempt, through aesthetic practice, to come into a disappearing primitive condition.
This understanding has been arrived at by a thorough-going re-conceptualisation. Instead of approaching primitivism in the terms of a binary of 'civilized' and 'primitive', or its more recent mystification as 'the West' and its 'Others', this paper perceives it to be the groan emitted as the final non-capitalist zones were enveloped by the emergent world system. It is an aesthetic project that blooms, that is, at the point of the extinguishment of the possibility of the primitive. To place primitivism in its proper ideological context, this paper will revisit contemporaneous theories of imperialism, particulary that of Rosa Luxemburg. The task: to reconstruct primitivism's 'former future'.
Abstract:
Scattered through the mountains of ideological critiques of Western art are any number of blithe deconstructions of primitivism: 'the primitivist myth of the x', 'such primitivist fantasies reveal y'. The object of such iconoclasm is more helpfully referred to as primitive-philia, and as a result of the pious moralizing about this, the phenomenon of primitivism has fallen out of sight. It will be suggested that primitivism is not a representational practice that idealizes a primitive 'other', but is the attempt, through aesthetic practice, to come into a disappearing primitive condition.
This understanding has been arrived at by a thorough-going re-conceptualisation. Instead of approaching primitivism in the terms of a binary of 'civilized' and 'primitive', or its more recent mystification as 'the West' and its 'Others', this paper perceives it to be the groan emitted as the final non-capitalist zones were enveloped by the emergent world system. It is an aesthetic project that blooms, that is, at the point of the extinguishment of the possibility of the primitive. To place primitivism in its proper ideological context, this paper will revisit contemporaneous theories of imperialism, particulary that of Rosa Luxemburg. The task: to reconstruct primitivism's 'former future'.
Dissertation Fellowship Programor research on Retirement Income and Policy Issue
The Center for Retirement Research at Boston College announces the 2014 Dissertation Fellowship Program for research on retirement income and policy issue. The program is open to scholars in all academic disciplines. Up to two fellowships of $28,000 will be awarded. The submission deadline for proposals is Friday, February 14, 2014.
The program is funded by the U.S. Social Security Administration and provides funding opportunities for doctoral candidates to pursue cutting-edge research on retirement issues. Priority areas include:
• Social Security
• Macroeconomic analyses of Social Security
• Wealth and retirement income
• Program interactions
• International research
• Demographic research
Submission
The submission deadline for the 2014 Dissertation Fellowship Grant Program is February 14, 2013. Download this year's proposal guidelines. Submit applications here.
Contact
Please contact Marina Tsiknis with any questions about the Dissertation Fellowship Program at 617-552-1092 or tsiknis@bc.edu.
The program is funded by the U.S. Social Security Administration and provides funding opportunities for doctoral candidates to pursue cutting-edge research on retirement issues. Priority areas include:
• Social Security
• Macroeconomic analyses of Social Security
• Wealth and retirement income
• Program interactions
• International research
• Demographic research
Submission
The submission deadline for the 2014 Dissertation Fellowship Grant Program is February 14, 2013. Download this year's proposal guidelines. Submit applications here.
Contact
Please contact Marina Tsiknis with any questions about the Dissertation Fellowship Program at 617-552-1092 or tsiknis@bc.edu.
Social and Behavioral Sciences Diversity Postdoctoral Fellowship
The Division of Social and Behavioral Sciences Diversity Postdoctoral Fellowship Program at The Ohio State University supports promising scholars who are committed to diversity in the academy. The fellowships provide a $40,000 annual stipend, university medical benefits, and some support for travel and research expenses. The application deadline is February 14, 2014.
They are particularly interested in receiving applications from individuals who are members of groups that historically have been underrepresented in the American professoriate.
Fellows will be affiliated with one of the eight academic units of the Division of Social and Behavioral Sciences: Anthropology, Economics, Geography, Communication, Political Science, Psychology, Sociology, and Speech and Hearing Science. The Division also houses six interdisciplinary research units: the Center for Cognitive and Behavioral Imaging, the Center for Cognitive and Brain Sciences, the Criminal Justice Research Center, the Center for Human Resource Research, the Center for Urban and Regional Analysis, and the Institute for Population Research. Fellows may also have the opportunity to participate in the activities of the Kirwan Institute for Race and Ethnicity, a multidisciplinary center founded jointly by the Divisions of Social and Behavioral Sciences and Humanities, and the College of Law.
Eligibility: Applicants must have completed all requirements for a doctoral degree in the social sciences by August 2014. Preference will be given to individuals who are within five years of their degree. Applicants must be committed to an academic career. Applicants must be citizens of the United States.
Awards: Up to three fellowships will be awarded. The appointments are intended for two years, with re-appointment for the second year contingent upon a successful performance review. The appointments will begin September 1, 2014. The fellowships provide a $40,000 annual stipend, university medical benefits, and some support for travel and research expenses.
Application Process: Required application materials: (1) Applicants should clearly identify a unit within the Division of Social and Behavioral Sciences at OSU with which they would be affiliated during the Fellowship period, and are encouraged to suggest one or more tenured faculty members within that unit who could serve as a host and mentor; (2) a curriculum vitae; (3) a one page dissertation abstract; (4) a statement outlining the specific research proposed to be undertaken during the Fellowship period, and the significance of that research (four-page limit, double-spaced); (5) a personal statement describing the applicant's background and commitment to the goal of diversity in higher education (three-page limit, double-spaced). Applicants should submit all of these materials in a single .zip formatted file. Please name the zip file using your first and last name (e.g., JaneSmith.zip). In addition, three letters of recommendation should be submitted via email.
All materials must be received by February 14, 2014, and should be submitted to SBSPostdocs@asc.ohio-state.edu. Questions can be directed to Professor Jeffrey Cohen (cohen.319@osu.edu).
They are particularly interested in receiving applications from individuals who are members of groups that historically have been underrepresented in the American professoriate.
Fellows will be affiliated with one of the eight academic units of the Division of Social and Behavioral Sciences: Anthropology, Economics, Geography, Communication, Political Science, Psychology, Sociology, and Speech and Hearing Science. The Division also houses six interdisciplinary research units: the Center for Cognitive and Behavioral Imaging, the Center for Cognitive and Brain Sciences, the Criminal Justice Research Center, the Center for Human Resource Research, the Center for Urban and Regional Analysis, and the Institute for Population Research. Fellows may also have the opportunity to participate in the activities of the Kirwan Institute for Race and Ethnicity, a multidisciplinary center founded jointly by the Divisions of Social and Behavioral Sciences and Humanities, and the College of Law.
Eligibility: Applicants must have completed all requirements for a doctoral degree in the social sciences by August 2014. Preference will be given to individuals who are within five years of their degree. Applicants must be committed to an academic career. Applicants must be citizens of the United States.
Awards: Up to three fellowships will be awarded. The appointments are intended for two years, with re-appointment for the second year contingent upon a successful performance review. The appointments will begin September 1, 2014. The fellowships provide a $40,000 annual stipend, university medical benefits, and some support for travel and research expenses.
Application Process: Required application materials: (1) Applicants should clearly identify a unit within the Division of Social and Behavioral Sciences at OSU with which they would be affiliated during the Fellowship period, and are encouraged to suggest one or more tenured faculty members within that unit who could serve as a host and mentor; (2) a curriculum vitae; (3) a one page dissertation abstract; (4) a statement outlining the specific research proposed to be undertaken during the Fellowship period, and the significance of that research (four-page limit, double-spaced); (5) a personal statement describing the applicant's background and commitment to the goal of diversity in higher education (three-page limit, double-spaced). Applicants should submit all of these materials in a single .zip formatted file. Please name the zip file using your first and last name (e.g., JaneSmith.zip). In addition, three letters of recommendation should be submitted via email.
All materials must be received by February 14, 2014, and should be submitted to SBSPostdocs@asc.ohio-state.edu. Questions can be directed to Professor Jeffrey Cohen (cohen.319@osu.edu).
New England Regional Fellowship
New England Regional Fellowship Consortium Research Grants provide a stipend of $5,000 for a total of at least eight weeks of research at three or more participating institutions. The deadline is February 1, 2014.
Special Award in 2014-2015: The Colonial Society of Massachusetts will underwrite a project on the history of New England before the American Revolution.
Application Process: All applications must be completed using our online form at www.nerfc.org/apply.php.
Deadline: February 1, 2014
Questions? Contact Kate Viens at the Massachusetts Historical Society, by phone at 617-646-0568 or email fellowships@masshist.org.
www.ner fc.org
Special Award in 2014-2015: The Colonial Society of Massachusetts will underwrite a project on the history of New England before the American Revolution.
Application Process: All applications must be completed using our online form at www.nerfc.org/apply.php.
Deadline: February 1, 2014
Questions? Contact Kate Viens at the Massachusetts Historical Society, by phone at 617-646-0568 or email fellowships@masshist.org.
www.ner fc.org
Legal History Workshop to be Held on Monday, November 18
The Program in Law and History is holding the Legal History Workshop on Monday, November 18 from 2:00-3:25pm in room 15 of Mondale Hall. Danny LaChance will be presenting "The Old West and the New American Death Penalty: Capital Punishment in Harris and Oklahoma Counties, 1980-2000".
Abstract: At the end of the twentieth century, advocates for capital punishment often spoke of law and executive bureaucracies as "systems" that were making good citizens vulnerable to crime. In two of the communities that used capital punishment the most, the pursuit of the death penalty against folk devils was imagined as a way for heroic individuals to reassert personal control over these emasculating systems, recuperating, in the process, a sense of freedom that had been lost in modern life. The sources I use to make this case are local newspaper portrayals of the district attorneys in two of the three counties that have executed the most offenders since 1977: Harris County, Texas and Oklahoma County, Oklahoma. In the local press, these men regularly embodied the possibility that feudal or state-of-nature virtues--masculine honor, radical independence, patriarchal clannishness, raw physical strength--could still flourish in a modern, rationalized, civilized world. The resulting vision of freedom these men embodied was not new. It echoed, in important respects, early twentieth century constructions of white manhood.
Abstract: At the end of the twentieth century, advocates for capital punishment often spoke of law and executive bureaucracies as "systems" that were making good citizens vulnerable to crime. In two of the communities that used capital punishment the most, the pursuit of the death penalty against folk devils was imagined as a way for heroic individuals to reassert personal control over these emasculating systems, recuperating, in the process, a sense of freedom that had been lost in modern life. The sources I use to make this case are local newspaper portrayals of the district attorneys in two of the three counties that have executed the most offenders since 1977: Harris County, Texas and Oklahoma County, Oklahoma. In the local press, these men regularly embodied the possibility that feudal or state-of-nature virtues--masculine honor, radical independence, patriarchal clannishness, raw physical strength--could still flourish in a modern, rationalized, civilized world. The resulting vision of freedom these men embodied was not new. It echoed, in important respects, early twentieth century constructions of white manhood.
AMST 8920
American Studies 8920, "Personal Narratives in Interdisciplinary Research," taught by Jennifer Pierce will be held from 3:35 to 5:30 in Peik Hall on Wednesdays.
Course Description: This course examines epistemological, theoretical, and methodological questions related to research analyzing personal narrative sources such as oral histories, in-depth interviews, autobiographies, memoirs, diaries, and letters. As narrative constructions about selves, these sources can provide unique insights into subjectivity, meaning, emotion, and desire that other kinds of social science and historical evidence cannot. The evidence presented in personal narratives is unabashedly subjective and, its narrative logic presents a story of an individual subject changing and developing over time. Their analyses can provide important insights into the history of the self and its variations at the same time that they have the potential to enrich theories of human agency and social practices. Analyses of personal narratives can also illuminate historical, cultural, and social dimensions. In this light, personal narratives are never solely individual.
We begin by reading about epistemological, theoretical, and methodological issues related to personal narrative analysis in work by literary scholars, historians, and social scientists. The next section focuses on a number of studies analyzing personal narratives drawing from different kinds of sources such as oral histories, autobiographical life stories, letters, diaries, and even forms of social media such as blogs and online games in fields such as American studies, feminist studies, ethnic studies, history, anthropology, and sociology. In the final section, we consider hybrid forms of personal narrative analysis, the difficulties researchers encounter when they encounter "ephemeral traces of subjectivity," and the ethics of conducting personal narrative research.
Some of the readings include: Paul John Eakin, How Our Lives Become Stories: Making Selves, Saba Mahmood, The Politics of Piety: The Islamic Revival and the Feminist Subject,
G. Thomas Couser, Vulnerable Subjects: Ethics and Life Writing, Mary Jo Maynes, Jennifer L. Pierce, and Barbara Laslett, Telling Stories: The Use of Personal Narratives in Social Science and in History, Tiya Miles, Ties that Bind: The Story of an Afro-Cherokee Family in Slavery and in Freedom, Amy Wilkins, Wannabes, Goths, and Christians: The Boundaries of Sex, Style and Status,
Carolyn Kay Steedman, Landscape for a Good Woman, Mamie Garvin Fields, Lemon Swamp and Other Stories: A Carolina Memoir, and Rebecca Skloot, The Immortal Life of Henrietta Lacks.
Course Description: This course examines epistemological, theoretical, and methodological questions related to research analyzing personal narrative sources such as oral histories, in-depth interviews, autobiographies, memoirs, diaries, and letters. As narrative constructions about selves, these sources can provide unique insights into subjectivity, meaning, emotion, and desire that other kinds of social science and historical evidence cannot. The evidence presented in personal narratives is unabashedly subjective and, its narrative logic presents a story of an individual subject changing and developing over time. Their analyses can provide important insights into the history of the self and its variations at the same time that they have the potential to enrich theories of human agency and social practices. Analyses of personal narratives can also illuminate historical, cultural, and social dimensions. In this light, personal narratives are never solely individual.
We begin by reading about epistemological, theoretical, and methodological issues related to personal narrative analysis in work by literary scholars, historians, and social scientists. The next section focuses on a number of studies analyzing personal narratives drawing from different kinds of sources such as oral histories, autobiographical life stories, letters, diaries, and even forms of social media such as blogs and online games in fields such as American studies, feminist studies, ethnic studies, history, anthropology, and sociology. In the final section, we consider hybrid forms of personal narrative analysis, the difficulties researchers encounter when they encounter "ephemeral traces of subjectivity," and the ethics of conducting personal narrative research.
Some of the readings include: Paul John Eakin, How Our Lives Become Stories: Making Selves, Saba Mahmood, The Politics of Piety: The Islamic Revival and the Feminist Subject,
G. Thomas Couser, Vulnerable Subjects: Ethics and Life Writing, Mary Jo Maynes, Jennifer L. Pierce, and Barbara Laslett, Telling Stories: The Use of Personal Narratives in Social Science and in History, Tiya Miles, Ties that Bind: The Story of an Afro-Cherokee Family in Slavery and in Freedom, Amy Wilkins, Wannabes, Goths, and Christians: The Boundaries of Sex, Style and Status,
Carolyn Kay Steedman, Landscape for a Good Woman, Mamie Garvin Fields, Lemon Swamp and Other Stories: A Carolina Memoir, and Rebecca Skloot, The Immortal Life of Henrietta Lacks.
Daniel Unowsky to Speak
The Center for Austrian Studies is hosting two events featuring Daniel Unowsky, the candidate for CAS director.
The first event, "Local Violence and State Crisis: the 1898 Anti-Jewish Riots in Habsburg Galicia," will take place on Tuesday, November 19 from 3:30-5:00pm in 1210 Heller Hall.
The second event , "Vision for the Center of Austrian Studies," will take place on Wednesday, November 20 from 12:00-1:15pm in 614 Social Sciences.
The first event, "Local Violence and State Crisis: the 1898 Anti-Jewish Riots in Habsburg Galicia," will take place on Tuesday, November 19 from 3:30-5:00pm in 1210 Heller Hall.
The second event , "Vision for the Center of Austrian Studies," will take place on Wednesday, November 20 from 12:00-1:15pm in 614 Social Sciences.
Coffee Hour with Dr. Hari M. Osofsky
The Department of geography, Enivronment and Society is hosting a Coffee Hour on Friday, November 15 at 3:30PM in room 445 of Blegen Hall. Dr. Hari M. Osofsky will present "Strengthening the Role of Multi-Level Urban Networks in Polycentric Climate Change Governance."
Abstract:
As the United States and the world become increasingly urbanized, cities are a key site for addressing the problem of climate change. However, urban climate change action is not simply about local officials making decisions within their cities. In many large U.S. cities, local involves multiple layers of government, including county and metro-regional entities. Moreover, many of the cities actively participating in climate change action participate in and shape networks of cities based at state, regional, national, and international levels.
This Article argues these multi-level climate change networks could be more effective by embracing the geography of local action. It examines patterns of participation by cities in these networks in several major U.S. metropolitan regions as a basis for proposing practical strategies. It considers what types of cities participate in which networks and where stronger and weaker network interlinkages occur. It concludes that networks inadequately differentiate by city type and collaborate with each other, and suggests ways in which they could do so to maximize the number of cities participating in them and the level of participation of those cities.
Abstract:
As the United States and the world become increasingly urbanized, cities are a key site for addressing the problem of climate change. However, urban climate change action is not simply about local officials making decisions within their cities. In many large U.S. cities, local involves multiple layers of government, including county and metro-regional entities. Moreover, many of the cities actively participating in climate change action participate in and shape networks of cities based at state, regional, national, and international levels.
This Article argues these multi-level climate change networks could be more effective by embracing the geography of local action. It examines patterns of participation by cities in these networks in several major U.S. metropolitan regions as a basis for proposing practical strategies. It considers what types of cities participate in which networks and where stronger and weaker network interlinkages occur. It concludes that networks inadequately differentiate by city type and collaborate with each other, and suggests ways in which they could do so to maximize the number of cities participating in them and the level of participation of those cities.
Brown Bag Series with Professor Greta Friedmann-S√°nchez
The Interdisciplinary Center for the Study of Global Change is hosting the Brown Bag Series "Theoretical and Methodological Implications of Caregiving for Development" presented by Professor Greta Friedmann-S√°nchez. The event will be held on Friday, November 15 at 12:00pm in 537 Heller Hall.
Abstract: What does caregiving have to do with development? Why should we care about care? How is caregiving different from unpaid labor and domestic work? How is caregiving related to a person's financial wellbeing? What is the connection between caregiving and health outcomes? In this presentation, Greta Friedemann-S√°nchez proposes a conceptual framework to incorporate unpaid caregiving into international development research, policy and implementation processes. It presents both economic and health outcomes of caregiving for caregivers that can be used to evaluate progress and the determinants of those outcomes at three levels: individual characteristics at the micro-level; social norms and intrahousehold dynamics at the meso-level; and, caregiver support policies at the macro-level. Greta Friedemann-S√°nchez will explore the methodological implications of the burgeoning field of caregiving for development and present sample studies using the framework. This should be a presentation useful to students who are preparing their research projects and those getting ready to go to the field.
Abstract: What does caregiving have to do with development? Why should we care about care? How is caregiving different from unpaid labor and domestic work? How is caregiving related to a person's financial wellbeing? What is the connection between caregiving and health outcomes? In this presentation, Greta Friedemann-S√°nchez proposes a conceptual framework to incorporate unpaid caregiving into international development research, policy and implementation processes. It presents both economic and health outcomes of caregiving for caregivers that can be used to evaluate progress and the determinants of those outcomes at three levels: individual characteristics at the micro-level; social norms and intrahousehold dynamics at the meso-level; and, caregiver support policies at the macro-level. Greta Friedemann-S√°nchez will explore the methodological implications of the burgeoning field of caregiving for development and present sample studies using the framework. This should be a presentation useful to students who are preparing their research projects and those getting ready to go to the field.
Mock Conference for History Ph.D. Students
The Graduate Workshop in Modern History is sponsoring the second mock conference for History Ph.D. students. The mock conference will be held on Friday, November 15 from 1:00pm-2:25pm in the Humphrey Center, room 15.
Six graduate students will offer abridged versions of presentations for upcoming conferences, including the SSHA annual meeting in Chicago later this month. The papers are not being pre-circulated, but they hope to hold a lively discussion both about the material presented and conference presenting more generally.
Please go to support history students Hui-Han Jin, Kan Li, Matt Nelson, Ellen Manovich, Pedro Quijada, and Elizabeth Venditto (a detailed schedule is below). Anyone interested in historical methods and questions, as well as students curious about presenting at various conferences in the future are very welcome.
A late lunch of pizza and drinks will be served.
Panel 1: 1:00-1:50 PM
• Hui-Han Jin & Kan Li - "Household textile production and gender and generational dynamics in Europe and China in the eighteenth- and nineteenth-centuries: Comparing across diverse regimes and their records"
• Matt Nelson - "Family Farm Labor in the United States in the Nineteenth and Twentieth Centuries"
Panel 2: 1:55-2:45 PM
• Ellen Manovich - "Between Campus and Community": Ohio State University and the University District Neighborhoods, 1920-2010
• Pedro Quijada - "A Study of Cold War Discourse in Animated Cartoons of the 1980s: The Thundercats in America/ The Thundercats in El Salvador"
• Eizabeth Venditto - "Protesting the Bossi-Fini Law: Catholic Social Teaching, Migration, and the Italian State, 2002."
Six graduate students will offer abridged versions of presentations for upcoming conferences, including the SSHA annual meeting in Chicago later this month. The papers are not being pre-circulated, but they hope to hold a lively discussion both about the material presented and conference presenting more generally.
Please go to support history students Hui-Han Jin, Kan Li, Matt Nelson, Ellen Manovich, Pedro Quijada, and Elizabeth Venditto (a detailed schedule is below). Anyone interested in historical methods and questions, as well as students curious about presenting at various conferences in the future are very welcome.
A late lunch of pizza and drinks will be served.
Panel 1: 1:00-1:50 PM
• Hui-Han Jin & Kan Li - "Household textile production and gender and generational dynamics in Europe and China in the eighteenth- and nineteenth-centuries: Comparing across diverse regimes and their records"
• Matt Nelson - "Family Farm Labor in the United States in the Nineteenth and Twentieth Centuries"
Panel 2: 1:55-2:45 PM
• Ellen Manovich - "Between Campus and Community": Ohio State University and the University District Neighborhoods, 1920-2010
• Pedro Quijada - "A Study of Cold War Discourse in Animated Cartoons of the 1980s: The Thundercats in America/ The Thundercats in El Salvador"
• Eizabeth Venditto - "Protesting the Bossi-Fini Law: Catholic Social Teaching, Migration, and the Italian State, 2002."
Wednesday, November 6, 2013
Dolores Zohrab Liebmann Fund Fellowship
If you plan to apply for the Dolores Zohrab Liebmann Fund Fellowship, please notify the department (amstdy@umn.edu) of your intent to apply by Wednesday, November 13th by 12:00pm. Colleen will then be in contact with you directly regarding the internal application deadline. Please note that because the Department received late notice of this award, a short turn-around time for application materials will be necessary. Click here for information about the Fellowship.
Annual Unity Dinner on Sunday, November 10, 2013
The Black Student Union is hosting the annual Unity Dinner on Sunday, November 10 from 6:00-9:00pm at the McNamara Alumni Center-Memorial Hall. This dinner promotes service, leadership, diversity, and cultural awareness. This year's theme is "Embracing Blackness in All Its Forms: Foundations for Uplift." Professor Nekima Levy-Pounds and Regent Abdul Omari will be speaking.
Unity Dinner provides the space for students, faculty, staff, alumni, and community leaders to come together to network, enjoy dynamic speakers and performances, and leave with inspiration to contribute to the campus and community.
When creating this year's theme, they considered greatly the various events this past year that have affected the African-American community on different levels. From the trial of George Zimmerman in the death of Trayvon Martin to the Supreme Court decision on the Voting Rights Act to most recently the federal government shutdown, our community has faced many uncomfortable truths regarding our safety, security, and stability within this nation. We want Unity Dinner to be a space where we address these issues and inspire our generation of young people to contribute to our community's uplift from their perspective using their talents.
Free & Open to the Public
After 5:00 Cocktail Attire
Event Parking is available in the University Avenue ramp, across from Williams Arena, for $8 flat rate. Cash or check only.
ORGANIZATIONS INTERESTED IN RESERVING TABLES: Please email bsu@umn.edu.
Unity Dinner provides the space for students, faculty, staff, alumni, and community leaders to come together to network, enjoy dynamic speakers and performances, and leave with inspiration to contribute to the campus and community.
When creating this year's theme, they considered greatly the various events this past year that have affected the African-American community on different levels. From the trial of George Zimmerman in the death of Trayvon Martin to the Supreme Court decision on the Voting Rights Act to most recently the federal government shutdown, our community has faced many uncomfortable truths regarding our safety, security, and stability within this nation. We want Unity Dinner to be a space where we address these issues and inspire our generation of young people to contribute to our community's uplift from their perspective using their talents.
Free & Open to the Public
After 5:00 Cocktail Attire
Event Parking is available in the University Avenue ramp, across from Williams Arena, for $8 flat rate. Cash or check only.
ORGANIZATIONS INTERESTED IN RESERVING TABLES: Please email bsu@umn.edu.
Paper Proposals for the American Comparative Literature Association Conference
American Comparative Literature Association conference will be held in March in New York City. For their seminar entitled "Urban Mobility/Rethinking the Fl√¢neur," they are looking for scholars working on "fl√¢nerie" and models of urban mobility, particularly in the context of the social, political, and cultural reconfigurations characteristic of late capitalism, to write paper proposals. Deadline for proposals is November 15.
The fl√¢neur - a stroller of city streets and an epicure of urban ephemera - is one of the most frequently invoked figures of urban modernity. Walter Benjamin, its most influential interpreter, saw it as a historically and spatially specific type, a product of the arcades of Paris, "capital of the nineteenth century." In recent years, however, the fl√¢neur has been abstracted and expanded, as scholars have exported it to new cultural, historical, and geographic contexts, spawning a host of variants that include the "fl√¢neuse," the "ethnic fl√¢neur," the "postmodern fl√¢neur," and even the "cyber fl√¢neur" and the "driveur." This seminar will explore various reincarnations of this overdetermined figure, raising questions about its adaptability and historical specificity, particularly in the context of shifting centers of global capital and recent challenges to the center/periphery model. We invite proposals for papers interrogating the fl√¢neur's historical and theoretical contours, speculating about its uses and utility, and using it to generate new readings of texts.
POSSIBLE TOPICS MAY INCLUDE:
+ new incarnations of the fl√¢neur and the risks and rewards of its expanded applications
+ alternate models of urban mobility, e.g. Michel de Certeau's "wandersmänner," Thoreau's "saunterer," Roberto Arlt's "vago," Frank Thistlethwaite's "globetrotting proletarians," and the Situationist "dérive"
+ the fl√¢neur's relationship to capitals legal, cultural, and demographic
+ the fl√¢neur's relationship to economic capital and structures of privilege emerging from gender, race, sexuality, able-bodiedness, etc.
+ transformations of the fl√¢neur in light of the digitization of text, space, and spectacle
+ alternate contexts for fl√¢nerie (journalism, visual culture, etc.)
PAPER PROPOSAL DEADLINE: NOVEMBER 15. Submit proposals via ACLA website at http://www.acla.org/acla2014/propose-a-paper/
The fl√¢neur - a stroller of city streets and an epicure of urban ephemera - is one of the most frequently invoked figures of urban modernity. Walter Benjamin, its most influential interpreter, saw it as a historically and spatially specific type, a product of the arcades of Paris, "capital of the nineteenth century." In recent years, however, the fl√¢neur has been abstracted and expanded, as scholars have exported it to new cultural, historical, and geographic contexts, spawning a host of variants that include the "fl√¢neuse," the "ethnic fl√¢neur," the "postmodern fl√¢neur," and even the "cyber fl√¢neur" and the "driveur." This seminar will explore various reincarnations of this overdetermined figure, raising questions about its adaptability and historical specificity, particularly in the context of shifting centers of global capital and recent challenges to the center/periphery model. We invite proposals for papers interrogating the fl√¢neur's historical and theoretical contours, speculating about its uses and utility, and using it to generate new readings of texts.
POSSIBLE TOPICS MAY INCLUDE:
+ new incarnations of the fl√¢neur and the risks and rewards of its expanded applications
+ alternate models of urban mobility, e.g. Michel de Certeau's "wandersmänner," Thoreau's "saunterer," Roberto Arlt's "vago," Frank Thistlethwaite's "globetrotting proletarians," and the Situationist "dérive"
+ the fl√¢neur's relationship to capitals legal, cultural, and demographic
+ the fl√¢neur's relationship to economic capital and structures of privilege emerging from gender, race, sexuality, able-bodiedness, etc.
+ transformations of the fl√¢neur in light of the digitization of text, space, and spectacle
+ alternate contexts for fl√¢nerie (journalism, visual culture, etc.)
PAPER PROPOSAL DEADLINE: NOVEMBER 15. Submit proposals via ACLA website at http://www.acla.org/acla2014/propose-a-paper/
Chancellor's Postdoctoral Research Associates Postions at the University of Illinois Urbana-Champaign
The Department of Latino/Latina Studies at the University of Illinois Urbana-Champaign invites applications for two Chancellor's Postdoctoral Research Associates. The associates will receive $42,000 salary over a 12-month period and an additional $5,000 for research expenses. Ph.D. or equivalent terminal degree is required. Applications must be submitted by December 16.
Associates are expected to be in residence for the duration of the appointment (August 2014-May 2015). Each associate will be expected to give a presentation on his/her research project and to teach one of the department's regularly offered undergraduate courses for one semester. The associates will be housed at the Department of Latina/Latino Studies, but will also be provided opportunities to build a supportive on-campus community with the associates from African American Studies, American Indian Studies, and Asian American Studies.
Minimum Qualifications: Ph.D. or equivalent terminal degree is required. Individuals working toward a Ph.D. will be considered, but candidate's dissertation must be defended and deposited prior to August 16, 2014. The primary focus of the successful candidates' research must be U.S. Latinas/Latinos. Research from all disciplines and interdisciplines are eligible and will be considered. Candidates who specialize in either "Latina/o Health" or "Latinas/os in Education" are especially encouraged to apply.
These are external appointments- Current University of Illinois faculty members and graduate students at the Urbana-Champaign campus are not eligible to apply. Scholars who received their Ph.D. from the University of Illinois at Urbana-Champaign are also not eligible for these appointments.
To Apply: Create your candidate profile through the University of Illinois application login page at https://my.atlas.illinois.edu/submit/go.asp?id=708 and upload your application materials:
• Letter of intent
• Curriculum vitae
• Statement of the research project to be undertaken during the appointment
• Scholarly writing sample (20 page minimum)
• Graduate transcripts (copies are acceptable, but official transcripts may be requested at a later date)
• Contact information for three professional references- who will be contacted electronically to submit a letter of reference (for candidates who have not yet completed their Ph.D. at the time of application, one of these letters must be from the chair of the dissertation committee addressing the likelihood of completion by the starting date of the associateship). Referees will be contacted electronically upon submission of the application.
For full consideration, applications must be submitted by December 16, 2013. Additional materials may be requested at a later date.
For further information about the associateship, contact the Department of Latina/Latino Studies at (217)265-0370 or visit (http://www.lls.illinois.edu/education/postdoctoral/).
Illinois is an Affirmative Action/Equal Opportunity Employer and welcomes individuals with diverse backgrounds, experiences, and ideas who embrace and value diversity and inclusivity. (www.inclusiveillinois.illinois.edu).
Associates are expected to be in residence for the duration of the appointment (August 2014-May 2015). Each associate will be expected to give a presentation on his/her research project and to teach one of the department's regularly offered undergraduate courses for one semester. The associates will be housed at the Department of Latina/Latino Studies, but will also be provided opportunities to build a supportive on-campus community with the associates from African American Studies, American Indian Studies, and Asian American Studies.
Minimum Qualifications: Ph.D. or equivalent terminal degree is required. Individuals working toward a Ph.D. will be considered, but candidate's dissertation must be defended and deposited prior to August 16, 2014. The primary focus of the successful candidates' research must be U.S. Latinas/Latinos. Research from all disciplines and interdisciplines are eligible and will be considered. Candidates who specialize in either "Latina/o Health" or "Latinas/os in Education" are especially encouraged to apply.
These are external appointments- Current University of Illinois faculty members and graduate students at the Urbana-Champaign campus are not eligible to apply. Scholars who received their Ph.D. from the University of Illinois at Urbana-Champaign are also not eligible for these appointments.
To Apply: Create your candidate profile through the University of Illinois application login page at https://my.atlas.illinois.edu/submit/go.asp?id=708 and upload your application materials:
• Letter of intent
• Curriculum vitae
• Statement of the research project to be undertaken during the appointment
• Scholarly writing sample (20 page minimum)
• Graduate transcripts (copies are acceptable, but official transcripts may be requested at a later date)
• Contact information for three professional references- who will be contacted electronically to submit a letter of reference (for candidates who have not yet completed their Ph.D. at the time of application, one of these letters must be from the chair of the dissertation committee addressing the likelihood of completion by the starting date of the associateship). Referees will be contacted electronically upon submission of the application.
For full consideration, applications must be submitted by December 16, 2013. Additional materials may be requested at a later date.
For further information about the associateship, contact the Department of Latina/Latino Studies at (217)265-0370 or visit (http://www.lls.illinois.edu/education/postdoctoral/).
Illinois is an Affirmative Action/Equal Opportunity Employer and welcomes individuals with diverse backgrounds, experiences, and ideas who embrace and value diversity and inclusivity. (www.inclusiveillinois.illinois.edu).
Pre-Doctoral Diversity Fellowships at Ithaca College
The School of Humanities and Sciences at Ithaca College announces Pre-Doctoral Diversity Fellowships. The fellow will receive a $30,000 stipend, $3,000 in travel/professional development support, office space, health benefits and access to Ithaca College/Cornell University libraries. Applications preferred in the following areas: Communication Studies, History, Sociology, Theater Arts, Writing, Modern Languages and Literatures and the Center for the Study of Culture, Race and Ethnicity. Applications due by December 15, 2013.
Fellowships are for the academic year (August 16, 2014 to May 31, 2015) and are non-renewable.The fellowships support promising scholars who are committed to diversity in the academy in order to better prepare them for tenure track appointments within liberal arts or comprehensive colleges/universities.The School of Humanities and Sciences houses additional interdisciplinary minors that may be of interest to candidates: African Diaspora Studies, Latina/o Studies, Jewish Studies, Latin American Studies, Asian American Studies, Muslim Cultures, Native American Studies and Women's Studies. Fellows who successfully obtain the Ph.D. and show an exemplary record of teaching and scholarship and engagement in academic service throughout their fellowship, may be considered as candidates for tenure-eligible appointments anticipated to begin in the fall of 2015.
The fellow will teach one course in the fall semester and one course in the spring semester and be invited to speak about her/his dissertation research in relevant classes and at special events at Ithaca College.
Successful candidates will show evidence of superior academic achievement, a high degree of promise for continued achievement as scholars and teachers and a capacity to respond in pedagogically productive ways to the learning needs of students from diverse backgrounds. Candidates should demonstrate sustained personal engagement with communities that are underrepresented in the academy and an ability to bring this asset to learning, teaching and scholarship at the college and university level. Using the diversity of human experience as an educational resource in teaching and scholarship is expected.
Position/Job Qualifications
Enrollment in an accredited program leading to a Ph.D. degree at a U.S. educational institution, evidence of superior academic achievement and commitment to a career in teaching at the college or university level is required. Candidates must also be authorized to work in the United States. Prior to August 16, 2014, the fellow must be advanced to candidacy at his or her home institution with an approved dissertation proposal. Preference will be given to those candidates in the last year of dissertation writing.
College description
Ithaca College, a comprehensive residential campus community of 7000 students, offers a learning experience that combines the best of the liberal arts and professional education. Their new strategic plan, IC 20/20, positions them to offer a truly distinct integrative learning experience that allows graduate students who are ready for the personal, professional, and global challenges of our age. They seek candidates who embrace integrative learning and want to be a part of this exciting time in Ithaca College history.
Nestled in the heart of New York State's scenic Finger Lakes region, Ithaca College sits atop South Hill overlooking picturesque Cayuga Lake and is just minutes away from the city center. Combining small town warmth and charm with the vibrancy of a college community, the thriving and culturally diverse city of Ithaca has been rated by Kiplinger's as one of the top 10 places to live in the U.S. To learn more about Ithaca College, visit them at www.ithaca.edu.
Ithaca College continually strives to build an inclusive and welcoming community of individuals, with diverse talents and skills from a multitude of backgrounds, who are committed to civility, mutual respect, social justice, and the free and open exchange of ideas. Successful candidates will demonstrate an ability to teach in ways that value the varied learning needs and interests of a culturally diverse student population and that reflect a commitment to encouraging the success of all students.
Instructions for submitting your application
Interested individuals should apply online at apply.icjobs.org, and submit a letter of interest, C.V./Resume, two sample syllabi, a list of references containing the contact information for at least three references, and scanned copies of academic transcript(s). Questions about the online application should be directed to the Office of Human Resources at (607)274-8000. Screening of applications will begin immediately. To ensure full consideration, complete applications should be received by December 15, 2013.
Fellowships are for the academic year (August 16, 2014 to May 31, 2015) and are non-renewable.The fellowships support promising scholars who are committed to diversity in the academy in order to better prepare them for tenure track appointments within liberal arts or comprehensive colleges/universities.The School of Humanities and Sciences houses additional interdisciplinary minors that may be of interest to candidates: African Diaspora Studies, Latina/o Studies, Jewish Studies, Latin American Studies, Asian American Studies, Muslim Cultures, Native American Studies and Women's Studies. Fellows who successfully obtain the Ph.D. and show an exemplary record of teaching and scholarship and engagement in academic service throughout their fellowship, may be considered as candidates for tenure-eligible appointments anticipated to begin in the fall of 2015.
The fellow will teach one course in the fall semester and one course in the spring semester and be invited to speak about her/his dissertation research in relevant classes and at special events at Ithaca College.
Successful candidates will show evidence of superior academic achievement, a high degree of promise for continued achievement as scholars and teachers and a capacity to respond in pedagogically productive ways to the learning needs of students from diverse backgrounds. Candidates should demonstrate sustained personal engagement with communities that are underrepresented in the academy and an ability to bring this asset to learning, teaching and scholarship at the college and university level. Using the diversity of human experience as an educational resource in teaching and scholarship is expected.
Position/Job Qualifications
Enrollment in an accredited program leading to a Ph.D. degree at a U.S. educational institution, evidence of superior academic achievement and commitment to a career in teaching at the college or university level is required. Candidates must also be authorized to work in the United States. Prior to August 16, 2014, the fellow must be advanced to candidacy at his or her home institution with an approved dissertation proposal. Preference will be given to those candidates in the last year of dissertation writing.
College description
Ithaca College, a comprehensive residential campus community of 7000 students, offers a learning experience that combines the best of the liberal arts and professional education. Their new strategic plan, IC 20/20, positions them to offer a truly distinct integrative learning experience that allows graduate students who are ready for the personal, professional, and global challenges of our age. They seek candidates who embrace integrative learning and want to be a part of this exciting time in Ithaca College history.
Nestled in the heart of New York State's scenic Finger Lakes region, Ithaca College sits atop South Hill overlooking picturesque Cayuga Lake and is just minutes away from the city center. Combining small town warmth and charm with the vibrancy of a college community, the thriving and culturally diverse city of Ithaca has been rated by Kiplinger's as one of the top 10 places to live in the U.S. To learn more about Ithaca College, visit them at www.ithaca.edu.
Ithaca College continually strives to build an inclusive and welcoming community of individuals, with diverse talents and skills from a multitude of backgrounds, who are committed to civility, mutual respect, social justice, and the free and open exchange of ideas. Successful candidates will demonstrate an ability to teach in ways that value the varied learning needs and interests of a culturally diverse student population and that reflect a commitment to encouraging the success of all students.
Instructions for submitting your application
Interested individuals should apply online at apply.icjobs.org, and submit a letter of interest, C.V./Resume, two sample syllabi, a list of references containing the contact information for at least three references, and scanned copies of academic transcript(s). Questions about the online application should be directed to the Office of Human Resources at (607)274-8000. Screening of applications will begin immediately. To ensure full consideration, complete applications should be received by December 15, 2013.
Tenure-track Assistant Professor Position at University of Maryland Baltimore County
The Department of Africana Studies at the University of Maryland Baltimore County invites applications for a tenure-track position at Assistant Professor level. Candidates should have strong interest in interdisciplinary teaching/research, advising individualized undergraduate research projects, offering writing intensive courses, and advancing the field of Africana Studies, Black Literature, and/or Comparative Literature. Applicants must hold a Ph.D. in African American/Africana/Black Literary Studies, or Comparative and English Literature. Applications due November 8, 2013.
The teaching load is five courses a year and four out of the five courses will be taught in Africana Studies. The successful candidate will be expected to teach one undergraduate or graduate course each year in the Department of English. They are searching for an excellent teacher and a productive researcher whose interests include a comparative examination of literary traditions within and across African American, African, and Afro-Caribbean communities; of black literary criticism; of post-colonial theory; and of transnational circulations of black diasporic culture, performance writing, and poetics. The candidate will be expected to teach their undergraduate introductory course in Africana Studies and to work with the Center for Africana Research, an interdisciplinary research unit housed in the Department of Africana Studies dedicated to addressing the ways in which race, ethnicity, and culture impact communities of African descent within and beyond the continent of Africa. UMBC is a nationally recognized leader in research and teaching innovation and highly values undergraduate teaching, research, and mentoring. The suburban campus is located just south of Baltimore and provides close proximity to the research, cultural, policy, and public service resources within the Baltimore-Washington, D.C. corridor. UMBC is especially proud of the diversity of its student body and seeks to attract an equally diverse applicant pool for this position. They have a strong commitment to increasing faculty diversity.
Please note: Only electronic applications will be accepted. Applications will be accepted until November 8, 2013. To apply, candidates must submit a cover letter of interest describing their teaching experience and research agenda, a current curriculum vitae, two writing samples, and teaching evaluations. Candidates should arrange for three letters of reference to be sent separately with the candidate's name in the subject heading. Materials must be submitted electronically to Dr. Tyson King-Meadows, Search Committee Chair, Department of Africana Studies, at afstblkcomplitsearch@umbc.edu. Questions should be directed to the same email address. UMBC is an Equal Opportunity/Affirmative Action employer.
The teaching load is five courses a year and four out of the five courses will be taught in Africana Studies. The successful candidate will be expected to teach one undergraduate or graduate course each year in the Department of English. They are searching for an excellent teacher and a productive researcher whose interests include a comparative examination of literary traditions within and across African American, African, and Afro-Caribbean communities; of black literary criticism; of post-colonial theory; and of transnational circulations of black diasporic culture, performance writing, and poetics. The candidate will be expected to teach their undergraduate introductory course in Africana Studies and to work with the Center for Africana Research, an interdisciplinary research unit housed in the Department of Africana Studies dedicated to addressing the ways in which race, ethnicity, and culture impact communities of African descent within and beyond the continent of Africa. UMBC is a nationally recognized leader in research and teaching innovation and highly values undergraduate teaching, research, and mentoring. The suburban campus is located just south of Baltimore and provides close proximity to the research, cultural, policy, and public service resources within the Baltimore-Washington, D.C. corridor. UMBC is especially proud of the diversity of its student body and seeks to attract an equally diverse applicant pool for this position. They have a strong commitment to increasing faculty diversity.
Please note: Only electronic applications will be accepted. Applications will be accepted until November 8, 2013. To apply, candidates must submit a cover letter of interest describing their teaching experience and research agenda, a current curriculum vitae, two writing samples, and teaching evaluations. Candidates should arrange for three letters of reference to be sent separately with the candidate's name in the subject heading. Materials must be submitted electronically to Dr. Tyson King-Meadows, Search Committee Chair, Department of Africana Studies, at afstblkcomplitsearch@umbc.edu. Questions should be directed to the same email address. UMBC is an Equal Opportunity/Affirmative Action employer.
Postition for Inaugural Director of LGBTQIA - Resource Center
Georgia Institute of Technology is looking for the Inaugural Director of their LGBTQIA - Resource Center. The Director of the LGBTQIA Resource Center will provide Education, Support, and Advocacy for LGBTQI-identified students and allies, and serve as a liaison to faculty and staff. Bachelor's degree required, Master's degree strongly preferred. Applications are due November 11.
The Director of the LGBTQIA Resource Center will provide Education, Support, and Advocacy for LGBTQI-identified students and allies, and serve as a liaison to faculty and staff. The Director will have dual reporting lines: a direct report to the Associate Dean for Diversity Programs in the Division of Student Affairs and a dotted line reporting relationship to the Associate Vice President for Institute Diversity.
The Director will be expected to:
-Provide leadership to inform strategic actions to increase LGBTQIA awareness, knowledge, visibility, and support.
-Assess the needs of the GT campus with respect to Lesbian, Gay, Bisexual, Transgender, Questioning and Intersex communities and their allies, with an initial focus on students.
-Liaison with existing campus operations and services to enhance LGBTQIA services/support.
-Foster an affirming and just campus environment for LGBTQIA students.
-Work to create an atmosphere of safety for all students free from transphobia, homophobia, heterosexism, and gender bias.
-Educate the GT campus on issues that impact LGBTQIA communities.
-Raise the visibility of campus resources and promote ally development.
-Address the educational, employment and career needs of LGBTQIA communities.
-Demonstrate a commitment to diversity, inclusion, and equity.
The primary roles/functions of the Director will be:
1. To assess the campus needs and climate as related to LGBTQIA communities at GT. This includes the development of metrics and evaluation methods.
2. To take the lead in identifying policies practices and strategies necessary to achieve a campus culture that is welcoming and supportive of members of the GT LGBTQIA community.
3. To direct training, workshops, programs, and other LGBTQIA related educational initiatives; work collaboratively with student groups (e.g., Pride Alliance and Out Stem).
4. To serve as a liaison to faculty and staff for career and professional development support.
5. To evaluate the success of various programs and events in fostering an affirming and just campus climate committed to inclusive excellence and the complete student learner.
6. To coordinate marketing initiatives (e.g., website, brochures, etc.) and oversee the creation of a virtual site composed of relevant resources and information.
7. Other duties as required.
Desired Qualifications and Skills:
-Bachelor's degree required, Master's degree strongly preferred (higher education, counseling, student development, sociology, or related field).
-3-5 years of progressive experience in higher education, with a minimum of two years of direct experience providing support, programs and services to LGBTQIA communities.
-Demonstrated knowledge of LGBTQIA issues and concerns and an understanding of intersecting identities as pertaining to individuals and systems.
-Demonstrated ability to work effectively with individuals and groups with a range of identities and cultural backgrounds.
-Maturity, persistence and patience necessary to work with a diverse variety of internal and external constituents.
-Advanced oral and written communication skills, strong organizational skills and the ability the prioritize projects and commitments.
The Georgia Institute of Technology is a public Research I Institution with a diverse student body of approximately 14,000 undergraduate and 7,000 graduate students. Located in urban Atlanta, Georgia Tech offers programs of study leading to 36 bachelors, 47 masters, and 30 doctoral degrees, the majority of which are in the Colleges of Engineering, Sciences, Computing, and Business.
Diversity is a community value at the Georgia Institute of Technology. Inclusion, equity, diversity and justice are the core of our academic mission. Tech aspires to be an Institute that pursues excellence and embraces and leverages diversity in all of its forms. At Tech, students can benefit from their increasingly diverse environment. They will recruit, develop, retain, and engage a heterogeneous cadre of students, faculty, and staff with a wide variety of backgrounds, perspectives, interests, and talents, creating a campus community that exemplifies the best in all of us--in our intellectual pursuits, our diversity of thought, our personal integrity, and, our inclusive excellence.
To apply go to careers.gatech.edu and search for Director - LGBTQIA Resource Center, Requisition ID 0168989.
The Director of the LGBTQIA Resource Center will provide Education, Support, and Advocacy for LGBTQI-identified students and allies, and serve as a liaison to faculty and staff. The Director will have dual reporting lines: a direct report to the Associate Dean for Diversity Programs in the Division of Student Affairs and a dotted line reporting relationship to the Associate Vice President for Institute Diversity.
The Director will be expected to:
-Provide leadership to inform strategic actions to increase LGBTQIA awareness, knowledge, visibility, and support.
-Assess the needs of the GT campus with respect to Lesbian, Gay, Bisexual, Transgender, Questioning and Intersex communities and their allies, with an initial focus on students.
-Liaison with existing campus operations and services to enhance LGBTQIA services/support.
-Foster an affirming and just campus environment for LGBTQIA students.
-Work to create an atmosphere of safety for all students free from transphobia, homophobia, heterosexism, and gender bias.
-Educate the GT campus on issues that impact LGBTQIA communities.
-Raise the visibility of campus resources and promote ally development.
-Address the educational, employment and career needs of LGBTQIA communities.
-Demonstrate a commitment to diversity, inclusion, and equity.
The primary roles/functions of the Director will be:
1. To assess the campus needs and climate as related to LGBTQIA communities at GT. This includes the development of metrics and evaluation methods.
2. To take the lead in identifying policies practices and strategies necessary to achieve a campus culture that is welcoming and supportive of members of the GT LGBTQIA community.
3. To direct training, workshops, programs, and other LGBTQIA related educational initiatives; work collaboratively with student groups (e.g., Pride Alliance and Out Stem).
4. To serve as a liaison to faculty and staff for career and professional development support.
5. To evaluate the success of various programs and events in fostering an affirming and just campus climate committed to inclusive excellence and the complete student learner.
6. To coordinate marketing initiatives (e.g., website, brochures, etc.) and oversee the creation of a virtual site composed of relevant resources and information.
7. Other duties as required.
Desired Qualifications and Skills:
-Bachelor's degree required, Master's degree strongly preferred (higher education, counseling, student development, sociology, or related field).
-3-5 years of progressive experience in higher education, with a minimum of two years of direct experience providing support, programs and services to LGBTQIA communities.
-Demonstrated knowledge of LGBTQIA issues and concerns and an understanding of intersecting identities as pertaining to individuals and systems.
-Demonstrated ability to work effectively with individuals and groups with a range of identities and cultural backgrounds.
-Maturity, persistence and patience necessary to work with a diverse variety of internal and external constituents.
-Advanced oral and written communication skills, strong organizational skills and the ability the prioritize projects and commitments.
The Georgia Institute of Technology is a public Research I Institution with a diverse student body of approximately 14,000 undergraduate and 7,000 graduate students. Located in urban Atlanta, Georgia Tech offers programs of study leading to 36 bachelors, 47 masters, and 30 doctoral degrees, the majority of which are in the Colleges of Engineering, Sciences, Computing, and Business.
Diversity is a community value at the Georgia Institute of Technology. Inclusion, equity, diversity and justice are the core of our academic mission. Tech aspires to be an Institute that pursues excellence and embraces and leverages diversity in all of its forms. At Tech, students can benefit from their increasingly diverse environment. They will recruit, develop, retain, and engage a heterogeneous cadre of students, faculty, and staff with a wide variety of backgrounds, perspectives, interests, and talents, creating a campus community that exemplifies the best in all of us--in our intellectual pursuits, our diversity of thought, our personal integrity, and, our inclusive excellence.
To apply go to careers.gatech.edu and search for Director - LGBTQIA Resource Center, Requisition ID 0168989.
The Legal History Workshop to be Held on Monday, November 11
The Legal History Workshop will be held by The Program in Law and History on Monday, November 11 in room 15 of Mondale Hall from 2:00 to 3:25pm. At this session, Professor Jeannine DeLombard will present her paper "The Novel and the Reconstruction Amendments."
Abstract:
To gain insight into popular legal consciousness in the aftermath of the Emancipation Proclamation and the Civil War Amendments, scholars have turned to fiction by a range of authors, from reconstructed Southerner George Washington Cable, to Klan propagandist Thomas Dixon, to activist W.E.B. Du Bois. Helpfully, some novels--notably those by Homer Plessy's future lawyer, Albion Tourgée--feature characters who declaim about citizenship for pages on end. But turn-of-the-century American fiction seems at least as preoccupied with redressing civil wrongs as with advocating civil rights. Viewing Reconstruction litigation and legislation alongside the contemporaneous rise of torts (notably, dignitary harms such as the invasion of privacy), my paper argues that an important cultural effect of the Civil Rights Amendments was to translate the official, constitutional language of rights into civil law's more individualized, private idiom of responsibility and dignity. In the process, "full citizenship" came to encompass not merely external duties and privileges but an emphatically private civil selfhood. I hope to prompt a more open-ended discussion in the workshop itself about popular legal consciousness and how different areas of law are taken up by the public at different moments of legal historical crisis, with the periods before and after Emancipation providing a revealing case study.
Abstract:
To gain insight into popular legal consciousness in the aftermath of the Emancipation Proclamation and the Civil War Amendments, scholars have turned to fiction by a range of authors, from reconstructed Southerner George Washington Cable, to Klan propagandist Thomas Dixon, to activist W.E.B. Du Bois. Helpfully, some novels--notably those by Homer Plessy's future lawyer, Albion Tourgée--feature characters who declaim about citizenship for pages on end. But turn-of-the-century American fiction seems at least as preoccupied with redressing civil wrongs as with advocating civil rights. Viewing Reconstruction litigation and legislation alongside the contemporaneous rise of torts (notably, dignitary harms such as the invasion of privacy), my paper argues that an important cultural effect of the Civil Rights Amendments was to translate the official, constitutional language of rights into civil law's more individualized, private idiom of responsibility and dignity. In the process, "full citizenship" came to encompass not merely external duties and privileges but an emphatically private civil selfhood. I hope to prompt a more open-ended discussion in the workshop itself about popular legal consciousness and how different areas of law are taken up by the public at different moments of legal historical crisis, with the periods before and after Emancipation providing a revealing case study.
Imagine Annual Faculty Awards Support Innovative
Imagine Annual Faculty Awards support innovative research in the arts, design, and humanities. For the 2014-15 academic year, up to 150 awards, each up to $5,000 will be awarded. The deadline for proposals has been extended to 12:00 p.m. (noon) Central Time on Monday, November 18, 2013. . For more information, please click here.
Athens Boys Choir to Perform
The Woman's Student Activist Collective has invited Athens Boys Choir, to the university. Athens Boys Choir is a nationally known artist who performs with the goal of bringing trans-voices to colleges and universities. The performance will be on Tuesday, November 12 at 6:30 in the Coffman Union Theatre. Click here to see the event fyler.
Coffe Hour with Dr. Alice Lovejoy
The Department of Geography, Environmental and Society is holding a Coffee Hour with Dr. Alice Lovejoy on Friday, November 8 at 3:30 in Blegen Hall room 445. She will give a talk titled "Pictures in Motion: Media, Space, and the Cold War."
Abstract:
This talk traces cinema's movement within and beyond postwar Eastern Europe at two moments: 1945-1946 and the 1960s. Examining short nonfiction films (military films; instructional films) imported to the region at the end of World War II; circulated within it by mobile cinemas; and sent to film festivals throughout Europe, it discusses the maps that these "moving images" make visible; maps that offer a new perspective on media and space during the Cold War.
Abstract:
This talk traces cinema's movement within and beyond postwar Eastern Europe at two moments: 1945-1946 and the 1960s. Examining short nonfiction films (military films; instructional films) imported to the region at the end of World War II; circulated within it by mobile cinemas; and sent to film festivals throughout Europe, it discusses the maps that these "moving images" make visible; maps that offer a new perspective on media and space during the Cold War.
Brown Bag Series with Chantel Figueroa
The Interdisciplinary Center for the study of Global Change is hosting the brown bag Series entitled "Pedagogy of Violence: Picturing the Context for Mental Health in Guatemala City" on Friday, November 8 at 2:00pm in 537 Heller Hall. It will be presented by Chantal Figueroa.
Abstract: In 2011, Guatemala City was deemed the most dangerous city for women in the world. In addition, Ladinas living in urban spaces are the most affected by violence and occurrences of mental illness. As part of a larger visual ethnography on mental health in "post-conflict" Guatemala City, photovoice was utilized to capture everyday life and the ways in which Ladina women experience and define their mental health. This presentation will focus on the 600 pictures taken by a group of seven Ladina women living in urban settlements of Guatemala City that participated in this photovoice project. I argue that beyond a methodology used to bring voice and emancipation to a group of people, photovoice became a process of healing by evidencing the ways violence teaches women how to live their lives. Thus, I discuss how picturing the context for mental health allows a pedagogy of violence to be developed.
Abstract: In 2011, Guatemala City was deemed the most dangerous city for women in the world. In addition, Ladinas living in urban spaces are the most affected by violence and occurrences of mental illness. As part of a larger visual ethnography on mental health in "post-conflict" Guatemala City, photovoice was utilized to capture everyday life and the ways in which Ladina women experience and define their mental health. This presentation will focus on the 600 pictures taken by a group of seven Ladina women living in urban settlements of Guatemala City that participated in this photovoice project. I argue that beyond a methodology used to bring voice and emancipation to a group of people, photovoice became a process of healing by evidencing the ways violence teaches women how to live their lives. Thus, I discuss how picturing the context for mental health allows a pedagogy of violence to be developed.
Alain Patrice Nganang to Speak at Macalester College
Alain Patrice Nganang will be speaking at Macalester College in St. Paul on November 7th at 4:30 in the Humanities Building room 401. He will be present "The Crisis in Current African Writing." The event flyer can be found here: CameroonianNovelistLecture.docx
Howard Louthan to Speak
The Center for Austrian Studies is presenting the events "Erasmus, Poland, and the Reformation" on Thursday, November 7 from 1:30-3:00 in 1210 Heller Hall and "A Vision for the Center for Austrian Studies" on Friday, November 8 from 12:00-1:15 in 614 Social Sciences Building. Howard Louthan will be speaking. The events flyer is located here.
Subscribe to:
Posts (Atom)