1. The Joseph P. Kennedy Jr. Foundation International Public Policy Fellowship Program.
The Joseph P. Kennedy Jr. Foundation has announced the next round of its International Public Policy Fellowship Program. Two Fellowships will be awarded in 2015 to exemplary professionals, and/or persons experiencing disability and/or family members of persons with intellectual or developmental disabilities who are currently working or volunteering in the field of inclusive services and supports for people with intellectual and developmental disabilities. The Joseph P. Kennedy, Jr. International Public Policy Fellowship will prepare both early career and more seasoned leaders to assume leadership in the public policy arena in their home country or internationally.
During this one year Fellowship, the successful applicants will learn how public policy is developed, and implemented, as well as how programs are administered and regulations promulgated by national and international agencies. Former Public Policy Fellows describe the Fellowship as a major turning point in their professional and personal lives; the experience is a unique chance to understand the intersection of public policy, disability advocacy, and the political process.
In 2015, the Foundation is seeking Fellows for the following placements:
1. Global Partnership for Education, Washington, DC.
2. Office of the Special Rapporteur on the R
3. Unesco Regional Office, Nairobi, Kenya
Click here to read more.
2. Registration is now open for the International Colloquium on Languages and Cultures in School and Society
Registration is now open for the I International Colloquium on Languages and Cultures in School and Society, to be held in Soria, Spain, July 1-3, 2015. The deadline for early registration is May 30th, 2015.
The Colloquium is organized by the School of Education, Loyola Marymount University, Los Angeles, California, and will revolve around the following
topics:
- Individual, school and societal bilingualism/multilingualism
- Multi/Inter/Transculturalism in families, schools, and society
- Impact of bi/multilingualism on language, culture, & identity
- Impact of multi/inter/transculturalism on language, culture, & identity
- Use of students' native languages in the classroom
- Promotion of minority languages
- Bilingual and immersion programs
- Impact of immigration on families
- Ethnic and cultural identity issues
- Ethnic and cultural differences between teachers and students
Other topics considered pertinent by the Organizing Committee Presenters represent universities from Brasil (Universidade Federal Fluminense, Universidade Pontificia Catolica de Sao Paulo), Mexico (Universidad Iberoamericana de Puebla), Canada (Universidad de Manitoba), EE.UU. (New Mexico State University, Arizona State University) and Spain (Universidad de Burgos and Universidad de La Rioja).
Click here for program and general information about the Colloquium. You can also visit www.languagecultureidentity.com, or email Francisco Ramos at framos@lmu.edu, or Isabel Sanz at isasanzji@gmail.com
3. CALL for PAPERS GENDER AND EDUCATION
SPECIAL ISSUE: Neoliberalism, Gender, and Education Work
SPECIAL ISSUE EDITORS: Dr. Sarah A. Robert, Dr. Heidi Pitzer, Dr. Ana Luisa, Muñoz García
This special issue will explore intersections of gender and education work in a global, neoliberal reform context By education work, we purposefully leave the interpretation open and encourage submissions illuminating the contributions of multiple stakeholders in education projects. Gender is involved in educational policy (Stambach & David, 2005), embedded in the historical conceptualizations of school actors (David, 1980; Smith & Griffith, 2004) and the gendered persons who negotiate the boundaries of new assemblages of governance, the economy, and education (Ball & Junemann, 2012). However, the gendered aspects of the current neoliberal context have been undertheorized. The feminine and feminized nature of educating constructs women and men as in need of surveillance and discipline. This links with current neoliberal “solutions” such as merit pay, high-stakes testing, standardization, hyper-credentialing, the publishing of ratings/rankings and other so-called performance indicators. Through the demand for accountability, policies and discourses require that education workers be made visible— sometimes as technicians, other times as professionals—but these same policies treat their work as an absent presence (Apple, 1983; Lather, 1994). How are policies and notions of education work gendered in these new assemblages? While scholars have recognized how neoliberalism reshapes “the good teacher” (Connell, 2009) and redefines “teacher quality” (Cochran-Smith & Lytle, 2006) in harmful, constricting manners, there has been less consideration of how gendering of teaching allows for and furthers this reshaping. What or who is the emergent “global teacher” (Maguire, 2013; Robert, 2014)?
This special issue seeks contributions that examine how gendered and neoliberal logics intertwine to shape the boundary work of educators (early childhood, primary, secondary, higher education, and informal settings) (Seddon, Ozga, & Levin, 2013); we aim to highlight the ways in which educators negotiate these two forces in and through their work.
Within the boundaries of neoliberalism, gender, and education work, papers could address the following themes:
• Conceptualizing the global-to-local movement of neoliberalism
• Demands of and for affective labour
• Intersectional inequities naturalized and neutralized within/by neoliberal discursive regimes
• Neoliberal subjectivities, entrepreneurial selves
• Historicizing the transformation of education work/workers
• Science-Technology-Engineering-Mathematics (STEM) and neoliberal visions of education-to-work
• Migration and schooling
• Sexuality and the body in the neoliberal school/curriculum
Prospective contributors are invited to submit an expression of interest and extended abstract of up to 750 words by June 22, 2015 to Sarah Robert at: saraharobert@gmail.com.
By July 20, 2015 the guest editors, working in conjunction with the journal editors, will contact all contributors and inform them of the outcome of their submission. At that stage, a selection of authors will be invited to submit a full paper for the Special Issue by 14th September 2015. It should be noted that an invitation to submit a full paper does not guarantee publication as all papers will be subject to the double-blind referee process utilised by Gender and Education. The special issue is anticipated to be published in Volume 28 of the journal, which appears in print throughout 2016.
4. Request for Submissions - Teaching Comparative Education SIG
The Teaching Comparative Education SIG (TCE SIG) invites all university faculty and instructors to submit work as part of the Comparative Education Instructional Materials Archive (CEIMA), an ongoing project of the TCE SIG, partially funded by CIES. CEIMA collects and posts comparative and international education instructional materials from universities worldwide on a web-based archive (http://www.ciestcesig.org/ceimahome/) to enhance instructional practice, promote inter-university dialogue, and document the dynamic and evolving nature of the field through its platform and resource sharing. Examples of work collected and posted in CEIMA include descriptions and explanations of in-class activities, paper and presentation assignments, small-scale ethnographic research projects, and other innovative instructional materials along with accompanying course syllabi on comparative and international education topics. To access CEIMA, its collected materials, or submit new materials, please go to the TCE SIG website (http://www.ciestcesig.org/) and click on “CEIMA” in the upper right navigation bar. From that next page, you can access information and materials obtained through CEIMA, or submit your own materials by following the instructions provided in the “Submit Materials” section. Please send any and all questions regarding CEIMA or the Teaching Comparative Education SIG to ciestcesig@gmail.com.
Job Postings
Senior Project Officer, Policy Analyst, Education Research | UNESCO (Posted 5/6/2015)
Research Officer | UNESCO (Posted 5/6/2015)
Research Officer (Higher Education) | UNESCO (Posted 5/6/2015)
Senior Project Management Specialist, Washington DC, or RTP NC | RTI International (Posted 4/29/2015)
Project Associate, Washington DC or RTP, NC | RTI International (Posted 4/29/2015)
Education Specialist | Asian Development Bank (Posted 4/29/2015)
Director, Girls' Education | Room to Read (Posted 4/22/2015)
Post-Doctoral Research Fellowship in Early Childhood Education | African Population and Health Research Center (Posted 4/22/2015)
Director of Research Capacity Strengthening | African Population and Health Research Center (Posted 4/44/2015)
Education Specialist | RTI International (Posed 4/22/2015)
Early Childhood Assessment Specialist | RTI International (4/22/2015)
Team Leader and Senior Early Childhood Development Specialist | RTI International (Posted 4/22/2015)
Click here to view all openings posted on the CIES Website.
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