AMST@Maryland

Vandal: Issue on Food, Migration, and Movement

2012-02-06T18:03:00.001-08:00

Vandal: Issue on Food, Migration, and Movement

Food is a common and constant variable among us; everyone must eat. Vandal is looking for fiction, non-fiction, poetry, essays, photographs, interviews and visual art that engages the theme: food, migration, and movement.

We interpret this call as broadly as possible, to include all topics that deal with food/foodways, and migration or political movement(s). The movement of food(s) and people(s) has always intimately connected politics, culture, and identity, marking ‘us’ and ‘them’. Food migrations are surely among the most globally transformative moments in recorded history. Christopher Columbus sailed in search of spices, and sugar was inextricable in the trade triangle that brought so many enslaved Africans to the “New World.” Sugar, coffee and cocoa remain among the most traded commodities worldwide. As food often reflects public policy’s focus, food also becomes the vehicle through which we voice our politics. These expressions can be witnessed in government corn subsidies, hunger strikes, the establishment of local community farms and protests on every continent resulting from rising food prices within the last year. Our options or lack of options in food ultimately effect health and culture. To engage food is to engage the most crucial aspects of all societies.

Please submit to: foodmigration@vandaljournal.com

Vandal is a new literary/art journal for transformative social change founded in 2009 in College Station, Texas and associated with Texas A&M. It publishes scholarly and artistic fiction, non-fiction, art and literature. For more information see: http://www.vandaljournal.com/

Deadline: March 1, 2012

Department of Art and Public Policy

2011-10-24T10:24:00.001-07:00

Department of Art and Public Policy
Job Posting for Assistant/Associate Arts Professor

The Department of Art and Public Policy at the Tisch School of the Arts, New York University seeks a full time faculty member to be appointed at the rank of Assistant/Associate Arts Professor to join us in the Fall of 2012 to teach new forms of activism, community-based practice, alternative organization and participatory leadership in the arts.
The department explores the myriad links between art and society to examine the ways in which artists bring their art into the world, engage with civic issues, articulate their voice in the public realm. We offer a Master’s Degree in Arts Politics which treats, in an activist key, the nexus between the politics that art makes and the politics that make art. All Tisch Freshmen take a year-long core curriculum administered by the department that uses essay writing to develop a public voice for artistic citizenship. Elective courses are open to graduate and undergraduate students across the university.
The existing strengths of the department lie in conceptual and experimental approaches to arts, global, transnational arts movements, and sociological understandings of the art world. Our graduate program and elective courses attract students from diverse communities who have a keen interest in developing the arts professionally but from a community perspective and in doing work that is relevant to concerns regarding multiculturalism, cultural and socio-economic justice and equality, and expanded access to the arts from among traditionally under-represented populations.
We seek someone who can work on the links between the rich range of cultural expression in the arts and the enormous wealth of community traditions and audiences. Key to this link between arts and audiences is an understanding of how organizations, institutions, policy, funding-models, and the larger socio-economic surround impact the mutual development of diverse artists and communities. Always an issue, recent financial constraints have further strained already lean organizations, making the need for innovative and inventive responses for the arts all the more urgent.
The successful candidate will be a professionally accomplished, intellectually acute, strategically articulate artist/scholar who has worked with diverse communities and developed inspiring creative and organizational responses to the present dilemmas. This person will be rigorously trained, productive of an ongoing body of work of distinctive achievement, pedagogically adventurous and imaginative in their approaches to curricular development and devoted to teaching both graduate and undergraduate students. An M.F.A. or Ph.D. is preferred along with demonstrable evidence of teaching effectiveness.
Information regarding the Department of Art and Public Policy can be found at:
http://app.tisch.nyu.edu/page/home.html
To apply submit cover letter, resume, and list of three references to:
Art and Public Policy Faculty Search
tisch.arpo@nyu.edu
Applications will be reviewed commencing December 1st and continue until the position is filled. Finalists will be asked to submit further materials.
The appointment carries a five-year renewable term and a 2/2 teaching load.
NYU encourages applications from women and minorities.

“Moses Mendelssohn, Religious Enlightenment and Enlightened Religion”

2011-10-24T10:02:00.000-07:00

I would like to invite you to a conference on “Moses Mendelssohn, Religious Enlightenment and Enlightened Religion,” on Sunday, November 13, 2011, from 1:00 to 5:00 in the afternoon, The conference will take place in the Art/Sociology Building, Room 2309 on the University of Maryland campus and is sponsored by the The Joseph and Rebecca Meyerhoff Center of Jewish Studies.

One of Judaism’s most original and influential thinkers, Moses Mendelssohn (1729-1786) has been called the first modern Jew, the founder of Haskalah (Jewish Enlightenment), the father of Reform Judaism, and an early model for modern orthodox Judaism. His edition of the Bible with German translation and commentary made him an object of veneration by generations of German Jewry.

Over time, Mendelssohn’s brand of rational Judaism was found wanting by romanticists, nationalists, pietists, and traditionalists. But in today’s post 9/11 age, where the stark alternatives of militant secularism and religious fundamentalism seem to leave little room for moderate, “reasonable” religion, Moses Mendelssohn presents a model of religious enlightenment that will at the very least challenge people who wish to think seriously about religion

The conference will bring together six of the foremost Mendelssohn scholars in the United States, Canada, and Israel to consider the thinker and his legacy

I would appreciate it if you would circulate this invitation to others. I have attached a pdf of the conference brochure.

Call for Papers for Trans-Scripts

2011-10-24T08:39:00.001-07:00

Dear colleagues,

Attached please find a Call for Papers for Trans-Scripts, the interdisciplinary journal in the Humanities and Social Sciences at UC Irvine. Please distribute this CFP to your graduate students at your earliest convenience. The deadline for submissions is January 1, 2012.

The theme of the second volume of Trans-Scripts is "Queer Interventions and Intersections." We welcome a wide range of submissions from a variety of disciplines. Founded in 2010, Trans-Scripts is a student-run and edited interdisciplinary journal, and the editorial collective of graduate students come from diverse academic fields, including English, History, Culture & Theory, Comparative Literature, Women’s Studies, and African-American Studies. Faculty advisors represent an even more varied range of disciplines. All submissions will be reviewed by both students and faculty to ensure the highest quality of work. Though primarily a forum for student work, faculty are welcome to contribute as well. We also publish editorials by renowned experts on each theme covered.

For more information, the Trans-Scripts journal can be accessed at the following website: http://www.humanities.uci.edu/collective
/hctr/trans-scripts/index.html. Please direct all general inquiries about the journal or any comments on published pieces to our 2012 volume’s Editor-in-Chief, Jen Kosakowski, at jkosakow@uci.edu.

Thank you,

The Trans-Scripts Editorial Collective

Graduate Scholar-in-Residence

2011-07-05T11:41:00.001-07:00

Dear colleagues,

We are starting a new Graduate Scholar-in-Residence program at the Newberry to encourage PhD candidates in the humanities to conduct research in our collections and become a part of our community of scholars. We invite graduate students who have advanced to PhD candidacy to apply for this status. Preference will be given to candidates whose dissertation projects are well advanced. The students who are selected will be provided with a research carrel, access to the Newberry during extended hours, and opportunities to present their work-in-progress to the Newberry's scholarly community.

Would you kindly pass the attached application information along to doctoral candidates who you think might be interested?

Sincerely,
Diane Dillon

Five Colleges Women's Studies Research Center

2011-06-30T10:03:00.001-07:00

Five Colleges Women's Studies Research Center

Mount Holyoke College Archives and Special Collections, a department in Library and Information Technology Services (LITS), seeks proposals for scholars to work for a period of up to nine months utilizing Archives and Special Collections extensive resources on women's history. The scholar will be accorded access to LITS resources including library collections, a Mount Holyoke guest computing account, office space, computer and printer and research assistance. In return, the scholar will present a talk on the work in progress at a public event toward the end of the residency.

The Scholar-in-Residence Program is designed to:

*Encourage research and writing on women's history, literature, and culture.
*Encourage scholars to conduct original scholarship that draws on the resources in Archives and Special Collections and LITS.
*Foster productive working relationships between humanities scholars and Mount Holyoke College Library and Information Technology Services.
*Facilitate the dissemination of the researchers' findings through lectures, publications, and the ongoing LITS Cultural Programming
series.

The residency does not provide housing nor a stipend or salary of any kind. Once awarded, the residency will expire nine months from the date
of award.

Applications consisting of a project description and current curriculum vitae, and any questions, should be sent electronically to Jennifer
Gunter King (mailto:archives@mtholyoke.edu). Priority will be given to applications received by June 17, 2011.

Qualificiations: qualified applicants will hold a doctorate or be an ABD doctoral candidate in the humanities.

See http://www.mtholyoke.edu/archives/exhibits/scholar_program.html for additional information.

The Honors Humanities Program Invites Applications for Graduate Assistant for 2011- 2012

2011-06-25T17:57:00.001-07:00

The Honors Humanities Program Invites Applications for Graduate Assistant for 2011-
2012

Honors Humanities is a living-learning honors program for talented University of Maryland
undergraduates with diverse interests in the humanities and creative arts. We are accepting
applications for a Graduate Assistant who will serve as a Program Coordinator for the 2011-2012
academic year. This position is a 50% time (10 hours/week), 9.5-month Graduate Assistantship
with the possibility of renewal for an additional year. Applicants should be enrolled in an arts or
humanities Ph.D. program at the University of Maryland College Park.

The Program Coordinator works under the Director and Associate Director’s supervision to meet
program goals through event planning, student advising, and administration. Applicants are
strongly encouraged to familiarize themselves with the Honors Humanities Program, including its
curriculum and mission, at www.honorshumanities.umd.edu. Specific duties include:

•
•

Advising students on independent research-based projects
Helping to develop and implement the Honors Humanities annual programming
series (the 2011-2012 theme is “The Humanities in the Sciences/The Sciences in the
Humanities”)
Helping to plan the 5th Annual Undergraduate Research Symposium in Spring 2012
Developing and implementing publicity campaigns by designing, writing, duplicating,
and distributing flyers, web updates, etc.
Planning and participating in events, such as book discussions, receptions, field trips, etc.
Organizing and attending staff meetings; implementing programs/policies; maintaining
records and filing paperwork
Assisting with other duties to be delegated by the Director and Associate Director

•
•

•
•

•

The GA position may result in future teaching opportunities in the Honors Humanities program.

Compensation: The beginning salary for this STEP II G.A. position is $8000, plus an
additional salary remittance of $1500, for the total sum of $9500. This payment is subject
to federal and state taxes. As a fringe benefit, the assistantship provides 5 credits of tuition
remission in the Fall and Spring semesters and 2 credits in Winter Term. In addition, the
administrative graduate assistant will be eligible for employee health insurance. It is your
responsibility to make sure all health insurance and tuition remission forms are submitted in time
to make use of these benefits. The assistantship does not cover the cost of mandatory fees.

Schedule: The position will begin on August 17, 2011 and will run through May 31, 2012. The
GA is expected to work throughout the academic year, except when the university is closed.
(Please see the calendar at www.testudo.umd.edu for closure dates.) The GA will follow the
staff schedule, which will include some regular evening hours (for events, meetings, etc.).

Applicants should send the following via email to Dr. Valérie Orlando, Director of Honors
Humanities, at honorshumanities@umd.edu by July 15th, 2011 at 5 pm:

• Brief letter of application
• Curriculum vitae
• Faculty letter of recommendation, ideally from the student’s advisor or director of graduate
studies

‘Dying to be Beautiful? Body Image, Eating Behaviours and Health in the Caribbean’

2011-06-25T17:51:00.001-07:00

The University of the West Indies, Mona
Western Jamaica Campus
CALL FOR PAPERS!!!
The Psychology Unit in the Department of Sociology, Psychology and Social Work is hosting its first International Conference
at the Western Campus, Montego Bay Jamaica, over the period January 13-15, 2012 on the theme ‘Dying to be Beautiful?
Body Image, Eating Behaviours and Health in the Caribbean’.
Our bodies can be considered a mirror of society‟s current economic, social and cultural trends; one that reflects the need for
extreme alterations in outward appearance or a facilitation of unhealthy eating lifestyle. From our love for “Fat Women” and
consuming large quantities of food, to our love for „fast foods‟, there is an increased prevalence of obesity along with its
associated medical complications.
There is also the popular culture which engenders the ideology that bodies - whether thin, voluptuous, muscular or of light
complexion will result in high self-esteem, power, prestige, self-worth and acceptance.
Persons who have profound dissatisfaction with their bodies may be influenced to develop negative relationships with their
bodies as they engage in extreme measures of body alterations such as bleaching, strict weight loss regimes, muscle building or
plastic surgery. These unhealthy body behaviours are being reflected in the rising prevalence of eating disorders, the alarming
skin bleaching phenomenon and the continued increase in the prevalence of obesity and diabetes mellitus
These concerns are not unique to the Jamaican population, and in fact many are concerned with the degree of such behaviours
internationally and have made attempts to better understand the phenomenon by investigating for possible causes and
associated factors.
This conference is inspired by the desire to explore possible explanations for these changing trends and gain a better
understanding of this new culture. An acknowledgment of the multifaceted nature of human beings encompassing the
psychological, physiological, spiritual and social aspects is of vital importance. We therefore view this issue from an
interdisciplinary standpoint and encourage papers from all related fields that impinge on issues relating to the theme.
The Conference welcomes papers relating to any of the proposed themes below:
Eating Disorders: Medical and Cultural norms that define Body Image.
Is there a Fat Gene? The Physiology of Obesity.
Health Issues associated with being Overweight: Challenging the Extreme Aesthetics.
Body Dysmorphia, Skin Tattooing and Plastic surgery: Body denigration or Body appreciation?
Building a healthy lifestyle between you and your body.
Race is no longer biologically determined: Challenging the Bleaching Phenomenon.
This conference will attempt to comprehensively address these themes through a compilation of scholarly research
papers. A selection of the best papers from the conference will be published.
Deadline for abstracts: August 31, 2011
Deadline for acceptances: October 31, 2011
Deadline for completed papers: November 31, 2011
Instruction to Authors
Authors should complete the biographic form attached and submit one copy of their abstract via e-mail to dying.to.be.beautiful.symposium@gmail.com
Abstracts should be completed in compliance with the APA guidelines. NO LATE PAPERS WILL BE ACCEPTED.
Abstract
Abstracts should BE NO MORE THAN 300-400 WORDS and must be formatted as follows:
TITLE: Do not use abbreviations.
AUTHORS: List the first author first, if there are more than one authors. List initials of first and middle names followed by surnames. Do not include degrees, titles or institutional appointments.
INSTITIUTION: List institute(s) where work originated, city and country.
TEXT: Arrange text under the following headings:
Objective: Main objective, research questions, hypotheses of study.
Method: Describe the design of the study and how it was conducted;
indicating sampling, sample size, procedures, instruments, data analysis etc.
Results: Present only the main results, i.e. significance.
Conclusion: Present only those directly supported by the results, be as specific as possible. Include recommendations and future investigations.
Biographic Form
Name:______________________________________
Title:_______________________________________
Institutional Affiliation:_______________________
Address:____________________________________
____________________________________________
Phone Number(s):(Office)______________________
(Home)________________(Cell)_________________
E-Mail Address:_____________________________
___________________________________________
Date of Submission: __________________________

The Science Fiction and Fantasy of Lois McMaster Bujold

2011-06-25T11:43:00.001-07:00

CALL FOR PAPERS:

Forward Momentum:

The Science Fiction and Fantasy of Lois McMaster Bujold

Edited by Janet Brennan Croft

Critical Explorations in Science Fiction and Fantasy Series, McFarland Press

Purpose:

Lois McMaster Bujold has a shelf full of awards – Hugos, Nebulas, and others – for both her science fiction and
fantasy writing. She is one of the most respected names in the field, always delivering polished, thoughtful, and
well-crafted writing and dealing with important issues. Yet there is a dearth of serious critical writing about her
output, and certainly no book-length collection. This collection aims to begin to correct that situation by gathering
essays from a variety of critical perspectives addressing many aspects of her writing. Attention will be given to
both her Miles Vorkosigan science fiction series and her Chalion and Sharing Knife fantasy series, as well as the
books that fall outside these series. Also included will be a bibliography and list of awards. This anthology is under
contract with McFarland Press.

Abstracts:

Please send an abstract of 250-500 words to jbcroft@ou.edu. Deadline for abstracts is September 1, 2011.

Potential topics:

· The contrasting theological systems of the Chalion and Sharing Knife fantasy series

· The role of female characters and “codedly feminine” characters in both the SF and fantasy series

· The fantastic/familiar North American landscape of the Sharing Knife series

· An examination of the “Grateful Dead” folklore motif inThe Spirit Ring

· Bujold’s tendency to deliberately combine and subvert genre divisions

· Bujold’s influences:Star Trek, J.R.R. Tolkien, Dorothy L. Sayers, etc.

· The theme of finding and losing one’s life’s work

· Doppelgangers, reintegration of split personalities, psychic links, and other issues of identity, doubling, and
splitting

· Bujold’s depiction of the effects of accelerated technological change on individuals and society, including both
military and medical technology

Timeline:

Deadline for abstracts: September 1, 2011

Deadline for finished papers: February 1, 2012

Manuscript to publisher: May 1, 2012

About the Editor:

Janet Brennan Croft is Head of Access Services and Associate Professor of Bibliography at the University of
Oklahoma libraries. She earned her Master of Library Science degree at Indiana University in 1983. She is the

author ofWar in the Works of J.R.R. Tolkien (Praeger, 2004; winner of the Mythopoeic Society Award for Inklings
Studies) and several book chapters on the Peter Jackson films; has published articles on J.R.R. Tolkien, J.K.
Rowling, and Terry Pratchett inMythlore, Mallorn, Tolkien Studies, and Seven; and is editor of two collections of
essays:Tolkien on Film: Essays on Peter Jackson’s Lord of the Rings (Mythopoeic Press, 2004) andTolkien and
Shakespeare: Essays on Shared Themes and Language (McFarland, 2006). She has also written on library issues
forCollege and Undergraduate Libraries, Interlending and Document Supply, Journal of Access Services, Collection
Building,and Journal of Interlibrary Loan and Document Supply, and is the author ofLegal Solutions in Electronic
Reserves and the Electronic Delivery of Interlibrary Loan(Haworth, 2004). She is currently the editor of Mythlore
(for which she complied a book-length annotated index) and book review editor ofOklahoma Librarian, and serves
on the board of the Mythopoeic Press, for which she has indexed and annotated several titles.

Janet Brennan Croft

Associate Professor
Head of Access Services
University of Oklahoma Libraries
Bizzell 104NW
Norman OK 73019
405-325-1918
Fax 405-325-7618
jbcroft@ou.edu
http://ou.academia.edu/JanetCroft/CurriculumVitae
http://libraries.ou.edu/
Editor of Mythlore http://www.mythsoc.org/mythlore.html

Book Review Editor of Oklahoma Librarianhttp://www.oklibs.org/oklibrarian/current/index.html

"Humans need fantasy to be human. To be the place where the rising ape meets the falling angel." -Terry Pratchett

Cinema and Antiquity: 2000-2011

2011-06-21T06:21:00.000-07:00

A reminder that registration for the following conference is open until the end of this month. We are also still accepting applications for postgraduate travel bursaries.

Cinema and Antiquity: 2000-2011
The 1st J.P. Postgate Colloquium, University of Liverpool
12-14 July 2011

The resurgence of cinema’s interest in antiquity that was triggered by the release of Gladiator in 2000 shows no signs of abating. In 2010-11, many more ancient world films have been appearing on our screens (Percy Jackson & The Olympians: The Lightning Thief; Clash of the Titans; Agora; Centurion; The Eagle; not to mention the TV series Spartacus: Blood and Sand). The public appetite for films that deal with ancient history and mythology apparently remains strong, and ‘classics and film’ courses have established themselves in universities worldwide, leading the way in the increasing prominence of reception studies within classics and ancient history. The time is ripe for reflection on these developments. This major international conference seeks to explore the directions that have been taken in a decade of moviemaking and scholarship, and to advance the field by concentrating on issues too often overlooked.

All registration and payment details are available online at http://sace.liv.ac.uk/cinemaantiquity/. The deadline for registration is 30 June 2011.

Please contact the conference organizers, Joanna Paul (Joanna.Paul@liv.ac.uk) or Lloyd Llewellyn-Jones (L.Llewellyn-Jones@ed.ac.uk) for further information.

Conference Programme

TUESDAY 12 JULY Registration from 11

1.00 Welcome

1.15-2.45 Panel A: Screening Ancient Violence
1. Hunter Gardner (University of South Carolina), ‘“Are You Not Entertained?”: Screening Ancient Violence in the New Millennium’
2. Juliette Harrisson (University of Birmingham/Open University), ‘Using ultra-violence to mark the ancient world as Self or Other’
3. Amanda Potter (Open University), ‘Blood and Boobies: Viewer reactions to Spartacus: Blood and Sand’

2.45-3.05 Break

3.10-4.40 Panel B: Documenting Antiquity
1. Fiona Hobden (University of Liverpool), ‘Making history: authority and authenticity in ancient world documentary’
2. Lisa Maurice (Bar Ilan University), ‘Sine ira et studio in the 21st century: ancient history and the modern documentary’
3. Salvador Bartera (University of Tennessee) and Claire Stocks (University of Cambridge), ‘HBO’s Rome and its Audience Reception in America, England and Italy’
4.45-5.45 Keynote: Pantelis Michelakis (University of Bristol) and Maria Wyke (University College London), ‘Antiquity in Silent Cinema’

WEDNESDAY 13 JULY

9.30-11.00 Panel C: The Aesthetics of Antiquity
1. Robert Burgoyne (University of St Andrews), ‘Alexander and the Phantasmagoria of History’
2. Michael Williams (University of Southampton), ‘‘Remember Me’: Nostalgia and Digital Patination in the Contemporary Classical Epic’
3. Joanna Paul (University of Liverpool), ‘The Vanished Library? The End of the Classical World in Alejandro Amenabar’s Agora’

11.00-11.20 Break

11.20-12.50 Panel D: Audience Receptions
1. Corinne Pache (Trinity University), ‘Don’t Mess with Myth - Percy Jackson’s “Epic Fail”’
2. Lloyd Llewellyn-Jones (University of Edinburgh), ‘Trouble in the Tehran Multiplex: 300 and its Iranian Critics’
3. Clare Foster (University of Cambridge), ‘Constructed Pasts: Ancient History Films in Theory and in Practice’

12.50-2.00 Lunch

2.00-3.30 Panel E: Changing Contexts: Animation, Games, Museums
1. Sarah Miles (University of Durham), ‘‘Jack and the Spartans’: Samurai Jack meets Frank Miller and Lynn Varley's 300’’
2. Mark Kirby-Hirst (University of South Africa) and Beschara Karam (University of South Africa), ‘“Where to from here?”: The Transformation of Classics from Film to Video Game’
3. Debbie Challis (Petrie Museum) and John Johnston (University College London), ‘The Case of the Petrie Museum: Resurrecting Hammer’s Mummies in the Twenty-first Century’

3.30-3.50 Break

3.50-4.50 Keynote: Professor Martin Winkler (George Mason University), ‘Fascinating Ur-Fascism: The Case of 300’

5.30-7.00 Wine reception (venue tbc)

THURSDAY 14 JULY

9.00-11.00 Panel F: National contexts
1. Erato Basea (University of Oxford), ‘“I am (not) the Acropolis”: Filmmaking, national culture and the anxiety of heritage’
2. Katie Billotte (Royal Holloway, University of London), ‘Asi es la vida: Medea as a “Wise Latina”’
3. Ewa Skwara (Adam Mickiewicz University), ‘“Where are you going, antiquity?” – the Polish version of Quo Vadis’
4. Martin Lindner (University of Göttingen), ‘Germania Nova – Moving Pictures and the Reinvention of Ancient Germany’

11.00-11.20 Break

11.20-12.50 Panel G: Icons of Antiquity
1. Daniel O’Brien (University of Southampton), ‘White Supremacy? Difference as Degeneracy in 300’
2. Penelope Goodman (University of Leeds), ‘“I am master of nothing”: Augustus in television drama in the early 21st century’
3. Trevor Fear (Open University), ‘Cleopatra in the New Millennium: the changing dynamics of a historical icon’

12.50-1.40 Lunch

1.40-3.40 Panel H: Screening Late Antiquity
1. Ingo Stelte (Mainz University), ‘From the Front Line to the Home Front - Mira's Development from a Warrior to a Mother in Doug Lefler's The Last Legion’
2. Tony Keen (Open University), ‘On second thought, let’s not go to Camelot: situating the ‘historical Arthur’ through casting in King Arthur and The Last Legion’
3. Mary McHugh (Gustavus Adolphus College), ‘Pre-Cinema in Antiquity: Forgetting and Remembering a Hero(ine) of Alexandria’
4. Nicholas Kalospyros (University of Athens), ‘Vulgar Entertainment vs Austere Scholarship: The Case of Amenábar’s Agora as a Future Tension for Cinematic Text Adaptation of Cultural Readings’

3.40-4.00 Break

4.00-5.00 Keynote: Monica Cyrino (University of New Mexico), ‘I Was Colin Farrell’s Latin Teacher’

END

Dr Joanna Paul
School of Archaeology, Classics and Egyptology
University of Liverpool
12 Abercromby Square
Liverpool
L69 7WZ

Tel. 0151 794 2469
Email: Joanna.Paul@liv.ac.uk

Jobs!

2011-04-26T08:53:00.000-07:00

VERMONT

Saint Michael's College, a Catholic, residential, liberal arts college in the Burlington area of Vermont, seeks a scholar from any Humanities field, for a two year appointment as the Henry G. Fairbanks Visiting Humanities Scholar-in-Residence, beginning late-August 2011.

This endowed program seeks a recent Ph.D. (within the last seven years) to teach half-time in the department of his or her specialty and half-time in our Humanities Program, a series of interdisciplinary liberal studies courses that cover primary texts from the Western cultural tradition, from antiquity to the present. Scholars with cross-cultural comparative foci are also encouraged to apply.

The scholar will be mentored in the craft of teaching and will live (with family, if applicable) adjacent to the campus, in an attractive 3 BR, stand-alone house (housing is included as part of total compensation). Such proximity will facilitate the scholar’s participation in on-campus Humanities Program events and other events.

Teaching load is 3 courses, per semester (2 preps possible). Average class size is 20 - 25 students.

Competitive salary and benefits; annual travel support for conferences is available.

Applicants should demonstrate commitment to undergraduate teaching and be supportive of the mission of this Catholic, residential, liberal arts college. Saint Michael's College is an equal opportunity employer, committed to fostering diversity in its faculty, staff and student body. Applicants are invited to address in their cover letters how they might contribute to the promotion of this diversity.

A complete application will consist of a cover letter, CV and names and contact information for three references. Graduate school transcripts and reference letters may be requested of finalists, at a later stage.

Applicants must apply online, at:

http://smcvt.interviewexchange.com

Review of applications will begin March 28, 2011 and continue until an appointment is made.

EEO/AA Policy
Saint Michael's College is an equal opportunity employer, committed to fostering diversity in its faculty, staff and student body.

Visiting Faculty Positions -- College of Innovative Learning
University of Toledo
College of Innovative Learning
Toledo, OH
Date Posted: Mar. 10, 2011

http://www.AcademicKeys.com/r?job=29499&o=560777&t=HU110418m-6
____________________________________________________________________

Assistant Professor -- English
West Virginia University Institute of Technology
Coll. of Business, Humanities and Social Sci. -- History,...
Montgomery, WV
Date Posted: Mar. 4, 2011

http://www.AcademicKeys.com/r?job=29431&o=560777&t=HU110418m-6
____________________________________________________________________

Postdoctoral Teaching Fellowship (Visiting Asst. Prof. Le...
Carthage College
Div. of Interdisciplinary Studies -- Western Heritage Pro...
Kenosha, WI
Date Posted: Mar. 2, 2011

http://www.AcademicKeys.com/r?job=29390&o=560777&t=HU110418m-6

Black and Brown Planets: the Politics of Race in Science Fiction—Essay Collection, 6/24/11

2011-04-18T08:38:00.001-07:00

Black and Brown Planets: the Politics of Race in Science Fiction—Essay Collection, 6/24/11
Isiah Lavender, III
lavender@uca.edu

The mass popularity of science fiction (sf) has shaped the racial politics of popular culture. Through the art and science of governing the complex relationships of people in society in the context of authority, arbitrary, yet traditional, divisions of human beings along lines of color (Caucasian, Negro, Mongoloid, and Latino) have been mirrored in science fiction. In short, skin color matters in our visions of the future. Though W.E.B. DuBois articulates “the color line” as “the problem of the twentieth century” well over a hundred years ago (41), it still remains a fearsome and complicated twenty-first century problem. This problem challenges, compromises, if not corrupts, all endeavors to build a better, more progressive world. Even if race and the color line are man-made, they are political realities given value by science fiction writers that must now be reconsidered and reinterpreted by present generations of sf scholars. To transcend various repetitions of the color line—black and white, yellow and white, brown and white, red and white—we must be conscious of these repetitions. Such a consciousness can only be acquired by exploring the possible worlds of science fiction literature, television, and film and lifting blacks, Asians, Latin Americans, and indigenous peoples out from the background of this historically white genre.

This collection will create a dialogue between many kinds of people—science fiction theorists, historians, and scholars, various culture critics, feminist scholars, academics in American Studies, fans of science fiction itself, readers interested in popular science, and even students in a variety of classrooms. Reexamining the background of science fiction may have a significant cultural effect for the twenty-first century because it can prepare us for the looming cultural changes that are descending upon us as the western world ceases to be dominated by the white majority. Science fiction has charted a few of the alternatives for this unknown territory, and the perhaps alarming change presents both opportunities and challenges for society to establish new values. In this regard, science fiction criticism is essential for stimulating appreciation of diversity.

The link between race and politics in science fiction is always evident but most often confined to exploration of how racial identity inflects or challenges conventional narrative expectations. However, any evaluation of race should include its imbrication with what could be termed “high politics.” This collection will, therefore, consider the role that race and ethnicity plays in science fictional scenarios on the design and direction of alternate or futurist hi-tech societies. What do we make of the utopian and/or dystopian potential of social orders in which people of color are placed as active and essential to political progress and the relationship of nations? This volume is designed to address literature by writers of African, Asian, European and indigenous descent. What do we make, for example, of those narratives in which African diasporas assert successful continental and global primacies? How do we represent political orders that successfully post the legacy of a Eurocentric racial imperialism? How do speculations that imagine a political ascendency for indigenous or aboriginal peoples change our sense of what kind of culture the future valorizes? Do the works of colored authors challenge the genre’s presumption of a future marked by Euro-American dominance?

The collection’s first section will focus on the political elements of black identity portrayed in science fiction from the Dark Continent and its diaspora to the vast reaches of interstellar space framed by racial history, Afrofuturism, and the post-colonial moment, among other things. The second section will explore the affinity between sf and subjectivity in Latin American cultures from the role of science and industrialization to the effects of being and moving between two cultures, effectively alienated as a response to political repression. The third section will challenge the political construction of Native Americans in sf, noble savages standing in the way of progress, through trickster narrative, native scientific imagination, and the haunting presence of indigenous peoples on the ever receding space frontier. The fourth section will consider political representations of Asian identity in the sf imagination from fear of the yellow peril and its host of stereotypes to techno-orientalism and the remains of a post-colonial heritage. This collection will show what science fiction criticism means when joined with critical race theories and histories of oppression.

Black and Brown Planets signifies a timely exploration of the Western obsession with color in its analysis of the sometimes contrary intersections of politics and race in science fiction. It will allow us to consider how alternate racial futurisms, such as Afrofuturism and Indigenous futurism, reconfigure our sense of viable political futures in which people of color determine human destiny. It will interrogate the roles (political, social, and historical) that skin color, ethnic ancestry, and cultural identity play in one’s ability to be successful in future visions. This collection is particularly relevant given the Obama Presidency and the increasing stature of China, India, Brazil and other postcolonial nations as global powers. How does or can science fiction respond to this new world, this emerging history?

Please submit 500 word abstracts, with a working bibliography and brief author bios for 4500 to 8000 word essays, via email as a word document attachment in addition to relevant contact information.

Deadline: June 24, 2011

Editor Bio: Isiah Lavender III is an assistant professor of English at the University of Central Arkansas. He teaches courses in African American literature and culture, world literature, and science fiction. His research concerns representations of race and ethnicity in science fiction as well as black folklore. He enjoys making presentations at local, national, and international conferences, though he is partial to ICFA. His essays and reviews have been published in Science Fiction Studies and Extrapolation, among other places. Lavender’s first book, Race in American Science Fiction (2011), is out and available at Indiana University Press. He is currently working on two book manuscripts: “Africa in Science Fiction’s Imagination” and “Trickster Lives: Fiction and Reality in African American Culture.”

The Women’s Studies Program of Hobart and William Smith Colleges

2011-04-18T07:20:00.001-07:00

The Women’s Studies Program of Hobart and William Smith Colleges invites
applications for a Visiting Assistant Professor of Women’s Studies for
academic year 2011-12, with the possibility of renewal for one additional
year. We especially seek candidates with expertise in feminism and health
to bridge Women’s Studies to the natural sciences and/or public policy,
but remain open to other fields. Ph.D. preferred, ABD considered. The
teaching load will be five courses for the year, and we expect candidates
to be able to contribute to the teaching of core courses in the program
(e.g., Feminist Theory; Feminist Research) in addition to courses in the
candidate’s area of specialty. Candidates with experience mentoring
students of color are strongly encouraged. Information on Women’s Studies
can be found on our web site: http://www.hws.edu/academics/ws/ Candidates
should submit a letter of application, writing sample, curriculum vitae,
and arrange for three letters of recommendation to be sent to Betty M.
Bayer, Chair, Women’s Studies, Hobart and William Smith Colleges, Geneva,
NY 14456; email bayer@hws.edu. Review of applications will begin
immediately, and continue until the position is filled.
Founded as Hobart College for men and William Smith College for women,
Hobart and William Smith Colleges today are a highly selective residential
liberal arts institution with a single administration, faculty and
curriculum but separate dean’s offices, student governments, athletic
programs and traditions. The Colleges are located in a small diverse city
in the Finger Lakes region of New York State. With an enrollment of
approximately 2,000, the Colleges offer 62 different majors and minors
from which students choose two areas of concentration, one of which must
be an interdisciplinary program. Creative and extensive programs of
international study and public service are also at the core of the
Colleges’ mission. Hobart and William Smith Colleges are committed to
attracting and supporting faculty and staff that fully represent the
racial, ethnic, and cultural diversity of the nation and actively seek
applications from under-represented groups. The Colleges do not
discriminate on the basis of race, color, religion, sex, marital status,
national origin, age, disability, veteran's status, or sexual orientation
or any other protected status.

--

Saint Michael's College

2011-04-18T06:56:00.001-07:00

VERMONT

, a Catholic, residential, liberal arts college in the Burlington area of Vermont, seeks a scholar from any Humanities field, for a two year appointment as the Henry G. Fairbanks Visiting Humanities Scholar-in-Residence, beginning late-August 2011.

This endowed program seeks a recent Ph.D. (within the last seven years) to teach half-time in the department of his or her specialty and half-time in our Humanities Program, a series of interdisciplinary liberal studies courses that cover primary texts from the Western cultural tradition, from antiquity to the present. Scholars with cross-cultural comparative foci are also encouraged to apply.

The scholar will be mentored in the craft of teaching and will live (with family, if applicable) adjacent to the campus, in an attractive 3 BR, stand-alone house (housing is included as part of total compensation). Such proximity will facilitate the scholar’s participation in on-campus Humanities Program events and other events.

Teaching load is 3 courses, per semester (2 preps possible). Average class size is 20 - 25 students.

Competitive salary and benefits; annual travel support for conferences is available.

Applicants should demonstrate commitment to undergraduate teaching and be supportive of the mission of this Catholic, residential, liberal arts college. Saint Michael's College is an equal opportunity employer, committed to fostering diversity in its faculty, staff and student body. Applicants are invited to address in their cover letters how they might contribute to the promotion of this diversity.

A complete application will consist of a cover letter, CV and names and contact information for three references. Graduate school transcripts and reference letters may be requested of finalists, at a later stage.

Applicants must apply online, at:

http://smcvt.interviewexchange.com

Review of applications will begin March 28, 2011 and continue until an appointment is made.

EEO/AA Policy
Saint Michael's College is an equal opportunity employer, committed to fostering diversity in its faculty, staff and student body.

Visiting Faculty Positions -- College of Innovative Learning
University of Toledo
College of Innovative Learning
Toledo, OH
Date Posted: Mar. 10, 2011

http://www.AcademicKeys.com/r?job=29499&o=560777&t=HU110418m-6
____________________________________________________________________

sexual violence prevention fellow

2011-04-15T18:24:00.000-07:00

Hi all,

BARCC is currently accepting applications for the position of Sexual Violence Prevention Fellow. Please distribute widely!

Thanks,
Steph

Steph Trilling*
Youth Outreach Coordinator
Boston Area Rape Crisis Center
617.649.1267
strilling@barcc.org
www.barcc.org

*Please Note: My days in the office are M, W, Th, and F. I am out of the office on Tuesdays.

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job announcements

2011-04-15T17:05:00.001-07:00

AMERICAN HISTORY / STUDIES

Cambridge University - Mellon Research Fellowship in American History

College of William and Mary - Visiting Assistant Professor/Early
American History

Dickinson College - Visiting Assistant Professor

CULTURAL HISTORY / STUDIES

HISTORIC PRESERVATION
Appalachian State University - Non-tenure, 1 year visiting faculty, Public History

University of Maryland University College - History

LABOR HISTORY / STUDIES
The Henry Ford - Curator of Transportation

Critical Whiteness Studies Methodologies

2011-04-13T15:56:00.001-07:00

Special Issue on
Critical Whiteness Studies Methodologies

This call for papers grew out of the efforts of the White Spaces Postgraduate Network that is connecting students engaged in critical whiteness studies. In the inaugural PGR conference New Territories in Critical Whiteness Studies (August 2010, University of Leeds) one of the issues raised was the need to address methodological challenges in critical whiteness studies. One of the initiatives we have already undertaken is theorganisation of a virtual seminar entitled Discourse Analytical Approaches towards Uncovering Power Relations, with a specific focus on Race/Whiteness (January, 2011). Our endeavors are further reflected in this call; therefore we wish to invite MSc/MA/MS, MPhil, PhD students and junior academics from all geographic regions to contribute to the further investigation and development of the complexities of this field.This special issue of Graduate Journal of Social Science (GJSS) is open to any contributions intended to give fresh and creative insights on methodological approaches in critical whiteness studies. This includes (but is not limited to):

The development and applications of theory, within and across disciplines that open new territories in critical whiteness studies;
the innovative use of methods, presentation of emerging ones and application of mixed methods used in researching unequal power relations with a specific focus on race/whiteness and accompanying intersections;
new directions in data collection and analysis;
approaches to writing about whiteness critically and the dissemination of knowledge within and outside academia;
creative approaches in researching visual materials and questioning privileges of normativity and whiteness;
strategies for collective and participatory research that can be insightful and thought-provoking for critical whiteness studies;
ontological and epistemological questions and challenges in researching whiteness critically that include issues around reflexivity, knowledge production and discursive frameworks in critical whiteness studies;
scholars’ personal challenges and critical self-reflections in doing critical whiteness studies.
Submissions: articles (5000-8000 words), book reviews (1000-1500 words), visual materials, short essays (2000-3000 words) and announcements for up-and-coming seminars, lectures, conferences, special issues, blogs or other events and spaces that are opening new platforms for the development of critical whiteness studies. All submissions must be anonymized and accompanied by the GJSS article submission form, which can be downloaded from the GJSS website. Please include an abstract, a short author bio and 3 to 5 keywords. Detailed submission guidelines and formatting instructions can be found on

http://www.gjss.org/index.php?/gjss.org-Submission-of-Articles.html

All written contributions should follow the Chicago Manual of Style guidelines, which you can find at

http://gjss.org/index.php?/gjss.org-Chicago-Manual-of-Style.html

Deadline for all contributions is15th June 2011. Please email all contributions to l.l.pedersen@lse.ac.uk .

Enquires about content can be directed to: Barbara Samaluk, b.samaluk@qmul.ac.uk and Linda Lund Pedersen, l.l.pedersen@lse.ac.uk .

Suggestions and enquires about book reviews can be directed to: Manuela Honegger, Manuela.Honegger@unil.ch.

Papers submitted to GJSS undergo an initial selection by the guest editors with the purpose to assess and eventually improve their relevance to the GJSS research focus. Accepted papers will then undergo double-blind peer review process.

All contributors will receive a final answer at the beginning ofJuly 2011.

Publication date: envisaged February 2012.

Special Issue of Journal of Literary and Cultural Disability Studies (JLCDS)

2011-04-03T11:06:00.001-07:00

Call for Papers:
Cripistemologies
Special Issue of Journal of Literary and Cultural Disability Studies (JLCDS)
Guest Editors, Merri Lisa Johnson and Robert McRuer

“Does having a disability in itself give a person a particular point of view or
a less distorted and more complete perspective on certain issues? No. . . . But

I do want to claim that, collectively, we have accumulated a significant body of

knowledge, with a different standpoint (or standpoints) from those without
disabilities, and that that knowledge, which has been ignored and repressed in
non-disabled culture, should be further developed and articulated.”

-Susan Wendell, The Rejected Body:
Feminist Philosophical Reflections on Disability

“A queer phenomenology might involve an orientation toward what slips, which
allows what slips to pass, in the unknowable length of its duration. In other
words, a queer phenomenology would function as a disorientation device; it would

not overcome the disalignment of the horizontal and vertical axis, allowing the
oblique to open another angle on the world. . . . Queer would become a matter of

how one approaches the object that slips away, a way to inhabit the world at the

point at which things fleet.”

-Sara Ahmed, Queer Phenomenology:
Orientations, Objects, Others

From foundational statements in feminist disability studies to more recent
meditations at the intersection of queer theory and disability studies, the idea

of what we might term cripistemology—a theory of knowledge based in crip
embodiments, a theory of analysis predicated on crip deconstructions—is poised
on the tip of our tongues, called for, yearned for. What new forms of knowledge

might be produced through cripistemology? What are crip perspectives and
phenomenologies, and how might theorists in the humanities come to know
differently from a crip perspective? What epistemological innovations, as well
as epistemological problems, arise from cripistemological standpoints?
Following Sara Ahmed—whose work on queer phenomenology bears the implicit
imprint of the crip body as it slips or refuses to overcome disalignment, the
crip mind as it becomes disoriented and allows the oblique to open another angle

on the world—might crip as a critical positionality not also produce new
horizons of thought about objects, orientations, and others?

In asserting a crip analytic—one that is as contestatory and playful as the best

queer theory—do we risk losing our grip in a tug-of-war with medical authority?
Do identification and disidentification work the same way in crip theory as
they do in queer theory and in disability studies more generally? How do we
invoke labels of disorder, illness, and stigma without also making ourselves
subject to the structural inequalities that produced them? How might crip
theory avoid becoming ‘respectably crip’ (to redirect a phrase from Jane
Ward)—contained, in other words, by neoliberal rhetoric about diversity and
corporate multiculturalism? How might attention to cripistemologies forge a path

out of the ruts of conservative and liberal ‘options’ for thinking about
disability (and about difference in general)? What are some other routes of
thought apart from difference good, difference bad? What would move us towards
a radical reconfiguration of the question beyond the bigoted formulation of
difference as despised and the neoliberal formulation of difference as the
superficial skin covering everyone’s inherent sameness?

With such questions in mind, the co-editors seek essays that articulate a
philosophy of crip epistemologies or phenomenologies, and invite proposals on an

array of topics related to the task of defining ‘crip’ as standpoint or horizon,

which include (but are not limited to) the following:

· standpoint, sitpoint, and crippoint theory

· thinking crip, thinking black

· crip subjectivities—beyond ‘managing’ the spoiled identity

· cripping disidentification

· revealing the intersicktional, or cripping intersectionality

· cripping the Parsonian sick role

· cripistemologies of ignorance

· crip dis/orientations

· insult and the making of the crip self

· disabilinormativity and cripping the queer call to defy ‘diversity as
usual’

· crip affect—beyond the binary of crip pride/crip shame

· crip utopianism, crip nihilism

· memoirs as named or unnamed sites of cripistemological innovation

· crip ruralities and rural cripistemologies

Discussions of specific literary and cultural texts are invited, but consonant
with the philosophical flavor of this issue, preference will be given to
projects that use individual texts as vehicles to address broader cultural
debates and theoretical inquiries. A one-page proposal and a one-page
curriculum vitae should be emailed tomjohnson@uscupstate.edu
andmcruer@gwu.edu by
August 1, 2011. Finalists will be selected by November 1, 2011, and full drafts

of articles are due on May 1, 2012.

City University of New York Seeks Ten New Faculty for the New Community College Scheduled to Open in 2012

2011-03-16T10:26:00.000-07:00

City University of New York Seeks Ten New Faculty for the New Community College Scheduled to Open in 2012

The City University of New York seeks exceptional educators who are committed to preparing urban community college students for academic success to serve on the faculty of its new community college (NCC). The NCC is an innovative new college that incorporates a first-year core curriculum, learning communities, and experiential learning to dramatically enhance the educational experiences and attainment of its students. NCC faculty will have the exciting opportunity to use a range of effective curricular and pedagogical strategies to achieve this goal and are supported in the mission by highly collaborative, dedicated colleagues. These tenured or tenure-track appointments (with rank depending on experience and qualifications) will begin in fall 2011. Prior to the establishment of the college the faculty members will be appointed to an existing community college campus at the University.

The NCC will open in 2012 with 500 students in six majors including Business Administration, Information Technology, Health Information Technology, Human Services, Liberal Arts and Sciences, and Urban Studies. The college is currently seeking ten new faculty with disciplinary and pedagogical expertise required for the successful development and operation of all programs including:

Open Discipline with Specialty in Assessment of Student Learning (coming soon)

Developmental Education, Writing

English as a Second Language

Open Discipline with Specialty in Experiential Education

English or the Humanities

Mathematics/Mathematics Education

Open Discipline with Specialty in Peer Mentoring

Open Discipline with Specialty in Professional Development (coming soon)

Science, Technology, and Engineering

Social Sciences

The successful candidates will participate in developing and refining curricula, learning objectives, and assessments for the interdisciplinary first-year curriculum as well as major programs. They will assist in the establishment of NCC policies and governance structures and contribute to the college’s professional development model. The candidates must share the college’s vision to serve a linguistically and culturally diverse student body.

General qualifications include a doctoral degree in relevant disciplines, experience in program or curriculum development, and enthusiasm for undergraduate teaching, particularly in the context of the NCC’s interdisciplinary, first-year program. For position specific qualifications and additional information please follow the link to our website and view the complete position description
(http://ncci.cuny.edu/jobs ).

We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. EO/AA Employer

Temporary Teacher Outreach Associate, Washington, DC Office, DonorsChoose.org

2011-03-13T10:42:00.001-07:00

Temporary Teacher Outreach Associate, Washington, DC Office,
DonorsChoose.org
(4/1/2011-6/30/2011)

About DonorsChoose.org

DonorsChoose.org is an online charity that makes it easy for anyone to
help public school classrooms in need. On DonorsChoose.org, public
school teachers create accounts, then use those accounts to submit
short project requests for the exact materials their students need.
Citizen, corporate, and foundation donors choose the projects that
appeal most to them, and, when funded, teachers receive their
requested materials, shipped directly to their classroom.

Since 2000, over $74 million dollars in resources have been provided
to public school teachers via DonorsChoose.org. This year alone, we
aim to provide materials and resources to over 50,000 classrooms!

Your Role

The Teacher Outreach Associate will support our efforts to reach more
public school teachers and schools.

Responsibilities include:

- Conducting phone and email outreach for existing funding
opportunities;
- Evaluating teacher projects for inclusion in special funding
opportunities according to funder criteria;
- Creating a system for sharing information internally about teacher
outreach partnerships, strategies, and
results;
- Managing bi-monthly teacher outreach dashboard;
- Executing projects for other members of the Partnerships and
Business Development team as needed.

Who We Want

The ideal candidate will be familiar with and intrigued by our
mission, and passionate about improving public schools. They’ll also
consistently demonstrate our organization’s core values:

Relentlessness – Doing whatever it takes to get the job done.
User fixation – Making decisions by listening to donors, teachers, and
students.
Flexibility – Embracing change and thinking quickly on their feet as
new challenges arise.
Ingenuity – Working smarter and innovating to maximize limited
resources.
Teamwork – Collaborating within and across departments to solve
problems and produce better results.
Transparency – Honesty about their performance, including their
mistakes.

Additional Requirements

We’re looking for an individual with outstanding communication skills
and a strong work ethic. Candidates must be very thorough, self-
sufficient, able to follow detailed instructions, comfortable with
administrative and repetitive tasks, and available between April 1,
2011 and June 30, 2011. Applicants must also have the ability to learn
quickly in a fast-paced environment, creatively solve problems, and
have strong computer skills. Some flexibility around scheduling is
also preferred - as occasional longer weeks may be needed. A
bachelor’s degree is strongly preferred, but not required.

Position Details

This is a temporary, part-time position currently funded through June
30, 2011 for 20-25 hours weekly. Compensation will be up to $14 per
hour, depending on qualifications and experience. The position is for
an immediate start, will be open until filled, and is based in
DonorsChoose.org’s Washington, DC office in the U Street corridor.

To Apply

Send a cover letter and resume to
teacheroutreach(at)donorschoose(dot)org by 3/21/11. Be sure to include
“Teacher Outreach Associate” in the subject line. No calls, please.

Call for Applications: The Summer Institute in LGBT Health

2011-03-11T15:16:00.000-08:00

Call for Applications: The Summer Institute in LGBT Health, open to postdoctoral trainees, doctoral students and advanced Masters’ students, provides participants with foundational training in interdisciplinary theory, knowledge and methods for conducting population research in sexual and gender minority health. To be held July 18-August 12 in Boston, the Institute includes a 3 week seminar that will overview key topics, methods, and perspectives in the study of LGBT Health, a one week intermediate-level statistics and data analysis course, and hands-on training and supervision in work on an independent analysis project with LGBT population health data. There is no cost for tuition and slots are available for free housing in Boston University dormitories during the Institute. Applications are due April 18, 2011. The Summer Institute is part of The National Mentoring and Training Program of the Center for Population Research in LGBT Health at The Fenway Institute and is co-sponsored by the Boston University School of Public Health. Please refer visit http://training.lgbtpopcenter.org to learn more about the program and how to apply. Applicants are encouraged to contact Aimee Van Wagenen (summerinstitute@lgbtpopcenter.org) for further information.

Aimee Van Wagenen, PhD| Program Manager

Center for Population Research in LGBT Health| The Fenway Institute
1340 Boylston St.| Boston, MA 02215
fax: (617) 267-0764| voice: (617) 927-6348
www.lgbtpopcenter.org
www.fenwayhealth.org

AADS Postdoctoral Fellowship 2011-2012: African and African Diaspora Studies Department at the University of Texas at Austin.

2011-03-03T10:49:00.001-08:00

AADS Postdoctoral Fellowship 2011-2012: African and African Diaspora Studies Department at the University of Texas at Austin.

Application Deadline: March 15, 2011.

The African and African Diaspora Studies Department (AADS) at the University of Texas at Austin is pleased to announce a one year postdoctoral fellowship in humanities and social science research pertaining to the Black experience. Scholars specializing on Africa, U.S.-based African American topics, and the Black experience in other parts of the globe (i.e. the African Diaspora) are encouraged to apply. The field of specialization is open. The fellowship is open to junior scholars who have received their Ph.D. no earlier than June 30, 2006. This appointment is for the 2011-2012 academic year (September 1, 2011 – May 31, 2012) and carries a stipend of $50,000 plus medical benefits. Fellows are obligated to be in residence in Austin during the entire 2011-2012 year. The fellow will receive a moving allowance, office space and logistical office support.

Depending upon the successful applicant’s field, efforts will be made to pair the scholar with an appropriate senior faculty mentor affiliated with AADS. The fellow will pursue his/her own research, teach one undergraduate course in either the Fall or Spring semester in their area of specialty, give a public presentation, and submit a report on their activities at the end of the year to the AADS Chair.

Completed applications must include:

· Cover letter,

· Curriculum Vitae,

· Short sample of scholarly writing (such as a manuscript chapter or article),

· Project proposal, and

· Three (3) letters of reference.

Note: Project proposals should clearly discuss the applicant’s plans for the fellowship year, as well as his/her research. The proposal should not exceed five (5) double-spaced pages.

All applications must be submitted as e-documents to:

Questions regarding the AADS Postdoctoral Fellowship can be directed to Frank Guridy, Associate Professor of History and AADS, fguridy@mail.utexas.edu
AADS Dissertation Fellowship 2011-2012: African and African Diaspora Studies Department at the University of Texas at Austin.

Application Deadline: March 15, 2011
The African and African Diaspora Studies Department at the University of Texas at Austin invites applications for a pre-doctoral fellowship for the academic year 2011-2012. Scholars completing dissertations on Africa, U.S.-based African American topics, and the Black experience in other parts of the globe (i.e. the African Diaspora) are encouraged to apply. The use of the archival materials available in various UT collections is also encouraged (e.g., the Benson Latin American Library, the Harry Ranson Center). Applicants must be advanced to candidacy at an accredited university.

Aside from working on the completion of their dissertation, the fellow will teach one undergraduate course in either the Fall or Spring semester in their area of specialty, give a public presentation, and submit a report on their activities at the end of the year to the AADS Chair.

This appointment is for the 2011-2012 academic year (September 1, 2011 – May 31, 2012) and carries a stipend of $40,000 plus medical benefits. Fellows are obligated to be in residence in Austin during the entire 2011-2012 year. The fellow will receive a moving allowance, office space and logistical office support.

Completed applications must include:

Cover letter,

Curriculum Vitae,

Detailed description of dissertation project

Short sample of scholarly writing (approximately 20 pages),

Three (3) letters of reference, including one from the dissertation advisor.

All applications must be submitted as e-documents to:

Questions regarding the AADS Dissertation Fellowship can be directed to Eric Tang, Assistant Professor of AADS: erictang@mail.utexas.edu

Yale postdoc

2011-03-03T09:39:00.000-08:00

The Program in Ethnicity, Race, and Migration at Yale University seeks
to appoint at least one Postdoctoral Associate for a one year position
in the field(s) of Asian American Studies, Latina/o Studies, Native
American Studies, or Comparative Ethnic Studies for the following term:
July 1, 2011 - June 30, 2012. Candidates who have completed their
doctorates since January 2007 or who expect to receive their doctorates
prior to July 2011 will be considered.

Successful applicant(s) will be jointly sponsored by the Ethnicity,
Race, and Migration Program and another undergraduate department or
program at Yale University. Scholars are expected to be in residence
throughout the term of their appointment and to contribute to the
intellectual life of the University. Postdoctoral Associates will teach
one undergraduate seminar per year. Salary for postdoctoral associates
will be $50,000 per year. Yale University is an equal
opportunity/affirmative action employer, and actively encourages
applications from minority and women scholars.

The search will be conducted electronically using Academic Jobs Online
(https://academicjobsonline.org/ajo). The system is free for applicants
and will allow you to upload application materials to a private
portfolio once you create a login (your email address), and a password,
and fill out the online coversheet.

To apply for this position, please upload a cover letter (indicating
qualifications, and plans for research and writing), a Curriculum Vitae,
one or more writing samples up to a total one hundred pages in length, a
syllabus of a proposed course, and three letters of reference to
https://academicjobsonline.org/ajo/Yale/ERM.

All application materials are confidential and must be submitted by
March 22, 2011.

NORTHERN ARIZONA UNIVERSITY

2011-03-02T11:34:00.001-08:00

POSITION ANNOUNCEMENT
LECTURER POSITION IN
WOMEN'S AND GENDER STUDIES
NORTHERN ARIZONA UNIVERSITY

The Women's and Gender Studies Program (WGS) at Northern Arizona University
invites applications for a position as Lecturer with a teaching emphasis. Preference
will be given to candidates whose teaching experience and commitments are a
primary professional objective. Northern Arizona University seeks faculty who are
committed teacher-scholars and community actors. Lecturers are expected to teach
four courses per semester. This is a full time lecturer position beginning in August
2011. This academic year appointment is renewable, depending on performance,
departmental needs, and availability of funding.

Minimum requirements include a Ph.D. in Women's and Gender Studies or related
field in the Social Sciences or Humanities, completed by August 1, 2011.

The successful candidate should have a research background that informs her or his
teaching in WGS and demonstrates the best teaching practices. Candidates who are
committed to and skilled at teaching lower-division courses of an introductory nature
in Women’s and Gender Studies and who are prepared to teach required WGS
courses such as feminist theories and methodologies are especially encouraged to
apply. The candidate’s field of specialization should complement the strengths of
current WGS faculty.

Preference will be given to candidates providing evidence of a dedication to working
within a diverse university community and local community.

The Women's and Gender Studies Program offers a Minor, BS, and a graduate
certificate. Northern Arizona University is located in a mountain community with
a population of 60,000; it has nearly 25,000 students at the Mountain Campus
and statewide. NAU is an Affirmative Action/Equal Opportunity Employer and the
Women's and Gender Studies Program encourages applications from women,
minorities, veterans, and persons with disabilities. Northern Arizona University
requires satisfactory results for the following: a criminal background investigation,
an employment history verification and a degree verification (in some cases) prior to
employment. You may also be required to complete a fingerprint background check.
Additionally, NAU is required to participate in the federal E-Verify program that
assists employers with verifying new employees’ right to work in the United States.

To apply please send a letter of interest, a short writing sample, a one-page
statement on pedagogical philosophy and a curriculum vitae in print or electronic
form. We require an unofficial academic transcript and names of three academic
referees. The review of applications will begin on March 25, 2011 and continue
until the position is filled. Please send applications to the Chair, Search Committee,
Women’s and Gender Studies Program, SBS West 100, P.O. Box 5695, Northern
Arizona University, Flagstaff, AZ 86011. Please submit electronic submissions to
Marybeth.Foushee@nau.edu.

The Office of Civic Engagement and Diversity

2011-02-18T17:56:00.001-08:00

The Office of Civic Engagement and Diversity at the University of Nevada Las Vegas is currently seeking qualified candidates for three open positions:

· Program Coordinator for Campus Activities
· Program Coordinator for International Student Programs
· Program Coordinator for Multicultural Programs

Please visit https://hrsearch.unlv.edu for detailed information regarding each position.

The Office of Civic Engagement & Diversity provides educational endeavors, resources, and involvement opportunities guided by our commitment to social justice, community building, diversity, civic engagement, leadership and a global perspective enacted through a holistic learning environment that engage students, faculty, staff, and community members.
· Social Justice – advocate for fairness, impartiality, inclusion and equality while addressing systemic social and environmental issues
· Community Building – establish and sustain a vibrant community of place, personal relationships and common interests
· Civic Engagement – participate intentionally as a citizen in the democratic process, actively engaging in public and direct service
· Diversity – respect and engage the many different dimensions of diversity in our public lives
· Leadership – engage in the non-positional process of responding to and addressing the needs of a group and community in order to achieve positive social change
· Global Perspective – develop international understanding that enables students to participate successfully in a global society
· Holistic Learning Environment – the integration of curricular and co-curricular initiatives that teaches life skills and supports life-long learning.

Application Details
Submit a letter of interest, a detailed resume listing qualifications and experience, and the names, addresses, and telephone numbers of at least three professional references who may be contacted. The review of materials will begin immediately, and will continue until the position is filled. Materials received prior to March 7, 2011 will receive priority consideration. Materials should be addressed to Randy McCrillis, Search Committee Chair, and are to be submitted via on-line application at https://hrsearch.unlv.edu .

Call for Proposals: “Collections and Collaborations”

2011-01-11T06:32:00.001-08:00

Call for Proposals: “Collections and Collaborations”
*Extended Deadline*

We are issuing a Call for Proposals for scholarly and creative
submissions for an International Interdisciplinary Graduate Student
Conference entitled “Collections and Collaborations” to be held at
Indiana University – Bloomington from March 24th – 26th, 2011 (hosted
by the graduate students of the IU Department of English).

New media—most notably Web 2.0 (and now 3.0)—have challenged us to
think about our artistic creations, social spaces, and most deeply
cherished beliefs along increasingly decentered, collectivist lines. Do
such technologies push our creative and critical work in more
collaborative directions? And given that ideas of collective fictions
and culture, collaborations, adaptations, and translations exist in
folk traditions, national legends, and the emergence of the bourgeois
public sphere, is there anything new about collectivity or
collaboration?

This conference seeks to investigate the notion of collections and
collaborations from a wide array of angles. We hope to receive papers
from a variety of disciplines, employing any number of methodologies
and considering any time period. Below are some suggestions for
possible topics. This list is by no means exhaustive; rather, we hope
these ideas might inspire some exciting new thoughts related to the
theme:
• Collaborative writing, storytelling, filmmaking, and performance
• Translation, adaptation, remediation
• Intertextuality, particularly across history or genre
• Museums, readings, performances, exhibitions
• The demise (or afterlife?) of the Romantic “genius”
• The death of the author and originality
• Voice and image: multiple voices/images; resonating voices and
mirroring images
• Mass audiences
• New media
• Web 2.0/3.0: “crowdsourcing,” “truthiness,” and “collaboratition”
• Digital possibilities for collaborative scholarship
• Collective aesthetics
• Genre studies
• Oral and folk traditions
• National legends and myths of “national character”
• The position of the individual in relation to the collective
• Subaltern, or other imposed collective identities
• Collaborative or collectives truths and faiths
• Utopianism and futurism
• The academy’s “collective fictions” (both its useful fictions and its
collective delusions)

We encourage proposals for individual papers as well as panel proposals
organized by topic. In the past, this conference has bridged the
“critical” and “creative,” and we intend to host both critical and
creative panels. Please submit (both as an attachment AND in the body
of the email) an abstract of no more than 250 words along with a few
personal details (name, institutional affiliation, degree level, email,
and phone number) by January 31, 2011 to .

Our keynote speakers at this year’s conference will be Jeremy Braddock
from Cornell University and Ellen MacKay from our home department.

Visit our website (http://www.indiana.edu/~engsac/conference/) for more
information!

ASAM Part-time Faculty Pool: Multiple Heritage AAPI's

2011-01-08T17:22:00.001-08:00

ASAM Part-time Faculty Pool: Multiple Heritage AAPI's

Posted by: "Noh, Eliza" enoh@Exchange.FULLERTON.EDU

Fri Jan 7, 2011 6:01 pm (PST)

This call for lecturers includes a search for Part-Time Faculty who can teach courses on Multiple Heritage Asian Americans and Pacific Islanders, beginning Spring 2011.

Part-Time Faculty Pool

The Asian American Studies Program at California State University, Fullerton is recruiting qualified candidates to teach courses on a part-time basis. California State Fullerton aspires to make learning preeminent for students, faculty and staff, and to foster a dynamic, student-centered academic community in the context of a large, urban comprehensive university. Proud of its diversity, Cal State Fullerton is currently ranked 5th nationally in the number of bachelor's degrees it grants to members of underrepresented groups.

Asian American Studies Program Goals:

CSUF's Asian American Studies Program aims: 1) to inform students about the history, challenges and triumphs of Asians and Pacific Islanders in America, including their contributions to this country; 2) to build interracial and interethnic understanding and cooperation; 3) to promote study and research in the area; 4) to contribute to Asian American communities in southern California to develop critical thinking and communications skills; and 5) to prepare students in selected career paths where knowledge and understanding of the Asian American and Pacific Islander experience is important. Further information regarding the department curriculum and faculty may be obtained by visiting http://hss.fullerton.edu/asian-american/

Position
Among the courses to be staffed are:

Asian American Studies 101˜Introduction to Ethnic Studies
Asian American Studies 300˜Introduction to Asian Pacific American Studies
Asian American Studies 308˜Asian American Women (face-to-face or online)Asian American Studies 320˜Asian American Creative Expression (face-to-face or online)
Asian American Studies 325˜Asian American Film and Video (face-to-face or online)
Courses focusing on specific Asian American ethnic groups

Faculty members will teach undergraduate courses and are expected to be available to their students for consultation one hour per week for each three units of classroom instruction. Most courses are three-units per semester, typically offered in a lecture-discussion or online mode (as indicated).

Qualifications

*
ABD Doctoral Candidate or M.A. with substantial graduate course work in relevant field is required
* Evidence of ability to work effectively with a wide and culturally diverse range of students and faculty
* Evidence of prior teaching, mentoring, or tutoring experience

Academic Calendar
The fall term begins in mid-August and ends in mid-December; the spring term runs from mid-January through the end of May.

Rank & Salary
These are non-tenure-track, temporary appointments to the classification of Lecturer. Salaries vary depending upon qualifications and experience. Typical starting salaries for part-time faculty range from $4147 to approximately $4533 for a three-unit class. NOTE: Eligibility for health benefits is governed by the collective bargaining agreement and based on a number of factors including unit load (wtu‚s/timebase, etc). For a description of potential university benefits go to http://hr.fullerton.edu/Benefits/Faculty_Unit3.pdf

Personnel Reviews
Regular performance evaluations of part-time lecturers are made by the department or program according to the terms of the adopted University Policy Statement (UPS 210.060). Positive reviews are based upon student ratings of instruction, course materials, and in-class observations made by a full-time faculty member or the department chairperson. The primary service responsibility of part-time faculty is to provide opportunities for student consultation outside of the regular class hours (i.e, office hours); on-line discussion periods or e-mail contacts shall not be a complete substitute for face-to-face consultation periods.

Job Control Number
23582H-11-050

Application Procedures
Please submit a letter of interest, a current curriculum vita, CSU-1 form, documentation of teaching effectiveness, sample course syllabi, and three current letters of recommendation. In your letter of interest, please indicate your availability for teaching throughout the week. Send all materials directly to:

Dr. Eliza Noh, Coordinator
Asian American Studies Program
Recruitment Control Number
California State University, Fullerton
800 North State College Blvd.
P.O. Box 6868
Fullerton, CA 92834

In addition, please complete an Applicant Data Flow Form via this link to the CSUF secured website https://diversity.fullerton.edu/appdataflow/ and enter the Job Control Number listed above.

Application Deadline
Application materials are reviewed on an on-going basis.

Cal State Fullerton is an Equal Opportunity/
Title IX/503/504/VEVRA/ADA Employer
Achieving A Climate of Success Through Diversity & Equity

Full-time Visiting Assistant Professor in Gender and Women’s Studies 2011-2012

2011-01-05T13:02:00.000-08:00

SCRIPPS COLLEGE
CLAREMONT, CALIFORNIA 91711

Full-time Visiting Assistant Professor in Gender and Women’s Studies
2011-2012

Scripps College, a women’s liberal arts college with a strong interdisciplinary tradition, invites applications for a full-time visiting assistant professor of Gender and Women's Studies. Successful candidates should be prepared to teach a range of lower and upper division courses, including Introduction to Gender and Women's Studies, Feminist Theory, Feminist Research Methods, Advanced Topics in Feminist Studies in area of specialization, and to advise senior theses. We seek an innovative scholar whose research and teaching reflect critical engagement with gender and feminist theories. We are particularly interested in candidates whose work is interdisciplinary and engages transnational and/or social justice issues. Candidates whose research involves underrepresented groups in the United States are preferred. Ph.D. and teaching experience required. The position has a five course annual teaching load with a possibility of renewal.

Application deadline: January 15, 2011.

Please submit letter of application, CV, examples of scholarship, teaching experience, sample syllabi and three letters of reference to:

Chair Search Committee
Dept of Gender and Women’s Studies
Scripps College
1030 Columbia Ave.
Claremont, CA 91711
nmacko@scrippscollege.edu

Scripps College is one of seven members of The Claremont Colleges cluster located 35 miles east of Los Angeles. In a continuing effort to enrich its academic environment and provide equal educational and employment opportunities, Scripps College actively encourages applications from women and members of historically underrepresented groups.

Department: Political Science- International and American Politics

2010-12-20T19:48:00.001-08:00

FACULTY POSITION POSTING FORM
Rochester Institute of Technology, College of Liberal Arts

BRIEF POSTING DESCRIPTION:
Job Title/ Rank: Instructional Faculty / Assistant Professor
PC#8737 IRC43575
Department: Political Science- International and American Politics
Job Category: Faculty, Tenure Track
Starting Date: Late August, 2011

DETAILED DESCRIPTION:
The Department of Political Science at RIT invites applications for a tenure track assistant professor position in international politics beginning fall 2011. The department offers an undergraduate major in political science with specializations in political institutions, politics & the life sciences, and politics & information technology. We are seeking individuals who are committed to contributing to RIT’s core values, honor code, and statement of diversity.

THE COLLEGE/ DEPARTMENT:
The Political Science department is part of the College of Liberal Arts and can be viewed at http://www.rit.edu/cla/politicalscience/.
RIT attracts students from all 50 states and more than 90 countries. RIT has been recognized on The Chronicle of Higher Education's “Great Colleges to Work For” list for two consecutive years.

Rochester, located in Monroe County, is the 79th largest city in the United States and the third largest city in New York State. Five additional counties are included in the Greater Rochester Region: Genesee, Livingston, Ontario, Orleans and Wayne. The Greater Rochester region is inhabited by a little more than one million people
The Rochester area has a diverse population which includes African Americans (38% of the city and 14% of Monroe County) and Latin Americans (13% of the city and 5% of the county). In addition, more than 7% of the population is foreign born. It is also home to the largest Deaf community per capita in the United States. Rochester is ranked 7th among the “10 Best Cities to Raise a Family” by Child Magazine. Places Rated Almanac ranked Rochester as the 6th “Best Places to Live in America” out of 379 metropolitan areas. Expansion Management Magazine ranked Rochester as number one among metropolitan areas having the best Quality of Life in the Nation. Essence magazine ranked it among the “Top 10 Cities for Black Families,” Rochester was twice named one of America’s Friendliest Cities by American Demographics magazine.

QUALIFICATIONS:
REQUIRED: Ph. D. or will consider ABD with completion date prior to August 2011. Ability to teach international relations and American politics.

PREFERRED: Strong political theory background. Ability and desire to teach lower division courses in international relations and American politics and upper division courses in international law and organizations, war and the state, and American political thought is ideal. Secondary teaching and research interests in American foreign policy, biopolitics, comparative politics, or environmental politics. Ability to contribute in meaningful ways to the college’s continuing commitment to cultural diversity, pluralism, and individual differences preferred.

HOW TO APPLY:
Apply online at http://careers.rit.edu. Faculty Search: IRC43575. Please submit your cover letter and a statement of your experience with and interest in cultural diversity; a vita; and the names, addresses and phone numbers for three references.

You can contact the search committee with questions on the position at: Sean D. Sutton, Chair, Political Science sdsgsm@rit.edu

For prompt consideration, please apply by January 31, 2011. Resume review will begin in earnest at that time and will continue until an acceptable candidate is found.

Jobs and Fellowships

2010-12-05T13:48:00.001-08:00

AFRICAN AMERICAN HISTORY / STUDIES

Case Western Reserve University - Postdoctoral Fellowship in African American Studies

Florida State University - Assistant Professor, African-American, Latino/a, or American Multiethnic Literature and Culture

University of Arkansas - Little Rock - Director, Institute on Race and Ethnicity

AMERICAN HISTORY / STUDIES
Bethel College - Visiting Assistant Professor, American History

AREA STUDIES
University of Arizona - Director, Institute for LGBT Studies

University of Arkansas - Little Rock - Director, Institute on Race and Ethnicity

ASIAN HISTORY / STUDIES
Morehouse College - Asian or Middle East History

New York University - The Department of East Asian Studies at New York University invites applications for appointment as an Assistant
Professor/Faculty Fellow in modern Japan Studies.

CULTURAL HISTORY / STUDIES
Coastal Carolina University - Burroughs Distinguished Professor of Southern History

Nanyang Technological University - Two Faculty Positions in Sociology of Religion / Cultural Sociology and Sociology of Language /
Sociology of Emotions

Pepperdine University - Visiting Assistant Professor of Jewish Studies

ETHNIC HISTORY / STUDIES
Florida State University - Assistant Professor, African-American, Latino/a, or American Multiethnic Literature and Culture

HUMAN RIGHTS
University of Arizona - Director, Institute for LGBT Studies

HUMANITIES
Carnegie Mellon University - Residential Fellowship, 2011-2012

University of Arizona - Director, Institute for LGBT Studies

PUBLIC HISTORY
Arizona State University - Associate or Full Professor

Assistant Professor of American Literature

2010-11-27T15:28:00.001-08:00

Tenure-track Assistant Professor position in Ethnic American Literatures to begin fall 2011, pending approval. Normal teaching load is five courses per year. Minimum qualifications: Ph.D. at time of appointment, with specialization in African American, Asian American, Latina/Latino, Chicana/Chicano, or Native American literatures, and Critical Race Theory. Send letter of application, CV, writing sample of relevant work, short statement of teaching philosophy, and three letters of professional recommendation to Jill Bergman, Chair, Department of English, University of Montana, 32 Campus Drive, Missoula, MT 59812. Applications will be reviewed from Dec. 1 until the position is filled. University of Montana-Missoula is committed to excellence through diversity and provides equal opportunity for education, employment and participation in University activities without regard to race, color, religion, national origin, sex, age, marital or family status, disability, or sexual orientation. Women and minorities are encouraged to apply. UM provides domestic partner benefits. Background check required for employment.

Jill Bergman
Chair, Dept. of English
University of Montana
32 Campus Dr.
Missoula, MT 59812
(406)243-5352
fax: (406)243-2556

Hist/AMST job

2010-11-27T15:24:00.001-08:00

The Department of History and American Studies at the University of Mary Washington, a state-assisted University located in the historic city of Fredericksburg and equidistant from the capital cities of Richmond and Washington, invites applications for a The Department of History and American Studies at the University of Mary Washington, a state-assisted University located in the historic city of Fredericksburg and equidistant from the capital cities of Richmond and Washington, invites applications for a Visiting Assistant Professor position in US history to 1750, with a specialization in race relations. Position at the rank of visiting assistant professor to begin August 15, 2011. Completion of PhD preferred by August 15, 2011. The successful candidate must demonstrate a commitment to excellence in undergraduate teaching and will contribute to the department’s US History survey offerings as well as teach upper-level lecture courses and seminars. Applications accepted until January 14, 2011.

All applicants must submit a letter of application and curriculum vitae online: https://careers.umw.edu. Please mail three letters of recommendation and any materials not available in electronic format to: Jeffrey McClurken, University of Mary Washington, Department of History and American Studies, 1301 College Avenue, Fredericksburg, VA 22401. Prospective applicants are encouraged to visit the University’s home page at www.umw.edu. In a continuing effort to enrich its academic environment and provide equal educational and employment opportunities, the University of Mary Washington actively encourages women and minorities to apply.. Position at the rank of visiting assistant professor to begin August 15, 2011. Completion of PhD preferred by August 15, 2011. The successful candidate must demonstrate a commitment to excellence in undergraduate teaching and will contribute to the department’s US History survey offerings as well as teach upper-level lecture courses and seminars. Applications accepted until January 14, 2011.

All applicants must submit a letter of application and curriculum vitae online: https://careers.umw.edu. Please mail three letters of recommendation and any materials not available in electronic format to: Jeffrey McClurken, University of Mary Washington, Department of History and American Studies, 1301 College Avenue, Fredericksburg, VA 22401. Prospective applicants are encouraged to visit the University’s home page at www.umw.edu. In a continuing effort to enrich its academic environment and provide equal educational and employment opportunities, the University of Mary Washington actively encourages women and minorities to apply.

Assistant Professor of English: New Media and Digital Writing

2010-11-17T15:10:00.001-08:00

Assistant Professor of English: New Media and Digital Writing

The University of North Carolina at Charlotte invites applications for the position of assistant professor of English specializing in new media and digital writing, beginning August 2011. The appointment is a 9-month tenure-track position.

Required qualifications: Ph.D. in English with a specialization in rhetoric, composition, technical or professional writing, or a closely related field; evidence of strong potential for professional development as a scholar; evidence of potential for successful university teaching; the ability to contribute to diversity initiatives in our curriculum.

The Department of English is developing a proposed Ph.D. in Writing and Language, and currently participates in a doctoral program in Curriculum and Instruction. The College of Liberal Arts & Sciences is also developing Ph.D. programs in Translation and Global Studies. The department, with 36 tenure-line faculty, more than 400 majors and 90 graduate students, offers Bachelor’s and Master’s degrees with area emphases in Rhetoric/Writing, Professional/Technical Writing, Linguistics, Literature, Children’s Literature, and Creative Writing. The teaching load for tenure-track faculty in the first six years is 2/2; in subsequent years it is set in relation to research productivity.

UNC Charlotte strives to create an academic climate in which the dignity of all individuals is respected and maintained. Therefore, we celebrate diversity that includes, but is not limited to ability/disability, age, culture, ethnicity, gender, language, race, religion, sexual orientation, and socio-economic status. The department’s multicultural policy is available at: http://english.uncc.edu.

For consideration, apply online at https://jobs.uncc.edu with a letter of application, curriculum vitae, three letters of reference, electronic transcript, and a writing sample of approximately 20 pages. The letter should address the contributions the candidate could make to: the department’s undergraduate and graduate programs in Rhetoric/Writing, the Literacy Education strand of the Ph.D. in Curriculum and Instruction, the Ph.D.-in-development in Writing and Language, as well as diversity initiatives in these programs’ curricula. Screening of applicants will begin November 1, 2010, and will continue until the position is filled. Additional application materials, such as sample syllabi and teaching evaluations, may be requested of finalists. We will conduct preliminary telephone interviews with follow-up interviews at the MLA convention.

Please direct inquiries to the chair of the search committee, Dr. Greg Wickliff –
gawickli@uncc.edu

Applicants are subject to criminal background checks.

AA/EOE

Ithaca College/Sociology

2010-11-17T15:09:00.000-08:00

ASSISTANT PROFESSOR - GLOBAL/INTERNATIONAL
FULL LISTING

Ithaca College's Department of Sociology invites applications for a tenure-eligible assistant professor, to begin Fall 2011. We seek a colleague with culturally and academically diverse interests and commitments to teach courses with Global and International foci, to blend with department strengths in inequalities, culture, and social justice. Special consideration will be given to those who work in the area of Race and Ethnicity. Successful candidates will demonstrate an ability to integrate research and teaching; those who employ critical/creative analyses and those with public sociology interests are especially encouraged. The ideal applicant will have a commitment to both teaching and research with special consideration given to those with experience supervising (or incorporating) undergraduate research and learning in a liberal arts environment. The position requires a rotation in one (or more) of Sociological Theory, Research Methods, and/or Introduction to Sociology. Ph.D. in Sociology or closely related field is required by time of appointment.

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. We also seek candidates who have relevant experience and/or a record of professional engagement with groups and communities underrepresented in the academy. Candidates from underrepresented groups whose exclusion from the academy has been longstanding are strongly encouraged to apply.

Interested applicants should apply online (www.icjobs.org ) by submitting a cover letter and CV. Questions about the online application should be directed to the Office of Human Resources at (607) 274-1207. Review of applications will begin December 15, 2010 and will continue until the position is filled.

UMass Boston

2010-11-15T18:02:00.000-08:00

Assistant Professor
Department of History
College of Liberal Arts
University of Massachusetts Boston
The Department of History at the University of Massachusetts Boston invites applications for a
tenure-track assistant professor in 19th Century American history (1850-1900) who can teach
upper level and graduate courses in Civil War and Reconstruction. Research and additional
teaching interests may include but are not limited to, borderlands/transnational connections, new
South, public history and historical memory (to mesh with our Public History graduate program),
environment, and underrepresented peoples/communities. The Department especially
encourages candidates whose work crosses racial, ethnic, gender, and/or cultural borders, and
who will seek external funding for research.
A letter of application, CV, and three letters of recommendation should be sent to Tim
Hacsi, Chair, US Search Committee, Dept. of History, University of Massachusetts Boston,
100 Morrissey Blvd., Boston, MA 02125-3393. Priority will be given to applications received
by Dec. 15, 2010. Any questions can be addressed to tim.hacsi@umb.edu.
UMass Boston (www.umb.edu) is an Affirmative Action, Equal Opportunity, Title IX employer and
encourages applications from women, persons of color, individual with disabilities, and veterans.

Mothering and Motherhood in the 21st Century: Research and Activism Conference Feb 17-19, 2011, Portugal

2010-11-11T08:38:00.000-08:00

REMINDER! EXTENDED CALL FOR PAPERS: Mothering and Motherhood in the 21st Century: Research and Activism Conference Feb 17-19, 2011, Portugal

CALL FOR PAPERS=20

In celebration and commemoration of the recent launching of the Motherhood Initiative for Research and Community Involvement (MIRCI) and its first conference in Europe and the 35th Anniversary of Adrienne Rich's Of Woman Born: Motherhood as Experience and Institution MIRCI with CRIA - Centre for Research in Anthropology, Portugal (inter-institutional centre based in four universities - ISCTE, = FCSH-UNL, FCT-UC, UM) are hosting an international conference on:

Mothering and Motherhood in the 21st Century: Research and Activism
February 17-19, 2011, Lisbon, Portugal.=20

EXTENDED DEADLINE FOR PRESENTATION ABSTRACTS: NOVEMBER 15, 2010!
We welcome submissions from scholars, students, activists, and workers, artists, mothers and others who work or research in this area. Cross-cultural, historical and comparative work is encouraged. We encourage a variety of types of submissions including academic papers from all disciplines, workshops, creative submissions, performances, storytelling, visual arts and other alternative formats.

Building upon the Rich's crucial distinction between mothering and motherhood the conference will explore how scholars and activists challenge normative motherhood and develop new experiences, practices, identities, meanings, activism, ideologies and policies for empowered mothering.

Topics may include but are not restricted to:

Normative discourses/ideologies of Motherhood; New Momism; Intensive
Mothering; Empowered Mothering: Maternal Empowerment; Maternal Activism;
Feminism and Motherhood; Feminist Mothering; 21st Century Motherhood
Movement: Mother Outlaws/Outlaw Mothering; Mothering from the Margins;
Good/Bad Mothers; Transnational Mothering; Mothering and Migration:
Latina/Chicana Mothering; Mother Artists/Writers; Young Mothers,
Motherhood-Mothering in Film, Literature, Popular Culture and the Arts; Adoption; Hybrid Mothering; Maternal Resistance; Maternal Thinking:
Maternal Practice: Mothering and Work/Mothering as Work; Maternal =
Sexuality; Public and Social Policy and Motherhood; Maternal Health; =
Mothers and Daughters; Mothers and Sons; Mothering, Violence, Militarism =
and War; Mothering and Social Justice; Motherhood Studies; Mothering in =
the Academe; Pregnancy, Childbirth and Breastfeeding; =
Othermothering/Community Mothering; Queer Mothers/Mothering; LBGT =
Mothering; Aboriginal Mothering; Motherhood Memoirs: Mothers and the =
Internet: Mommy Blogs: African and African American Mothering; South =
Asian Mothering: Asian Mothering; Mothering; Race, Ethnicity, Culture =
and Class: Maternal Identity: Becoming a Mother; Identity Politics of =
Motherhood and Mothering; Mothering and Gender Relations; =
Fathers/Fathering; Maternal Theories; Mothering/Motherhood and =
Philosophy; Reproductive Technologies, Mothers/Mothering and the Law; =
Mothers and Poverty, Mothering and Globalization; Maternal Wellbeing, =
Mothering and Social Movements; Myth and Motherhood/Mothering; Mothering =
and the Environment/Environmentalism, Family, Maternal Pedagogies; =
Mothering/Mothers and Education; Mothers/Motherhood and Sociology; =
Midwifery; Histories of Motherhood and Mothering; Marginalized =
Motherhoods/Mothering; Mothering/Mothers and Disability; =
Mothering/Mothers and Music; Teaching Motherhood; Nationalism and =
Motherhood; Motherlines; Children; Mothers/Motherhood and Anthropology; =
Mothering/Mothers and Science; Mothers/Motherhood and Psychology; =
Maternal Memoirs, Biographies, Narratives, and Autobiographies

If you are interested in being considered as a presenter, please send a 250 word abstract=20

and a 50 word bio by NOVEMBER 15, 2010 to: info@motherhoodinitiative.org

*One must be a member of Motherhood Initiative for Research and Community Involvement (MIRCI) =20

to submit an abstract for this conference. Memberships begin May 1, 2010.

Motherhood Initiative for Research and Community Involvement (MIRCI)

140 Holland St. West, PO Box 13022

Bradford, ON, L3Z 2Y5 (tel) 905-775-5215

www.motherhoodinitiative.org info@motherhoodinitiative.org

Increasing African American Diversity in Archives

2010-11-01T13:44:00.000-07:00

Increasing African American Diversity in Archives:
The HistoryMakers Fellowship, Mentoring, Training and Placement Institute
2011 – 2012 Fellowship Application
FELLOWSHIP OVERVIEW

The HistoryMakers is pleased to offer a year-long fellowship (June 6, 2011 through June 1, 2012) working in African American archives. This fellowship is made possible by a grant from the Institute of Museum and Library Services. The purpose of this fellowship program is to provide training for African American archivists and other archivists interested in working with African American archival collections. The year will include a 3-month immersion training program at The HistoryMakers Chicago location (June 6 - August 26, 2011) and an on-site residency (September 6, 2011 – June 1, 2012) at one of the following host institutions:

§ Alabama Department of Archives and History, Montgomery, AL
[http://www.archives.state.al.us/]
§ Amistad Research Center at Tulane University, New Orleans, LA
[http://www.amistadresearchcenter.org/]
§ Avery Research Center for African American History and Culture at College of Charleston, Charleston, SC
[http://avery.cofc.edu/]
§ Franklin Library at Fisk University, Nashville, TN
[http://www.fisk.edu/Academics/Library/SpecialCollections.aspx]
§ The HistoryMakers, Chicago, IL
[http://www.thehistorymakers.com/]
§ Maryland State Archives, Annapolis, MD
[http://www.msa.md.gov/]
§ Mayme A. Clayton Library and Museum, Culver City, CA
[http://www.claytonmuseum.org/]
§ Seeley G. Mudd Manuscript Library at Princeton University, Princeton, NJ
[http://www.princeton.edu/~mudd/]

FELLOWSHIP ELIGIBILITY

All applicants must:
§ Be a citizen or permanent resident of the United States.
§ Hold a recent graduate degree in library science (MLS, MLIS, MIS, MS) from an ALA accredited school OR a graduate degree in other relevant fields, such as history or African American studies (current graduate students are encouraged to apply if their degrees will be completed prior to beginning the fellowship).
§ Have a demonstrated interest in archives administration and management. Applicants must have taken at least two courses related to archival information and practice or have demonstrated work/volunteer experience in archival repositories.
§ Have a demonstrated interest in African American history. This interest can be demonstrated through academic coursework, volunteer or work experience, and/or through a personal statement in application essay.

FELLOWSHIP DESCRIPTION

During the immersion training program, fellows will receive training in arrangement, description, preservation, reference, and outreach for collections of African American archival materials. Fellows will process collections and create EAD and EAC-CPF finding aids and will learn to appropriately utilize Library of Congress Subject Headings to provide access points to African American materials in print, video, and electronic resources. Fellows will attend lectures presented by African American scholars and representatives from other African American archival repositories. The purpose of these lectures is for fellows to gain a deeper understanding of African American history. Fellows will also take field trips to Chicago-area African American collections.

During the on-site residency period, fellows will utilize knowledge and skills gained during their immersion training to process African American collections. Fellows will be required to organize a public program/community outreach event (lecture, exhibit, etc.), and implement social media or other online resources while in residency at their host institution. They will also be expected to give presentations on their education and career choice to other students at the high school and undergraduate levels. Fellows will also be required to keep a journal of their experiences and progress throughout the fellowship. Fellows will prepare a poster presentation for the 2012 SAA Annual Conference and will also be strongly encouraged to submit papers for presentation at professional conferences such as ALA, SAA, MAC, New England Archivists, MARAC, Society of Southwest Archivists, etc.

STIPEND

$37,000.00

LODGING

Lodging arrangements during the training institute and during residency at host institution are the responsibility of the fellow. Applicants will be provided with information on local housing options upon acceptance to the program.

APPLICATION PROCEDURES

All applicants should submit the following:
§ Cover letter stating their interest in the internship and future career goals (please include an email address and a daytime telephone number). They should also rank their choice of host institution placement from 1 through 8 (one being the first choice). They must also explain their top three choices, and how their experience will best serve these repositories
§ Essay or written statement (2,000 words or less) addressing all of the following:
§ their interest in African American history and archival collections;
§ what they can contribute to the host repositories;
§ their experience with electronic media and social networking tools;
§ their view on the importance of increasing diversity in the archival profession;
§ what they hope to learn from the experience; and
§ the importance of this fellowship to their future career.
§ Resume or CV indicating their academic background, work experience, and volunteer service.
§ Undergraduate and graduate transcript, including a printout of classes in which they are currently enrolled, if applicable.
§ Three letters of recommendation.

Emily Martorano
2011-2012 Archive Fellowship Program
The HistoryMakers
1900 S. Michigan Ave
Chicago, IL 60616
em@thehistorymakers.com

No phone calls please.

APPLICATION DEADLINE

Tuesday February 15, 2011

UMinn- Twin Cities

2010-11-01T13:09:00.000-07:00

The Department of Anthropology in the College of Liberal Arts at the University of Minnesota, Twin Cities invites applications for a full-time, tenure track position in cultural anthropology at the assistant professor level beginning fall 2011.

A joint appointment may be possible with a partner unit within the College of Liberal Arts such as Geography, Chicano Studies, American Indian Studies or African American & African Studies. The successful applicant will have a strong commitment to contribute at all levels of our undergraduate and graduate programs. Minorities and women are encouraged to apply.

Required Qualifications: Ph.D. in anthropology is expected to be in hand at the time of the appointment. Advanced ABD's may be considered for appointment at the rank of tenure-track instructor, with the understanding that the Ph.D. is conferred in the first year of the appointment. We encourage applications from candidates whose research and teaching complement rather than duplicate the existing strengths in our program.

Preferred Qualifications: Geographical area, methodological focus and theoretical interests are open, but we will take special notice of candidates with research and publication focus on indigenous, diasporic and/or non-Western communities.

Candidates will be evaluated according to the overall quality of their academic preparation, the relevance of their research to the department's academic priorities and the field of inquiry, evidence of commitment to teaching and skills as a teacher, and strength of recommendations. Duties/Responsibilities Faculty in the Department of Anthropology in the College of Liberal Arts are expected to maintain an active program of scholarly research or creative activity that includes publication, exhibition, or performance; teach undergraduate and graduate level courses; advise students; and contribute service appropriate for the level of appointment to the department, college, University, and profession. Program/Unit Description For nearly a century the Department of Anthropology has prepared students in sociocultural anthropology, archaeology, bioanthropology, and linguistics. With 20 full-time faculty members and about 45 graduate students, the department teaches over 2,200 undergraduate students each year. The faculty offer a rich array of courses, teaching across geographical, chronological, and analytical frameworks. Our faculty and students regularly receive research grants, awards and prizes for their teaching and research. An extensive program of colloquia, lectures and public events enhances our instructional programs. A lively community of scholars, faculty and students alike are engaged with research and teaching, connecting with colleagues in the humanities and social sciences throughout the College of Liberal Arts as well as with science and medical departments.
FFI: anthropology.umn.edu/

The College of Liberal Arts values diverse cultures, experiences, and perspectives as key to innovation and excellent education.

The University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. Application Instructions Applications must be submitted online. Interested candidates should apply at http://employment.umn.edu/applicants/Central?quickFind=90295 and follow the instructions.

To be considered for this position, please click on "APPLY FOR THIS POSTING" You will be given an opportunity to attach a cover letter, a curriculum vitae, and the names of three references to your online application.

Additional materials may be requested later. Applications will be reviewed beginning November 15, 2010, and will be accepted until the position is filled.

Contact Professor Karen Ho, Chair of the Search Committee with questions (anthsrch@tc.umn.edu).

ASU English

2010-10-30T16:10:00.002-07:00

Assistant Professor of English Education, Tenure-Track

We seek a colleague at the assistant professor rank to join our work in English Education at Arizona State University.

REQUIREMENTS:
• Earned doctorate prior to appointment August 16, 2011 in English Education, Language and Literacy Studies, Educational Linguistics, Bilingual Studies in Education, or related discipline.
• Experience in teaching and research related to English Language Learners in Language Arts, Literacy, or Multicultural Literature for Young Readers.
• Evidence of three or more years of successful secondary school teaching.
• Experience conducting educational research and scholarly writing.
• Evidence of a commitment to culturally responsive pedagogy in teaching and research.

DESIRED:
• Experience in teaching and research with Latino/a and/or Native American students who may be speakers of languages other than English.
• Experience in supervising secondary pre-service teachers.
• Evidence of external funding.
• College teaching and/or demonstrated leadership with in-service teachers.
• Experience in one or more of our teaching areas, which include instructional pedagogy, critical perspectives on English education, young adult literature, the teaching of composition, the teaching of language, research in English education, and new literacies.

Teaching load is 2/2 for tenure-track faculty with a significant research agenda. Teaching opportunities are at undergraduate, Master’s, and Ph.D. levels. The appointment will be in the Department of English, which collaborates with ASU’s Mary Lou Fulton Teachers College.

Instructions to apply: Write a letter of application including a description of your general qualifications and interests. Also send a curriculum vita and names, phone numbers, and e-mail addresses of three professional references. Mail your packet directly to: Chair, English Education Search Committee, Department of English, Arizona State University, Tempe, AZ 85287-0302. Application deadline (no faxes or e-mails) is Monday, November 8th, 2010, or if not filled, every Monday thereafter until the search is closed. All applications will be acknowledged. A background check is required for employment. Arizona State University is an equal opportunity/affirmative action employer committed to excellence through diversity. Women and minorities are encourages to apply.

UT Austin Af Am

2010-10-30T16:10:00.001-07:00

Job Type: Tenured/Tenure Track

Job Rank: Rank Open

Job ID: (0) 10100500003

College: Liberal Arts

College URL: http://www.utexas.edu/cola/

Department/Unit: Department of African and African Diaspora Studies

Department/Unit URL: http://www.utexas.edu/cola/depts/aads/

Closing Date: Until Filled

Field of Specialization: Black Studies

Job Description:

THE UNIVERSITY OF TEXAS AT AUSTIN: The Department of African and African Diaspora Studies invites applications for several faculty positions (open rank) that will be available starting Fall 2011. Applicants are invited from all fields of Black (Africana, African, African American, African and/or Black Diaspora, etc.) Studies and from a wide range of other disciplinary areas including those in the Humanities, Social Sciences, and Fine Arts, as well as professions such as Law, Social Work, Public Policy, Architecture, Education, and Communications. We are looking for outstanding scholars whose work
examines the political, cultural, social, economic, artistic, and intellectual experiences of people of African descent in Africa and
the African Diaspora, including the United States, and who explore the personal and public forces that impinge on their experiences.

We are especially interested in outstanding candidates who focus on critical theory in and intersectionality of race, gender, sexuality, and social class. The selected candidate will be expected to teach both undergraduate and graduate courses, develop a strong research program, direct graduate research, demonstrate evidence of successful research productivity, and exhibit a commitment to service to the department, college, and university. Applicants must have a Ph.D. in hand and an
established reputation of high quality research and scholarly production as well as have a demonstrated record as effective
classroom teacher at the undergraduate and graduate levels. Salary is competitive and dependent on qualifications and experience.

Position funding is pending budgetary approval. Applicants from underrepresented racial and ethnic groups are especially encouraged to apply. Review of applications will begin immediately. Applications will be accepted until all positions are filled. (FRD: 6086, 6087)

Applicant Instructions:

Applications should include a letter of interest, current curriculum vita, representative scholarly publications, evidence of excellence in teaching, and the names of three referees. Applications should be addressed to:
Faculty Recruitment Committee, African and African
Diaspora Studies Department, D7200, University of Texas at Austin,
Austin, TX 78705. The University of Texas is an Equal
Opportunity/Affirmative Action Employer.

Background check conducted on applicant selected.
The University of Texas at Austin is an Affirmative Action/Equal
Opportunity Employer.

Testimonio 2.0: Endless Voice?

2010-10-25T09:53:00.001-07:00

Testimonio 2.0: Endless Voice?
Within the past decade, many renowned scholars of Latin American testimonio, including Beverley, Sklodowska, and Nance, have either questioned its effectiveness in documenting and promoting social change or gone so far as to make a case for this genre’s demise. Their scholarship is often based on testimonio a la Miguel Barnet or Rigoberta Menchú—traditional paradigms that once defined the genre according to early critics Yúdice and Zimmerman—and therefore relies on certain classic boundaries and origins. While broader understandings of testimonio, such as the chronicles and the picaresque novel, have been wide ranging and based on long-standing issues of production and reception, most testimonio criticism assumes the central roles of the witness/testigo and a poetics of urgency to recount a contestatory narrative.
With Testimonio 2.0: Endless Voice?, the editors seek to compile a collection of essays which explores a trajectory of novel articulations for testimonio and/or a trajectory of distancing from the genre. These paths might mean a new generation of testimonio and testimonio scholarship, for example, or simply the era of post-testimonio. Instead of anchoring testimonio upon the traditional testigo, can we perhaps shift our critical gaze elsewhere within literature and other discourses of representation, such as cinema, in order to reconceptualize the act of witnessing? Further, can we situate testimonio within sociocultural fields such as the geography of urban landscapes as marked by memory through monuments, posters, and the graffiti of public spaces? Can we consider geography in general as a kind of witness to history by way of ecotestimonios? What of the oral interview which then relies upon transcription and the written word? Can we locate testimonio as well in other fields of meaning production such as the pictogram, the photograph, or in computer-generated animation and graphics? Do cyborgs have testimonios to share within alternative realities that belie common concepts of time and space? Is testimonio, in fact, grounded in a Western notion of time? Instead of the metaphor of time as an arrow wherein narrative has a discrete past, present, and future, may we perhaps embrace the more ancient notion of time as cyclical? Under this paradigm, the future can be remembered and witnessed as prophecy. Can prophecy be testimonio? Perhaps most importantly, what common discursive markers are shared by these two potential generations and/or between testimonio and post-testimonio?
To be considered for this collection, please send an abstract of 300-500 words with bibliography and abbreviated CV to both Louise Detwiler (ladetwiler@salisbury.edu) and Janis Breckenridge (breckej@whitman.edu) by December 1st, 2010. We encourage submissions from across cultures, but can only consider essays in English, with quotes translated into English. Potential contributors will be chosen on the basis of their abstracts, although acceptance of an abstract does not guarantee inclusion into the final volume. Completed essays (approximately 6000 words) should be submitted by March 1st, 2011.

College of Humanities and Sciences at Virginia Commonwealth University

2010-10-25T09:25:00.001-07:00

Academic/Administrative Unit: College of Humanities & Sciences
Department: AFAM, ENGL, HIST, GSWS and WRLD. Date Posted: 10/12/2010
Rank: Assistant Professor Hire Date: 8/1/2011
Title: Assistant Professor Position Number: F27210
Deadline: 11/12/2010 Type of Search: National
Description: To advance its ongoing humanities initiative, the College of Humanities and Sciences at Virginia Commonwealth University is searching for four tenure-eligible faculty (three assistant professors and one advanced assistant or associate professor; two in English, and two in another humanities unit such as African-American Studies, History, Gender, Sexuality, and Women's Studies, or World Studies (the administrative home to programs in Anthropology and World Cinema) with research and teaching interests in and potential to secure external funding in the areas of:

Transatlantic Studies
Theory and History of Media or Film
Medical Humanities
Ethnic Literatures of the United States with a focus on historical contexts
Gender and Sexuality Studies

Of particular interest are candidates who bring interdisciplinary and global perspectives in their work and who can contribute to the interdisciplinary PhD program in Media, Art, and Text (MATX). We seek candidates who possess disciplinary knowledge, theoretical acumen, and a mastery of the relevant cultural and historical contexts. Preference will be given to candidates with a clear research agenda, existing or potential to secure external funding and teaching experience in: new media, world cinema, slavery and the literature of the slavery debate, the African presence in Central and South America or the Middle East, Transnational Gender and Sexuality studies, Africa and the African Diaspora including its literature, and narrative medicine.
Qualifications: Qualifications expected of candidates include a PhD in an appropriate field in hand by January, 2011 and a record of or potential for excellence in scholarship. Demonstrated experience working in and fostering a diverse faculty, staff, and student environment or commitment to do so as a faculty member at VCU required.
Application Process: Applicants should e-mail (preferably as a single attachment) a letter of application, CV, and 3 letters of reference to the Search Chair, c/o Naomi Batten, battenne@vcu.edu. The application review process will begin on October 20, 2010. For full consideration, applications must be received prior to November 25, 2010. We will be available to interview at the MLA conference. For additional information, visit our website at www.has.vcu.edu. Virginia Commonwealth University is an equal opportunity/affirmative action employer. Women, minorities and persons with disabilities are encouraged to apply.
For Additional Information: Naomi Batten Phone:804-828-6710 Fax:(804)828-0401 Web:www.has.vcu.edu

UDC position

2010-10-19T09:44:00.001-07:00

The University of the District of Columbia (UDC), the nation’s only land-grant university and the only public institution of higher education in the nation’s capital, seeks a Founding Director for its newly established National Center for Urban Education (NCUE). The candidate for this position will lead a dynamic team to design, develop, implement, and manage the main components of the Academy, including recruitment, curriculum, budget development, and program evaluation.

The candidate must be energetic and entrepreneurial with a deep commitment to advancing student achievement in urban public schools. He or she must also meet the following qualifications:

• Master’s degree or higher in an education-related field

• Minimum four years of successful teaching experience in an urban setting

• Minimum three years administrative and/or leadership experience in an educational setting

• Excellent organizational and communication skills, including strong writing skills and the charisma to be an effective voice for the Academy’s multiple constituencies

• Exceptional analytical skills and the ability to think strategically

• Respect for evidence-based research and practice

• Demonstrated success in leading complex projects

• A can-do attitude, a strong work ethic, and the stamina and grit to persevere in the face of adversity

To be considered for this position, please submit a complete dossier that includes your curriculum vitae and your letter of intent. This letter will address both your vision for the Academy and how you meet our leadership requisites. Additionally please provide the names and contact information of four external references. In your letter, please indicate your remunerative considerations. You may submit your information to:

Chris Myers Asch

Coordinator, National Center for Urban Education

casch@udc.edu

The appointment begins January 2011. Review begins immediately. UDC is an EOE and invites applications from under-represented populations.

UT Austin Af Am

2010-10-13T15:00:00.001-07:00

Job Type: Tenured/Tenure Track

Job Rank: Rank Open

Job ID: (0) 10100500003

College: Liberal Arts

College URL: http://www.utexas.edu/cola/

Department/Unit: Department of African and African Diaspora Studies

Department/Unit URL: http://www.utexas.edu/cola/depts/aads/

Closing Date: Until Filled

Field of Specialization: Black Studies

Job Description:

THE UNIVERSITY OF TEXAS AT AUSTIN: The Department of African and African Diaspora Studies invites applications for several faculty positions (open rank) that will be available starting Fall 2011. Applicants are invited from all fields of Black (Africana, African, African American, African and/or Black Diaspora, etc.) Studies and from a wide range of other disciplinary areas including those in the Humanities, Social Sciences, and Fine Arts, as well as professions such as Law, Social Work, Public Policy, Architecture, Education, and Communications. We are looking for outstanding scholars whose work examines the political, cultural, social, economic, artistic, and intellectual experiences of people of African descent in Africa and the African Diaspora, including the United States, and who explore the personal and public forces that impinge on their experiences. We are especially interested in outstanding candidates who focus on critical theory in and intersectionality of race, gender, sexuality, and social class. The selected candidate will be expected to teach both undergraduate and graduate courses, develop a strong research program, direct graduate research, demonstrate evidence of successful research productivity, and exhibit a commitment to service to the department, college, and university. Applicants must have a Ph.D. in hand and an established reputation of high quality research and scholarly production as well as have a demonstrated record as effective classroom teacher at the undergraduate and graduate levels. Salary is competitive and dependent on qualifications and experience. Position funding is pending budgetary approval. Applicants from underrepresented racial and ethnic groups are especially encouraged to apply. Review of applications will begin immediately. Applications will be accepted until all positions are filled. (FRD: 6086, 6087)

Applicant Instructions:

Applications should include a letter of interest, current curriculum vita, representative scholarly publications, evidence of excellence in teaching, and the names of three referees. Applications should be addressed to: Faculty Recruitment Committee, African and African Diaspora Studies Department, D7200, University of Texas at Austin, Austin, TX 78705. The University of Texas is an Equal Opportunity/Affirmative Action Employer.

UWM position

2010-10-13T14:53:00.001-07:00

Dear colleagues,

The Department of History at the University of Wisconsin-Milwaukee
invites applications for a tenure-track appointment at the assistant
professor level with teaching and research abilities in any period or
geographical area of sub-Saharan Africa. Ph.D. or ABD (Ph.D. completed
by August 2012) in History or related field by time of appointment is
required, although Ph.D. is preferred. We seek candidates well versed in
the recent historiography pertaining to sub-Saharan Africa and who are
committed to research and publication in this world region. Teaching
responsibilities will include broad surveys of African history and
upper-level courses in the area of specialization. The successful
candidate will also have the opportunity to teach historical theory and
methods courses. We expect the new appointee to participate in the
department's graduate programs, including in one or more of the
department's doctoral tracks in global history, urban history, and
modern studies, with possible additional involvement in the campus
multidisciplinary programs.

UWM is one of two public doctoral research universities in the
University of Wisconsin system. Located in the city of Milwaukee, on the
Upper East Side and five blocks from Lake Michigan, UWM offers unique
resources such as the Center for 21st Century Studies and the American
Geographical Society Library. Applications by women and people of color
are strongly encouraged. Screening begins on November 5, 2010, and
continues until the position is filled.

To apply, please see http://jobs.uwm.edu/postings/5093
UW-Milwaukee is an AA/EEO employer.

Best regards,
Kristin Ruggiero, Search Committee Chair, Department of History, UWM

Call for Papers: “Global Lesbian Cinema” Special Issue for The Journal of Lesbian Studies

2010-10-11T17:27:00.001-07:00

Call for Papers: “Global Lesbian Cinema” Special Issue for The Journal of Lesbian Studies

We seek papers on the topic of Global Lesbian Cinema, broadly defined, for a special issue of The Journal of Lesbian Studies. This issue will explore the lesbian experience as it figures in fiction and documentary, narrative and experimental, mainstream and independent films, from diverse cultures/nations across the globe and in various stages of development.

Papers might address single films or individual directors, take a comparative/cross-cultural approach, track historical development or examine the cinema of a specific nation or region of the world. We seek both pieces that speak to the portrayal of lesbians and work that examines lesbian-made cinema. Additionally, we hope to assemble a group of papers that addresses a variety of lesbian personifications including, but not limited to, diversity across racial-ethnic identity, cultural/national identity, class, family and youth, disability/ableism, and across the lifespan.

We welcome multi-disciplinary approaches to the topic coming from fields such as sociology, cinema studies, cultural studies, literary studies, art history, psychology, communications, and global studies.

Although we are centering upon lesbian cinema, we may also consider explorations of bisexual, transgender, or queer personifications if there is a strong connection to the main focus of the issue.

Please direct inquiries or submit a proposal of no more than 500 words, or a completed paper, and a brief CV to Jennifer Gauthier, Associate Professor of Communication Studies, Randolph College, jgauthier@randolphcollege.edu or Daniel Farr, Visiting Assistant Professor of Sociology, Randolph College, dfarr@randolphcollege.edu by January 1, 2011. Invitations for full-papers will be dispersed by late January with a paper deadline of May 30, 2011.
----------------------------------------------------------------------------------

Assistant Professor in Queer Studies

2010-10-08T15:39:00.001-07:00

POSITION ANNOUNCEMENT
Assistant Professor in Queer Studies
Department of English, The Ohio State University

The Department of English at The Ohio State University invites applications for a tenure-eligible assistant professor position in
queer studies. We will consider candidates in any field of literary, ethnic, and/or cultural studies with expertise in GLBTQ theory and criticism. The successful candidate will teach courses in English and Sexuality Studies at both the undergraduate and graduate levels. Ohio State’s thriving interdisciplinary Sexuality Studies Program, to which the Department of English contributes, offers undergraduate and graduate degrees, and includes faculty and courses from across the university. Ph.D. in hand required at time of appointment. Preliminary interviews at the MLA Convention. The Ohio State University is an Equal Opportunity/Affirmative Action Employer. GLBT people, women, minorities, Vietnam-era veterans, disabled veterans, and individuals
with disabilities are encouraged to apply. Send cover letter and c.v. only by Nov. 1 to Englishjobs@osu.edu, or mail to Professor Debra Moddelmog, Chair of Sexuality Studies Search Committee, Department of English, Ohio State University, 421 Denney Hall, 164 W. 17th Ave., Columbus, OH 43210.

Subject: ACRAH Announcement: MCEAS Barra Postdoctoral Fellowship, 2011-2013

2010-10-08T15:38:00.001-07:00

Subject: ACRAH Announcement: MCEAS Barra Postdoctoral Fellowship, 2011-2013

Barra Postdoctoral Fellowship, 2011-2013
Application deadline: 1 November 2010.

The McNeil Center will appoint a recent recipient of the PhD as a Postdoctoral Fellow for a two-year term beginning 1 July 2011. The fellow will receive a starting stipend of at least $41,000; health insurance; private office space in the Center's building at the northeastern gateway to the University of Pennsylvania's historic campus; library, computer, and other privileges at the university; and access to the Philadelphia area's magnificent manuscript, rare book and museum collections. Modest funds for travel and research are available. During the two-year term of appointment, the fellow will teach two courses in an appropriate department at the University of Pennsylvania. All McNeil Center fellows are expected to be in residence during the academic year and to participate in the Center's program of seminars and other activities.

The remainder of the fellow’s time will be devoted to research and writing. While this fellowship is particularly appropriate for projects designed to turn a doctoral dissertation into a publishable monograph, any project dealing with the histories and cultures of North America in the Atlantic world before 1850 will be considered. Proposals dependent on the use of Philadelphia-area archives and libraries are particularly welcome. During or after the term of
appointment, the fellow may submit his or her manuscript for consideration by the Center’s Early American Studies series, published by the University of Pennsylvania Press, but will be under no obligation to do so.

Applicants must have earned the PhD no earlier than 2006 in American
History, American Literature, American Studies, or a closely allied
field and must have completed all requirements for the degree when the
term of appointment commences. Candidates who have received McNeil
Center funding for a related project at the pre-doctoral stage will
not be considered.

How to apply:
Please submit six copies of the following (double-sided reproductions
are appreciated):
a cover sheet (http://www.mceas.org/postdoc.pdf);
a curriculum vitae;
a research proposal of 3-5 double-spaced pages; and
a sample of work related to the project not to exceed 30 double-spaced
pages (Except for published articles, longer submissions will be
discarded.)
At least two letters of recommendation should be mailed separately or
with the recommender’s signature across the seal.

Submit all materials to:
McNeil Center for Early American Studies
University of Pennsylvania
3355 Woodland Walk
Philadelphia, PA 19104-4531

The postmark deadline applications is 1 November 2010.

Fordham position

2010-10-08T15:27:00.001-07:00

Fordham University invites applications for a specialist in African American Studies for a tenure track appointment at the Assistant Professor level starting Fall 2011, at the Lincoln Center Campus. The African and African American Studies Department is seeking an interdisciplinary scholar whose research and teaching is focused on African American expressive culture, or who is able to teach in areas such as Jazz Studies, Hip Hop Studies, African American Visual Art or media representations. We are especially interested in candidates whose work incorporates feminist theory, gender and sexuality studies. A subfield in African American history is desired. The Ph.D is required at time of appointment. The successful candidate should have a strong interest in teaching on the undergraduate level, and a well-defined research agenda.

Please send a letter of application and CV by email to Dr. Amir Idris at idris@fordham.edu and hard copies to: Chair, Search Committee, Department of African and African American Studies, Fordham University, Lincoln Center, 113 W. 60th Street, New York, NY 10023, Rm # 414E, by November 1, 2010. Fordham University is an independent, Catholic University in the Jesuit tradition that welcomes applications from men and women of all backgrounds. Fordham is an Equal Opportunity/Affirmative Action Employer.

3 job announcements

2010-10-08T15:26:00.001-07:00

Three job openings below..

Global/Local Food Crises
Race, Ethnicity, Gender and Health with specialization in race, ethnicity, gender, and health with an emphasis on social justice
Latino/a Studies with an emphasis on social justice and the intersections of race/ethnicity with gender, nation, and poverty

Oregon State University
School of Language, Culture and Society
Assistant or Associate Professors

The School of Language, Culture and Society is seeking to hire three full-time (1.0 FTE), 9-month, tenure-track positions, one at the Assistant Professor level and two at the Advanced Assistant or Associate level. Successful candidates must have a Ph.D. in field of choice and a demonstrated record of working with racial/ethnic minority students and faculty. We are looking for candidates with specific teaching and research expertise in one of the categories below, each of which is designed to strengthen the School’s emphasis on social justice as well as strengthen the strategic goals of OSU (http://oregonstate.edu/leadership/strategicplan/ ). Candidates will need to submit their materials online at http://oregonstate.edu/jobs/ , applying to the specific posting number for each open position. Anticipated appointment begin date is September 16, 2011. OSU is an AA/EOE and has a policy of being responsive to dual-career needs.

1. Advanced Assistant or Associate Professor: Expertise in teaching and research in Latino/a Studies with an emphasis on social justice and the intersections of race/ethnicity with gender, nation, and poverty. Fluency in Spanish and English required. Apply to posting #0006382. Closing date is 12/01/10.

2. Assistant Professor: Expertise in teaching and research in Race, Ethnicity, Gender and Health with specialization in race, ethnicity, gender, and health with an emphasis on social justice. Apply to posting #0006381. Closing date is 12/01/10.

3. Advanced Assistant or Associate Professor: Expertise in teaching and research in Global/Local Food Crises with a specialization which includes an aspect of the global/ local food crisis as it impacts the poor, indigenous peoples, communities of color, and women at home or abroad. Apply to posting #0006380. Closing date is 12/01/10.

The School of Language, Culture and Society includes Anthropology, Ethnic Studies, Foreign Languages and Literatures, and Women Studies. The successful applicant may choose to have his/her tenure line in any of the four areas.

These three positions reflect the School of Language, Culture, and Society’s developing emphasis in social justice and diversity. The aim of this cohort is to strengthen the School’s academic offerings and engaged scholarship in social justice and to build upon our commitments to creating a welcoming and inclusive environment for an increasingly diverse student body.

African American studies position

2010-10-08T15:25:00.000-07:00

The Department of African and African American Studies seeks an Associate or
Full Professor, with a Ph.D in African American Studies or an appropriate
field, to teach undergraduate courses in African American Studies. The
successful candidate should engage in research and publish as well as
develop grant proposals for funding, provide student advisement, and serve
on departmental, college and university committees. We invite applications
from candidates with outstanding scholarly and instructional records, who
are interested in contributing to the mission of the Department. Submit a
letter of application, resume, and names of three references by November 1
to:
Dr. James A. Jervis,
Chair, Search Committee,
Department of African and African American Studies, Lehman College Carman
Hall, Room 285 250 Bedford Park Boulevard West Bronx, NY 10468-1589

Here are links to the department website, and also to the website of the
Division of Arts and Humanities and the History Department:

http://www.lehman.edu/academics/arts-humanities/african-american-studies/

http://www.lehman.edu/academics/arts-humanities/

http://www.lehman.edu/academics/arts-humanities/history/index.php

At CUNY, there are also opportunities to teach at the Graduate Center, which
is where all the university's Ph.D. programs are housed: http://gc.cuny.edu/

------ End of Forwarded Message

Asian American Studies, Assistant/Associate Professor

2010-10-04T15:10:00.001-07:00

Asian American Studies, Assistant/Associate Professor
Purdue University

Purdue University’s College of Liberal Arts invites nominations and applications for a tenure-track or tenured position at the Assistant or Associate Professor level, to begin Fall 2011. Candidates should have the Ph.D. in Asian American Studies, Anthropology, History or Sociology, and a record of scholarly research on Asian Americans. Teaching responsibilities will include courses in Asian American Studies and the tenure home department, which will be one of the departments of Anthropology, History, or Sociology. The teaching load is two courses per semester, with the possibility of a course release for administrative duties. The successful candidate will be expected to assume, eventually, the directorship of the Asian American Studies Program. Purdue is a partner in the Asian American Studies Consortium within the Committee on Institutional Cooperation (CIC) a collaborative consortium of Big Ten universities plus the University of Chicago and University of Illinois Chicago. Review of applications will start by November 15, 2010, but the position will remain open until filled. Send letter of application, CV, a writing sample, and three letters of recommendation to: Chair, Asian American Studies Search, Office of Interdisciplinary Studies, Room 1289, Beering Hall, Purdue University, West Lafayette, IN 47907. Purdue University is an Equal Opportunity/Equal Access/Affirmative Action employer fully committed to achieving a diverse workforce.

Tenure-Track Assistant Professor of Comparative Media Studies, MIT

2010-10-04T10:28:00.001-07:00

Tenure-Track Assistant Professor of Comparative Media Studies, MIT

MIT's Program in Comparative Media Studies in the School of Humanities, Arts and Social Science is seeking a tenure-track assistant professor of media studies to start in the Fall of 2011. Candidates should have a Ph.D. with a record of significant publication (or the promise thereof), research activity and/or experience relevant to civic media. Relevant areas of specialization include the contemporary practice, history, or theory of one or more of the following: user-generated content; forms of civic engagement such as citizen journalism, journalism and new media, and location-based social networks; innovative uses of media technology; media and democracy; youth culture and media literacies. Fluency in a broader array of theories, histories and practices associated with media studies will be considered a plus. Applicants should have teaching experience. Please send a letter of application, C.V., three letters of recommendation, and hard copy samples of your research and publications to Prof. James G. Paradis, Interim Director, Program in Comparative Media Studies, Room E15-331, Massachusetts Institute of Technology, Cambridge, MA 02139. Electronic submissions may be sent to cms-faculty-apps@mit.edu. The application deadline is December 9th, 2010. MIT is an affirmative action, equal opportunity employer.

Archivist, Little Big Horn College Archives

2010-10-04T10:25:00.000-07:00

Archivist, Little Big Horn College Archives: Crow Indian Historical and Cultural Collections, Little Big Horn College, Crow Agency, Montana. Salary Range: $27,040-$34,599. Open until filled, first review of applications will begin after October 13. For a detailed job description and application materials, please go to http://lib.lbhc.cc.mt.us/libposition/Archivist_Position_Application_Packet_Sept_2010.pdf . For more information, contact Library Director Tim Bernardis at tim@lbhc.edu or 406.638.3113. For information about the Archives, visit the LBHC Archives web page at http://lib.lbhc.cc.mt.us/archives/ .

Tim Bernardis

Library Director

Little Big Horn College

African American studies at College of Charleston

2010-10-03T19:53:00.001-07:00

The African American Studies Program at the College of Charleston invites applications for a full-time tenure-track Assistant
Professorship to begin August 16, 2011. We are seeking a candidate with a Ph.D. degree in African American Studies or a related social science
discipline. Area of specialization is open, but a strong preference will be given to applicants with research and teaching interests in one
or more of the following: black feminist thought, theories of race and racial identity, or the social organizations of African Americans. The
teaching load is 3/3; demonstrated teaching ability and an active research agenda is required. A Ph.D. by August 2011 in a relevant field
is required. Candidates should submit a cover letter, CV, graduate transcripts, letters from three academic referees, a short writing
sample, and evidence of teaching effectiveness (including a teaching statement, evaluations and syllabi) by November 15, 2010 to: Dr.
Conseula Francis, English Department, College of Charleston, 66 George Street, Charleston, SC 29424.

The African American Studies program is a vibrant and growing program with approximately a dozen affiliated faculty. The program is adding a
major to an already available minor. The College of Charleston is a selective institution with a strong liberal arts and sciences tradition
located in historic downtown Charleston, SC. Founded in 1770, the College has a rich history with an enrollment of approximately 10,000
undergraduates and 1,500 graduate students. The College of Charleston is an Affirmative Action, Equal Opportunity Employer and is committed to
increasing the diversity of its faculty. We welcome applications from women and minority groups, as well as others who would bring additional
dimensions to the college's teaching and research missions. Screening begins on November 15, 2010 and continues until the position is filled.

History position at RIT

2010-10-03T19:52:00.001-07:00

FACULTY POSITION POSTING FORM
Rochester Institute of Technology, College of Liberal Arts

Job Title/ Rank: Instructional Faculty/ Assistant Professor
PC#2511 IRC41514
Department: History
Job Category: Faculty, Tenure Track
Starting Date: Late August, 2011 for fall positions

DETAILED DESCRIPTION:

The Department of History at RIT invites applications for a tenure-track assistant professor position in 20th century United States history. Candidates with expertise in one of the following sub-fields will be preferred: Post-1945 US history, public history, the history of science/medicine/technology. The teaching load is two courses per quarter (six per year).

The successful candidate will help the department advance its efforts in Public History. We are seeking individuals who are committed to contributing to RIT’s core values, honor code, and statement of diversity.

THE COLLEGE/ DEPARTMENT:

RIT attracts students from all 50 states and more than 90 countries. RIT has been recognized on The Chronicle of Higher Education's inaugural “Great Colleges to Work For” list for two consecutive years. RIT was cited in six different categories: Professional/Career Development Program, Compensation and Benefits, Tuition Reimbursement, 403b or 401k (retirement plan), Disability Insurance and Life Insurance.

Rochester, located in Monroe County, is the 79th largest city in the United States and the third largest city in New York State. Five additional counties are included in the Greater Rochester Region: Genesee, Livingston, Ontario, Orleans and Wayne. The Greater Rochester region is inhabited by a little more than one million people

The Rochester area has a diverse population which includes African Americans (38% of the city and 14% of Monroe County) and Latin Americans (13% of the city and 5% of the county). In addition, more than 7% of the population is foreign born. It is also home to the largest Deaf community per capita in the United States. Rochester is ranked 7th among the “10 Best Cities to Raise a Family” by Child Magazine. Places Rated Almanac ranked Rochester as the 6th “Best Places to Live in America” out of 379 metropolitan areas. Expansion Management Magazine ranked Rochester as number one among metropolitan areas having the best Quality of Life in the Nation. Essence magazine ranked it among the “Top 10 Cities for Black Families,” Rochester was twice named one of America’s Friendliest Cities by American Demographics magazine.

QUALIFICATIONS:
REQUIRED:
Candidates should have a chronological focus on 20th Century United States History.

Strong record of teaching and research potential are required.
Ph.D. must be in hand by August 2011.

PREFERRED:
Subfields and/or experience in Post-1945 U.S. history, Public History, History of Science/Medicine/Technology.

HOW TO APPLY:

Candidates should apply online at: http://careers.rit.edu. Reference IRC41514. Please upload a letter of application and CV. In addition, please submit via mail, copies of dossiers with at least three letters of recommendation to the address below.

You can contact the search committee with questions on the position at:
Dr. Richard Newman
US History Search
Department of History
Rochester Institute of Technology
92 Lomb Memorial Drive
Rochester, NY 14623
rsngsm@rit.edu

Application deadline: November 15, 2010.

The Rochester Institute of Technology is an equal opportunity/affirmative action employer. All individuals with the ability to contribute in meaningful ways to the university’s continuing commitment to cultural diversity, pluralism, and individual differences are encouraged to make application.

Journalism position

2010-10-03T19:51:00.001-07:00

Assistant Professor
Journalism & New Media
Department of Mass Communication & Communication Studies
College of Fine Arts & Communication
COFAC-N-2420
Position: Tenure-track assistant professor in Journalism and New Media
Responsibilities: Teach courses in the undergraduate program in Journalism and New Media. This position requires a teaching load of 9 contact hours per semester during the first 3 years. This includes the ability to teach students how to practice multimedia journalism, including how to use a variety of media (i.e. audio, video, print and photos) to report and write news and feature stories and publish via a content management system. Ability to teach photojournalism, media ethics or media criticism a plus. Graduate teaching opportunities include one or more core courses and others in the candidate’s area of scholarship and expertise in the department’s master’s program. Expected to supervise students working on thesis and directed research projects. Scholarly research productivity and service to the department, college and university is expected.

Appointment: Ten-month appointment with the possibility of additional summer compensation for teaching. Start date: August 2011. This position is contingent on funds being available at the time of hire.

Qualifications: Earned Ph.D. or ABD in the field of mass communication or journalism (completion of all doctoral work required by February 1, 2012); demonstrated success or potential as a classroom teacher; two or more years of professional experience in journalism or new media; and potential research productivity. Experience with innovative classroom technology and/or on-line learning is a plus as is interest in interdisciplinary collaborations. Evidence or interest in securing external funding is preferred.
The Department: The Department offers a major in Communication Studies and a major in Mass Communication with tracks in Journalism and New Media, Advertising, and Strategic Public Relations and Integrated Communication. A master’s degree is offered in Communications Management. The department annually enrolls approximately 1,300 majors served by 28 full-time and 50 part-time faculty. For a more complete description of the department and graduate program, go to http://www.towson.edu/mccs.
TOWSON UNIVERSITY:
Founded in 1866, today Towson University is recognized by U.S. News & World Report as one of the top public universities in the Northeast and Mid-Atlantic regions. Towson is nationally recognized for its programs in the liberal arts and sciences, business, education, communications, health sciences, and the fine and performing arts. The University places a strong emphasis on service learning and civic engagement through such activities as internships, practica, clinical placements, course assignments and student events. As the Baltimore area’s largest university and Maryland’s Metropolitan University, Towson articulates its research and scholarship mission through partnerships that link the University to the economic, educational and cultural life of the state of Maryland and the mid-Atlantic region. Towson enrolls more than 21,000 undergraduate and graduate students in 63 undergraduate majors, 38 master’s programs and four doctoral programs. Located on a rolling 328 acres, the striking campus is eight miles north of downtown Baltimore and 45 miles from Washington, D.C. The campus and its surrounding cities provide an excellent environment for teaching and supporting the academic pursuits of the 780 full-time faculty who work here.
Application: The review of completed applications will begin on October 30, 2010 and continue until the position is filled. Submit a letter of application, curriculum vita, evidence of potential for teaching effectiveness, three letters of recommendation (sent under separate covers), and an official graduate transcript to:
Dr. Cynthia Cooper
Chair
Department of Mass Communication & Communication Studies
Towson University
8000 York Road
Towson, MD 21252-0001

All or part of the application may be submitted via email to dwarrington@towson.edu. Please indicate “COFAC-N-2420” in the subject line.
Upon submitting your Curriculum Vitae to indicate your interest in this position, please be sure to visit http://www.towson.edu/odeo/applicantdata.asp to complete a voluntary on-line applicant data form. The information you provide will inform the university's affirmative action plan and is for statistical purposes only and shall not be used to illegally discriminate for or against anyone.
Towson University is an equal opportunity/affirmative action employer and has a strong institutional commitment to diversity. Women, minorities, persons with disabilities, and veterans are encouraged to apply.

Feminist Science/Environmental Studies

2010-09-09T09:15:00.000-07:00

Please post and circulate

Position Announcement
Department of Women's Studies

San Diego State University

The Department of Women's Studies at San Diego State University invites applications for a tenure-track position, at the rank of Assistant Professor. We seek to strengthen our offerings in the following area:

Feminist Science/Environmental Studies: Expertise in feminist scientific research concerning women, including critique of dominant scientific models, the history of women in science, and alternative approaches to the understanding of female bodies, sexualities, reproduction, the environment and sustainability.

The successful candidate will have a Ph.D. in a related field, with a minimum of a graduate minor or concentration in Women’s Studies required and a minimum of an M.A. in biological or environmental science, and:

· Ability to support and develop Women’s Studies Curriculum in natural science, technology, and ecofeminism, including concerns related to gender, race, class, sexuality, and species
· A demonstrated commitment to undergraduate teaching of a very diverse student population, including theoretical, applied and activist perspectives

· A commitment to strengthen an already successful M.A. program in Women’s Studies

· A commitment to collaborate in College and University programs related to the environment and sustainability

· A strong record or promise of scholarly accomplishments appropriate to level of appointment

· Experience in working collaboratively with colleagues and community to develop productive networks for education and research

Review of applications will begin on October 22, 2010 and continue until the position is filled. The appointment is scheduled to begin in August 2011. Information about the position and the department is available at our Web Site at http://www-rohan.sdsu.edu/dept/wsweb/. Application letters, enclosing names of three references, sample syllabi, and curriculum vitae should be sent to: Search Committee, Women's Studies Department, San Diego State University, 5500 Campanile Drive, San Diego CA 92182-6030

SDSU is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, marital status, age, disability or veteran status, including veterans of the Vietnam era.

Call for Papers: “American History and Culture” area

2010-09-09T06:12:00.000-07:00

Call for Papers: “American History and Culture” area
PCA/ACA & Southwest/Texas Popular Culture and American Culture Associations
Joint Conference, April 20-23, 2011
Http://www.swtxpca.org
Proposal submission deadline: December 15, 2010
Conference hotel: Marriott Rivercenter San Antonio
101 Bowie St., San Antonio, TX 78205, (210) 223-1000

The Southwest/Texas Popular Culture and American Culture Associations’ annual conference is one of the nation’s largest gatherings of interdisciplinary scholars. The 32nd annual SW/TX PCA/ACA conference will take place jointly with the PCA/ACA national conference, occurring April 20-23, 2011, at the Marriott Rivercenter in vibrant San Antonio, Texas (just steps from the popular Riverwalk). Further conference details are available at http://www.swtxpca.org .

Panels are now forming for all of the SW/TX PCA/ACA conference’s 80+ individual subject areas, including the “American History and Culture” area. Below are some suggestions for presentation / panel topics related to the area of “American History and Culture.” Topics not mentioned here are also welcome for consideration. However, all proposals for the “American History and Culture” area must have a historical focus and should emphasize culture.

* American cultural history in general

* Specific eras / periods in American history

* Regional and local history (especially in the Southwest)

* Public history, collective memory, representation, nostalgia, memorials / monuments

* Historic preservation and historical sites

* Consumer culture and advertising

* Leisure, public amusements, travel, and tourism

* Urban studies, architecture, city planning, cultural geography, cultural landscapes

* Local image / identity creation, boosterism, and the marketing of place

* Radio

* Sports

* Youth culture/subcultures, children’s culture, senior culture, etc.

* Visual culture, art, and design

The submission deadline for the SW/TX PCA/ACA is December 15, 2010. For the “American History and Culture” area, please email queries and proposals for either individual presentations or full panels to “American History and Culture” Area Chair Kelli Shapiro (Department of American Civilization, Brown University) at Shapiro@alumni.brown.edu . (Full panel submissions need to include 3 or 4 papers.) Include a 200-word abstract with a two-part working title (as well as a CV and contact information) for each potential presenter. Mention the conference or the “American History and Culture” area in the email’s subject line.

Professors, independent scholars, teachers, and professionals are encouraged to participate. Graduate students are particularly welcome at the conference, which offers awards for the best graduate papers. Please note that the SW/TX PCA/ACA does not generally accept previously presented (or published) papers. Further, it permits only one presentation per person per year. The conference features numerous individual subject areas – each with its own Area Chair, and each typically including multiple conference panels. Therefore, please consult the area list on the SW/TX PCA/ACA website to determine whether the “American History and Culture” area is the appropriate area to receive your proposal.

Kelli Shapiro

Area Chair, American History and Culture

SW/TX PCA/ACA

Http://www.swtxpca.org
Shapiro@alumni.brown.edu

SDPUS

2010-09-01T06:30:00.001-07:00

Hello,

SDPUS is a global network of Professors who have begun working as academic "citizens of the world" on university campuses and in the field of the quickly developing world of Latin America. Our professors teach, mentor, and conduct local research as they internationalize K-12 & university faculties within their host countries. Strategic Decisions & Partnerships is an innovation, inspired in large part by current trends towards globalization.

We are:
working to meet the higher education faculty needs around the world.
helping less developed countries in Latin America improve domestic educational opportunities.
spreading by cultural diffusion, with each participating K-12 District or University making its own cultural, social, ideological, ecological, and technological contributions.
providing academic, organizational, and financial support needed to make the above possible
We're currently offering new study abroad opportunities in Costa Rica. We are seeking out schools and universities to partner with. We are an established non- profit educational agency whom is led by myself, Peter F. Fiorentino. We look forward to possible discussions on creating joint ventures with your institution by coordinating RESEARCH & DEVELOPMENT and coupling it with our CR TRAVEL--STUDY ABROAD/ INTERNSHIPS. We have a variety of volunteer opportunities for students and faculty alike, which are to the benefit of many!

Our first model community that we are working with is Villareal, which is a small community located in the NW coastal area of Costa Rica approximately 4-5 hours from the main city of San Jose. It is primarily a ranching and agricultural society near the coastal resort of Tamarindo. Our ultimate goal is to create sustainable earth friendly schools in needy rural areas of developing nations, such as Villareal.

We have a multitude of opportunities for faculty and students alike to volunteer time for this effort, while also providing adventure travel to further enjoy the beauty and charm of Costa Rica.

Schools for a Sustainable Future GOAL: To support the development of earth-focused primary and secondary schools throughout the world that aim to grow an eco-literate citizenry, that equip students with the skills, knowledge and understanding necessary to make well informed environmental decisions, and that instill in learners the civic responsibility necessary to become kind and caring stewards of the Earth.
Scholarships GOAL: To enable children and adults throughout the world to engage in formal and community-based learning activities which promote a better understanding of our Earth and its natural resources.
Marine and Biological Research GOAL: To establish marine research and biological laboratories in remote locations around the world. These will be available to students, researchers, and their associates for short-term research. Study of the world's oceans and biological habitats is vital to sustaining humanity and our planet Earth. The Foundation is working to establish facilities at remote sites to offer researchers and students unique opportunities for studying marine ecosystems.
Ecological Preserves GOAL: To acquire and place in perpetual trust at-risk ecosystems. The Foundation will then utilize these as managed and environmentally focused laboratories for the benefit of students, teachers, researchers, visitors, and surrounding communities while at the same time protecting their natural habitat. With ecosystems disappearing at alarming rates, this is one of the most important aspects of the Foundation's work.
Conservation Centers GOAL: To enable communities located near sensitive environmental "hot spots" to establish conservation exhibits and education centers for the benefit of their own citizens, as well as visitors from around the world.

Please see our websites below for more information. Thanks again for your time and please do keep us in mind! I would be more than happy to personally answer any questions you or your institution may have. I also would like to extend an invitation for you to come and visit Tamarindo, Costa Rica to see first hand exactly what we are doing. I am certain you will be impressed!

Best regards,

Peter F. Fiorentino, President
Ed.D. Leadership and Administration
STRATEGIC DECISIONS & PARTNERSHIPS (www.sdpus.com )

Community College of the District of Columbia

2010-09-01T06:28:00.001-07:00

he Community College of the District of Columbia (CCDC) began its
inaugural year in the fall of 2009 with a mission to expand
educational opportunities for residents of the District of Columbia.
CCDC offers 23 Associate degree programs and more than 20 workforce
development programs. CCDC currently serves more than 2,300 Associate
degree seeking students and has served more than 2,500 workforce
development students this year.
The Workforce Development & Lifelong Learning Division (WDLL) of CCDC
provides services across a continuum that includes adult education,
vocational, technical, career development, and a range of enrichment
opportunities.

WDLL is offering a bridge program for new entrants to the Early
Childhood Associate’s Degree program at the CCDC. This Weekend
College Readiness program will prepare 15 - 20 students for success at
CCDC by helping them identify and develop the skills needed to succeed
at the college level. Each week of this semester long program will be
comprised of two segments – the participation in accelerated on-line
learning and structured workshops designed to address writing skills,
study skills, financial management, on-line research skills and time
management.

There are 5 Workshop Facilitator positions available. A workshop
facilitator will manage one of the five intensive skill workshops to
be offered to the program participants. The bridge program is a new
endeavor; facilitators will be asked not only to manage the workshops,
but also to develop a lesson plan to be used for each class.

For a complete postition description, please visit:
https://docs.google.com/document/pub?id=1XFlg9Ruv5CDWUxUQRQhlbJXBaLIl4UvGd0ExKMo8Uzw

Sallie Lampron
Staff Assistant to the Dean of Workforce Development and Lifelong
Learning
slampron@udc.edu

Director, ASPECT

2010-09-01T06:12:00.000-07:00

Director, ASPECT
Senior Tenured Position
College of Liberal Arts and Human Sciences

ASPECT, the Alliance for Social, Political, Ethical, and Cultural Thought, a collaborative interdisciplinary Ph.D. program of the Departments of History, Philosophy, Political Science, Religion & Culture, and the School of Public and International Affairs at Virginia Tech, invites applications for the position of Director, a tenured appointment, field open.
ASPECT is an innovative problem-based, theoretically-engaged doctoral program (http://www.aspect.vt.edu/). Candidates should have a record that merits a tenured appointment in one of the four core departments in the College of Liberal Arts and Human Sciences, namely, History, Philosophy, Political Science or Religion & Culture. This position will begin no later than August 10, 2011 at the rank of Professor. A January 10, 2011 start date would also be possible.
Interested persons must apply at http://jobs.vt.edu, posting number 0100222, where they will submit a cover letter, current curriculum vitae, recent writing samples, teaching evaluations, and a brief statement on administrative experience and philosophy along with the contact information of five references.
Virginia Tech is an EO/AA Employer committed to diversity.

Gender and Women’s Studies

2010-08-25T20:18:00.001-07:00

Gender and Women’s Studies

The Department of Gender and Women’s Studies at the University of Kentucky seeks a faculty member for a tenure track position. Rank is open. PhD or other terminal degree required for appointment. Area of specialization is open, but a strong preference will be given to applicants with research and teaching interests in one or more of the following: cultural/media studies, literary studies, history of feminist thought. The Department has a specialization in body studies in transnational, transracial context, and we welcome applications both within and outside this research area. Evidence of scholarly achievement and teaching experience in gender and/or women’s studies appropriate for rank in a Research I university is required. Teaching load is two courses per semester; teaching responsibilities will include graduate, undergraduate, and introductory courses. Please see our website: http://www.as.uky.edu/GWS

Please send all inquiries to Betty Pasley at Betty.Pasley@uky.edu

Candidates should send an application letter (including a discussion of research and teaching), a curriculum vita, writing sample and three letters of recommendation to:
Dr. Susan Bordo, Chair of the Search Committee
Department of Gender and Women’s Studies
112 Breckinridge Hall
University of Kentucky
Lexington, KY 40506-0056

Completed applications should be submitted by October 15, 2010 for full consideration. Applications will be considered until the position is filled. Position will commence in Fall of 2011.

The University of Kentucky is an Affirmative Action/Equal Opportunity University that values diversity and is located in an increasingly diverse geographical region. It is committed to becoming one of the top public institutions in the country. Women, persons with disabilities, and members of other underrepresented groups are encouraged to apply.

Assistant Professor: 20th and 21st Century American Literature

2010-08-25T20:17:00.000-07:00

The Department of English and Comparative Literature at San Diego State University, the flagship campus of the largest and most diverse public university system in the U.S., seeks applications for a tenure-track assistant professor specializing in 20th and 21st century American literature. Desirable secondary specializations include race and ethnicity, gender and sexuality studies, literature and the environment, transnational and comparative studies, border studies, or media studies.

The successful candidate will have a Ph.D. (degree expected by August 2011) in English or an equivalent field and demonstrate potential for excellence as a scholar-teacher, including successful teaching experience, currency within his or her field, and / or publication of scholarly research. The normal teaching load is 3 / 3, including undergraduate courses as well as literature seminars serving our large and distinguished MA and MFA programs.

For more information about the SDSU Department of English and Comparative Literature, please visit our website: literature.sdsu.edu.

Applicants should send cover letter (including statement of teaching experience and philosophy), current c.v., writing sample of no more than 20 pages, three letters of recommendation (at least one documenting teaching experience), and a self-addressed, stamped postcard (to acknowledge receipt of application) to Search Chair, Department of English and Comparative Literature, San Diego State University, 5500 Campanile Drive, San Diego, CA, 92182-6020. Applications must be received by November 1, 2010 and are non-returnable.

SDSU is an Equal Opportunity employer.

Assistant Professor in Gender and Women’s Studies

2010-08-25T20:14:00.001-07:00

The Department of Gender & Women’s Studies at the University of Wisconsin-Madison seeks a scientist or health practitioner to fill a tenure track assistant professor position in Gender and Health. This individual will teach courses on women’s health, including a large, interdisciplinary introduction to Gender & Women’s Studies—“Women and their Bodies in Health and Disease.” Applicants should demonstrate the ability to integrate social, economic or political analyses with biomedical knowledge and must have completed an earned doctorate by summer 2011 in a field such as public health, human biology, biological anthropology, health psychology, community nursing, medicine, or biology education. Possible areas of specialization within gender and health include: health disparities, global health, feminist analyses of health science, reproductive justice, or Lesbian/Gay/Bisexual/ Transgender /Queer/Intersex health. Principal duties of the position will include teaching and advi!
sing at the undergraduate and graduate degree levels (normally two courses per semester) and conducting scholarly research and performing University and community service as appropriate. Teaching experience is preferred and demonstrated potential for research excellence is required. Salary will be competitive.
This position is fully funded through the Department of Gender & Women’s Studies but a partial appointment in another unit could be arranged if the candidate desires.
The Department of Gender & Women’s Studies at the University of Wisconsin-Madison is an interdisciplinary unit that offers an undergraduate degree and certificate, a Master’s degree, and a Ph.D. minor, and administers the LGBT certificate. The mission of the department is to expand understanding and appreciation of gender and women's lives and experiences both historically and in contemporary societies. The department has15 faculty members and more than 50 faculty affiliates. The University of Wisconsin-Madison campus includes a School of Nursing, School of Medicine and Public Health, and a new transdisciplinary Center for Global Health.
Please send (by mail or courier only): a cover letter, CV, transcripts and 3 letters of recommendation to:
Jane Collins
Chair, Gender & Women’s Studies
3321 Sterling Hall, 475 N. Charter St.
University of Wisconsin-Madison
Madison, WI 53706

We will begin reviewing applications on November 1, 2010.

Unless confidentially is requested in writing, information regarding the names of applicants must be released upon request. Finalists cannot be guaranteed confidentiality. A criminal background check may be required prior to employment.
The University of Wisconsin-Madison is an equal opportunity/affirmative action employer. We promote excellence through diversity and encourage all qualified persons to apply.
For further information about the Gender & Women’s Studies Department at UW-Madison, see our website:
http://womenstudies.wisc.edu/

Assistant Professor position in Film Studies, Program in Film and Media Studies.

2010-08-22T20:24:00.001-07:00

Assistant Professor position in Film Studies, Program in Film and Media Studies.
Washington University in St. Louis invites applications and nominations for a tenure-track position at the rank of Assistant Professor to begin Fall 2011.

Ph.D. by the time of appointment in film studies or a closely related field required. We seek a scholar who studies film beyond the confines of U.S. cinema and can situate it within a global context. Research and teaching interests may relate to any of the following: Theoretical or historical inquiry into national or transnational cinemas, contemporary film and emergent cultural-industrial models, documentary, avant-garde and alternative film practice. We are also interested in scholars who might address the convergence of theory with film practice, bridge the gap between courses in production and critical studies, or link film to television and/or digital media. Outstanding potential for scholarly publication and teaching expected.

In order to apply please visit our online application system at https://jobs.wustl.edu/ and select Job ID 20535. Please attach your curriculum vita, a writing sample, and supporting materials concerning teaching. In addition, three letters of recommendation should be addressed to the Chair, Film Studies Search Committee, and mailed to Program in Film and Media Studies, Washington University in St. Louis, One Brookings Drive, CB1174, 251 Umrath Hall, St. Louis, MO 63130.

Applications will be accepted until the position is filled, but priority will be given to those completed by October 15, 2010.

Washington University in St. Louis is an Equal Opportunity/Affirmative Action employer, and encourages women, minorities, and persons with disabilities to apply. Employment eligibility is required upon appointment.

T Howard Foundation

2010-08-22T20:23:00.000-07:00

T. Howard Foundation
Program Intern (Graduate Level)

Description:
The T. Howard Foundation is a mission driven organization committed to increasing diversity in the multimedia and entertainment industry. Located in Silver Spring, MD, the T. Howard Foundation works nationwide with public and private colleges and universities, recruiting students of color for internship opportunities with media companies from the east to the west coast.

Position Description:
This is a great opportunity for a current graduate student to be exposed to the world of non-profit management. The Program Intern will work with the Internship Program Staff and assist in the recruitment, application review and interview processes. Some of the duties include:

Recruitment:
· Communicate internship program details to faculty, prospective interns and applicants
· Prepare and lead web conferences and presentations for students in remote locations
· Provide job preparedness tips to students i.e. resume and interview preparation tips

Application Review:
· Oversee the receipt of application materials and communicate with those missing items
· Review and evaluate internship program applications by examining students’ writing abilities and academic preparation
· Recommend students to proceed to the interview process

Interview Process:
· Invite students to participate in the interview process
· Evaluate students’ fit for the internship program by conducting phone interviews
· Advance qualified applicants to the Final Talent Pool for internship eligibility

Internship Program:
· Suggest ideas and solutions to the program process
· Perform other related duties as required

Qualifications:
This position requires comfort and ability to work efficiently in a fast paced environment. The Program Intern must commit 20 hours a week to this role. Other requirements include:
· Currently enrolled in a full-time graduate degree program
· Previous experience in a professional setting
· Experience or interest in diversity issues preferred
· Experience or interest in higher education preferred

Additional information:
Email cover letter and resume to info@t-howard.org or fax to (301) 588-6766 by August 27, 2010. This position includes a paid stipend. Please list “Program Intern (Graduate Level)” in the subject line.

Director of the National Library for the Study of George Washington

2010-08-21T20:32:00.002-07:00

Mount Vernon, the most popular historic home in America, is in the design phase for a 45,000 square foot facility that will serve as the international headquarters for scholarship about the life and times of George Washington. The Director of the new National Library will provide strong leadership and vision in the quest for knowledge about America's most effective leader.

The Director will expand Mount Vernon's collection of books and manuscripts, dramatically enhance scholarly research, develop an aggressive plan to disseminate knowledge about George Washington to a large and diverse audience, and use technology and other creative techniques to underline Washington's relevance to new generations.
The Director will develop a business plan that calls for Mount Vernon to be an important destination for seminars and conferences focusing on the leadership of George Washington. It will serve both existing audiences (teachers' institutes) and a wide range of corporate, government and non-profit organizations which seek leadership training.

The Director will establish strategic alliances with partners, and effectively manage the Library resources, including staff, space, time, money, equipment, and technology. He/she will also direct the research, care, and effective use of the special collections - including the Association's institutional records - with the goal of exposing the most important of these artifacts to audiences both on and off the estate.

The Director will provide leadership to an aggressive acquisitions program, books and manuscripts exhibitions, and special projects. He/She will actively promote the books and manuscripts collection through lectures, special tours, publications, podcasts, audio tours, and the internet. The Director will also manage all educational programs specifically designed to reach beyond Mount Vernon's gates, and he/she will be responsible for materials and programming related to a variety of important audiences, including teachers and students.

In addition to managing the operations of the Library and its collections, the Director will create new programs that reach millions of Americans through "popular culture," recognizing that they are unlikely to be exposed to traditional approaches of scholarly communication. The Director will also devise new ways to communicate internationally about George Washington. Information exchange, using the highest standards and latest technologies, will be a critical focus. The Director is charged with the implementation of new technologies, strategic partnerships and collaborations; as well as building and maintaining important relationships with other libraries and museum collections, such as The Papers of George Washington and the Founding Fathers Library Project.

In collaboration with the Development office, the Director will cultivate current and potential donors and raise funds to support new acquisitions and programs. He/She will create a plan to expand and endow the Library's reference and special collections through gifts, purchases, and loans, so that Mount Vernon can become the most prominent and accessible educational resource on George Washington in the world.

A qualified candidate for the position of Director will offer a graduate degree and experience with scholarly methods and resources, as well as a familiarity with historic manuscripts and rare books. Knowledge of 18th-century American history, professional experience in a special collections library or museum setting, and familiarity with the latest electronic outreach tools, is preferred. A doctorate in history, library science, or other related topic is highly desirable, as is a record of publishing, and speaking in public. The qualified candidate will have excellent interpersonal, communication and managerial skills, as well as a vigorous work ethic driven by a vision to safeguard Washington's life and legacies for future generations.

Lilly Fellows

2010-08-21T20:32:00.001-07:00

Location: Indiana, United States
Institution Type: College/University
Position Type: Post-doctoral Fellow
Submitted: Sunday, August 15th, 2010

Main Category: Humanities
Secondary Categories: World History
Western Civilization
U.S. History
Religious Studies
Philosophy
Medieval History
Literature
Languages
Fine Arts
Film
Early Modern History
Art and Architectural History
American Studies

We offer three two-year residential postdoctoral teaching fellowships in the areas of Humanities and the Arts for 2011-2013 for scholars seriously considering academic vocations in church related institutions. Ph.D, D.M.A., D.F.A., M.F.A., or equivalent terminal degree must have been received within 20 months up to and including August 2011. Fellows will teach seven courses over a two year period; engage in scholarship or creative work; participate in a two year colloquium; work with a VU faculty mentor; and interact with representatives from a national network of church related institutions. Faculty privileges; $45,000 stipend per year plus benefits, professional fund. For more information, contact the Lilly Fellows Program at 219-464-5317; or visit www.lillyfellows.org. Application deadline: December 14, 2010. EOA/AA

Contact Info:
Selection Committee
Lilly Fellows Program
Valparaiso University
1401 Linwood Ave
Valparaiso, IN 46383 Website: http://www.lillyfellows.org

CFP - DISABLING FEMINISM: Sex, Gender & Disability Studies

2010-08-21T20:31:00.001-07:00

CFP - DISABLING FEMINISM: Sex, Gender & Disability Studies

The Critical Feminist Studies Division of the Cultural Studies
Association (CSA) invites submissions for the 9th Annual Meeting to
be held in Chicago at Columbia College, March 24-26, 2011.

Traffic at the intersection of feminism and Disability Studies has
already been in motion for a long time. In 1989 Susan Wendell
observed that:

"Some of the same attitudes about the body which contribute to
women's oppression generally also contribute to the social and
psychological disablement of people who have disabilities. In
addition, feminists are grappling with issues that disabled people
also face in a different context: Whether to stress sameness or
difference in relation to the dominant group and in relation to each
other; whether to place great value on independence from the help of
other people, as the dominant culture does, or to question a
value-system which distrusts and devalues dependence on other people
and vulnerability in general; whether to take full integration into
male dominated/able-bodied society as the goal, seeking equal power
with men/able-bodied people in that society, or whether to preserve
some degree of separate culture, in which the abilities, knowledge
and values of women/the disabled are specifically honoured and
developed."

These questions are even more pressing today as new scholarship,
political actions and artistic representations are reinterpreting the
shared spaces of identity.

Some questions to consider:
What are important conversations taking place between feminism and
Disability Studies?
How can a feminist approach (whatever that means) to
ability/able-bodied privilege (however defined) raise new questions
regarding the self, the state, and cultural conceptions of disability?
How does Disability Studies force a reconsideration of traditional
concepts within feminist theory and Women's & Gender Studies?

Topics include, but are not limited to:
-Social construction of disability/social construction of gender
-Gendered disabilities
-Historical conceptions of femininity/masculinity and disability
-Power, oppression and connections between ableism and sexism
-Eugenics, sterilization, abilist reproductive politics
-Prosthetics
-Global disability rights movements
-Representations of disability
-Anti-discrimination laws
-Reconstructive surgery
-LGBTQ and disability
-Sexuality and disability

Critical Feminist Studies dedicates itself to work that builds upon,
even as it critiques, the institutions and practices of Women's &
Gender Studies, focusing in particular on transnational formations
and movements, queer and sexuality studies, and politics, practices,
and representations.
(http://en.wikipedia.org/wiki/Cultural_Studies_Association)

One of the aims of the Division is to maintain a collegial space for
the ideas and initiatives of graduate students and junior faculty
within Cultural Studies. It is the largest Division within CSA.
The Division has sponsored special annual themes:
Girls Studies (2007)
Time & Temporality Studies (2008)
The Body & Embodiment (2009)

To submit, please include the following:
1. Your name, email address, phone number, and institutional affiliation
2. Paper/Presentation Title
3. 500-word abstract

Deadline for submissions: September 1, 2010

Send inquires and submissions to:

Sarah L. Rasmusson & Sabrina Starnaman
Co-Chairs, Critical Feminist Studies Division
criticalfeministstudies@gmail.com

--

Posse DC interviewer

2010-08-06T10:09:00.000-07:00

Posse DC, a college access and youth leadership program, is looking for a part-time interviewer to help identify potential scholarship recipients.

The Posse Foundation recruits, identifies and trains extraordinary leaders from urban schools and sends them in multicultural teams (posses) to some of the top colleges in the country. Each student that is awarded the Posse Scholarship wins a four year, full-tuition scholarship worth more than $140,000 from one of our partner colleges. Since opening in 2004, Posse D.C. has awarded 250 Scholarships representing over $25 million from Bucknell University, Grinnell College, Lafayette College, and Sewanee: The University of the South, the University of Wisconsin Madison and Pepperdine University.

Job Description: The Posse Foundation employs its Dynamic Assessment Process (DAP) as a means to assess and select candidates for the scholarship. There are three stages to DAP: a large group interview, an individual interview (for those who advance from the group interview stage), and a small group interview (for those who advance from the individual interview stage). DAP has proven very effective over the years and has led to the identification of extraordinary young talent that may have been missed by traditional college admissions criteria. Currently, Posse Scholars are graduating at a rate of 90%.

The second interview is an opportunity for the Posse staff to get to know the candidate personally. Working in pairs, the interviewers will meet with candidates for 25 minutes. Following this 25-minute session, the interview team will debrief by sharing notes and observations. Interviewers should expect to interview between five to seven candidates a day.

Qualifications: All applicants need to be available for 20 to 30 hours a week between September 22nd and October 15th.

Potential candidates should have experience working with young people, have a positive attitude and be reliable. Ideal applicants will have a basic understanding of the DC area high schools.

Send Applications to -
All interested applicants should fill out the attached application and send a resume and cover letter to LaToya Russell at latoyar@possefoundation.org. All applications will be due by August 30th . Applicants may also mail or fax applications to:

LaToya Russell
Posse D.C.
1319 F St, Suite 604
Washington, DC 20004
Fax: (202) 347-7480

IHEP openings

2010-08-06T10:05:00.000-07:00

We have two (2) exciting positions open at the Institute for Higher Education Policy (IHEP - www.ihep.org)

Responsibilities for the Outreach Associate include:

* Work closely with the President and senior staff on strategic planning, development, communications, and special projects
* Provide administrative support to the President (scheduling meetings; coordinating travel; preparing briefing materials; speaking engagements and presentations; email correspondence)
* Contribute to organizational tracking of current and anticipated education policy issues
* Serve as the liaison to the organization’s Board of Directors
* Represent IHEP at external meetings and conferences

Responsibilities for the Graduate Fellow include:

* Research assistance for IHEP’s professional staff as well as conducting his or her own research
* Contributing to the writing of policy reports as a full member of the research team
* Analyzing secondary and primary data sets to inform policy recommendations
* Presenting research findings at local, regional and/or national conferences.

Please see the attached job descriptions for detailed information and application procedures.

Thanks,

Brian

~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Brian A. Sponsler
Research Analyst
Institute for Higher Education Policy (IHEP)
1320 19th St NW, Suite 400
Washington, DC　 20036
P: 202-587-4970
F: 202-861-9307
E: bsponsler@ihep.org
www.ihep.org

Sexual Assault Health Educator

2010-08-06T10:00:00.001-07:00

Description: The Sexual Assault Health Educator develops and implements sexual assault/relationship violence education and prevention programs for AU students and provides advocacy services for survivors of sexual assault.

This position has primary responsibility for coordinating and implementing sexual assault education and advocacy work for the university while maintaining appropriate professional boundaries and standards of confidentiality. The activities of this position require specialized knowledge in the areas of sexual assault and relationship violence; advocacy for survivors of sexual assault, relationship violence and stalking; and health promotion. The sexual assault health educator collaborates with key internal and external stakeholders and represents the university on local tasks forces and community groups. Educational Requirements: Applicants must have a master’s degree in a related field: human services, criminal justice, social work, women’s studies, or social sciences field. Minimum Requirements: · Experience in the field of victim services and a knowledge and understanding of the dynamics of sexual violence and related issues.
· Applicants must have the ability to work with college students in crisis in a non-judgmental manner. Must be caring, supportive, a good listener and have healthy boundaries and able to work with both females and males in crisis.
· Strong verbal and written communication skills; organizational and time management skills; demonstrated computer proficiency (word processing, spreadsheet, and database systems); ability to work independently and as a team member; experience in public speaking and public relations.

Other Skills and Abilities Required:
· The selected candidate will operate under District of Columbia Code 7-1201.01, and must complete or have completed 40 hours of domestic violence counselor training; s/he must maintain strict standards of confidentiality as provided by law.
· Current knowledge of principles/practices in student development, multicultural competence, and crisis management.
· Demonstrated skill in managing difficult and complex situations involving students, parents, staff, faculty, Public Safety and community organizations.
· Must have highest standards of integrity and ethics in both performance and behavior.
· Desire and appreciation for work in a diverse, fast-paced office environment. Additional Information: This is a part-time, hourly position at 20 hours per week without benefits.

Marianne S. Huger, Ed.D.
Assistant Dean of Students
Office of the Dean of Students
American University
4400 Massachusetts Ave NW
408 Bulter Pavilion
Washington, DC 20016-8148
202-885-3301 Voice
202-885-1560 Fax

RA jobs

2010-08-06T09:59:00.000-07:00

Professor Otto Santa Ana, UCLA (on leave, and working as Associate Dean at UDC) will need 2 graduate student research assistants who are in the DC area. In the coming academic year I will be working on several pieces, including a book project, an edited volume, a few short articles, and a good deal of grant writing. I seek graduate students who have interest in developing their capacity to do R1 scholarship by working with me.

All these projects require lots of background work, to compile and organize multimedia materials, and learning to use analytic tools to study media. I will pay around $15 hourly.

I am a sociolinguist and critical discourse analyst. I study mass media imagery of minorities (particular Latinos) and the imagery of political concepts in general. The tools I use are useful for other empirical explorations of the mass
media surrounding and flowing through us.

Graduate Student Requisites:
§ Prior humanistic or social science research
§ Solid writing skills
§ Interest in news media
§ Multimedia skills
§ Ability to work in teams
§ Ability to move a project forward without supervision
§ Ability to finish your tasks under deadline

Responsibilities:
§ Library and mass media material research
§ Preliminary data analysis under the professor's indirect supervision
§ Secondary analysis working directly with Professor Santa Ana
§ News media data organization and other project administrative work
§ Transcription of dictated texts
§ Critical review of bibliographic sources

To apply for the job:
• In the body of the email, please describe in a few paragraphs why you would like to work for me. Include GPAs, the academic objectives you aspire to, and names of people who can vouch for your capacities and character. Attach your resume. You may also attach a brief writing sample if you wish.

• email: otto@ucla.edu
• My title: Professor Santa Ana
• Subject heading: Research Assistant position

DIRT

2010-08-01T15:52:00.000-07:00

The New York Metro American Studies Association (NYMASA) announces a call for papers for our 2010 annual one-day conference:

DIRT

Saturday, December 4th, 2010
9:00am-5:30pm
St. John’s University in Downtown Manhattan

Dirt is among the most material but also the most metaphorical and expressive of substances. This conference seeks to explore how people imagine, define, and employ the various concepts and realities of dirt. What does it mean to call something dirty? How do we understand dirt and its supposed opposite, cleanliness? How do we explain the points at which we draw the line between clean and dirty, what we embrace and what we refuse to touch? Drawing on multiple disciplines we hope to uncover and foreground the (often unconscious) centrality of the metaphors and actualities of dirt to U.S. cultures, values, and lived experiences.

Possible formulations of this keyword include (but are not limited to):

* Dirty words
* Dirty pictures and dirty minds
* Dirt and disorder
* Hygiene
* Trash
* Dirt and art
* Waste, human and otherwise
* Excess and excrescences
* Germophobia
* Fear of impurity
* Chthonic dirt
* Sanitation
* Urban construction and destruction
* Getting the dirt: gossip, revelation, exposure
* Filthy lucre
* Washing one’s hands
* Animals and animality
* Dirty jokes
* Dirty politicians
* Corruption and scandal
* Ecology/sustainability
* Dirt collectors (hoarders, Collyers syndrome, cat ladies)
* Getting down in the dirt (reality shows, mud wrestling, spectacle)
* Landfills and parks design
* Disgust, repulsion, nausea
* “Dirty immigrants” and other epithets

We seek proposals from all academic disciplines and particularly encourage “nontraditional” presentations including performance, visual art, mixed-media, and pedagogy.

Please send abstracts of no more than 500 words to nymasadirt@gmail.com by Friday, September 10th.

Sarah E. Chinn
English Department
Hunter College, CUNY
695 Park Avenue
New York, NY 10065

sarah.chinn@hunter.cuny.edu
(212) 772-5178

Feminist Teaching Conference

2010-08-01T06:51:00.001-07:00

Feminism and Teaching Symposium
8th – 9th April 2011 University of Nottingham

This is a two-day interdisciplinary postgraduate symposium that will explore the relationships between feminism and teaching.

Keynote workshops/sessions by: Professor Gina Wisker (Brighton), Professor Sara Mills (Sheffield Hallam) and Dr. Louise Mullany (Nottingham), Professor Ruth Holliday (Leeds), Dr. Ben Brabon (Edge Hill), Annette Foster (Performance Artist).

Postgraduates, early career researchers, teachers, artists and activists of all genders are invited to propose sessions engaging with issues relating to feminism and teaching.

This symposium aims to bring together people from a wide variety of disciplines and contexts to explore the ways in which these two fields relate to each other and the ways in which each term strengthens and/or troubles the other.

Proposed topics could include:

* Teaching feminist theory and practice
* Introducing feminism into the school, F.E. and undergraduate classroom
* Overcoming ‘gender-blind’ syllabuses
* Consciousness raising activities outside the classroom
* Ways in which gender intersects with other discourses, like race, age and class in teaching activities
* The impact of context on teaching activities and materials
* Feminist pedagogy and modes of teaching
* Ways in which feminism can inform research and teaching across the disciplines
* Feminisms plural
* Ways in which feminism changes, alters/is altered, and is deployed in the classroom setting
* Gender-Biases in perceptions of feminism
* Men and feminist teaching practices
* Reclamation of women’s language and experiences
* Reclaiming the feminist agenda
* Ways of teaching gender sensitive matierials and associated difficulties e.g.: women’s writing, sociological data, everyday life, media, popular culture, legal and political theory and practice
* Any other issue related to feminism and teaching

We welcome presentation and session proposals which engage with the relationships between feminism and teaching, from various disciplines, including but not limited to: Sociology, Education, Literature, Visual and Performing Arts, Cultural Studies, Applied Linguistics, Law, Gender Studies and Women’s Studies. We also welcome proposals from people working in areas relating to feminism and teaching outside the academy.

Presenters are encouraged to engage with these issues in a way that reflects the material being discussed. We would like to include a diversity of presentation styles, but we are particularly keen to encourage interactive sessions, including short film screenings, musical and dramatic performances, workshops, presentations about ongoing projects or works in progress, demonstrations, discussion sessions, or any other format conducive to exploring the relationships between feminism and teaching.

Presenters will be allocated a 30-minute slot, which can be used by the presenter as they wish, but must include at least 5 minutes for audience questions/discussion.

Possible presentations could look like the following:

‘Raising consciousness in the local community’
15 min – Interactive puppet theatre
5 min – Presenter talk
10 min – Q&A

‘Men teaching feminism’
15 min – Presenter talk
15 min – Interactive strategy session

‘Feminist teaching in “gender-blind” subjects’
5 min – Presenter talk
15 min – Interactive comparison of syllabuses
10 min – Group discussion

We also welcome poster presentations on any issues/topics relating to the theme.
Posters will be displayed throughout the symposium.

Please send proposals of 200-300 words, along with a brief biography (50 words) to feminismandteaching@nottingham.ac.uk by 20th November 2010. If you would like to discuss your proposal before submitting it please do contact us. We are particularly interested in encouraging sessions which break from the traditional academic format.

For more information please visit our website: http://feminismandteaching.org

Jablin Dissertation Award

2010-07-30T14:58:00.001-07:00

To learn more or view the complete Call for Submissions, please visit:
http://www.ila-net.org/Awards/Jablin/index.htm

This award is given annually to a scholar(s) whose dissertation research, while on any topic and from any discipline, demonstrates substantial insights and implications for the study of leadership. The award was established to honor and celebrate the life of Dr. Fredric M. Jablin (1952-2004). In order to be eligible for the award competition, a dissertation must be completed between August 1, 2008 and August 1, 2010.

The winner of the JABLIN award will be honored at the 12th Annual ILA Global Conference, Leadership 2.0: Time for Action, October 27-30, 2010, Boston, MA, USA, Marriot Copley Place.

THE WINNER WILL RECEIVE:

» $1,000 cash prize
» travel expenses to the ILA conference
» complimentary conference registration
» one year membership in the ILA

The FREDRIC M. JABLIN DISSERTATION AWARD is offered in partnership with the Jepson School of Leadership Studies.
This email wa

ACC Program

2010-07-30T14:56:00.002-07:00

ASIAN CULTURAL COUNCIL PROGRAMS

Deadline 11/15/2010
- Letter of Inquiry Deadline is 10/15/2010 Description Approximately 140-150 grants are offered annually to support the cultural exchange between Asia and the United States in the performing and visual arts. Around 80-90 grants are offered to scholars, students, and specialists from Asia for study, research, travel, and creative work in the United States. Around 20 grants are also awarded to Americans engaged in similar activities in Asia and to arts organizations and educational institutions for specific projects of particular significance to Asian-American cultural exchange. In addition, the Council awards a small number of grants in support of regional exchange activities within Asia. Award Amount Grants vary by fellowship and can range between $500-$30,000. Disciplines Humanities. School of Arts and Architecture. School of Theater, Film, & TV. Grants are made in the following fields: archaeology, architecture (design, theory, and history), art history, art and architectural conservation, crafts, dance, film, musicology, music, painting, photography, printmaking, sculpture, theater, and video. Academic Level Prospective/Current Graduate Student. Working on Master's Thesis. Working on Doctoral Dissertation. Postdoctoral Scholar. Citizenship American applicants must either be U.S. citizens or permanent residents. Applicants from Asia need to have either a J1 or F1 visa. Requirements Applicant must either be enrolled or graduated from graduate school. Out of the applicants from Asia, priority will be given to those who have not had the opportunity to study in the United States. Award Type Fellowship/Grant Contact

Asian Cultural Council
6 West 48th Street, 12th Floor
New York, New York, 10036-1802
USA

(212) 843-0403
acc@accny.org
www.asianculturalcouncil.org/
Last Updated 7/1/2010 12:42:00 PM

Guggenheim

2010-07-30T14:56:00.001-07:00

HARRY FRANK GUGGENHEIM FOUNDATION, RESEARCH GRANT

	Deadline	8/1/2010
	Description	Grants are awarded to support research that increases the understanding and amelioration of urgent problems of violence, aggression, and dominance in the modern world. The foundation is particularly interested in these problems in relation to social change; the socialization of children, intergroup conflict, drug trafficking and use, and family relationships; as well as the control of aggression and violence.
	Award Amount	Grants up to $15,000 to $30,000 per year for periods of one or two years.
	Disciplines	Humanities. Social Sciences. Including population studies, psychology, social problems and conflict, social systems, women studies and feminism.
	Academic Level	Prospective/Current Graduate Student. Working on Doctoral Dissertation. Postdoctoral Scholar.
	Citizenship	No citizenship requirements.
	Requirements	Individual researchers in any of the natural and social sciences and the humanities.
	Award Type	Fellowship/Grant
	Contact	The Harry Frank Guggenheim Foundation, 25 West 53rd Street, New York, N.Y. 10019-5401 (646) 428-0971 www.hfg.org/rg/application.htm
	Last Updated	7/8/2010 11:15:00 AM

ABE Fellowship

2010-07-30T14:55:00.001-07:00

ABE Fellowship
Deadline 9/1/2010
Description Postdoctoral fellowships to encourage international multidisciplinary research on topics of pressing global concern, and to foster interest in long-range policy relevant topics. Program seeks to promote intellectual cooperation between Japanese and American academic and professional communities.
Award Amount Flexible support provided for up to 12 months.
Disciplines Humanities. Social Sciences.
Academic Level Postdoctoral Scholar.
Citizenship No citizenship requirements.
Requirements Must hold a PhD or have attained an equivalent level of professional experience. Fellows are expected to affiliate with an American or Japanese institution appropriate to their research aims. Previous language training is not a prerequisite.
Award Type Fellowship/Grant
Contact
Abe Fellowship Program
Social Science Research Council
One Pierrepont Plaza, 15th Floor
Brooklyn, NY 11201 USA
212-377-2700
abe@ssrc.org
www.ssrc.org/fellowships/abe-fellowship/

Critical Exposure

2010-07-30T14:04:00.001-07:00

Critical Exposure is looking to hire a full-time Development &
Communications Manager that will take on a major leadership role in
the organization. Critical Exposure is a nonprofit that teaches
middle and high school students how to use the power of photography
and their own voices to become effective advocates for school reform
and social change. We work to fulfill our mission through a unique
three-pronged approach that blends art and advocacy:

1. Youth Empowerment – Provide students with training in documentary
photography, leadership, and advocacy; teach them how to document
issues that impact their lives; and help them to use their images and
voices to advocate for positive solutions to those issues.
2. Public Engagement – Inform and engage the public by using students’
photographs and writing to create traveling exhibits that can be shown
in galleries, libraries, coffee shops, and other public spaces to
increase awareness of the issues facing young people.
3. Policy Change – Partner with advocacy and community organizations
to implement creative strategies that use students’ photography and
voices to support school reform and social change.

Primary Responsibilities:
• Fundraising: responsible for improving and increasing our
fundraising efforts, including grantwriting, corporate sponsorships,
individual donations, and event planning.
o Identify new prospects and cultivate new funding relationships.
o Manage and coordinate all grant-related activities (maintain
schedules and due dates of grants/final reports, follow up as needed,
schedule meetings, mail and file grant proposals, etc).
o Draft letters of inquiry, grant proposals and final reports.
o Manage donor stewardship, ensuring that all donors are appropriately
thanked and receive regular communication.
• Communications, press, and outreach: responsible for communicating
consistently and effectively with current supporters and stakeholders,
identifying and reaching out to new audiences, and securing media
attention for Critical Exposure’s efforts.
o Manage Photo-of-the-Month newsletter and social media outreach.
o Create and distribute press releases.
o Identify and reach out to new networks of potential supporters and
partners.

Secondary Responsibilities:
• Oversight of implementation of program evaluation and incorporating
data into fundraising and communications efforts.
• Oversight of AmeriCorps*VISTA members as relevant to projects.

This position will work under the supervision of Critical Exposure’s
Executive Director.

Qualifications:
Ideal candidates will possess most of the following characteristics:
• Proven fundraising experience, with a particular emphasis on
grantwriting, but ideally also with corporate, individual, and event
fundraising.
• Examples of successful materials for press and communications.
• Minimum of 4 years of full-time work experience.
• Minimum of 2 years of professional nonprofit experience, including
development.
• 4-year college degree.
• Excellent written and verbal communication skills.
• Exceptional attention to detail.
• Extremely organized and adept at working both individually and as
part of a team.
• Commitment to, and passion for, empowering youth to advocate for
social change.
• Belief in the power of photography/art to create awareness and
compel action.
• Strong leadership skills, work ethic, creativity, and sense of
humor.

The following skill sets are preferred but not required:
• Experience working with middle- and high-school-aged youth.
• Knowledge of education reform issues.
• Photography and/or multimedia experience.
• Program evaluation experience.
• Interest in developing innovative advocacy strategies.
• HR experience.
• Accounting experience.

Salary is commensurate with experience.

To apply, please send a cover letter and resume to
hiring@criticalexposure.org or mail them to:

Critical Exposure
1816 12th St. NW
3rd Floor
Washington, DC 20009

No phone calls please.

Critical Exposure is committed to a policy of equal employment
opportunity. Minorities and people of color are encouraged to
apply.

USC English pos

2010-07-25T06:45:00.000-07:00

Instructor of English beginning 8-16-10
Requisition #002690
Instructor position to teach English composition as well as introductory African American Studies. Positions are nine-month.
Required: Master’s Degree in English or M.Ed. with eighteen hours in English required before August 15, 2010
Preferred: M.A. or higher degree in English, preference is given to candidates with demonstrated professional commitment to teaching first-year writing and introduction to African American Studies (evidence in graduate coursework, professional presentations and/or teaching of first-year writing and introduction to African-American Studies).

Review of applications begins immediately and continues until positions are filled. Official transcripts will be required before hire date as well as a background check.
Click here to apply now http://uscjobs.sc.edu/applicants/Central?quickFind=64963

RIT position

2010-07-23T07:31:00.001-07:00

R·I·T

FACULTY POSITION POSTING FORM

Rochester Institute of Technology, E. Philip Saunders College of Business, 107 Lomb Memorial Drive, Rochester, NY 14623

BRIEF POSTING DESCRIPTION:

Job Title/ Rank: Instructional Faculty/ Assistant or Associate

PC# 2069 IRC39299

Department: Accounting

Job Category: Faculty, Tenure Track

Starting Date: August, 2011

DETAILED DESCRIPTION:

The E. Philip Saunders College of Business invites applications for a tenure-track faculty position at the Assistant or Associate level in Accounting. Candidates must hold a Ph.D. or D.B.A. from an AACSB-accredited institution or equivalent or must have achieved ABD status in such a program. Area is open, but preference will be given to candidates qualified to teach cost and/or managerial accounting. A secondary interest in financial accounting or auditing and systems is also helpful. Responsibilities include teaching graduate and undergraduate accounting courses, publishing high-quality scholarly accounting research, and contributing to college and university service. Candidates for Associate Professor must have a proven record of success in teaching and publishing high-quality accounting research. Professional accounting or business experience and professional certification in accounting are also preferred, and a willingness to interact with the business community is highly desirable. The Saunders College values collegial individuals who are excellent communicators, innovative teachers, and active researchers. The College works closely with the business community, which offers many research and professional opportunities. The typical teaching schedule is two courses per quarter, six courses per academic year, and may be a mix of undergraduate or graduate. However, this teaching load will be appropriately translated when the school goes into semester system in 2013.

We are seeking individuals who are committed to contributing to RIT’s core values, honor code, and statement of diversity.

THE COLLEGE/ DEPARTMENT:

The E. Philip Saunders College of Business is served by 47 full-time faculty members who value collegiality and teamwork. The Saunders College is accredited by AACSB International and offers bachelors’ degrees in business administration with seven different majors. Graduate programs include an MBA-Accounting, two Executive MBA programs, and Master of Science programs in Finance, Innovation Management, and Management. The Saunders College is highly ranked by US News and World Report, Princeton Review, and Business Week. The College offers a wide collection of databases including WRDS, Compustat, CRSP, Eventus, and Audit Analytics, and provides excellent support for research and conference participation. The Albert J. Simone Center for Innovation and Entrepreneurship enhances entrepreneurship activities, including the RIT Venture Creations Incubator. The program for innovation and entrepreneurship was ranked as one of the most innovative programs in the world by Business Week.

RIT attracts students from all 50 states and more than 90 countries. RIT has been recognized on The Chronicle of Higher Education's “Great Colleges to Work For” list for two consecutive years. RIT was cited in six different categories: Professional/Career Development Program, Compensation and Benefits, Tuition Reimbursement, 403b or 401k (retirement plan), Disability Insurance and Life Insurance.

Rochester, located in Monroe County, is the 79th largest city in the United States and the third largest city in New York State. Five additional counties are included in the Greater Rochester Region: Genesee, Livingston, Ontario, Orleans and Wayne. The Greater Rochester region is inhabited by a little more than one million people

The Rochester area has a diverse population which includes African Americans (38% of the city and 14% of Monroe County) and Latin Americans (13% of the city and 5% of the county). In addition, more than 7% of the population is foreign born. It is also home to the largest Deaf community per capita in the United States. Rochester is ranked 7th among the “10 Best Cities to Raise a Family” by Child Magazine. Places Rated Almanac ranked Rochester as the 6th “Best Places to Live in America” out of 379 metropolitan areas. Expansion Management Magazine ranked Rochester as number one among metropolitan areas having the best Quality of Life in the Nation. Essence magazine ranked it among the “Top 10 Cities for Black Families,” Rochester was twice named one of America’s Friendliest Cities by American Demographics magazine.

QUALIFICATIONS:

REQUIRED: Qualified candidates should hold a Ph.D. or D.B.A in Accounting from an AACSB-accredited institution or equivalent.

For rank of Assistant Professor, candidates who are ABD with expected completion by December 2011 may be considered. Those candidates must have strong research skills and potential for scholarly research as demonstrated by presentations in academic conferences or publications in peer-reviewed journals. Candidates should also have a demonstrated ability or potential to teach effectively. For rank of Associate Professor, candidates must have a strong record of scholarly publications, significant evidence of teaching excellence, and a history of contributing to college and university service.

Applicants must be committed to excellence in teaching and have fluent communication skills in English.

PREFERRED: Completed Ph.D. or D.B.A in Accounting from an AACSB-accredited institution.

Expertise and teaching/research interest in cost and/or managerial accounting, with a secondary interest in financial accounting or auditing and systems.

Full-time professional work experience in accounting.

Relevant certification or licensure such as CPA, CMA, CFE, CIA, CISA, or others of this caliber.

Experience or demonstrated interest in working with the accounting and business community.

Ability to contribute in meaningful ways to the college’s continuing commitment to cultural diversity, pluralism, and individual differences.

HOW TO APPLY:

Apply online at http://careers.rit.edu. KEYWORD Search: IRC39299. Please submit your cover letter detailing your technical, teaching and scholarship qualifications and achievements; a vita; and the names, addresses and phone numbers for three references.

You can contact the search committee with questions on the position at:

Khondkar E. Karim, Chair, Accounting Faculty Search Committee

Rochester Institute of Technology

E. Philip Saunders College of Business

107 Lomb Memorial Drive

Rochester, NY 14623-5608

IEL fellowship

2010-07-23T07:26:00.001-07:00

The Institute for Educational Leadership (IEL) is now recruiting participants for the 2010-2011 class of the Education Policy Fellowship Program (EPFP^TM) at its Washington, DC site.

The Washington, D.C. EPFP provides unparalleled opportunities for Fellows to develop leadership skills and an understanding of public policy. The program is sponsored and supported by the Institute for Educational Leadership (IEL). The program capitalizes on the area's wealth of resources, including an extensive DC metropolitan alumni network of over 950, as well as on the talented Fellows in the program each year.

Three areas of professional development are stressed:

· leadership development from personal and theoretical perspectives,

· understanding of policy issues and processes, and

· development of productive networks and relationships across a range of organizations.

EPFP is a professional development program for individuals whose work record reflects strong leadership ability and a concern for issues important to children and education. Participants hold full-time positions in diverse organizations at the local, state and national levels. EPFP combines regular meetings and activities specific to each State site program with events of national scope to provide an enriching experience for more than 200 Fellows each year. Applications are being accepted through September 3^rd and can be downloaded from the EPFP website.

EPFP currently operates in thirteen state sites (CT, GA, MA, MI, MN, MO, NY, NC, OH, PA, SC, VA, and WV) and the District of Columbia. Click here for more information on each state site program.

Please contact Jamie Ekatomatis, Program Manager of EPFP, if you have any questions.

Policy intern

2010-07-23T07:24:00.001-07:00

Position Purpose:
Achieve, a non-profit committed to supporting states as they work to
ensure their academic standards, course requirements, assessments and
accountability systems are aligned with college- and career-ready
expectations, is seeking up a Policy Intern for 2010-2011 academic
year – to support a number of efforts related to Achieve’s American
Diploma Project Network.

Responsibilities and Major Projects the Policy Intern will be assigned
to support:
• Tracking policy developments on key elements of the ADP policy
agenda across the ADP Network states; capturing news developments and
legislative and regulatory actions through updates
• Supporting the execution of the ADP Leadership Team Meeting
• Developing communication materials to help states sustain college-
and career-ready policies through the 2010 election
• Conducting research on the implementation of college-and career-
ready graduation requirements
• Providing ongoing research support on state accountability systems
• Responding to inquiries from internally from Achieve staff or assist
in responding to external requests regarding Achieve research, data
and communications
• Attending report releases and other DC policy events
• Summarizing relevant policy reports and other publications
• Providing general and administrative support to the State Leadership
Team as needed

The ideal candidate has completed or is working toward completion of a
graduate degree in policy; has research experience in the education
policy arena; excellent writing and communication skills; effective
time management skills; an ability to handle multiple short-term
projects in a fast-paced environment; and a team-oriented work style.

Time commitment:
Achieve is seeking a 10-12 month commitment. The ideal candidate will
be able to work between 20-30 hours per week.

If you are interested in this position, please send your resume and a
letter of interest to Margaret Horn at mhorn@achieve.org.

RIT position

2010-07-21T13:11:00.001-07:00

College/Division	Office of the President
Vacancy Number	IRC39695
Position Title	Director Diversity Education
Internals Only?	NO
Professional Area	Professional/Administrative
Department	Office for Diversity and Inclusion
Employment Status	Full Time
Department Description	Rochester Institute of Technology (RIT) invites interested applicants for the position of Director of Diversity Education. The Director of Diversity Education will have expertise and background to work with campus partners: Center for Professional Development, Academic Affairs and others to develop and coordinate diversity and inclusion education and training at RIT with the objective of increasing awareness, understanding and engagement.
Brief Description	About RIT and the Rochester area RIT attracts students from all 50 states and more than 90 countries. RIT has been recognized on The Chronicle of Higher Education's inaugural “Great Colleges to Work For” list for two consecutive years. RIT was cited in six different categories: Professional/Career Development Program, Compensation and Benefits, Tuition Reimbursement, 403b or 401k (retirement plan), Disability Insurance and Life Insurance. Rochester, located in Monroe County, is the 79th largest city in the United States and the third largest city in New York State. The Rochester area has a diverse population which includes African Americans (38% of the city and 14% of Monroe County) and Latin Americans (13% of the city and 5% of the county). In addition, more than 7% of the population is foreign born. It is also home to the largest Deaf community per capita in the United States. Rochester is ranked 7th among the “10 Best Cities to Raise a Family” by Child Magazine.Places Rated Almanac ranked Rochester as the 6th “Best Places to Live in America” out of 379 metropolitan areas. Expansion Management Magazine ranked Rochester as number one among metropolitan areas having the best Quality of Life in the Nation. Essence magazine ranked it among the “Top 10 Cities for Black Families,” Rochester was twice named one of America’s Friendliest Cities by American Demographics magazine.
Detailed Description	Duties and Responsibilities · Administer diversity educational programs by providing training, curriculum development, instructional methodology and procedures. Lead efforts to engage faculty in multicultural curricular and co-curricular development and pedagogical exploration/transformation efforts. Evaluate effectiveness of diversity training and development programs and utilize relevant evaluation data to revise or recommend changes in instructional objectives and methods. Employ innovative, creative techniques and multi-dimensional approaches to the development of cross-cultural competency and capacity across multiple aspects of institutional life. Partner across the institute to develop educational workshops for faculty, staff, and students that deepen community understanding of diversity, inclusion, and inclusive excellence. Evaluate effectiveness of development programs and utilize relevant evaluation data to revise or recommend changes in instructional objectives and methods.
Job Requirements	Education: Masters Degree in Higher Education Administration, Diversity and Social Justice Education, Student Personnel Administration, Counseling or a multicultural related field required. Doctorate preferred. Required Qualifications - Knowledge, Skills and Abilities Successful candidate must have experience working with diverse populations in a college setting. We seek an experienced communicator with proven ability to correspond with a variety of stakeholders effectively. Experience in developing curriculum for college courses and a proven track record of leadership and team development is desirable. Candidates should also have: demonstrated cultural competence and sensitivity, as well as knowledge of diversity and inclusion issues and trends in high education effective written and oral communication/presentation skills and the ability to facilitate group meetings demonstrated facility for and commitment to community building the ability to solve problems effectively The hiring process for this position requires a criminal background check and/or motor vehicle records check. Any verbal or written offer made is contingent on satisfactory results, as determined by Human Resources
Additional Details	RIT is an equal opportunity and affirmative action employer committed to achieving excellence through diversity, inclusion, community engagement, and to attracting and retaining highly qualified individuals who reflect the diversity of our nation and our world. Questions for this position may be directed to Sandra Whitmore, Search Committee Chair at 585-475-5453 or swwpro@rit.edu
How To Apply	Your application information and the following required documentation: cover letter, resume/CV, and your diversity statement/philosophy should be uploaded via this website -http://careers.rit.edu. in order to be considered for this position.

PAZ fellowship

2010-07-21T12:55:00.000-07:00

Hi all,

I wanted to pass along an important opportunity to come to Arizona and get involved with the movement to defeat SB1070 through the Promise Arizona (PAZ) Fellows program. I think this is a great opportunity for folks to be trained in organizing and join the movement to build power in Arizona during this critical time.

I'm here in Phoenix with PAZ right now and we really need more volunteers to help out with the electoral organizing efforts. If you know anyone who's looking to dedicate time and effort in Arizona and ready to have a profound experience please pass along the announcement below.

Please forward widely and encourage folks to apply!!

thanks so much!
neha

----------------

Come to Arizona! Join the movement for change as a PAZ Fellow!

SB 1070 is set to go into effect July 29th. Obama's lawsuit, a result of our communities' organizing, is a first step towards stopping this hateful law. It's clear that Arizona is the civil rights struggle of our generation. Just as Freedom Summer brought committed individuals from around the country to fight for justice in the South, Promise Arizona is sponsoring a Fellows Program for volunteers who can dedicate 3 or more weeks to help create long-term change in Arizona.

If we can change Arizona, we can change the country!
Will you join us this summer to make history?

BE A PAZ FELLOW: http://promiseaz.org/take-action/paz-fellows/

Training & Housing provided, Stipend for food and transportation.

Watch this video to see why you NEED to apply today!

JFF position

2010-07-21T11:58:00.001-07:00

About JFF:
Through research, action, and advocacy, Jobs for the Future develops
promising education and labor-market models that enable American
families and companies to compete in a global economy. Across the
United States, in partnership with foundations and other national
nonprofits, JFF improves the educational and workforce pipelines
leading from high school to college to family-sustaining careers. Our
initiatives take us to 206 communities in 41 states and the District
of Columbia.

About the Position:
JFF seeks an experienced education leader who has a track record of
shaping state education policy, from within or outside of government.
S/he advocates for policies focused on creating improved routes into
and through college for two segments of youth: students at risk of
graduating high school unprepared for college and youth falling off
track for high school graduation. The Director leads a team charged
with developing state policy positions and strategies, designing and
disseminating research, and providing technical assistance to states
trying to advance key policies, and cultivating new state clients. S/
he will work deeply in a targeted set of key states to develop and
implement policies that expand the success of “early college” designs
– those that improve the college readiness and success of underserved
students by featuring college courses as an integral part of the high
school course of study. The Director also manages several program
staff, maintains strong relationships with current and prospective
funders, and develops strategies to ensure JFF’s policy positions are
visible in the national education reform community and media.

Over the last decade, JFF has built expertise and a strong reputation
as an organization that advances state and federal policies and builds
the capacities of states, school networks, schools, and increasingly
districts to improve college and career readiness of low income young
people and young people of color. JFF has built, refined, and
implemented a state policy set that has resulted in a number of states
establishing the policies needed to build early college schools and to
expand dual enrollment options to a wider range of students with the
goal of increasing access and success in postsecondary education for
low-income, first generation, and young people of color. JFF has
also researched and developed policies to prevent high school dropout
and to support “Back-on-Track” school designs that provide students
off track for graduation with alternative routes to graduating
prepared for and supported in their transition to college.

Responsibilities:
The Director of State Education Policy will:

• Develop and refine the policy framework for early college school and
district designs and take responsibility for work plans and
development of a long-term strategy. The framework is likely to
include a focus on policies about curriculum and assessment
requirements, dual enrollment financing and quality issues, goal
setting and metrics, and building state capacity to scale up
innovative early college school and district-wide designs.
• Recruit, supervise, and deploy JFF policy staff and consultants to
ensure creation and delivery of state policy products and services
including: policy assessments, facilitation of state focus groups,
cost-benefit analyses, development of RFP and policy waiver processes,
creation of state goals and benchmarks, and documentation and
development of finance policies to support early college designs.
• Develop cross-cluster policy products, tools, services and
communications efforts.
• Build and maintain partnerships with philanthropies, states, and
other national education policy and school development organizations
• Convene staff and cross-cluster teams to identify state policy
opportunities and build a robust client base. Respond to state
requests for JFF’s services, prioritize JFF interest and determine
level of effort in states.
• Help develop and manage research projects, data, and internal
knowledge management systems for cross-cluster state policy work.
• Serve as liaison with Federal/national policy staff and carry out
joint projects to support JFF policy goals
• Represent JFF state strategy publicly by speaking, writing, and
communicating with key organizations, stakeholders, and policy makers
working at the state and national levels
• Recruit, manage, and develop high performing JFF staff.
• Manage budgets that support the early college state policy work.

QUALIFICATIONS:
1. Experience operating in a not-for-profit environment
2. Knowledge of state and district policy for sustaining and improving
public education, particularly those to promote high school graduation
and college readiness in K-12 education and that raise the success of
students in the first year of college.
3. Experience implementing approaches and policies that further the
high school and college success of low income students and students of
color, including through innovative high school design/redesign.
4. Experience in successfully promoting policies that advance the
interests low income young people and the educators, families, and
communities that support them
5. A strong reputation for service delivery at the state, national and/
or district levels
6. Experience working with governors, legislators, and state education
officials
7. Strong people skills—ability to give both positive and constructive
feedback and mentor younger professionals, ability to lead and
facilitate groups both within an organization and externally as well
as to work in communities characterized by race, ethnicity and
socioeconomic diversity.
8. Ability and experience in public speaking both informally and
formally
9. Very strong writing, editing and analytical skills and a history of
publication
10. Capacity to understand and use data and research to assess and
evaluate results and for purposes of accountability and improvement
(research design and stats useful but not required)
11. Five or more years experience in a relevant field and advanced
degree or comparable experience

Compensation

Commensurate with experience. Competitive benefits.

Please contact Nancy Hoffman, NHoffman@jff.org, or Joel Vargas,
JVargas@jff.org, with applications or questions.

Jobs For The Future is an Equal Opportunity Employer

ED of Newark Local Education Fund

2010-07-21T11:56:00.001-07:00

Friends and Colleagues:

I am pleased to announce that Collaborative is working with the board
of directors in Newark to search for an Executive Director to lead the
newly established Newark Local Education Fund (LEF). This is an
exciting opportunity for a highly talented individual to help mobilize
financial, organizational and human resources to improve the
educational outcomes for all students in Newark, New Jersey and, in
turn, enhance their future and the viability of the community as a
whole.

The Newark LEF is a network of individuals and organizations dedicated
to supporting quality public schools for all families in Newark. It is
a partnership of funders in education, advocates for good schools,
community leaders and educators, all working with a coordinated
purpose to support effective programs and policies that make a real
difference in children’s educational experiences.

This position requires an individual with extraordinary leadership
acumen, extensive experience in urban education, management expertise
and the desire to champion a community-wide vision for high quality
education for all children.

I invite you share the attached job listing and position profile with
your networks or if you prefer, you may refer any candidates directly
to me that you believe would be well suited for this position. We have
set up a website (www.newarklef.org) with these application materials
and additional information about the Newark LEF. For referrals, or if
you have any questions, please do not hesitate to contact me or
newarklef@collaborativecommunications.com.

Thank you for your assistance.

Sincerely,
David Moore

DS CFP

2010-07-19T09:05:00.000-07:00

Call For Proposals:

The Beyond Compliance Coordinating Committee, the SU Center on Human Policy, Law and Disability

Studies and the SU Disability Cultural Center Initiative are jointly seeking proposals for our second Disability Studies Conference to be held at Syracuse University on Saturday, October 9, 2010. Also, with a welcome Reception in the evening on Friday October 8th.

This conference seeks to explore all aspects of disability studies as generated by emerging scholars. We are particularly interested in papers that promote the understanding of social models of disability which emphasize cultures, histories, discursivity, philosophy, art, politics, geographies, & identities of diverse people & communities. We encourage submissions from a variety of disciplines and methodologies.

Potential paper topics might include, but are not limited to:

• histories & archives • space & place

• linked oppressions • activism & liberation politics

• cultures & communities • transnational, colonial issues

• effects of global capitalism • changing notions of identity & identity politics

• literature, film, & the arts • access & universal design

• inclusion & education • race & intersectional identity

• queerness & intersectional identity

The conference is free and open to the public; everyone—students, faculty, staff, and community members are encouraged to attend.

Conference submissions: all proposals should be no more than 500 words. In addition, please include title of paper or panel, authors’ names, affiliations, and contact information. Please inform the conference committee of any accommodation needs.

Submissions should be sent electronically to Ashley Taylor at astaylor@syr.edu by August 1, 2010.

Keynote: Nirmala Erevelles, Ph.D.

"The Color of Violence: Towards a transnational feminist disability studies perspective"

This conference is dedicated to the memory and work of Chris Bell

Disability in an Intersectional Lens: A Conference of Emerging Scholars in Disability Studies

This conference is dedicated to the memory and work of Chris Bell

Call for Proposals

http://bccc.syr.edu • http://disabilitystudies.syr.edu

Travelling Fellowship

2010-07-18T11:22:00.000-07:00

Dear Colleagues,

The announcement below came out just this morning. Do you know of students who could apply for this fellowship? If so, please forward the information to them and ask them to check the website, www.state.gov/p/io/unesco/programs/143138.htm . If they would like to apply for it, I will work with them to put in an application. The deadline is August 6, 2010. That’s three weeks from today. It can be done!

IIE is working to increase the number and diversity of American students who go abroad and to encourage study in places of growing strategic importance to the United States. We created this special section on Study Abroad to highlight study abroad news, trends, policy research and other announcements. If you have any news you wish to share, send an email to policyresearch@iie.org.

Call for Applications: Laura W. Bush Traveling Fellowship Program
Application Deadline: August 6, 2010

The U.S. National Commission for UNESCO will be accepting applications starting this week for the newly restarted Laura W. Bush Traveling Fellowship Program. This Traveling Fellowship was set up in 2008 to help fund American college and university students conduct projects overseas that help to further the mission of UNESCO.

These are short-term projects that last four to six weeks in duration. Fellows are required to file reports with National Commission office after they return.

Full information about the Fellowship and the application process can be found here: www.state.gov/p/io/unesco/programs/143138.htm

Thanks for your help.

Olivia E-M. Jones
Assistant Director
Office of International Affairs
Lee Building, Room # 103
North Carolina Central University
1801 Fayetteville Street
Durham, NC 27707
Phone: (919) 530 7713
Fax: (919) 530 7627
E-mail: ojones@nccu.edu

Brussels Forum Young Writers Award

2010-07-16T14:48:00.001-07:00

---------- Forwarded message ----------
From: sthnbelle15
Date: Thu, Jul 15, 2010 at 5:44 PM
Subject: [sc-young-alums] Win 2500 euros and a trip to Brussels! Young Writers Award
To: sc-young-alums@yahoogroups.com

The German Marshall Fund of the United States is currently accepting entries for the inaugural Brussels Forum Young Writers Award for outstanding and original writing on the future of the transatlantic relationship. The prize is open to all North American and European students and young professionals under the age of 30.

The Award will be presented to a team consisting of one North American and one European who have co-written a single paper addressing a topic relevant to the transatlantic relationship. Winners will receive 2500 euros each as well as an all-expenses paid trip to Brussels for our premier conference, Brussels Forum.

Please see brusselsforum.org for more details

Project Manager

2010-07-16T14:43:00.000-07:00

Please see below an announcement for a position with the National
Youth Employment Coalition which seeks a Project Manager of
Postsecondary Achievement. Application deadline: August 6th, 2010.
Send application materials to psi@nyec.org only.

The National Youth Employment Coalition (NYEC), established in 1979,
is a national network of over 250 organizations and is dedicated to
improving the effectiveness of youth-serving systems and organizations
that help youth become productive citizens. NYEC works at the
intersection of three fields of practice: workforce development,
education and youth development and reflects a blending of principles,
standards and strategies that have emerged from these fields. To
learn more about NYEC, visit www.nyec.org.
NYEC seeks a Project Manager of Postsecondary Achievement who will
provide expertise in education communications and research to
facilitate building a community of practice in the area of
postsecondary completion. This position reports to the Director of
Postsecondary Achievement and is based in Washington, DC. The Project
Manager of Postsecondary Achievement will work to achieve the goals of
NYEC’s Postsecondary Success Initiative (PSI).

The PSI is a national pilot seeking to strengthen the ability of youth-
serving organizations to re-engage disconnected youth and young adults
onto a path leading to postsecondary completion and employment.
Toward this goal the Project Manager of Postsecondary Achievement will
be responsible for collaborating with and providing educational
leadership to the cohort of PSI sites, as well as codifying and
sharing the knowledge that is developed as part of this initiative.

Major duties and responsibilities

Developing and implementing cross-site learning and communication:
• Create a strategy to capture the nature of work at each site and
identify trends. Use this information to design, plan and execute two
yearly all-site conferences and monthly all-site calls
• Identify experts in the field of postsecondary success to deliver
content at all-site conferences and collaborate with NYEC on special
projects
• Travel to sites to conduct assessments of educational capacity,
coordinate with a team of colleagues to create tools and technical
assistance activities to ensure consistent and effective
implementation
• Work as part of a team to ensure synergy and cross-pollination
between the PSI sites

Tool and resource development:
• Serve as the repository of knowledge that is developed through this
work and ensure that ongoing learning informs the practice of NYEC and
the PSI sites. Work with the Director to develop and implement
successful dissemination strategies
• Conduct research on tools and education resources (assessments,
curricula, best practice guides) and assess appropriateness for NYEC
PSI sites. Put into practice online dissemination of tools and
resources on relevant and timely issues of practice to facilitate
cross-site learning and collaboration
• Develop tools, resources, guides, publications on education-specific
topics: promoting college readiness and success, implementing
effective assessments to gauge student learning, using project-based
learning, utilizing cohort-based models, etc.
• Develop and maintain partnerships with other relevant educational
organizations and groups with the goal of recognizing and
disseminating promising practices

Administrative and logistics
• Continue to manage and assist when necessary, conference logistics,
including identifying location of events, food and beverage orders,
rooming lists, audio-visual equipment, registration, maintaining
communication with the hotel staff and other needs as required.
Manage logistics at the conference and provide all follow up and
closing out of accounts
• Support the Director in creating and refining an archive and
dissemination system to create institutional knowledge of the PSI work
• Other duties as assigned

Required qualifications (knowledge, skills and abilities)
• Bachelor’s degree (Human services, social sciences or education
fields and Master’s degree a plus)
• 5-7 years’ experience in direct service and a secondary/
postsecondary education setting
• Experience with organizational capacity building highly desired
• Deep belief in power of low-income youth to succeed with the right
guidance and opportunities
• Fluency in multi-cultural settings and ability to collaborate with
partners to ensure success
• Strong researcher with a deep knowledge of pathways from GED/High
School Diploma to postsecondary education for disconnected youth;
ability to use a variety of research modes, codify findings and
present them to participants with varied knowledge on the subject
• Ability to conduct an on-going literature review, codify and present
findings orally and in writing
• Skilled writer with experience in developing tools and guides on
education-specific topics
• Experience with curriculum development and familiarity with
effective learning principles, training techniques, assessments and
other aspects of educational administration
• Strong knowledge of HTML, web 2.0 design principles to produce web-
based training and communication tools as well as design graphics/
presentations; proficiency with MS Office Suite
• Ability to work effectively across organizations as well as to
provide strong representation of NYEC in the field of education, youth
development and workforce development
• Ability and willingness to travel and make own travel arrangements
(Domestic, up to 50% )
• Must be detail-oriented and a fast learner with deft and humor to
deal with shifting priorities and strategies

Compensation is commensurate with experience, plus an excellent
benefits package. Relocation expenses are not covered.

To apply: Show, don’t tell. Send a cover letter and resume rich with
examples demonstrating drive and talent to excel at this position; two
writing samples exemplifying excellent communications skills; and
sample of web design skills to psi@nyec.org by August 6th, 2010. Only
applications meeting these conditions and with salary requirements
will be considered. Please include PROJECT MANAGER OF POSTSECONDARY
ACHIEVEMENT in the subject line. No phone calls please.

The National Youth Employment Coalition is an equal opportunity
employer. Women and persons of color are encouraged to apply.

Communications Professional

2010-07-15T07:11:00.002-07:00

Communications Professional
Founded in 1983, GMMB has earned a reputation as the nation's premier issues and advocacy communications firm. We tackle the pressing issues of the day, including health care and health policy, safety, the environment, education, volunteer service, and many others. We use our commitment and expertise to make a real difference in people's lives. In our political consulting, GMMB takes on the tough races, the ones they say can't be won, and over 80 percent of the time we win them.

We are currently looking for a communications professional with a minimum of 4-6 years of communications experience for our Washington, DC, Office. This person will write advance level materials (including strategic documents, press releases, and reports) and execute comprehensive communications strategies for foundations, government agencies, associations and/or non-profit groups. He or she will also provide day-to-day management for the creation and coordination of written communications, events and grassroots efforts, and help to develop and execute communications strategies and media relations efforts.

We are looking for an individual who is an excellent writer, strategic thinker, innovative, and extremely effective communicator who possesses a solid background in public affairs, media relations and advocacy. Qualified applicants will possess a BS/BA degree and a minimum of 4-6 years of communications experience, as well as extensive high-level writing and synthesis experience for issue briefs, articles, and/or speeches. Hill, state or federal policy and/or advocacy experience is a must. Familiarity with education issues and the sensitivities and group dynamics of the education reform community at the local and national levels is required.

Strong organizational skills, attention to detail, ability to work under tight deadlines and a proven track record as a team player are crucial. Salary is commensurate with job requirements and experience.

We know a great idea can come from anyone and anywhere at any time, so mutual respect and teamwork is at the core of everything we do. Our culture is defined by smart and committed people working together to accomplish great things. We value creativity, innovative thinking, and collaboration. Our consensus driven environment provides an exciting learning experience with highly talented individuals who enjoy what they do and who are dedicated to making a profound difference in the world.

GMMB offers an excellent benefits package and competitive salaries. Please send cover letter and resume to HR@gmmb.com or fax to 202-338-2334. Please indicate "HR - COMMUNICATIONS PROFESSIONAL" in the subject line.

GMMB is an Equal Opportunity Employer.
M/F/D/V
Please visit our website at www.gmmb.com.

DCPS position

2010-07-15T07:11:00.001-07:00

http://dcps.dc.gov/DCPS/About+DCPS/Career+Opportunities/Central+Office/View+All+Jobs/Coordinator,+Central+Office+Recruitment+and+Staffing+*

One of Chancellor Michelle Rhee’s focal strategies for significantly
improving the student achievement of DC Public School (DCPS) students
is to ensure DCPS employs excellent people placed in the “right”
positions. The Central Office Recruitment and Staffing team is
responsible for assisting the Chancellor with building a lean central
office work force which rivals that found in highly successful private
sector and non-profit organizations by ensuring that DCPS employs only
the most talented, high performing, productive, efficient, and
committed school district central office staff in the nation.

The Coordinator, Central Office Recruitment and Staffing is
responsible for the efficient and effective recruitment of Central
Office employees. This position is also responsible for the HR
screening of applications for Central Office positions. The
Coordinator will have the opportunity to lead the team’s strategy
around internal and external referrals, and will lead the team’s
effort to increase the number of semi-passive and passive candidates
that DCPS is able to attract for its Central Office positions. The
Coordinator will maintain the team’s prospect database and craft
communication strategy and protocol for keeping prospects interested
in DCPS Central Office positions. The Coordinator often manages one
intern, and will collaborate with the team’s Assistant on recruitment
and staffing process and issues. Maintaining strong relationships
with prospects, new hires, and most importantly, central office
managers, is paramount to being successful in the position.

PT Women's Center Pos.

2010-07-13T16:26:00.001-07:00

PT Coordinator, Women’s Resource Center

The Office of Campus Life is searching for a part-time coordinator to manage the day-to-day activities of a new Women’s Resource Center.

The mission of the Women’s Resource Center (WRC) is to advance social justice by promoting a campus culture that ensures a safe, supportive, equitable and empowering environment for women of all cultures, races, sexual orientations and ages. The Center provides women and men students with information, services and programs that address matters of particular concern to women, while exploring the connections among gender, race, economic status, sexual orientation, culture, ability, religion, political views and other significant characteristics of women's individual and collective identities.

The Women’s Resource Center Coordinator will:
Provide administrative oversight for the Center facility, its programs and services and resource library;
Collaborate with key campus partners to address topics and issues of importance to women students through programs and trainings. Campus partners include the Student Government’s Women’s Initiative; Women, Gender and Sexuality Studies Department; Multicultural Affairs; International Student and Scholar Services; Gay, Lesbian, Bisexual, Transgender and Allies Resource Center; and the Wellness Center;
Provide individual consultations for students on issues of interest and concern to them;
Serve as a resource person for information, referrals and advocacy on women’s issues;
Promote and market programs and services sponsored by the Center and campus partners;
Maintain a current, informative and engaging website;
Assess programs and services for continuous improvement.

Qualifications:
· BA in social science, women’s studies or related area required; MA preferred;
Demonstrated knowledge and understanding of issues significant to women in diverse communities;
Experience in program development and advocacy;
Basic counseling and advising skills, sufficient to make appropriate referrals and support student activities;
Strong communication skills in writing and public speaking;
Computer skills (database management, Microsoft Office, Web);
Intercultural competence – ability to relate effectively to diverse individuals and groups;
Ability to set priorities and manage multiple tasks;
Ability to work collaboratively.

Details:
· 20 Hours/week for 10 months (August-May)
· Hourly rate: $15-$18; no benefits
· Applications will be accepted until the position is filled
The successful candidate should be able to begin in August 2010, and commit to a minimum of 10 months (August- May). Please submit cover letter and resume to Human Resources at www.jobs.american.edu and copy Fanta Aw, Assistant Vice President, Office of Campus Life, at fanta@american.edu. Questions? Call 202.885.3357.

Anthro position at AU

2010-07-13T13:59:00.001-07:00

The Department of Anthropology, American University, seeks a social-cultural/linguistic anthropologist to fill a one-year, non-renewable, term faculty appointment at the rank of professorial lecturer, beginning Fall 2010. The teaching assignment may include: Language and Human Experience, Sex, Gender and Culture and related courses in the university’s General Education Program; Language and Culture; Anthropological Research Methods, and possibly a graduate seminar in Race, Gender and Social Justice. PhD by September, 2010 required. Previous teaching experience as instructor of record is required. Other responsibilities include assisting with student advising, particularly the mentoring of women and minority students, and participating in other department service activities.

Send c.v., description of teaching experience and research interests as they relate to the job description, and names of three references to: Chair, Term Faculty Search Committee, Department of Anthropology, Battelle T-23, American University, 4400 Massachusetts Ave NW, Washington DC 20016. Minorities and women are strongly urged to apply. Review of applications begins July 19, 2010 and will continue until the position is filled. AA/EEO. This employer offers employee benefits to same-sex domestic partners of employees and prohibits discrimination on the basis of sexual orientation/preference and gender identity/expression.

This position was just approved, and classes begin August 23rd. So a certain sense of urgency ...

This is a **teaching** position -- 3 courses each semester, tho not necessarily 3 preparations. The assigned courses help cover classes that our department needs to offer because of unusually large first and second year undergraduate cohorts as well as courses uncovered because of faculty-on-leave.

There are some areas of benefit. There will be some student support to help with research/writing project(s), for example. And we'll try to make life in the department as pleasant as we can, while you are here.

I will gladly answer questions about the position : wlm@american.edu

Please pass this message to anyone with interests as indicated.

Thanks,

wlm leap
professor and chair,
department of anthropology
american university
washington dc

Language House position

2010-07-13T09:09:00.001-07:00

Dear Graduate Program Directors,

the Language House (St. Mary's) is in need of a graduate student,
preferably German native or with excellent German language skills to
assume the position as mentor of the German Cluster in the Language
House starting Fall 2010. The position comes with housing, i.e. room in
the Language House and a $3,000 stipend. No tuition remission. In
exchange, mentors are responsible for their "flock" of about 10-12
undergraduate students (organize cultural, extracurricular activities,
have regular meetings, mentor students, interact with other language
clusters, etc.). International graduate students are of course governed
by the employment rules determined by the Graduate School.

If you know of someone who might be interested and qualified (in terms
of German language skills) please have them contact me at 405-0734 or by
email.

Thank you for your support.

Gabi Strauch

Dr. Gabriele L. Strauch
Associate Director for Academic Affairs
Associate Professor of German
School of Languages, Literatures and Cultures
1105 Jimenez Hall
University of Maryland
College Park, MD 20742
TEL: 301-405-0734
FAX: 301-314-9928

University of North Texas faculty position

2010-07-13T07:25:00.001-07:00

The University of North Texas has a one-year position open for a professor who
will have a shared position in Women's Studies and International Studies.
Applications close on July 20. For more information please visit the following:
https://facultyjobs.unt.edu/applicants/jsp/shared/search/SearchResults_css.jsp
or contact me if you have any questions.

Sandra Spencer, Ph.D.
Director, Women's Studies
940-565-2532

CHE article on Peer Editing

2010-07-10T13:12:00.001-07:00

Peer Editing Could Use Some Revision

The process shouldn't be a mere formality, but a way to help students become better writers and editors.

This premium article will be available to nonsubscribers at the link above for five days and at http://chronicle.com/article/Peer-Editing-Could-Use-Some/66124/?key=HDh1d1Rtby1KYXI3KyFBKCIDbHYscRktO3wSZncaYF5c. The article is always available to Chronicle subscribers at http://chronicle.com/article/Peer-Editing-Could-Use-Some/66124/