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.
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.
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
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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.
[2] Conference Abstracts - Policing, Estrangement, and Social Inequalities: Denaturalizing Law Enforcement and Police-based Governance - 2015 American Anthropological Association Meeting - Deadline: February 15, 2015
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
Tyler Barrett, PhD (candidate)
University of Calgary
[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
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.
[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) 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)
[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
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
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).
A current curriculum vitae; and
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.
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).
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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
Four Week Program June 21 to July 18 and Six Week July 21 to August 1, 2015
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
with focus on Sustainable Community Tourism Development; Youth Culture and Cultural Change; Visual Ethnography; Heritage, Service Learning; Maya Health, Healing, Belief; New Maya Subjectivities; Anthropology of Food,
Teach English Community Service Learning, 6 week 8 credits
Ideal for Grad Students. FLAS Eligible, Level 1 is 6 credits
[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] |
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 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
Dr Philip Michael Fountain
Asia Research Institute, National University of Singapore
[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
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/
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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.
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.