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Do you have an event you’d like to announce? A call for papers for a conference? Email all details to [email protected].
The Virtual Student Federal Service (VSFS) is the largest virtual internship program in the world! This year we will offer nearly 3,000 positions with 50+ federal agencies. VSFS offers unique mentoring and exposure to job opportunities within the U.S. government.
Each year, applications are open to U.S. college students from July 1 – 31 on USAJOBS.gov. Real experience is waiting for students at NASA, the Smithsonian, U.S. Department of State, Forest Service, Indian Health Service, CIA, National Park Service and others. All the projects on offer are here: http://vsfs.state.gov/ by clicking on “See All Projects” at the top! To #ApplyinJuly to their top three projects, students must log on to USAJOBS, create an account, build a resume, write a statement of interest, and upload a transcript.
Students play an important role in moving the government forward from analog to digital. There’s something for everyone: graphic design, research, mapping, videography, foreign language expertise, marketing, community management, writing, calculation, policy planning, app development, and more! Students can apply to their top three projects from the list here: https://vsfs.state.gov/projects
Selected eInterns should expect to spend ten hours a week on their project from September through May. This is unpaid, volunteer work, but eInterns make connections that make a difference, gain valuable experience, and sometimes get course credit. All applicants must be U.S. citizens in student status at a university in the U.S. or abroad. VSFS is open to undergrad through PhD candidates taking classes full or part-time, in-person or on-line.
Researchers may apply under one of the program’s two focus areas:
- Improving the use of research evidence in ways that benefit youth
- Research to build, test, and increase understanding of approaches to reducing inequality in youth outcomes.
Special issue call for papers from English Teaching: Practice & Critique
Perhaps more intently than any generation before, the broad demographic of youth is shaping the course of our increasingly networked, global world. The March for our Lives to protest gun violence in the United States, the Global March against Child Labor in India, The “Wedding Busters” Movement in Bangladesh where thousands of young women are fighting for “child-marriage-free zones.” Across these and other instances of what seems to be a global youth movement toward justice, young people are creating and engaging myriad linguistic and literacy practices to chart, envisage, and enact change within and across social lives, political landscapes, economic possibilities, and intellectual pursuits.
However, while youth are increasingly at the leading edge of many linguistic, literate, and sociocultural shifts, their schooling experiences often constrain rather than build with and expand youths’ language and literacy practices. In many respects, the demands of schooling and the opportunities for language, literacy, and life outside schooling are moving down divergent paths.
Nearly 20 years ago, at the dawn of the 21st century, literacy scholar Dr. Jabari Mahiri wondered if schools would survive the then ways youth cultural spaces and literacies (re)aligned young people’s civic, social, aesthetic, and economic needs and interests and helped youth “circumvent limits on learning” imposed by schooling.
Now, as we bear witness to unprecedented youth engagement in cultural changes, we wonder if the school subject English, as it is currently understood, is a relic of the past. We wonder: Is the school subject English being left behind by youth?
In this special issue, Youth Studies and Youth Epistemologies in English Teaching and Teacher Education, we invite you to wonder with us how a conceptual framework of youth studies and youth epistemologies necessarily recalibrates the school subject English. This vantage asks what “English” may mean within the context of youth literacies, cultures, activism, and life trajectories that often have little reliance upon schooling experiences. Fundamentally, this special themed issue asks what a youth framework might teach us about what constitutes language and literacy and how schooling–and the work of English teachers, literacy teacher educators and researchers–may adapt to and learn with the “already present” literacy and learning practices of youth (Watson, 2018).
Given how a youth framework interrogates power relations related to who determines and authorizes what counts as English, such work compels a recalibration of not just of the school subject English but also ourselves as literacy educators and scholars. In this way, we invite you to consider the interplay of humility with the implications of a youth epistemology for English Education. As Freire (1985) reminds us, “humility accepts the need we have to learn and relearn again and again,” and as Naomi Saalfield sings in “Nakamarra,” a song by the band HK, “True we engage humility, watch me struggle with your words.”
Thus, we invite manuscripts that “struggle with [youth’s] words” and address such urgent questions as: What might it mean to think of “English” in the context of youth literacies, cultures, and activism? How might/do youth get a say in what counts when it comes to the school subject English? What might the school subject English provide youth to support the work they are doing in the world? How are youth prompting us to envision new theoretical and methodological approaches? While we imagine myriad topics for this special-themed issue; we offer the following to stimulate possibilities:
● Youth-led Activism & Political Engagement
● Youth-focused Literacy Curricula
● Theoretical Reconceptions of Youth/Adolescence
● Youth Cultures, Literacies, Languaging, and Learning
● Youth and Communities of Color and English Education
● Transnational & Immigrant Youth (experiences in language and literacy education)
● Intersectionality, Youth Identity, and English Education
● Youth, Critical Race Theory, and English Education
● Gender, Youth, and English Education
● Indigenous Youth & English Education
● Youth Voices in (Literacy) Educational Reform
● Youth Lens
● Discourses of Youth/Adolescence in English Education (Policy)
● Already-present Youth Literacies
● Hip Hop Literacies intersecting with youth movements
● Youth Participatory Action Research (YPAR)
● Place & Youth in English Education (e.g., rural, urban)
● Youth as English Teacher Educators and a Repositioning of Pedagogy
● Youth and Media Literacy/Engagement
● Youth Digital Literacies
● Consumer Culture and Youth
We will consider submission of research papers, practitioner narratives, conceptual/theoretical essays, and creative work pertinent to the theme. Given the topic, special interest and consideration will be given to manuscripts involving youth as (co-)authors and contributors. In general, we encourage manuscripts that push the boundaries of current conceptions of youth language and literacies and help recalibrate the very foundations of what constitutes the school subject “English.”
Deadline: 5 August 2019
Please see the ETPC “Author Guidelines” for guidelines on both kinds of submissions, including word limits. Submissions for this Special Issue must be made through the ScholarOne online submission and peer review system. When submitting your manuscript please ensure the correct special issue title is selected from the drop down menu on page 4 of the submission process. For more information, the journal website is: http://www.emeraldgrouppublishing.com/etpc.htm
Recognizing Excellence in Practitioner Anthropology
THE 2019 PRAXIS AWARD COMPETITION
Since 1981, the Washington Association of Professional Anthropologists’ (WAPA) biennial Praxis Award competition has recognized outstanding achievement in translating anthropological knowledge into action as reflected in a single project or specific endeavor. Ideal award candidates are anthropologists who can demonstrate the value of anthropological knowledge, theory and methods to solve problems addressed through public and/or private sector efforts (e.g., government, industry, or non-profit).
Award recipients will receive a $1000 prize and will be recognized at a Praxis Award ceremony and reception at the 2020 meeting of the Society for Applied Anthropology. For further information, requirements, and a list of past award recipients, please see https://wapadc.org/praxis. A brief pre-application (2 pages) is encouraged. Both the pre-application and full application templates are available on the Praxis Awards Guidelines page.
The competition is open to anyone holding an MA or PhD in any subfield of anthropology. WAPA strongly encourages submissions from individuals, mixed-discipline groups, or organizations where at least one anthropologist worked on and influenced the designated project. Entries are encouraged from anthropologists worldwide. All entries will be evaluated by an expert panel of anthropological practitioners.
- Optional pre-application deadline: July 1, 2019
- Full application deadline: September 1, 2019
- Awardees and other applicants notified: January 2020
- Praxis award(s) presented: March 2020
Contested Identities: Critical Conceptualisations of the Human
November 22–23, 2019
The South African Society for Critical Theory (SASCT) invites abstract submissions of up to 500 words for its 3rd Annual Conference which will take place at the Howard College Campus of the University of KwaZulu-Natal, from the 22nd to the 23rd of November 2019.
SASCT invites papers which address the vexed notion of the “human” in the contemporary age. As part of such considerations, this conference welcomes papers that consider the possibilities and pitfalls of identity theory in relation to Critical Theory. What analytic and conceptual resources does identity politics offer Critical Theory? What might a critical analysis of identity politics reveal? Do identity politics serve as an instance of a process whereby we come to view our own individuality in terms of pre-constructed cultural categories? What stance should Critical Theory adopt towards identity politics?
This conference also welcomes papers that explore the concept of “the human” and “human nature” from a critical perspective. What, for instance, might we construe as “essential” human characteristics? Is critical reason to be understood as such a characteristic? Is the question of the “human’ even meaningful any longer? Would the attempt to define the “human” in its present historico-social conditions enable us to map its future trajectory? Would the attempt to formulate such a definition facilitate liberation or merely serve a repressive ideological function? If the “human” or “human nature” are no longer meaningful categories, then what is it that Critical Theory aims to liberate? Has the technological mediation of existence altered our understanding of humanity? In short, what is the future of the “human”?
The conference welcomes approaches from all aspects of Critical Theory, broadly construed. In particular, the conference welcomes papers that address issues relating to: African Critical Theory, Digital Culture, the intersections between Critical Theory of European origin (Frankfurt School, Foucault, etc.), Black Existentialism, and Africana Critical Theory as well as contributions on any and all aspects of Critical Theory, e.g. the 3 generations of Frankfurt School Critical Theory, Postcolonial Theory, De-colonial Theory, Critical Feminism, Critical Film Studies, Critical Race Theory, Critical Theory of Technology, Critical Legal Studies, Post-structuralism, Psychoanalysis, Critical Hermeneutics, Liberation Theory, Critical Pedagogy, Critical Theology, Critical Anthropology, etc.
The Conference organisers would also appreciate papers that address thinkers whose work lies outside the “canon” of Critical Theory, but whose work can extend current research in Critical Theory or whose work in itself embodies alternative forms of Critical Theory. Whilst the organisers encourage contributions that address the conference theme, the theme itself should be viewed as merely suggestive.
Please submit abstracts to [email protected] by the 7th September 2019 Acceptance letters will be sent by the 21st of September at the latest.
Should you have queries regarding any aspect of the conference then please do not hesitate to contact the conference organising committee.
The Fulbright U.S. Scholar Program is open and accepting applications for academic year 2020-2021! Whether you plan to conduct independent research, teach students, or pursue a professional project, Fulbright makes a real and lasting impact. Fulbright Scholars return to their home institutions with enhanced career prospects, ideas for future collaborations, and a truly global perspective. Don’t miss out on this important opportunity to share knowledge and serve as a cultural ambassador through Fulbright. The deadline to apply to the Fulbright U.S. Scholar Program is September 16th, 2019.
There are many options for awards focusing on Anthropology and Archaeology including the following:
Czech Republic: Fulbright-Palacky University Distinguished Chair
Egypt: American University in Cairo
Peru: All Disciplines
Ukraine: Cultural Resource Management
For the full list of related awards, click here.
Join us for a live webinar focused on Fulbright US Scholar Program Opportunities including Anthropology and Archaeology. Register below:
May 22, 2019 – 2:00 pm to 3:00 pm EDT
Fulbright U.S. Scholar Program Team
Contact: [email protected]
Just Code: Power, Inequality, and the Global Political Economy of IT
Just Code is a one and a half day CBI symposium/workshop on how code—construed broadly, from software routines to bodies of law and policy—structures and reinforces power relations. It will explore the often invisible ways that individuals and institutions use software, algorithms, and computerized systems to establish, legitimize, and reinforce widespread social, material, commercial, and cultural inequalities and power imbalances. The event will also examine how individuals, unions, political organizations, and other institutions use code to fight for equality and justice. Other major themes include the (pre-)history of code/algorithmic thinking; code as means of concealment or secret communications; codes of conduct in business, governance, and culture related to IT and its institutions (local and global exploitation through imperialism, human rights violations, and environmental degradation); and codes of ethics in information technology. The papers will draw from across the humanities and qualitative social sciences, including disciplines such as anthropology, sociology, science and technology studies, geography, and communications. We anticipate that papers (collectively) will examine a wide range of themes in the global business, cultural, social, legal, and environmental history of the political economy of information technology. Papers will be pre-circulated (among presenters) and we have plans to publish revised papers (after editorial and peer review) as an edited volume in the Springer History of Computing Book Series.
Submission and Dates
Proposals should include a two-page curriculum vitae and a 300 to 450 word abstract (as a single PDF) that highlights the key argument(s), connection of the paper to the symposium’s topic/themes, and a description of core methods/sources. This should be sent to cbi at umn.edu (please have your last name in the file name and use the subject line “Just Code Symposium Proposal”).
Deadline for Paper Proposals is Oct. 15, 2019 (notifications will be made within 30 days)
Deadline for Submission of Papers (for those offered and accepting a place on the program) is March 31, 2020 (papers will only be pre-circulated to fellow presenters/panelists on the program, not to all registrants).
Those offered and accepting a spot on the program will have to commit to participating in the entire workshop, revising their work based on feedback from peers at the event and the organizers/editors, and submitting it for consideration to the planned edited volume.
For those offered and accepting a place on the symposium’s program (presenters/panelists), CBI will cover the cost of 2 nights lodging at a nearby hotel (walking distance to CBI), lunch, and an event dinner. Early career presenters on the program (graduate students, postdocs, and junior faculty) can apply for CBI travel grants of $300 to partially offset their travel costs (done as a reimbursement/partial reimbursement). Please indicate if you would like to be considered for one of these travel grants at the bottom of your abstract. The program will commence at 8:30 AM on Friday May 8 and conclude at 12:30 PM on Saturday May 9. Registration is automatic for everyone on the program.
For those wanting to attend who are not presenting, the symposium’s registration is free and open to CBI Friends (and those who become CBI Friends), and to students, academic staff, and faculty of the Univ. of Minnesota. Lunch is provided for all who register. The event dinner is only for those on the program. Information on becoming a CBI Friend is at http://www.cbi.umn.edu/about/friends.html
Registration form for those attending but not presenting. The size will be capped, so we encourage registering far in advance. https://forms.gle/KK5n37jhN1Mdnyxp9
The event will be at CBI–Andersen Library at the University of Minnesota
CALL FOR PAPERS
The Society for Applied Anthropology (SfAA) invites abstracts (sessions, papers and posters) for the Program of the 80th Annual Meeting in Albuquerque, NM, March 17-21, 2020. The theme of the Program is “Cultural Citizenship and Diversity in Complex Societies.”
The Society is a multi-disciplinary association that focuses on problem definition and resolution. We welcome papers from all disciplines. The deadline for abstract submission is October 15, 2019. For additional information on the theme, abstract size/format, and the meeting, please visit our web page (www.sfaa.net/annual-meeting/).
Each year, the School of Social Science at the Institute for Advanced Study in Princeton, NJ, invites around 25 scholars to be in residence for the full academic year to pursue their own research. The School welcomes applications in economics, political science, law, psychology, sociology and anthropology. It encourages social scientific work with an historical and humanistic bent and also entertains applications in history, philosophy, literary criticism, literature and linguistics. Applicants must have a Ph.D. at time of application. Each year there is a general thematic focus that provides common ground for roughly half the scholars; for 2020-2021 the focus will be “Science and the State.” The application deadline is November 1, 2019. Applications must be submitted through the Institute’s online application system, which opens June 1 and can be found, along with more information about the theme, at www.sss.ias.edu/applications.
Modern science and the modern state are inextricable and co-emergent. Indeed, the rise of the state form has been accomplished through the ways of knowing and extracting that scientific analysis makes possible—including classification, hierarchization, quantification, and reductionism. But while the production of science and the formation of the state are relatively well studied, much remains to be understood about the relationships between the two—how states support, use, and regulate sciences, and how the sciences support the structure, function, and legitimacy of states.
What have been the historical processes involved in the intertwined development of states and sciences, and how much have they varied across national contexts? While the state remains the driver of both private and public sector technoscience in certain societies, what has its role become in many others, where scientific innovation is increasingly seen as the purview of the private sector? As we today face issues and crises, from human gene-editing to climate change, that supersede provincial boundaries—even as forms of violence and social control enabled by science continue to be operationalized by nation-states— what forms of transnational oversight may be required? How might state engagement with the natural and social sciences, such as the use of “nudge units” and “evidence- based” claims in legislation and governance, necessitate new understandings of the relationship between states and sciences? How does the corporate world respond to increasing demands from both the state and citizens for social responsibility and ethical practice with regard to science and technology? These are some of the questions that will be addressed by the various disciplines of the social sciences and humanities.
Applications from scholars working outside the theme are also encouraged.
The program will be led by
Alondra Nelson, Harold F. Linder Professor at the Institute for Advanced Study in collaboration with
Didier Fassin, James D. Wolfensohn Professor at the Institute for Advanced Study
Special issue call for papers from English Teaching: Practice & Critique
Special Issue of English Teaching: Practice and Critique
Embodiment and literacies: Teaching, learning, and becoming in a post- world
Guest Editors: Stavroula Kontovourki, Elisabeth Johnson, Grace Enriquez
In recent years, there has been a surge in literacy studies research that transgresses views of literacy as a set of skills or socially situated meaning-making practices to reconfigure meaning making at the intersection of human subjects and materials. Following broader trends in the social and humanist sciences, such ontological, epistemological, and axiological reconfigurations rework notions of agency, politics, and ethics (e.g., Barad, 2003; Davies et al., 2013; Lather & St. Pierre, 2013; St. Pierre, 2014). This re-theorization has been instantiated in the renaming of literacies as im/material (Burnett et al., 2014), post-human (Kuby & Rowsell, 2017), and trans- (Stornaiuolo, Smith, & Phillips, 2017). Across such work, we see a concern with flows, emergences, difference, and potential: flows of affect and cognition and in connected space-times, entanglements of humans and nonhumans, unexpected encounters and meaning-making practices, transgressions and possibilities of/for new matterings and becomings (e.g., Boldt & Leander, 2017, Ehret, Hollet, & Jocius, 2016; Leander & Ehret, 2019; Marsh, 2017). These post-era trends emphasize how meanings of literacy and learners’ identities flow in connected space-times, where humans and nonhumans are entangled and unexpectedly encountered. These flows, entanglements, and encounters make new ways of mattering and being possible.
Within this broader move, we see much value in understanding literacy as embodied, (i.e., as of material bodies, subjective feelings, and produced identities, interacting across non-human materials, spaces and times, while risking and affirming recognition). This understanding invites researchers and educators to examine different ways bodies matter in literacy teaching and learning; to wonder how literate bodies (of educators and learners) are simultaneously disciplined and disciplining; feeling and affective; impossible to represent but also possible to present anew; and thus, mobile and indeterminate (Johnson & Kontovourki, 2016). In effect, one is invited to consider literate bodies as not only acting and feeling objects, but also as sites where humans, materials, and ideas entangle to make up particular meanings of literacy, of pedagogy, and of people.
Focusing on literacy pedagogies, we invite submissions that foreground bodies and incorporate premises of different post- theories to engage with questions like:
- Whose bodies are recognized as relevant (or not) at different pedagogical moments? How are recognitions tied to norms that circulate social relations and ways teachers and students mis/recognize their roles in defining what matters as literacy?
- What feelings and emotions circulate at the entanglement of bodies, texts, and objects, illuminating spaces of control and possibility? How can emergent difference and transformation speak back to structures like schooling? In what moments can this newness even be paradoxical, violent, and potentially inequitable?
- What kinds of meaning-making occur as students disrupt expectations or teachers follow the lead of students or materials? How do unexpected engagements across bodies and materials help us re-imagine literacy in school and other institutional spaces?
Considering the embodiment of literacy in these terms constitutes an ethico-political project of tracing the boundaries of literacies and literacy pedagogies in a post- world. Maintaining the focus on criticality, this special issue aims to contribute to the art of the im/possible by showcasing examples of practice where both possibility and constriction, paradoxes of newness and difference, inclusion and exclusion emerge.
Submissions for this Special Issue must be made through the ScholarOne online submission and peer review system. Please refer to the ETPC Author Guidelines for guidelines on submissions, including word limits. For inquiries on the special issue, you may contact Stavroula Kontovourki ([email protected]), Elisabeth Johnson ([email protected]), or Grace Enriquez ([email protected]).
Submission date: November 1, 2019