LISTSERV - CASCA-GRAD Archives

Upcoming Call for Papers, Panelists, Funding & Employment Opportunities,
Awards and Summer courses ||
Prochain appel à contributions pour les publications et conférences,
bourses & offre d'emploi, prix et cours d'été

12 February | février 2015

All members of CASCA's Student Network as well as graduate program
directors who have events or opportunities of interest to our members are
invited to contact the moderators ([log in to unmask]). Links to detailed
posting guidelines: in English and French
<https://drive.google.com/file/d/0B0c1zm5UGz8pUklkeXR4X3phYVE/view>.

Tous les membres du réseau des étudiants de CASCA ainsi que les directeurs
de programmes d'études supérieures qui ont des événements ou des
possibilités d'intérêt pour nos membres sont invités à contacter les
modérateurs ([log in to unmask]). Voir ci-dessous pour directives sur les
affectations détaillées:en français et anglais
<https://drive.google.com/file/d/0B0c1zm5UGz8pUklkeXR4X3phYVE/view>.

1. CALLS || APPELS

a) Opportunities || Opportunités

[1] Managing Editor - *Anthropology and Humanism* - Deadline: April 30th,
2015

b) CFP Publications & Conferences || Appel à contributions pour les

publications et conférences

[1] Conference Abstracts - This American Muslim Life: The Cultural
Politics of Asserting the Familiar- AAA 2015 - Deadline: February 14, 2015

[2] Conference Abstracts - Policing, Estrangement, and Social Inequalities:
Denaturalizing Law Enforcement and Police-based Governance - 2015 American
Anthropological Association Meeting - Deadline: February 15, 2015

[3] Conference Abstracts - “Mobile Dwellings: Transportable Localities” -
AAA 2015 - Deadline: February 27, 2015

[4] Chapter Submissions for Book - “Transcultural Flows in English Language
Education” - Deadline: March 1, 2015

[5] Conference Abstracts - “Pilgrimage to the Heart of the Sacred -The
Sacred Journeys: Pilgrimage and Beyond Project: 2nd Global Meeting”
Mansfield College, Oxford, United Kingdom - Deadline: March 13, 2015

[6] Conference Papers - Everyday Life in the 21st Century - Florence, Italy
- Deadline: March 15, 2015

[7] Conference abstracts - “Educational infrastructures” - AAA Meeting 2015
- Deadline: March 15, 2015

2. FUNDING OPPORTUNITIES AND AWARDS || PRIX ET BOURSES

[1] Site Preservation Grant - The Archaeological Institute of America -
Deadline: February 15, 2015

3. EMPLOYMENT OPPORTUNITIES || OFFRE D'EMPLOI (in addition to/ en plus de
http://www.cas-sca.ca/latest-jobs)

[1] Assistant/Associate Professor in Language Rights and Latino Education -
Latina/Latino Studies Department - San Francisco State University, College
of Ethnic Studies - Deadline: application review beginning February 2015

[2] Instructor - Medical Anthropology - Butler University - Deadline:
February 23, 2015

[3] Lecturer - Department of Anthropology- School of Liberal Arts- Indiana
University Purdue University Indianapolis (Indiana, United States) -
Deadline: February 28, 2015

[4] Academic Director Position - Centre for English Language Learning,
Teaching, and Research, Faculty of Education, Simon Fraser Univerisity -
Deadline: March 31, 2015

4. Requests and queries from members of the CASCA Student Network (reply
directly to the poster) || Requêtes des étudiant(e)s pour obtenir des
conseils ou ressources (les réponses seront envoyées directement à
l'étudiant(e) en question).

N/A

5. EVENTS || ÉVÉNEMENTS & SUMMER COURSES || COURS D'ÉTÉ

[1] NCSU Ethnographic Field School - Lake Atitlán, Guatemala - Summer 2015
- Deadline: February 15, 2015

[2] Summer Field School - Open School of Ethnography and Anthropology -
Yucatán, Mexico - Deadline: February 20, 2015

[3] Workshop - Christianity, Anthropology and the Problem of Difference-
Asia Research Institute- National University of Singapore - February 27th,
2015

[4] Turkish Immersion/Intensive Summer Program - UW-Madison - Deadline:
February 13, 2015 (fellowships), May 15, 2015 (applications)

*Submissions to the CASCA Grad List: English posting guidelines
<http://bit.ly/1wMCpSE>

-----

1. CALLS || APPELS

a) Opportunities || Opportunités

[1] Managing Editor - *Anthropology and Humanism* - Deadline: April 30th,
2015

The Executive Board of the Society for Humanistic Anthropology (SHA) is now
inviting applications for Managing Editor of its peer-reviewed journal,
*Anthropology and Humanism (AH). AH *welcomes a broad spectrum of
contributions from those who see the relevance of humanism for getting to
the heart of anthropology, accepting both traditional research article and
creativewriting styles. Interested applicants should send by e-mail a
written statement specifically addressing the qualification criteria listed
below and her/his vision for the journal. Please send all materials as
e-mails and attachments by April 30, 2015, to James M. Taggart, Chair of
*AH * Search Committee, at [log in to unmask]

Qualifications for *Anthropology and Humanism *managing editor:

Demonstrated interest in and knowledge of the Society for Humanistic
Anthropology's area of interest
-

Experience and knowledge in publishing, editing and journal
administration
-

Excellent written and oral communication skills
-

Ph.D. in anthropology
-

Proven record of refereed publications
-

Excellent interpersonal skills and leadership experience
-

Willingness to work with AAA's evolving publication program

Working arrangements: Must be available for a three-year term of
appointment, beginning July 1, 2015. Must meet strict deadlines to produce
two issues of the journal annually. Works closely with Associate
Editors/peer reviewers. Expected to attend the AAA annual fall meeting
with SHA providing a maximum travel and lodging allowance of $ 500. Must
have the ability to work remotely, with a computer updated to current
standards and software. it would be helpful to have organizational or
financial support from the editor's institution.

b) CFP Publications & Conferences || Appel à contributions pour les

publications et conférences

[1] Conference Abstracts - This American Muslim Life: The Cultural
Politics of Asserting the Familiar- AAA 2015 - Deadline: February 14, 2015

-Conference theme: “Familiar/Strange”

-Organizers: Maria Curtis (University of Houston-Clear Lake) and Alisa
Perkins (Western Michigan University)

Recent coverage of the Charlie Hebdo incident in France casts a long shadow
over Muslims living in the West, publically asserting an austere face of
Islam that is far “stranger” than the everyday experience of most
practitioners. This panel asks why must Islam in the West be “made
strange,” and what does a lived Islam grounded in ethnographic perspective
look like once it is plucked from the familiar/strange duality and instead
viewed as an American Muslim “way of knowing.” We aim to collectively
examine how Muslims in America are blurring lines by carrying out aspects
of their everyday lives “in a Muslim way” (Henkel 2008). Papers may cover a
wide range of topics examining how familiar ways of doing things take on
novel meanings for Muslims as they are rehearsed in American spaces; and/or
how non-Muslims reinterpret American spaces or cultural life by engaging
with Muslim minority cultural, material, and institutional forms. The aim
of the panel is to build an understanding of how Muslim minorities expand
religious and cultural boundaries in an American scene already crowded with
multisecularisms on the one hand, and neoconservatisms on the other. What
is at stake for Muslim Americans when they are called upon to answer for
the “stranger” articulations of political Islam, and in an environment of
overdetermined “strangeness” is an authentic Muslim American “familiar”
tenable? Papers may include a focus on space and public culture,
materiality, institution building, conversion, the poetics of personal
life, festivals and demonstrations, performance and artistic production,
political activism, legal and civic engagement, interfaith movements,
cityscapes, education, cultural brokerage, Muslim business and finance, and
halal foodways.

Please send a 250 word abstract and a title for your proposed contribution
to both Maria Curtis ([log in to unmask]) and Alisa Perkins (
[log in to unmask]) by Saturday, Feb 14th. Authors of accepted
proposals will be notified via email by Monday Feb 16th. Please contact us
in advance with any questions about this proposed panel session.

From Michael Brown to Eric Garner and beyond, recent public attention to
African American deaths occurring at the hands of law enforcement officers
in the United States has reignited familiar conversations about police
relationships with minority communities. Meanwhile, just as President
Obama’s year-end immigration announcement pledges to shift the landscape of
immigrant policing across the country, we reach a record-high 2.5 million
deportations on his watch. While anthropology has long played a critical
role in exposing how regimes of social control are perpetuated through
taken-for-granted, normalized systems of authority, events such as these
suggest there may be a renewed public space for anthropological
intervention that helps draw attention to policing and make sense of its
effects. Following this year’s AAA theme calling for questioning the
familiar and making it strange, we seek papers that denaturalize policing
and law enforcement and question how policing supports social inequalities.
We specifically seek papers that explore how policing, broadly conceived as
law enforcement actions or policy created with specific governing ideals,
reinforces power hierarchies based on race, sex, citizenship, or other
forms of social difference. In considering how policing may perpetuate
inequality, we also welcome ethnographic inquiry into how policing is
resisted, contested, and/or mediated as tensions emerge. By making strange
regimes of social control operating through policing, we invite papers to
respond to the following or related questions:

· How does police activity promote, reinforce, and conceal existing
forms of social difference, and in what ways can anthropologists respond?

· How can policing estrange individuals, families, communities, and
broad populations, and what are the related consequences?

· What strategies do some communities develop to resist, combat, and
cope with intense forms of policing?

· What methodological and theoretical challenges are associated with
studying policing, and who or what may be obstructive in ethnographies of
police, policy, and power processes?

· How does dialogue across subfields and disciplines aid or hinder our
abilities to scrutinize police activity, and what findings can be gleaned
through interdisciplinary collaboration?

Papers can be sent directly to Nolan Kline ([log in to unmask]) and
Angela Stuesse ([log in to unmask]) by February 15, 2015.

[3] Conference Abstracts - “Mobile Dwellings: Transportable Localities” -
AAA 2015 - Deadline: February 27, 2015

Mobile Dwellings: Transportable Localities

The mobile dwelling is familiar as a technology of leisure (e.g. an RV or
tent); as relief accommodation following natural disasters (e.g. "FEMA
trailers" after Hurricane Katrina); and as pre-fabricated homes towed from
factory to mobile home community. Yet when used in ways that deviate from
expectations, those same dwellings can become strange: for example, when an
RV or tent is inhabited beyond the time intervals understood to be
appropriate to "leisure" or "vacation"; when dwellings employed as crisis
shelters are inhabited beyond the time and place of an emergency or
disaster; or when residents of allegedly “mobile” homes hide their wheels
in an effort to blend in with the surrounding community. This panel seeks
to contribute to the broad anthropological literature on mobility by
focusing on mobile dwellings rather than mobile people. In doing so, the
papers in this session revisit many of the theoretical concerns that
motivated a turn to mobility in the first place. In many respects, a focus
on mobility addressed problems involved in the “localizing strategies”
through which older ethnographic writings represented relatively timeless
cultures fixed in space. Classic ethnographic devices like “the village,”
for example, tended to serve as a stable location for an equally stable
culture. In doing so, they obscured histories and practices of encounter
and creativity, and posed methodological difficulties in studying an
increasingly transnational circulation of goods, people, and discourse.
Emphasizing mobility has thus aided in recuperating the hybridity and
agency lost in accounts of authentic identities and cultures fixed in space
and time. If the critical thrust behind a turn to mobility depended upon an
opposition between geographic movement and the fixity of dwelling, these
terms demand reexamination once one shifts focus from mobile people to
mobile dwellings. In particular, what material qualities are involved in
the actual, potential, or expected movement of mobile dwellings? What
technologies, practices, and infrastructures make dwellings “mobile”? And
how do such objects complicate our understanding of mobility, fixity,
residence, and home? In addressing moments when otherwise familiar mobile
dwellings provoke controversy, this panel highlights the fact that
anthropological observers are not alone in deploying “localizing
strategies.” Long-term caravanners attempt to localize their homes by
materially altering (ostensibly) mobile dwellings. And opponents of
“trailer parks” mobilize political and legal authority in order to localize
stable visions of community membership that exclude (allegedly) mobile
manufactured homes. Questions of interest include (but are not limited to):
What material qualities make dwellings “mobile”? What legal, economic, or
social logics do mobile dwellings materially embody and/or challenge? To
what extent are mobile dwellings rendered strange at the very moment their
(presumed) mobility—the fact that they can be here one day and gone the
next—is incongruously projected onto the time horizons associated with
normative forms of sociality, community, and citizenship? What temporal
logics are involved in such standards of social belonging? How are such
standards applied to—and challenged by—mobile dwellings’ relationships to
infrastructures (broadly construed)? And how do various localizing
strategies shape persons and selves? We invite scholars whose work
addresses “mobile dwellings,” broadly defined, to join us for the 2015
American Anthropological Association meeting in Denver, Colorado. Please
e-mail your abstract of no more than 250 words to Jeffrey Albanese
[log in to unmask]

If you have any questions, please contact one of the following panel
organizers:Jeffrey Albanese (University of Michigan): [log in to unmask], Allison
Formanack (University of Colorado): [log in to unmask], Hege H.
Leivestad (Stockholm University): [log in to unmask] Deadline for
abstract submission is 27 February 2015. For more information about the AAA
meeting see http://www.aaanet.org/meetings/.

[4] Chapter Submissions for Book - “Transcultural Flows in English Language
Education” - Deadline: March 1, 2015

In the current age of globalization, there are heightened demands for
English throughout the world, leading to transcultural flows that often
dictate what happens in the classroom and in other related transcultural
spaces. Pennycook (2007, p. 5) uses the term ‘transcultural flows’ to
“locate the spread and use of English within critical theories of
globalization.” He uses hip-hop as an example of how English language is
moving across the world and being taken up, appropriated, and remade into
new and hybrid forms that represent the local. Appadurai (1996) suggests
that transcultural flows are a product of modernity and migration resulting
in the need to reimagine and explore Diasporas within public spheres, while
also being phenomena that impact groups, societies, and nations. Giddens
(2000) examines these spaces of transcultural flows and re-imagination
which result in exploration and transformation of groups, societies, and
nations. Jenkins (2004) suggests that transcultural flows of popular

culture inspire new forms of global consciousness and cultural competency.

Tsing (2005) coined the term “friction” to discuss the relations that
result when cultures come together. As a starting point, this book
investigates the “collision” or “synthesis” that occurs between people when
cultures are shared and reconstructed in different contexts and result in
hybridity. By focusing on transcultural flows we can acknowledge the
hybridity in educational concepts and practices that emerge as a result of
relationships and processes that occur inside and outside of the classroom
as people and their cultures come together.

Scholars have argued that English is a global language because of the power
that English speaking countries hold in the world. As a result, the spread
of English has been examined as a form of imperialism and hegemony (e.g.,
Phillipson 1992; Tollefson 1991). While recognizing

the power of English globally, and the impact that English has upon
people’s lives locally, we also seek to examine the effects, movements, and
actions that result from these transcultural flows, while also aknowledging
individual and collective agency that is possible through English language
education. We seek to examine how English is appropriated and reshaped
through language and culture exchanges inside and outside of the
traditional concepts of the

classroom. Inside the classroom transcultural flows have the potential to
result in take-up, exchange, and appropriation of language and cultural
practices that can mean transcultural realities in terms of hybrid
pedagogical and curricular exchanges and pursuits for teachers and students
as English is implemented in the midst of dominant language and culture
communities. Transcultural realities in the classroom can can be
pedagogical and curricular culminations where teachers and students "meet
in the middle" and experience an English education that impacts society.

On these terms, English learning and teaching has the potential to go
beyond the classroom and affect the multicultural realities of societies.
For instance, Asian societies often carry long histories and traditions
that influence beliefs about identities which may be changing in our
globalizing world. Understanding transcultural flows may also mean
understanding what is happening outside of the classroom as transcultural
exchanges lead to friendships and professional relationships, as companies
embrace English and attempt to reach a global audience, as English is an
access point for global interaction in cyberspace, and as the global
politics of membership, recognition, and identity often confront the
implications of English as a global language. On these terms, for both
English teachers and students, the impacts of transcultural connections
reach far beyond the teaching and learning experience. In short, English
connects people around the globe with the country or people even after they
have finished their lessons or teachers have left the country.

To examine the transcultural flows that result from English learning and
teaching, we need to ask some questions: What becomes of English when it is
loosed from local, national, and regional spaces and re-realized through
imagination? What are new forms of global consciousness and cultural
competency? How is English as transcultural flows being rediscovered and
reinvented in countries where traditions dictate normative culture and
change is resisted? How have English as transcultural flows affected
concepts of authenticity, tradition, and the notion of ‘pure’ identities?
To what degree are we being ‘globalized’? How are teachers and students
taking-up and appropriating English inside and outside classrooms? How has
learning English affected social, political and business relationships?
What are the relations between language and cultural exchanges?

To explore these questions, we are seeking chapter contributors to our
edited book, Transcultural Flows in English Language Education. For those
working on language learning in other contexts, we would also consider
submissions from your research. If you are interested in submitting a
chapter to this book, please submit a 500-word abstract that includes your
research, methods, and theoretical framework and summarizes your main
findings by March 1, 2015 to:

Melissa Fellin, PhD

Wilfrid Laurier University

[log in to unmask]

Tyler Barrett, PhD (candidate)

University of Calgary

[log in to unmask]

Pilgrimage to the Heart of the Sacred

The Sacred Journeys: Pilgrimage and Beyond Project: 2nd Global Meeting

Friday 3rd July – Sunday 5th July 2015

Mansfield College, Oxford, United Kingdom

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

Call for Presentations:

Pilgrimage is a cross-cultural phenomenon that facilitates interaction
between and among diverse peoples from countless cultures and walks of
life. In the 2nd Global Conference, we will continue to explore the many
personal, interpersonal, intercultural, and international dimensions of
this profound phenomenon.

Among the key issues that emerged from Sacred Journeys I: Pilgrimage and
Beyond, were:

1. Definition of Pilgrimage:

‘Travel for transformation’ embraces the sacred journey as a potential
turning point in one’s life. Witness the avalanche of books by pilgrims who
have experienced the Camino, or those who have been influenced by the
transformation of others, like Malcolm X. After his experience of the Hajj
pilgrimage, the activist was stirred to reevaluate his lifelong journey in
search of justice and reconciliation as well as his thinking regarding race
relations in the United States. Questions arise as to how and when a
journey becomes ‘sacred’ and how and when pilgrimage devolves into a mere
tourist endeavor. Does tourism merely observe the authentic in others,
whereas pilgrimage seeks it for oneself?

2. Reinforcing the Vision of the Ultimate Unity of Humanity:

Pilgrimage scholar George Greenia’s insight that ‘pilgrimages generate the
least violent mass public gatherings [that] humankind has designed for
itself’ inspires the question: In what ways can the concept of the sacred
journey lend itself to envisioning a world united in difference? We can
reflect, for instance, on the sacred journey to Adam’s Peak in Sri Lanka, a
site of interfaith and intercultural pilgrimage interpreted differently by
various pilgrim sects. For Buddhists, a sacred footprint in a rock
formation is said to belong to Buddha, whereas for Hindus, it is deemed to
be Shiva’s footprint, and for Muslims and Christians, it is thought to be
Adam’s. This pilgrimage site provides a powerful example of interfaith
cooperation.

3. Pilgrimage and Globalization:

The global playing field is leveling and technology is impacting pilgrims
in innumerable ways. In Mecca, for instance, telephone ‘apps’ assist Hajj
pilgrims searching for animals for sacrifice; in Lourdes, another ‘app’
provides details on miraculous healings, proudly declaring, ‘A miracle
could happen’ during the pilgrim’s visit. Infrastructural and support
services are also improving, and journeys once thought to be too
difficult or challenging, such as that to Amarnath in India, are now
within reach of vast numbers of pilgrims. Will modern conveniences alter
traditional experiences, create entirely new ones, or both?

4. Modernization and the Global Trend Towards the Dissolution of
Traditional Ways:

Pilgrims cling to what they ascertain as familiar and reaffirm what they
believe to be ‘true’ at local levels. There may be a growing awareness that
‘the world is one’ and that we must work together to deal with our common
ecological, political, and security problems, but in the interest of
cultural survival, primordial standard-bearers like nation, tribe, and race
have been reified and re-energized; for instance, journeys of all
persuasions are now being undertaken along ancient pathways that have been
rediscovered and/or redeveloped. What kinds of trends along these lines
might we forecast for the future?

5. Secular Pilgrimage:

Major secular pilgrimage sites, such as to Abbey Road in London, or to
Elvis Presley’s home ‘Graceland’, or Jim Morrison’s (The Doors) grave site
in Paris, attract astonishing numbers of ‘pilgrims’. What are the
similarities and differences between sacred and secular pilgrimages? More
and more we are living in a ‘global village’ and the ‘pilgrimage in my
front room’ phenomenon is facilitated by video and satellite links. These
changes raise the question: must pilgrimages, whether sacred or secular,
always involve a physical journey ‘in league’ with others? Virtual or
alternative pilgrimages are important topics for consideration; so, too,
are related online experiences that recreate the pilgrimage or tourism
experience in a virtual world.

In light of our broad exploration, and these new directions, we would also
welcome proposals that might take into consideration the following:

* New definitions of sacred and secular pilgrimage, and the question of
authenticity.

* How historical perspectives on the meaning(s) of pilgrimages and motives
for travel are changing over time.

* The metaphor of ‘the journey’ as explored by writers, artists, performers
and singers, including humanists, agnostics, atheists and musicians.

* The notion of journeying toward ‘salvation’.

* Pilgrimage and ‘miracles’ and the related topic of thanksgiving.

* The post-pilgrimage experience (which can be non-religious and/or
secular, involving, for instance devotional exercises, meditation
practices, mental journeys, etc).

* ‘Dark’ pilgrimages to sites of remembrance and commemoration (i.e., the
Hiroshima Peace Museum, the Irish National Famine Museum, Rwanda genocide
memorials, etc.).

The Steering Group welcomes the submission of proposals for short
workshops, practitioner-based activities, performances, and pre-formed
panels. We particularly welcome short film screenings; photographic essays;
installations; interactive talks and alternative presentation styles that
encourage engagement.

What to Send:

Proposals will also be considered on any related theme. 300 word proposals
should be submitted by Friday 13th March 2015. If a proposal is accepted
for the conference, a full draft paper of no more than 3000 words should be
submitted by Friday 22nd May 2015. Proposals should be submitted
simultaneously to both Organising Chairs; proposals may be in Word or RTF
formats with the following information and in this order:

a) author(s), b) affiliation as you would like it to appear in programme,
c) email address, d) title of proposal, e) body of proposal, f) up to 10
keywords.

E-mails should be entitled: Sacred Journeys 2 Proposal Submission.

All abstracts will be at least double blind peer reviewed. Please use plain
text (Times Roman 12) and abstain from using footnotes and any special
formatting, characters or emphasis (such as bold, italics or underline). We
acknowledge receipt and answer to all proposals submitted. If you do not
receive a reply from us in a week you should assume we did not receive your
proposal; it might be lost in cyberspace! We suggest, then, to look for an
alternative electronic route or resend.

Organising Chairs:

Ian McIntosh: [log in to unmask]

Eileen Moore Quinn: [log in to unmask]

Rob Fisher: [log in to unmask]

The conference is part of the Persons series of ongoing research and
publications projects conferences, run within the Probing the Boundaries
domain which aims to bring together people from different areas and
interests to share ideas and explore innovative and challenging routes of
intellectual and academic exploration. All proposals accepted for and
presented at the conference must be in English and will be eligible for
publication in an ISBN eBook. Selected proposals may be developed for
publication in a themed hard copy volume(s). All publications from the
conference will require editors, to be chosen from interested delegates
from the conference.

Inter-Disciplinary.Net believes it is a mark of personal courtesy and
professional respect to your colleagues that all delegates should attend
for the full duration of the meeting. If you are unable to make this
commitment, please do not submit an abstract for presentation.

http://www.inter-disciplinary.net/probing-the-boundaries/persons/sacred-journeys/call-for-presentations/

[6] Conference Papers - Everyday Life in the 21st Century - Florence, Italy
- Deadline: March 15, 2015

CfP: Everyday Life in the 21st Century City, Florence, Italy, July 17-19,
2015

Metropolitan regions confront unprecedented economic, social, and political
challenges, the meanings of everyday life are put into question because of
the changing structure and increasing interdependence of urban economies.
North American cities register the largest number of foreign-born persons
in their history, while cities in Europe confront issues of social
integration with emergent minority populations in the suburbs and inner
city neighborhoods. The rapidly growing urban regions in China and India
confront the continuing pressures of rural to urban migration that will
produce the largest urban populations in human history. While the focus on
the global city often emphasizes similarities in the development of
metropolitan regions and neo-liberal regimes, we are interested in better
understanding how individuals and groups respond to and create new
structures of everyday life within the ever changing urban environment.

The presentations will be grouped into the following subject areas:

Right to the city: Urban social movements; privatization and surveillance
of urban space; gentrification, regeneration, and contested urban spaces.

Neoliberal urban policy and its discontents: planning implications and
urban conflicts: neo-liberal urban policy; immigration and national policy;
participation and conflict in the 21st Century City; housing and housing
needs.

The well-being challenge: Well-being in the 21st century city, policies and
practices for urban well-being and quality of life; variables and
indicators to measure well-being in the city; sustainable development in
the emerging urban world.

Suburbanization and the post-urban city: Suburban growth and urban sprawl;
social exclusion in the inner suburbs; multicultural cities and ethnic
spaces.

Urban nightlife: Emergent nightlife in the city; zones of entertainment and
zones of pleasure; leisure and consumption.

Please send a one-page abstract of your paper or presentation by March 15,
2015 to the address listed below. Participants will be contacted with
further information concerning the conference before March 31st, 2015.
Completed papers (maximum 6000 words) will be required by May 30, 2015.

Papers on the Right to the City: Circe Monteiro, Universidade Federal de
Pernambuco, Recife, Brazil ([log in to unmask]); Corinna Del Bianco,
Politecnico di Milano ([log in to unmask]).

Papers on Neoliberal urban policy and its discontents: Derek Hyra, American
University ([log in to unmask]); Camilla Perrone, Università degli Studi di
Firenze ([log in to unmask]);

Papers on The Well-being Challenge: Camilla Perrone, Università degli Studi
di Firenze ([log in to unmask]); Gabriele Manella, Università degli
Studi di Bologna ([log in to unmask]).

Papers on Suburbanization and the post-urban city: Mark Clapson,
Westminster University ([log in to unmask]); Nicola Solimano,
Fondazione Giovanni Michelucci ([log in to unmask]])

Papers on Urban Nightlife: Luís António Vicente Baptista, CESNOVA,
Universidade de NOVA Lisboa ([log in to unmask]); João Teixeira
Lopes, Universidade do Porto, Portugal ([log in to unmask]).

This call for papers can be found on the Life Beyond Tourism portal of the
Fondazione Romualdo Del Bianco (www.lifebeyondtourism.org/evento/676
<http://l.facebook.com/l.php?u=http%3A%2F%2Fwww.lifebeyondtourism.org%2Fevento%2F676&h=jAQH2T742&enc=AZPzcA5CTjOPNwcWVwOFbA-KjiIC_uA4JkWm1IQVM9VgYyZdC0_ZiwP9u8LS5o3bnm0fYEvi_Hjq5OuGa_W9PWOVeBaKwX3dDvETthONGPhz191zJymUSyhavbGPihWdpjORygImmN9eGrU3RI_BqpelP27sXP9GjNUQ0dmEY5f1Bw&s=1>)
and information concerning conference fees and registration will be
available this coming week.

For other general inquiries concerning Everyday Life in the 21st Century
City please contact the Coordinator of the Conference: Ray Hutchison,
University of Wisconsin-Green Bay ([log in to unmask])

7[] Conference abstracts - “Educational infrastructures” - AAA Meeting 2015
- Deadline: March 15, 2015

CFP: EDUCATIONAL INFRASTRUCTURES - American Anthropological Association
Annual Meeting, November 18-22, 2015 in Denver, Colorado

Organizer, Todd Nicewonger

If you are interested in participating on this panel please send a 250-word
abstract by March 15, 2015. Selected papers will be notified by March 20,
2015. In the meantime if you have questions please feel free to contact me
at [log in to unmask]

Educational Infrastructures examines emergent pedagogical initiatives
targeting the uneven distribution of educational resources between the
Global North and South. Ranging from the development of mobile apps to
address social violence in Southern Africa and Western-run participatory
design studios in informal settlements in Mumbai to medical technology
workshops in Papua New Guinea and social media postings about educational
policymaking in southern Sudan, this new brand of experientially-based
educational initiatives are raising critical questions for comparative
educationalists. Often broadly organized under the rubrics of
"humanitarianism" and/or "development," these programs tackle a wide array
of social issues. Subsequently, their educational content varies. Yet, amid
this diversity there is common ground; as socio-technical assemblages,
these programs engender modes of social engagement that crisscross both
formal and informal educational lines.

Research on infrastructure, though not new to academia, is being conducted
with renewed interest across the humanities and social sciences. No longer
just concerned with the circulation of information, people, and resources,
contemporary researchers are turning an analytical eye to the poetic and
residual effects of infrastructures. As Brian Larkin writes,
"infrastructures also exist as forms separate from their purely technical
functioning, and they need to be analyzed as concrete semiotic and
aesthetic vehicles oriented to addressees" (2013: 329). Consequently,
scholars have begun calling attention to the emergent ontological role that
infrastructures play, both locally and globally (cf. Lockrem and Lugo
2012). Surprisingly, though, very little research has been carried out on
the educative work that goes into the mediation, production, and
maintenance of infrastructural projects, despite an increasing number of
widely publicized initiatives that have been recently launched.

In this panel we track the social work of educational infrastructures by
bracketing person-centered notions of learning to widen our attention to
the educative processes that are generated by and through the residual
effects, modes of interaction, and conceptual spaces of infrastructures
(Star 1999). This requires recognizing, on the one hand, the highly
mediated nature of these enterprises, which are often produced using
technology to cultivate communities of practice through the creation of
virtual classrooms, studios, and forums (cf. Lampland and Star 2009). But
beyond these technical aspects, is an array of actors with deeply seated
social concerns. In the context of this panel, these concerns center on
razing the scales of difference that have traditionally divided experts in
elite institutions in the Global North from marginalized communities in the
Global South—forms of engagement that raise important questions about the
production of knowledge in and through infrastructural practices.

In this way this panel brings together research being conducted by
educational specialists working in the fields of development, design
anthropology, gender and peace studies to ask: In what ways might a
workshop, social media campaign, or mobile design studio be taken as a
staging ground for reorganizing how experts address pressing social
problems? How are communities of practice being reimagined and employed in
these contexts and what are the socializing effects that these practices
have on experts and the communities they are collaborating with? These and
other questions will inform our discussion on how the uneven distribution
of educational resources figures into emergent infrastructural projects in
the field of education and beyond.

References:

Lampland, M. and L. Star (2009). Standards and Their Stories. Cornell:
Cornell University Press.

Larkin, B. (2012). "The Politics and Poetics of Infrastructure." Annual
Review of Anthropology. 42: 327-343.

Leigh, S. (1999). "The Ethnography of Infrastructure." American Behavioral
Scientists. 43(3): 377-391.

Lockrem, J. and A. Lugo (2012). "Infrastructure." Cultural Anthropology.
Accessed February 5, 2015:
http://www.culanth.org/curated_collections/11-infrastructure?

2. FUNDING OPPORTUNITIES AND AWARDS || PRIX ET BOURSES

[1] Site Preservation Grant - The Archaeological Institute of America -
Deadline: February 15, 2015

The Archaeological Institute of America Site Preservation Grant funds
projects that uphold the AIA's mission to preserve and promote the world's
archaeological heritage. The goal of the grant, which carries a maximum
value of $25,000 awarded over a period of one to three years, is to
maximize global preservation efforts and awareness through AIA support. The AIA
targets projects that not only seek to directly preserve archaeological
sites, but also emphasize outreach, education, and best practices to
positively impact the local community, students, and the discipline of
archaeology as a whole.

***Please note, applicants must first submit an inquiry form, located on
our website (link provided below). If approved, applicants will then be
invited to complete a full application, due February 15.***

The next deadline for this grant is February 15, 2015.

For more information or to submit an inquiry, please visit our website at
http://archaeological.org/grants/706.

To learn about past winners, visit our projects page at
http://archaeological.org/sitepreservation/projects.

3. EMPLOYMENT OPPORTUNITIES || OFFRE D'EMPLOI (in addition to/ en plus de
http://www.cas-sca.ca/latest-jobs)

SAN FRANCISCO STATE UNIVERSITY-COLLEGE OF ETHNIC STUDIES, LATINA/LATINO
STUDIES DEPARTMENT, TENURE TRACK FACULTY POSITION-SEARCH #47.14

LANGUAGE RIGHTS AND LATINO EDUCATION

Position/Rank and Salary: Assistant/Associate Professor (Tenure Track).
Salary to be negotiated and commensurate with experience.

The Latina/Latino Studies Department invites applications for a
tenure-track faculty member who specializes in the educational experiences
of K-12 Latina/Latino youth with expertise in emerging bilingualism (second
language acquisition). We are particularly interested in applicants who
examine the critical role language plays in the educational progress of
Latinos, including issues of bilingualism and bi-literacy, language policy,
identity, and social justice. We seek a candidate who can partner with
existing faculty to develop a pipeline for future urban K-12 teachers to
advance from the Latina/Latino Studies Department to teacher certification
programs. The successful candidate will be expected to teach a course on
Language and Transculturation for Latina/o Youth, along with other courses
fitting their areas of expertise.

Candidates should have K-12 classroom teaching experience grounded in
community responsive pedagogy, language rights, social justice and advocacy
for bilingual, bicultural parents and students. Experience in funded
research is also desirable.

Qualifications: A successful applicant must have:

+ a Ph.D. in Education, Linguistics, Sociology, Spanish, Anthropology,
Ethnic Studies, or related field (by August 1, 2015);

+ candidates must be bilingual;

+ expertise in classroom instructional strategies for bilingual students;

+ minimum of 5 years of effective teaching experience in a
bilingual/linguistically diverse classroom at the K-12 level;

+ strong research agenda with relevance to the Latino community;

+ evidence of effective teaching;

+ track record of commitment to equity and community-engaged scholarship.

Appointment/Start Date: August 19, 2015

Application Deadline: Review of applications begins Feb 2015, and may
continue until position is filled.

Application Process: to apply please send the following documents to

Professor Katynka Martinez, Chair of the Hiring Committee:

(1) a letter of interest,

(2) a Curriculum Vitae to include contact information for four professional
references,

(3) Verification that the candidate has been, or will be, awarded a Ph.D.
by August 1, 2015

(4) A brief teaching portfolio (e.g., sample syllabi, evaluations) and

(5) a sample of written work. Three recent (no more than two years old)
letters of recommendation should be mailed to:

Latina/Latino Studies Hiring Committee

c/o Katynka Martinez, Chair

1600 Holloway Ave. EP 103A

San Francisco, CA 94132-4100

Tel 415 338 6160

Email: [log in to unmask]<mailto:[log in to unmask]>

[2] Instructor - Medical Anthropology - Butler University - Deadline:
February 23, 2015

Butler University invites applications for a full-time instructor in
medical anthropology that will also contribute substantially to the
university’s core curriculum. The position is non-tenure track with an
initial one-year contract beginning August 2015, and with the possibility
of continuing appointment. Candidates should demonstrate excellence in
teaching, and a strong commitment to undergraduate education. Preference
will be given to candidates who complement existing faculty expertise in
the Department of History & Anthropology and who can contribute to some of
Butler’s interdisciplinary programs (Science, Technology and Society,
International Studies, Peace Studies, and Gender Studies). Areas of
specialization within medical anthropology are open. Preference will be
given to applicants with expertise in Africa, although candidates working
in other geographic areas will be considered. The teaching load is 4/4.
The majority of teaching will be in Butler’s First Year Seminar (FYS) and
Global and Historical Studies (GHS) programs; within these programs
instructors have latitude to choose courses that utilize their expertise.
Successful candidates will enjoy teaching across disciplines and topics,
and must be committed to the teaching of writing. Applicants should have
PhD in hand or anticipate defending by the beginning of their appointment.To
apply, please send a letter of application, current curriculum vita,
(unofficial)transcripts, three letters of recommendation, and evidence of
teaching excellenceelectronically to Elise Edwards, search chair, at
[log in to unmask] Review of applications will begin February 23,
2014 and continue until the position is filled.

Butler University is committed to enhancing the diversity of the study
body, faculty and staff. In Addition, hiring decisions are made on the
basis of an individual’s qualifications, past experience, overall
performanceand other employment-related criteria. Butler University
provides equal opportunities for employment andadvancement for all
individuals, regardless of age, gender, race, religion, color, disability,
veteran status,sexual orientation, national origin, or any other legally
protected category.

[3] Lecturer - Department of Anthropology- School of Liberal Arts- Indiana
University Purdue University Indianapolis (Indiana, United States) -
Deadline: February 28, 2015

Start Date: August 1, 2015 Post Opened: January 29, 2015 Post Closes:
February 28, 2015 Position Title: Lecturer Salary Range: $30K-$34K

The Department of Anthropology in the IU school of Liberal Arts at the
Indianapolis campus (IUPUI) seeks applicants for a Lecturer position. This
renewable, ten-month, non-tenure track teaching appointment begins August
1, 2015. A Master's Degree in Anthropology and experience teaching
college-level anthropology required; experience teaching introductory
cultural anthropology classes and a PhD is preferred. This Lecturer will be
responsible for teaching four sections of the course, Introduction to
Cultural Anthropology, per semester and advising undergraduate anthropology
students.

Please email a letter of application, CV, transcripts, contact information
for three letters of recommendation, and a syllabus for an introductory
Cultural Anthropology course to: Eric Hamilton at [log in to unmask]

Materials may also be mailed to:

Eric Hamilton, Search Committee Coordinator, IUPUI Anthropology Department

425 University Boulevard, Room 413

Indianapolis, IN, 46202

Please have materials post marked by February 28, 2015, for priority
consideration. For more information about the department please visit our
website at http://liberalarts.iupui.edu/anthropology/.

Diversity is a core value of the Anthropology Department. We believe that
the educational environment is enhanced when diverse groups of people with
diverse ideas come together to learn.

IUPUI is an Affirmative Action/Equal Opportunity Institution M/F/D and is
strongly committed to increasing the diversity of its faculty. Individuals
who require a reasonable accommodation in order to participate in the
application process must notify Eric Hamilton at the above address or by
e-mail with a reasonable time advance to arrange those accommodations.

[4] Academic Director Position - Centre for English Language Learning,
Teaching, and Research, Faculty of Education, Simon Fraser Univerisity -
Deadline: March 31, 2015 Simon Fraser University’s Faculty of Education
seeks applications for an experienced senior academic to assist in the
establishment of an important new Centre. The Centre for English Language
Learning, Teaching, and Research (CELLTR) is a new initiative which will
provide SFU students, staff, and faculty with services that support them
with learning and teaching in SFU’s multilingual environment. The term of
appointment is two years with an opportunity for extension and will begin
at the earliest availability of the successful applicant with an
anticipated start on Sept. 1, 2015. Applicants at the Associate or Full
Professor level are invited to apply. Academic rank and salary will be
commensurate with experience.

Applicants for the Academic Director position should hold a doctorate in
applied linguistics or education with specific attention to teaching
English as an additional language. For this senior leadership position, the
successful applicant will have an established program of research in
post-secondary English language learning and teaching, and administrative
experience in a Language/Learning Centre, as well as senior administrative
management experience. He/she will be a proven leader in the conceptual
design and administration of English language services and support at the
post-secondary level.

The goal of CELLTR is to deliver and promote a comprehensive range of
English language learning and teaching supports through:

Research
-

Curricular academic English language supports
-

Co-curricular English language supports (includes advising, consulting,
social supports)
-

Supports for faculty and staff working in this multilingual environment.

The Academic Director, in partnership with CELLTR and key SFU EAL
stakeholders, develops and plans for coordination, development, and
delivery of EAL research, programs, and services at SFU.

SFU is a university that serves students of diverse ethnic, cultural,
linguistic and international origins. Located in the Greater Vancouver
area, SFU’s Faculty of Education is committed to scholarly excellence,
leading-edge pedagogy, innovative curriculum, engagement with teachers, and
a participatory democratic culture. We offer classes on three campuses in
Burnaby, Surrey, and downtown Vancouver and work with learning communities,
school districts, institutes of higher education and industry partners
throughout British Columbia. The Faculty has an outstanding record in
research grants and publications, and in the design and delivery of
innovative on-campus, blended, and community-based programs in teacher
education, professional development and graduate work.

Applicants are asked to email three separate files (Word or PDF) to

[log in to unmask]

A signed application letter that includes the description of the
applicant’s scholarly interests and achievements to date, teaching and
leadership experience, as well as names and contact information of three
referees. (If the applicant is unable to scan the application letter, with
a scanned signature, a signed original should be mailed to: Rina Zazkis,
Chair, Appointments Committee, Faculty of Education, Simon Fraser
University, 8888 University Drive, Burnaby, BC, Canada, V5A 1S6).
2.

A current curriculum vitae; and
3.

A scholarly publication

Deadline for applications is March 31, 2015. Only short-listed candidates
will be contacted. Please do not ask referees to send letters of reference;
they will be contacted directly as needed. All qualified applicants are
encouraged to apply; however Canadian citizens and permanent residents will
be given priority consideration. Simon Fraser University is committed to
employment equity and encourages applications from all qualified women,
men, including visible minorities, aboriginal people, and persons with
disabilities. The position is subject to availability of funding and final
approval by the SFU Board of Governors. Under the authority of the
University Act personal information that is required by the University for
academic appointment competitions will be collected. For further details
see Collection Notice.

N/A

5. EVENTS || ÉVÉNEMENTS & SUMMER COURSES || COURS D'ÉTÉ

[1] NCSU Ethnographic Field School - Lake Atitlán, Guatemala - Summer 2015
- Deadline: February 15, 2015

Learn how to design, conduct, investigate and write up your own independent
project while living with a local family on the shores of Lake Atitlán,
Guatemala. Throughout the program, you will learn about the Maya while
developing skills in project design and fieldwork as you carry out your own
research project.

Whether you are an undergraduate, a graduate student, just finished
college, learning how to collect data and talk to people is beneficial not
only for those in anthropology, but also for those in many other majors,
including sociology, international studies, public health, history,
education, textiles, natural resource management, business and management,
sociolinguistics, political science, psychology, design and civil
engineering. Anyone interested is encouraged to apply, especially students
interested in topics such as development, environment, globalization,
social justice, tourism, conservation, Fair Trade, textile design and
entrepreneurship, language, development, poverty and health.

The internationally known NCSU Guatemala EFS is unique in that it offers
students an opportunity to see what research is really like, to do your own
project, to manage your own time and work according to the needs of your
topic and also to challenge yourself by living in a Maya community with a
local family. (All of them have been working with us for years and they
know what we expect and enjoy having students in their homes.) In most
cases students live in a small community by themselves, although other
students are in nearby communities. We keep the seminars to a minimum so
students can have enough time to work on their projects; we want students
to learn by doing, with intensive and in-depth hands-on learning. Our 22
years of experience, confirmed by the testimonials of previous
participants, has shown us that the learning-by-immersion process really
works to develop successful researchers and program designers. Of course,
the setting, around Lake Atitlán, is incomparable, never a dull moment, and
the Maya people are gracious and welcoming.

Not sure how your interests may fit into the topics listed? Contact the
program Directors, Dr. Tim Wallace ([log in to unmask]<mailto:
[log in to unmask]>) and Dr. Chantell LaPan ([log in to unmask]<mailto:
[log in to unmask]>), to discuss potential opportunities for your areas of
interest. Each student may choose any topic for his or her independent
research project. Service learning opportunities are also possible. This
program is open to students from any course of study and university. The
$3650 fee includes all expenses (except airfare- about $550), including
room and board, insurance, in-country travel and tuition for 6 credit hours.

Apply through the NCSU Study Abroad Office<
http://legacy.studyabroad.ncsu.edu/index.cfm?FuseAction=Programs.ViewProgram&Program_ID=1146&Type=O&sType=O>.
Visit Dr. Wallace's Guatemala Program website<
http://faculty.chass.ncsu.edu/wallace/> for more information and photos
from previous years. The final deadline for receipt of applications is
February 15, 2015, but decisions are made on a rolling acceptance basis.

[2] Summer Field School - Open School of Ethnography and Anthropology -
Yucatán, Mexico - Deadline: February 20, 2015

Open School of Ethnography and Anthropology - Summer Field Study Abroad
2015, Yucatán, Mexico

New Unique Opportunity ! Service Learning with INAH-Chichén Itzá.

osea is now partnering with INAH Chichén to offer unique service learning
opportunities to work at Chichén Itzá with México’s National Institute of
Anthropology and History in areas of Archaeological Heritage, Heritage
Management, Heritage Tourism. Ideal for Undergrads and Graduate Students.
Enrollment is filling fast for OSEA Ethnography Field School 2015

Deadline Feb. 20 <http://www.osea-cite.org/apply/>

Four Week Program June 21 to July 18 and Six Week July 21 to August 1, 2015
<http://www.osea-cite.org/program/>

Accredited courses for Undergraduates and Graduate Students. OSEA partners
with the Facultad de Antropología of the Universidad Autónoma de Yucatán

Ethnography Field School provides experiential hands on training in
learning ethnographic methods in contexts of community action research and
service learning.

Ethnography Field School 4 week and 6 week programs
<http://www.osea-cite.org/program/ethnography_overview.php>

with focus on Sustainable Community Tourism
<http://www.osea-cite.org/program/tourism_research.php> Development; Youth
Culture and Cultural Change
<http://www.osea-cite.org/program/contemporary_maya_cultures_research.php>;
Visual Ethnography; Heritage, Service Learning; Maya Health, Healing,
Belief; <http://www.osea-cite.org/program/health-healing_overview.php>New
Maya Subjectivities; Anthropology of Food,

Teach English Community Service Learning, 6 week 8 credits
<http://www.osea-cite.org/program/selt_overview.php>

Maya Language Immersion <http://www.osea-cite.org/program/maya_overview.php>,

Ideal for Grad Students. FLAS Eligible, Level 1 is 6 credits
<http://www.osea-cite.org/program/maya_overview.php>

[3] Workshop - Christianity, Anthropology and the Problem of Difference-
Asia Research Institute- National University of Singapore - February 27th,
2015

DATE

27 February 2015

VENUE

Asia Research Institute Seminar Room, National University of Singapore

469A Tower Block Level 10, Bukit Timah Road, Singapore 259770 [MAP]
<http://www.ari.nus.edu.sg/article_view.asp?id=61>

WEBSITE

http://www.ari.nus.edu.sg/events_categorydetails.asp?categoryid=6&eventid=1601

In her seminal introduction to The Anthropology of Christianity Fenella
Cannell (2006) asks ‘What difference does Christianity make?’ The motif of
Christianity as radical disjuncture is prominent in the conversion
narratives of certain kinds of Christianity, as well as in the
long-standing Christian emphasis on the life, death and resurrection of
Jesus as decisively transformative. But Cannell warns against assuming that
Christianity always necessarily results in radical change. The differences
Christianity makes might not always take expected forms or unfold along
anticipated routes. The problem of Christian difference is a compelling
line of inquiry, and not just in regard to its effects on an imagined
‘religious’ sphere, but right across diverse social institutions and
cultural practices.

This symposium interrogates the problem of Christian difference in Asia by
reflecting anthropologically on a range of interconnected themes. Attention
will be given to the impact of diverse missionary histories, denominational
affiliations, and theological schools. Papers will probe into the extent to
which particular forms of Christianity matter, for example, for conceptions
of gender, authority, ethics, and the state. This broad framing also
invites inquiry into questions of what remains more or less immune from
Christian influence as well as to the results of processes of negotiation
in the midst of mission encounters.

While Christianity clearly spread across Asia along colonial routes, and
while this clearly informs the cultural work carried out by Christianity,
it is also necessary to pay attention to other Christianities that are
awkwardly related to imperial processes. Moreover, recent movements of
Christianity are relocating Asian practices in new political and cultural
contexts. Contemporary vernacular forms of Christianity have ongoing
trajectories that continue to refashion the moment of Christian encounter
through migratory movements and inter-Asian missionary initiatives. The
symposium therefore also seeks to draw attention to the multidirectional
iterations of the process of Christian arrival and encounter.

Shifting the emphasis from Christianity to anthropology, the symposium also
asks how the study of Christianity in its local manifestations can provide
reflective insights for the discipline of anthropology: What methodological
tenets and theoretical approaches are questioned and reformulated? What
difference does the study of Christianity make for anthropological
research? We thereby examine the ways in which research on Christianity
helps anthropologists reexamine their own disciplinary and intellectual
histories. Taking Christianity as a generative concept, this symposium
explores those instances when Christianity operates as a trigger for the
problematization of theoretical and methodological approaches in
anthropology.

PROGRAM

Please click here for the Program and Abstracts
<http://www.ari.nus.edu.sg/showfile.asp?eventfileid=855> and do visit the
link periodically for updates.

REGISTRATION

Admission is free, however, registration is required. Kindly register early
as seats are available on a first come, first served basis. Please email
Minghua at [log in to unmask] to indicate your interest to attend the
talk.

CONTACT DETAILS

Workshop Convenors

Dr Bernardo Enrique Brown

Asia Research Institute, National University of Singapore

E | [log in to unmask]

Dr Philip Michael Fountain

Asia Research Institute, National University of Singapore

E | [log in to unmask]

[4] Turkish Immersion/Intensive Summer Program - UW-Madison - Deadline:
February 13, 2015 (fellowships), May 15, 2015 (applications)

Learn Turkish and Enjoy Wisconsin this Summer 2015: The UW-Madison Arabic,
Persian, and Turkish Language Immersion Institute (APTLII) is pleased to
announce the sixth *Turkish Immersion/Intensive Summer Program*, to be held
at UW-Madison from June 13-August 8, 2015. Information and application
materials are available on the APTLII website

at aptlii.global.wisc.edu.

Applications will be accepted until May 15, or until classes are filled.
The application deadline for Foreign Language and Area Studies (FLAS)
fellowships at UW-Madison is February 13, 2015. More information about
UW-Madison FLAS fellowships is available at flas.wisc.edu

Please contact the APTLII program coordinator with any questions.

Scott Trigg

APTLII Coordinator

(608) 262-5666

http://aptlii.global.wisc.edu/

---

Submissions: All members of CASCA's Student Network as well as graduate
program directors who have events or opportunities of interest to our
members are invited to contact the moderators ([log in to unmask]). Links
to detailed posting guidelines: in English and French
<http://bit.ly/1wMCpSE>.
Tous les membres du réseau des étudiants de CASCA ainsi que les directeurs
de programmes d'études supérieures qui ont des événements ou des
possibilités d'intérêt pour nos membres sont invités à contacter les
modérateurs ([log in to unmask]). Voir ci-dessous pour directives sur les
affectations détaillées: en anglais et français <http://bit.ly/1wMCpSE>.

----------------------------------------
CASCA Graduate Student List
Liste de diffusion des étudiant(e)s diplômé(e)s CASCA
Shimona Hirchberg & Laura Waddell, Moderators || Modératrices: 2014-2015

Listserv Guidelines || Les lignes directrices de la liste de diffusion
<https://drive.google.com/file/d/0B0c1zm5UGz8pUklkeXR4X3phYVE/view?usp=sharing>
CASCA Student Zone <http://www.cas-sca.ca/student-zone-notices> || zone
étudiante <http://www.cas-sca.ca/fr/annonces-zone-etudiante>