Gender and Women’s Studies
The Department of Gender and Women’s Studies at the University of Kentucky seeks a faculty member for a tenure track position. Rank is open. PhD or other terminal degree required for appointment. Area of specialization is open, but a strong preference will be given to applicants with research and teaching interests in one or more of the following: cultural/media studies, literary studies, history of feminist thought. The Department has a specialization in body studies in transnational, transracial context, and we welcome applications both within and outside this research area. Evidence of scholarly achievement and teaching experience in gender and/or women’s studies appropriate for rank in a Research I university is required. Teaching load is two courses per semester; teaching responsibilities will include graduate, undergraduate, and introductory courses. Please see our website: http://www.as.uky.edu/GWS
Please send all inquiries to Betty Pasley at Betty.Pasley@uky.edu
Candidates should send an application letter (including a discussion of research and teaching), a curriculum vita, writing sample and three letters of recommendation to:
Dr. Susan Bordo, Chair of the Search Committee
Department of Gender and Women’s Studies
112 Breckinridge Hall
University of Kentucky
Lexington, KY 40506-0056
Completed applications should be submitted by October 15, 2010 for full consideration. Applications will be considered until the position is filled. Position will commence in Fall of 2011.
The University of Kentucky is an Affirmative Action/Equal Opportunity University that values diversity and is located in an increasingly diverse geographical region. It is committed to becoming one of the top public institutions in the country. Women, persons with disabilities, and members of other underrepresented groups are encouraged to apply.
Wednesday, August 25, 2010
Assistant Professor: 20th and 21st Century American Literature
The Department of English and Comparative Literature at San Diego State University, the flagship campus of the largest and most diverse public university system in the U.S., seeks applications for a tenure-track assistant professor specializing in 20th and 21st century American literature. Desirable secondary specializations include race and ethnicity, gender and sexuality studies, literature and the environment, transnational and comparative studies, border studies, or media studies.
The successful candidate will have a Ph.D. (degree expected by August 2011) in English or an equivalent field and demonstrate potential for excellence as a scholar-teacher, including successful teaching experience, currency within his or her field, and / or publication of scholarly research. The normal teaching load is 3 / 3, including undergraduate courses as well as literature seminars serving our large and distinguished MA and MFA programs.
For more information about the SDSU Department of English and Comparative Literature, please visit our website: literature.sdsu.edu.
Applicants should send cover letter (including statement of teaching experience and philosophy), current c.v., writing sample of no more than 20 pages, three letters of recommendation (at least one documenting teaching experience), and a self-addressed, stamped postcard (to acknowledge receipt of application) to Search Chair, Department of English and Comparative Literature, San Diego State University, 5500 Campanile Drive, San Diego, CA, 92182-6020. Applications must be received by November 1, 2010 and are non-returnable.
SDSU is an Equal Opportunity employer.
The successful candidate will have a Ph.D. (degree expected by August 2011) in English or an equivalent field and demonstrate potential for excellence as a scholar-teacher, including successful teaching experience, currency within his or her field, and / or publication of scholarly research. The normal teaching load is 3 / 3, including undergraduate courses as well as literature seminars serving our large and distinguished MA and MFA programs.
For more information about the SDSU Department of English and Comparative Literature, please visit our website: literature.sdsu.edu.
Applicants should send cover letter (including statement of teaching experience and philosophy), current c.v., writing sample of no more than 20 pages, three letters of recommendation (at least one documenting teaching experience), and a self-addressed, stamped postcard (to acknowledge receipt of application) to Search Chair, Department of English and Comparative Literature, San Diego State University, 5500 Campanile Drive, San Diego, CA, 92182-6020. Applications must be received by November 1, 2010 and are non-returnable.
SDSU is an Equal Opportunity employer.
Assistant Professor in Gender and Women’s Studies
The Department of Gender & Women’s Studies at the University of Wisconsin-Madison seeks a scientist or health practitioner to fill a tenure track assistant professor position in Gender and Health. This individual will teach courses on women’s health, including a large, interdisciplinary introduction to Gender & Women’s Studies—“Women and their Bodies in Health and Disease.” Applicants should demonstrate the ability to integrate social, economic or political analyses with biomedical knowledge and must have completed an earned doctorate by summer 2011 in a field such as public health, human biology, biological anthropology, health psychology, community nursing, medicine, or biology education. Possible areas of specialization within gender and health include: health disparities, global health, feminist analyses of health science, reproductive justice, or Lesbian/Gay/Bisexual/ Transgender /Queer/Intersex health. Principal duties of the position will include teaching and advi!
sing at the undergraduate and graduate degree levels (normally two courses per semester) and conducting scholarly research and performing University and community service as appropriate. Teaching experience is preferred and demonstrated potential for research excellence is required. Salary will be competitive.
This position is fully funded through the Department of Gender & Women’s Studies but a partial appointment in another unit could be arranged if the candidate desires.
The Department of Gender & Women’s Studies at the University of Wisconsin-Madison is an interdisciplinary unit that offers an undergraduate degree and certificate, a Master’s degree, and a Ph.D. minor, and administers the LGBT certificate. The mission of the department is to expand understanding and appreciation of gender and women's lives and experiences both historically and in contemporary societies. The department has15 faculty members and more than 50 faculty affiliates. The University of Wisconsin-Madison campus includes a School of Nursing, School of Medicine and Public Health, and a new transdisciplinary Center for Global Health.
Please send (by mail or courier only): a cover letter, CV, transcripts and 3 letters of recommendation to:
Jane Collins
Chair, Gender & Women’s Studies
3321 Sterling Hall, 475 N. Charter St.
University of Wisconsin-Madison
Madison, WI 53706
We will begin reviewing applications on November 1, 2010.
Unless confidentially is requested in writing, information regarding the names of applicants must be released upon request. Finalists cannot be guaranteed confidentiality. A criminal background check may be required prior to employment.
The University of Wisconsin-Madison is an equal opportunity/affirmative action employer. We promote excellence through diversity and encourage all qualified persons to apply.
For further information about the Gender & Women’s Studies Department at UW-Madison, see our website:
http://womenstudies.wisc.edu/
sing at the undergraduate and graduate degree levels (normally two courses per semester) and conducting scholarly research and performing University and community service as appropriate. Teaching experience is preferred and demonstrated potential for research excellence is required. Salary will be competitive.
This position is fully funded through the Department of Gender & Women’s Studies but a partial appointment in another unit could be arranged if the candidate desires.
The Department of Gender & Women’s Studies at the University of Wisconsin-Madison is an interdisciplinary unit that offers an undergraduate degree and certificate, a Master’s degree, and a Ph.D. minor, and administers the LGBT certificate. The mission of the department is to expand understanding and appreciation of gender and women's lives and experiences both historically and in contemporary societies. The department has15 faculty members and more than 50 faculty affiliates. The University of Wisconsin-Madison campus includes a School of Nursing, School of Medicine and Public Health, and a new transdisciplinary Center for Global Health.
Please send (by mail or courier only): a cover letter, CV, transcripts and 3 letters of recommendation to:
Jane Collins
Chair, Gender & Women’s Studies
3321 Sterling Hall, 475 N. Charter St.
University of Wisconsin-Madison
Madison, WI 53706
We will begin reviewing applications on November 1, 2010.
Unless confidentially is requested in writing, information regarding the names of applicants must be released upon request. Finalists cannot be guaranteed confidentiality. A criminal background check may be required prior to employment.
The University of Wisconsin-Madison is an equal opportunity/affirmative action employer. We promote excellence through diversity and encourage all qualified persons to apply.
For further information about the Gender & Women’s Studies Department at UW-Madison, see our website:
http://womenstudies.wisc.edu/
Sunday, August 22, 2010
Assistant Professor position in Film Studies, Program in Film and Media Studies.
Assistant Professor position in Film Studies, Program in Film and Media Studies.
Washington University in St. Louis invites applications and nominations for a tenure-track position at the rank of Assistant Professor to begin Fall 2011.
Ph.D. by the time of appointment in film studies or a closely related field required. We seek a scholar who studies film beyond the confines of U.S. cinema and can situate it within a global context. Research and teaching interests may relate to any of the following: Theoretical or historical inquiry into national or transnational cinemas, contemporary film and emergent cultural-industrial models, documentary, avant-garde and alternative film practice. We are also interested in scholars who might address the convergence of theory with film practice, bridge the gap between courses in production and critical studies, or link film to television and/or digital media. Outstanding potential for scholarly publication and teaching expected.
In order to apply please visit our online application system at https://jobs.wustl.edu/ and select Job ID 20535. Please attach your curriculum vita, a writing sample, and supporting materials concerning teaching. In addition, three letters of recommendation should be addressed to the Chair, Film Studies Search Committee, and mailed to Program in Film and Media Studies, Washington University in St. Louis, One Brookings Drive, CB1174, 251 Umrath Hall, St. Louis, MO 63130.
Applications will be accepted until the position is filled, but priority will be given to those completed by October 15, 2010.
Washington University in St. Louis is an Equal Opportunity/Affirmative Action employer, and encourages women, minorities, and persons with disabilities to apply. Employment eligibility is required upon appointment.
Washington University in St. Louis invites applications and nominations for a tenure-track position at the rank of Assistant Professor to begin Fall 2011.
Ph.D. by the time of appointment in film studies or a closely related field required. We seek a scholar who studies film beyond the confines of U.S. cinema and can situate it within a global context. Research and teaching interests may relate to any of the following: Theoretical or historical inquiry into national or transnational cinemas, contemporary film and emergent cultural-industrial models, documentary, avant-garde and alternative film practice. We are also interested in scholars who might address the convergence of theory with film practice, bridge the gap between courses in production and critical studies, or link film to television and/or digital media. Outstanding potential for scholarly publication and teaching expected.
In order to apply please visit our online application system at https://jobs.wustl.edu/ and select Job ID 20535. Please attach your curriculum vita, a writing sample, and supporting materials concerning teaching. In addition, three letters of recommendation should be addressed to the Chair, Film Studies Search Committee, and mailed to Program in Film and Media Studies, Washington University in St. Louis, One Brookings Drive, CB1174, 251 Umrath Hall, St. Louis, MO 63130.
Applications will be accepted until the position is filled, but priority will be given to those completed by October 15, 2010.
Washington University in St. Louis is an Equal Opportunity/Affirmative Action employer, and encourages women, minorities, and persons with disabilities to apply. Employment eligibility is required upon appointment.
T Howard Foundation
T. Howard Foundation
Program Intern (Graduate Level)
Description:
The T. Howard Foundation is a mission driven organization committed to increasing diversity in the multimedia and entertainment industry. Located in Silver Spring, MD, the T. Howard Foundation works nationwide with public and private colleges and universities, recruiting students of color for internship opportunities with media companies from the east to the west coast.
Position Description:
This is a great opportunity for a current graduate student to be exposed to the world of non-profit management. The Program Intern will work with the Internship Program Staff and assist in the recruitment, application review and interview processes. Some of the duties include:
Recruitment:
· Communicate internship program details to faculty, prospective interns and applicants
· Prepare and lead web conferences and presentations for students in remote locations
· Provide job preparedness tips to students i.e. resume and interview preparation tips
Application Review:
· Oversee the receipt of application materials and communicate with those missing items
· Review and evaluate internship program applications by examining students’ writing abilities and academic preparation
· Recommend students to proceed to the interview process
Interview Process:
· Invite students to participate in the interview process
· Evaluate students’ fit for the internship program by conducting phone interviews
· Advance qualified applicants to the Final Talent Pool for internship eligibility
Internship Program:
· Suggest ideas and solutions to the program process
· Perform other related duties as required
Qualifications:
This position requires comfort and ability to work efficiently in a fast paced environment. The Program Intern must commit 20 hours a week to this role. Other requirements include:
· Currently enrolled in a full-time graduate degree program
· Previous experience in a professional setting
· Experience or interest in diversity issues preferred
· Experience or interest in higher education preferred
Additional information:
Email cover letter and resume to info@t-howard.org or fax to (301) 588-6766 by August 27, 2010. This position includes a paid stipend. Please list “Program Intern (Graduate Level)” in the subject line.
Program Intern (Graduate Level)
Description:
The T. Howard Foundation is a mission driven organization committed to increasing diversity in the multimedia and entertainment industry. Located in Silver Spring, MD, the T. Howard Foundation works nationwide with public and private colleges and universities, recruiting students of color for internship opportunities with media companies from the east to the west coast.
Position Description:
This is a great opportunity for a current graduate student to be exposed to the world of non-profit management. The Program Intern will work with the Internship Program Staff and assist in the recruitment, application review and interview processes. Some of the duties include:
Recruitment:
· Communicate internship program details to faculty, prospective interns and applicants
· Prepare and lead web conferences and presentations for students in remote locations
· Provide job preparedness tips to students i.e. resume and interview preparation tips
Application Review:
· Oversee the receipt of application materials and communicate with those missing items
· Review and evaluate internship program applications by examining students’ writing abilities and academic preparation
· Recommend students to proceed to the interview process
Interview Process:
· Invite students to participate in the interview process
· Evaluate students’ fit for the internship program by conducting phone interviews
· Advance qualified applicants to the Final Talent Pool for internship eligibility
Internship Program:
· Suggest ideas and solutions to the program process
· Perform other related duties as required
Qualifications:
This position requires comfort and ability to work efficiently in a fast paced environment. The Program Intern must commit 20 hours a week to this role. Other requirements include:
· Currently enrolled in a full-time graduate degree program
· Previous experience in a professional setting
· Experience or interest in diversity issues preferred
· Experience or interest in higher education preferred
Additional information:
Email cover letter and resume to info@t-howard.org or fax to (301) 588-6766 by August 27, 2010. This position includes a paid stipend. Please list “Program Intern (Graduate Level)” in the subject line.
Saturday, August 21, 2010
Director of the National Library for the Study of George Washington
Mount Vernon, the most popular historic home in America, is in the design phase for a 45,000 square foot facility that will serve as the international headquarters for scholarship about the life and times of George Washington. The Director of the new National Library will provide strong leadership and vision in the quest for knowledge about America's most effective leader.
The Director will expand Mount Vernon's collection of books and manuscripts, dramatically enhance scholarly research, develop an aggressive plan to disseminate knowledge about George Washington to a large and diverse audience, and use technology and other creative techniques to underline Washington's relevance to new generations.
The Director will develop a business plan that calls for Mount Vernon to be an important destination for seminars and conferences focusing on the leadership of George Washington. It will serve both existing audiences (teachers' institutes) and a wide range of corporate, government and non-profit organizations which seek leadership training.
The Director will establish strategic alliances with partners, and effectively manage the Library resources, including staff, space, time, money, equipment, and technology. He/she will also direct the research, care, and effective use of the special collections - including the Association's institutional records - with the goal of exposing the most important of these artifacts to audiences both on and off the estate.
The Director will provide leadership to an aggressive acquisitions program, books and manuscripts exhibitions, and special projects. He/She will actively promote the books and manuscripts collection through lectures, special tours, publications, podcasts, audio tours, and the internet. The Director will also manage all educational programs specifically designed to reach beyond Mount Vernon's gates, and he/she will be responsible for materials and programming related to a variety of important audiences, including teachers and students.
In addition to managing the operations of the Library and its collections, the Director will create new programs that reach millions of Americans through "popular culture," recognizing that they are unlikely to be exposed to traditional approaches of scholarly communication. The Director will also devise new ways to communicate internationally about George Washington. Information exchange, using the highest standards and latest technologies, will be a critical focus. The Director is charged with the implementation of new technologies, strategic partnerships and collaborations; as well as building and maintaining important relationships with other libraries and museum collections, such as The Papers of George Washington and the Founding Fathers Library Project.
In collaboration with the Development office, the Director will cultivate current and potential donors and raise funds to support new acquisitions and programs. He/She will create a plan to expand and endow the Library's reference and special collections through gifts, purchases, and loans, so that Mount Vernon can become the most prominent and accessible educational resource on George Washington in the world.
A qualified candidate for the position of Director will offer a graduate degree and experience with scholarly methods and resources, as well as a familiarity with historic manuscripts and rare books. Knowledge of 18th-century American history, professional experience in a special collections library or museum setting, and familiarity with the latest electronic outreach tools, is preferred. A doctorate in history, library science, or other related topic is highly desirable, as is a record of publishing, and speaking in public. The qualified candidate will have excellent interpersonal, communication and managerial skills, as well as a vigorous work ethic driven by a vision to safeguard Washington's life and legacies for future generations.
The Director will expand Mount Vernon's collection of books and manuscripts, dramatically enhance scholarly research, develop an aggressive plan to disseminate knowledge about George Washington to a large and diverse audience, and use technology and other creative techniques to underline Washington's relevance to new generations.
The Director will develop a business plan that calls for Mount Vernon to be an important destination for seminars and conferences focusing on the leadership of George Washington. It will serve both existing audiences (teachers' institutes) and a wide range of corporate, government and non-profit organizations which seek leadership training.
The Director will establish strategic alliances with partners, and effectively manage the Library resources, including staff, space, time, money, equipment, and technology. He/she will also direct the research, care, and effective use of the special collections - including the Association's institutional records - with the goal of exposing the most important of these artifacts to audiences both on and off the estate.
The Director will provide leadership to an aggressive acquisitions program, books and manuscripts exhibitions, and special projects. He/She will actively promote the books and manuscripts collection through lectures, special tours, publications, podcasts, audio tours, and the internet. The Director will also manage all educational programs specifically designed to reach beyond Mount Vernon's gates, and he/she will be responsible for materials and programming related to a variety of important audiences, including teachers and students.
In addition to managing the operations of the Library and its collections, the Director will create new programs that reach millions of Americans through "popular culture," recognizing that they are unlikely to be exposed to traditional approaches of scholarly communication. The Director will also devise new ways to communicate internationally about George Washington. Information exchange, using the highest standards and latest technologies, will be a critical focus. The Director is charged with the implementation of new technologies, strategic partnerships and collaborations; as well as building and maintaining important relationships with other libraries and museum collections, such as The Papers of George Washington and the Founding Fathers Library Project.
In collaboration with the Development office, the Director will cultivate current and potential donors and raise funds to support new acquisitions and programs. He/She will create a plan to expand and endow the Library's reference and special collections through gifts, purchases, and loans, so that Mount Vernon can become the most prominent and accessible educational resource on George Washington in the world.
A qualified candidate for the position of Director will offer a graduate degree and experience with scholarly methods and resources, as well as a familiarity with historic manuscripts and rare books. Knowledge of 18th-century American history, professional experience in a special collections library or museum setting, and familiarity with the latest electronic outreach tools, is preferred. A doctorate in history, library science, or other related topic is highly desirable, as is a record of publishing, and speaking in public. The qualified candidate will have excellent interpersonal, communication and managerial skills, as well as a vigorous work ethic driven by a vision to safeguard Washington's life and legacies for future generations.
Lilly Fellows
Location: Indiana, United States
Institution Type: College/University
Position Type: Post-doctoral Fellow
Submitted: Sunday, August 15th, 2010
Main Category: Humanities
Secondary Categories: World History
Western Civilization
U.S. History
Religious Studies
Philosophy
Medieval History
Literature
Languages
Fine Arts
Film
Early Modern History
Art and Architectural History
American Studies
We offer three two-year residential postdoctoral teaching fellowships in the areas of Humanities and the Arts for 2011-2013 for scholars seriously considering academic vocations in church related institutions. Ph.D, D.M.A., D.F.A., M.F.A., or equivalent terminal degree must have been received within 20 months up to and including August 2011. Fellows will teach seven courses over a two year period; engage in scholarship or creative work; participate in a two year colloquium; work with a VU faculty mentor; and interact with representatives from a national network of church related institutions. Faculty privileges; $45,000 stipend per year plus benefits, professional fund. For more information, contact the Lilly Fellows Program at 219-464-5317; or visit www.lillyfellows.org. Application deadline: December 14, 2010. EOA/AA
Contact Info:
Selection Committee
Lilly Fellows Program
Valparaiso University
1401 Linwood Ave
Valparaiso, IN 46383 Website: http://www.lillyfellows.org
Institution Type: College/University
Position Type: Post-doctoral Fellow
Submitted: Sunday, August 15th, 2010
Main Category: Humanities
Secondary Categories: World History
Western Civilization
U.S. History
Religious Studies
Philosophy
Medieval History
Literature
Languages
Fine Arts
Film
Early Modern History
Art and Architectural History
American Studies
We offer three two-year residential postdoctoral teaching fellowships in the areas of Humanities and the Arts for 2011-2013 for scholars seriously considering academic vocations in church related institutions. Ph.D, D.M.A., D.F.A., M.F.A., or equivalent terminal degree must have been received within 20 months up to and including August 2011. Fellows will teach seven courses over a two year period; engage in scholarship or creative work; participate in a two year colloquium; work with a VU faculty mentor; and interact with representatives from a national network of church related institutions. Faculty privileges; $45,000 stipend per year plus benefits, professional fund. For more information, contact the Lilly Fellows Program at 219-464-5317; or visit www.lillyfellows.org. Application deadline: December 14, 2010. EOA/AA
Contact Info:
Selection Committee
Lilly Fellows Program
Valparaiso University
1401 Linwood Ave
Valparaiso, IN 46383 Website: http://www.lillyfellows.org
CFP - DISABLING FEMINISM: Sex, Gender & Disability Studies
CFP - DISABLING FEMINISM: Sex, Gender & Disability Studies
The Critical Feminist Studies Division of the Cultural Studies
Association (CSA) invites submissions for the 9th Annual Meeting to
be held in Chicago at Columbia College, March 24-26, 2011.
Traffic at the intersection of feminism and Disability Studies has
already been in motion for a long time. In 1989 Susan Wendell
observed that:
"Some of the same attitudes about the body which contribute to
women's oppression generally also contribute to the social and
psychological disablement of people who have disabilities. In
addition, feminists are grappling with issues that disabled people
also face in a different context: Whether to stress sameness or
difference in relation to the dominant group and in relation to each
other; whether to place great value on independence from the help of
other people, as the dominant culture does, or to question a
value-system which distrusts and devalues dependence on other people
and vulnerability in general; whether to take full integration into
male dominated/able-bodied society as the goal, seeking equal power
with men/able-bodied people in that society, or whether to preserve
some degree of separate culture, in which the abilities, knowledge
and values of women/the disabled are specifically honoured and
developed."
These questions are even more pressing today as new scholarship,
political actions and artistic representations are reinterpreting the
shared spaces of identity.
Some questions to consider:
What are important conversations taking place between feminism and
Disability Studies?
How can a feminist approach (whatever that means) to
ability/able-bodied privilege (however defined) raise new questions
regarding the self, the state, and cultural conceptions of disability?
How does Disability Studies force a reconsideration of traditional
concepts within feminist theory and Women's & Gender Studies?
Topics include, but are not limited to:
-Social construction of disability/social construction of gender
-Gendered disabilities
-Historical conceptions of femininity/masculinity and disability
-Power, oppression and connections between ableism and sexism
-Eugenics, sterilization, abilist reproductive politics
-Prosthetics
-Global disability rights movements
-Representations of disability
-Anti-discrimination laws
-Reconstructive surgery
-LGBTQ and disability
-Sexuality and disability
Critical Feminist Studies dedicates itself to work that builds upon,
even as it critiques, the institutions and practices of Women's &
Gender Studies, focusing in particular on transnational formations
and movements, queer and sexuality studies, and politics, practices,
and representations.
(http://en.wikipedia.org/wiki/Cultural_Studies_Association)
One of the aims of the Division is to maintain a collegial space for
the ideas and initiatives of graduate students and junior faculty
within Cultural Studies. It is the largest Division within CSA.
The Division has sponsored special annual themes:
Girls Studies (2007)
Time & Temporality Studies (2008)
The Body & Embodiment (2009)
To submit, please include the following:
1. Your name, email address, phone number, and institutional affiliation
2. Paper/Presentation Title
3. 500-word abstract
Deadline for submissions: September 1, 2010
Send inquires and submissions to:
Sarah L. Rasmusson & Sabrina Starnaman
Co-Chairs, Critical Feminist Studies Division
criticalfeministstudies@gmail.com
--
The Critical Feminist Studies Division of the Cultural Studies
Association (CSA) invites submissions for the 9th Annual Meeting to
be held in Chicago at Columbia College, March 24-26, 2011.
Traffic at the intersection of feminism and Disability Studies has
already been in motion for a long time. In 1989 Susan Wendell
observed that:
"Some of the same attitudes about the body which contribute to
women's oppression generally also contribute to the social and
psychological disablement of people who have disabilities. In
addition, feminists are grappling with issues that disabled people
also face in a different context: Whether to stress sameness or
difference in relation to the dominant group and in relation to each
other; whether to place great value on independence from the help of
other people, as the dominant culture does, or to question a
value-system which distrusts and devalues dependence on other people
and vulnerability in general; whether to take full integration into
male dominated/able-bodied society as the goal, seeking equal power
with men/able-bodied people in that society, or whether to preserve
some degree of separate culture, in which the abilities, knowledge
and values of women/the disabled are specifically honoured and
developed."
These questions are even more pressing today as new scholarship,
political actions and artistic representations are reinterpreting the
shared spaces of identity.
Some questions to consider:
What are important conversations taking place between feminism and
Disability Studies?
How can a feminist approach (whatever that means) to
ability/able-bodied privilege (however defined) raise new questions
regarding the self, the state, and cultural conceptions of disability?
How does Disability Studies force a reconsideration of traditional
concepts within feminist theory and Women's & Gender Studies?
Topics include, but are not limited to:
-Social construction of disability/social construction of gender
-Gendered disabilities
-Historical conceptions of femininity/masculinity and disability
-Power, oppression and connections between ableism and sexism
-Eugenics, sterilization, abilist reproductive politics
-Prosthetics
-Global disability rights movements
-Representations of disability
-Anti-discrimination laws
-Reconstructive surgery
-LGBTQ and disability
-Sexuality and disability
Critical Feminist Studies dedicates itself to work that builds upon,
even as it critiques, the institutions and practices of Women's &
Gender Studies, focusing in particular on transnational formations
and movements, queer and sexuality studies, and politics, practices,
and representations.
(http://en.wikipedia.org/wiki/Cultural_Studies_Association)
One of the aims of the Division is to maintain a collegial space for
the ideas and initiatives of graduate students and junior faculty
within Cultural Studies. It is the largest Division within CSA.
The Division has sponsored special annual themes:
Girls Studies (2007)
Time & Temporality Studies (2008)
The Body & Embodiment (2009)
To submit, please include the following:
1. Your name, email address, phone number, and institutional affiliation
2. Paper/Presentation Title
3. 500-word abstract
Deadline for submissions: September 1, 2010
Send inquires and submissions to:
Sarah L. Rasmusson & Sabrina Starnaman
Co-Chairs, Critical Feminist Studies Division
criticalfeministstudies@gmail.com
--
Friday, August 6, 2010
Posse DC interviewer
Posse DC, a college access and youth leadership program, is looking for a part-time interviewer to help identify potential scholarship recipients.
The Posse Foundation recruits, identifies and trains extraordinary leaders from urban schools and sends them in multicultural teams (posses) to some of the top colleges in the country. Each student that is awarded the Posse Scholarship wins a four year, full-tuition scholarship worth more than $140,000 from one of our partner colleges. Since opening in 2004, Posse D.C. has awarded 250 Scholarships representing over $25 million from Bucknell University, Grinnell College, Lafayette College, and Sewanee: The University of the South, the University of Wisconsin Madison and Pepperdine University.
Job Description: The Posse Foundation employs its Dynamic Assessment Process (DAP) as a means to assess and select candidates for the scholarship. There are three stages to DAP: a large group interview, an individual interview (for those who advance from the group interview stage), and a small group interview (for those who advance from the individual interview stage). DAP has proven very effective over the years and has led to the identification of extraordinary young talent that may have been missed by traditional college admissions criteria. Currently, Posse Scholars are graduating at a rate of 90%.
The second interview is an opportunity for the Posse staff to get to know the candidate personally. Working in pairs, the interviewers will meet with candidates for 25 minutes. Following this 25-minute session, the interview team will debrief by sharing notes and observations. Interviewers should expect to interview between five to seven candidates a day.
Qualifications: All applicants need to be available for 20 to 30 hours a week between September 22nd and October 15th.
Potential candidates should have experience working with young people, have a positive attitude and be reliable. Ideal applicants will have a basic understanding of the DC area high schools.
Send Applications to -
All interested applicants should fill out the attached application and send a resume and cover letter to LaToya Russell at latoyar@possefoundation.org. All applications will be due by August 30th . Applicants may also mail or fax applications to:
LaToya Russell
Posse D.C.
1319 F St, Suite 604
Washington, DC 20004
Fax: (202) 347-7480
The Posse Foundation recruits, identifies and trains extraordinary leaders from urban schools and sends them in multicultural teams (posses) to some of the top colleges in the country. Each student that is awarded the Posse Scholarship wins a four year, full-tuition scholarship worth more than $140,000 from one of our partner colleges. Since opening in 2004, Posse D.C. has awarded 250 Scholarships representing over $25 million from Bucknell University, Grinnell College, Lafayette College, and Sewanee: The University of the South, the University of Wisconsin Madison and Pepperdine University.
Job Description: The Posse Foundation employs its Dynamic Assessment Process (DAP) as a means to assess and select candidates for the scholarship. There are three stages to DAP: a large group interview, an individual interview (for those who advance from the group interview stage), and a small group interview (for those who advance from the individual interview stage). DAP has proven very effective over the years and has led to the identification of extraordinary young talent that may have been missed by traditional college admissions criteria. Currently, Posse Scholars are graduating at a rate of 90%.
The second interview is an opportunity for the Posse staff to get to know the candidate personally. Working in pairs, the interviewers will meet with candidates for 25 minutes. Following this 25-minute session, the interview team will debrief by sharing notes and observations. Interviewers should expect to interview between five to seven candidates a day.
Qualifications: All applicants need to be available for 20 to 30 hours a week between September 22nd and October 15th.
Potential candidates should have experience working with young people, have a positive attitude and be reliable. Ideal applicants will have a basic understanding of the DC area high schools.
Send Applications to -
All interested applicants should fill out the attached application and send a resume and cover letter to LaToya Russell at latoyar@possefoundation.org. All applications will be due by August 30th . Applicants may also mail or fax applications to:
LaToya Russell
Posse D.C.
1319 F St, Suite 604
Washington, DC 20004
Fax: (202) 347-7480
IHEP openings
We have two (2) exciting positions open at the Institute for Higher Education Policy (IHEP - www.ihep.org)
Responsibilities for the Outreach Associate include:
* Work closely with the President and senior staff on strategic planning, development, communications, and special projects
* Provide administrative support to the President (scheduling meetings; coordinating travel; preparing briefing materials; speaking engagements and presentations; email correspondence)
* Contribute to organizational tracking of current and anticipated education policy issues
* Serve as the liaison to the organization’s Board of Directors
* Represent IHEP at external meetings and conferences
Responsibilities for the Graduate Fellow include:
* Research assistance for IHEP’s professional staff as well as conducting his or her own research
* Contributing to the writing of policy reports as a full member of the research team
* Analyzing secondary and primary data sets to inform policy recommendations
* Presenting research findings at local, regional and/or national conferences.
Please see the attached job descriptions for detailed information and application procedures.
Thanks,
Brian
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Brian A. Sponsler
Research Analyst
Institute for Higher Education Policy (IHEP)
1320 19th St NW, Suite 400
Washington, DC 20036
P: 202-587-4970
F: 202-861-9307
E: bsponsler@ihep.org
www.ihep.org
Responsibilities for the Outreach Associate include:
* Work closely with the President and senior staff on strategic planning, development, communications, and special projects
* Provide administrative support to the President (scheduling meetings; coordinating travel; preparing briefing materials; speaking engagements and presentations; email correspondence)
* Contribute to organizational tracking of current and anticipated education policy issues
* Serve as the liaison to the organization’s Board of Directors
* Represent IHEP at external meetings and conferences
Responsibilities for the Graduate Fellow include:
* Research assistance for IHEP’s professional staff as well as conducting his or her own research
* Contributing to the writing of policy reports as a full member of the research team
* Analyzing secondary and primary data sets to inform policy recommendations
* Presenting research findings at local, regional and/or national conferences.
Please see the attached job descriptions for detailed information and application procedures.
Thanks,
Brian
~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Brian A. Sponsler
Research Analyst
Institute for Higher Education Policy (IHEP)
1320 19th St NW, Suite 400
Washington, DC 20036
P: 202-587-4970
F: 202-861-9307
E: bsponsler@ihep.org
www.ihep.org
Sexual Assault Health Educator
Description: The Sexual Assault Health Educator develops and implements sexual assault/relationship violence education and prevention programs for AU students and provides advocacy services for survivors of sexual assault.
This position has primary responsibility for coordinating and implementing sexual assault education and advocacy work for the university while maintaining appropriate professional boundaries and standards of confidentiality. The activities of this position require specialized knowledge in the areas of sexual assault and relationship violence; advocacy for survivors of sexual assault, relationship violence and stalking; and health promotion. The sexual assault health educator collaborates with key internal and external stakeholders and represents the university on local tasks forces and community groups. Educational Requirements: Applicants must have a master’s degree in a related field: human services, criminal justice, social work, women’s studies, or social sciences field. Minimum Requirements: · Experience in the field of victim services and a knowledge and understanding of the dynamics of sexual violence and related issues.
· Applicants must have the ability to work with college students in crisis in a non-judgmental manner. Must be caring, supportive, a good listener and have healthy boundaries and able to work with both females and males in crisis.
· Strong verbal and written communication skills; organizational and time management skills; demonstrated computer proficiency (word processing, spreadsheet, and database systems); ability to work independently and as a team member; experience in public speaking and public relations.
Other Skills and Abilities Required:
· The selected candidate will operate under District of Columbia Code 7-1201.01, and must complete or have completed 40 hours of domestic violence counselor training; s/he must maintain strict standards of confidentiality as provided by law.
· Current knowledge of principles/practices in student development, multicultural competence, and crisis management.
· Demonstrated skill in managing difficult and complex situations involving students, parents, staff, faculty, Public Safety and community organizations.
· Must have highest standards of integrity and ethics in both performance and behavior.
· Desire and appreciation for work in a diverse, fast-paced office environment. Additional Information: This is a part-time, hourly position at 20 hours per week without benefits.
Marianne S. Huger, Ed.D.
Assistant Dean of Students
Office of the Dean of Students
American University
4400 Massachusetts Ave NW
408 Bulter Pavilion
Washington, DC 20016-8148
202-885-3301 Voice
202-885-1560 Fax
This position has primary responsibility for coordinating and implementing sexual assault education and advocacy work for the university while maintaining appropriate professional boundaries and standards of confidentiality. The activities of this position require specialized knowledge in the areas of sexual assault and relationship violence; advocacy for survivors of sexual assault, relationship violence and stalking; and health promotion. The sexual assault health educator collaborates with key internal and external stakeholders and represents the university on local tasks forces and community groups. Educational Requirements: Applicants must have a master’s degree in a related field: human services, criminal justice, social work, women’s studies, or social sciences field. Minimum Requirements: · Experience in the field of victim services and a knowledge and understanding of the dynamics of sexual violence and related issues.
· Applicants must have the ability to work with college students in crisis in a non-judgmental manner. Must be caring, supportive, a good listener and have healthy boundaries and able to work with both females and males in crisis.
· Strong verbal and written communication skills; organizational and time management skills; demonstrated computer proficiency (word processing, spreadsheet, and database systems); ability to work independently and as a team member; experience in public speaking and public relations.
Other Skills and Abilities Required:
· The selected candidate will operate under District of Columbia Code 7-1201.01, and must complete or have completed 40 hours of domestic violence counselor training; s/he must maintain strict standards of confidentiality as provided by law.
· Current knowledge of principles/practices in student development, multicultural competence, and crisis management.
· Demonstrated skill in managing difficult and complex situations involving students, parents, staff, faculty, Public Safety and community organizations.
· Must have highest standards of integrity and ethics in both performance and behavior.
· Desire and appreciation for work in a diverse, fast-paced office environment. Additional Information: This is a part-time, hourly position at 20 hours per week without benefits.
Marianne S. Huger, Ed.D.
Assistant Dean of Students
Office of the Dean of Students
American University
4400 Massachusetts Ave NW
408 Bulter Pavilion
Washington, DC 20016-8148
202-885-3301 Voice
202-885-1560 Fax
RA jobs
Professor Otto Santa Ana, UCLA (on leave, and working as Associate Dean at UDC) will need 2 graduate student research assistants who are in the DC area. In the coming academic year I will be working on several pieces, including a book project, an edited volume, a few short articles, and a good deal of grant writing. I seek graduate students who have interest in developing their capacity to do R1 scholarship by working with me.
All these projects require lots of background work, to compile and organize multimedia materials, and learning to use analytic tools to study media. I will pay around $15 hourly.
I am a sociolinguist and critical discourse analyst. I study mass media imagery of minorities (particular Latinos) and the imagery of political concepts in general. The tools I use are useful for other empirical explorations of the mass
media surrounding and flowing through us.
Graduate Student Requisites:
§ Prior humanistic or social science research
§ Solid writing skills
§ Interest in news media
§ Multimedia skills
§ Ability to work in teams
§ Ability to move a project forward without supervision
§ Ability to finish your tasks under deadline
Responsibilities:
§ Library and mass media material research
§ Preliminary data analysis under the professor's indirect supervision
§ Secondary analysis working directly with Professor Santa Ana
§ News media data organization and other project administrative work
§ Transcription of dictated texts
§ Critical review of bibliographic sources
To apply for the job:
• In the body of the email, please describe in a few paragraphs why you would like to work for me. Include GPAs, the academic objectives you aspire to, and names of people who can vouch for your capacities and character. Attach your resume. You may also attach a brief writing sample if you wish.
• email: otto@ucla.edu
• My title: Professor Santa Ana
• Subject heading: Research Assistant position
All these projects require lots of background work, to compile and organize multimedia materials, and learning to use analytic tools to study media. I will pay around $15 hourly.
I am a sociolinguist and critical discourse analyst. I study mass media imagery of minorities (particular Latinos) and the imagery of political concepts in general. The tools I use are useful for other empirical explorations of the mass
media surrounding and flowing through us.
Graduate Student Requisites:
§ Prior humanistic or social science research
§ Solid writing skills
§ Interest in news media
§ Multimedia skills
§ Ability to work in teams
§ Ability to move a project forward without supervision
§ Ability to finish your tasks under deadline
Responsibilities:
§ Library and mass media material research
§ Preliminary data analysis under the professor's indirect supervision
§ Secondary analysis working directly with Professor Santa Ana
§ News media data organization and other project administrative work
§ Transcription of dictated texts
§ Critical review of bibliographic sources
To apply for the job:
• In the body of the email, please describe in a few paragraphs why you would like to work for me. Include GPAs, the academic objectives you aspire to, and names of people who can vouch for your capacities and character. Attach your resume. You may also attach a brief writing sample if you wish.
• email: otto@ucla.edu
• My title: Professor Santa Ana
• Subject heading: Research Assistant position
Sunday, August 1, 2010
DIRT
The New York Metro American Studies Association (NYMASA) announces a call for papers for our 2010 annual one-day conference:
DIRT
Saturday, December 4th, 2010
9:00am-5:30pm
St. John’s University in Downtown Manhattan
Dirt is among the most material but also the most metaphorical and expressive of substances. This conference seeks to explore how people imagine, define, and employ the various concepts and realities of dirt. What does it mean to call something dirty? How do we understand dirt and its supposed opposite, cleanliness? How do we explain the points at which we draw the line between clean and dirty, what we embrace and what we refuse to touch? Drawing on multiple disciplines we hope to uncover and foreground the (often unconscious) centrality of the metaphors and actualities of dirt to U.S. cultures, values, and lived experiences.
Possible formulations of this keyword include (but are not limited to):
* Dirty words
* Dirty pictures and dirty minds
* Dirt and disorder
* Hygiene
* Trash
* Dirt and art
* Waste, human and otherwise
* Excess and excrescences
* Germophobia
* Fear of impurity
* Chthonic dirt
* Sanitation
* Urban construction and destruction
* Getting the dirt: gossip, revelation, exposure
* Filthy lucre
* Washing one’s hands
* Animals and animality
* Dirty jokes
* Dirty politicians
* Corruption and scandal
* Ecology/sustainability
* Dirt collectors (hoarders, Collyers syndrome, cat ladies)
* Getting down in the dirt (reality shows, mud wrestling, spectacle)
* Landfills and parks design
* Disgust, repulsion, nausea
* “Dirty immigrants” and other epithets
We seek proposals from all academic disciplines and particularly encourage “nontraditional” presentations including performance, visual art, mixed-media, and pedagogy.
Please send abstracts of no more than 500 words to nymasadirt@gmail.com by Friday, September 10th.
Sarah E. Chinn
English Department
Hunter College, CUNY
695 Park Avenue
New York, NY 10065
sarah.chinn@hunter.cuny.edu
(212) 772-5178
DIRT
Saturday, December 4th, 2010
9:00am-5:30pm
St. John’s University in Downtown Manhattan
Dirt is among the most material but also the most metaphorical and expressive of substances. This conference seeks to explore how people imagine, define, and employ the various concepts and realities of dirt. What does it mean to call something dirty? How do we understand dirt and its supposed opposite, cleanliness? How do we explain the points at which we draw the line between clean and dirty, what we embrace and what we refuse to touch? Drawing on multiple disciplines we hope to uncover and foreground the (often unconscious) centrality of the metaphors and actualities of dirt to U.S. cultures, values, and lived experiences.
Possible formulations of this keyword include (but are not limited to):
* Dirty words
* Dirty pictures and dirty minds
* Dirt and disorder
* Hygiene
* Trash
* Dirt and art
* Waste, human and otherwise
* Excess and excrescences
* Germophobia
* Fear of impurity
* Chthonic dirt
* Sanitation
* Urban construction and destruction
* Getting the dirt: gossip, revelation, exposure
* Filthy lucre
* Washing one’s hands
* Animals and animality
* Dirty jokes
* Dirty politicians
* Corruption and scandal
* Ecology/sustainability
* Dirt collectors (hoarders, Collyers syndrome, cat ladies)
* Getting down in the dirt (reality shows, mud wrestling, spectacle)
* Landfills and parks design
* Disgust, repulsion, nausea
* “Dirty immigrants” and other epithets
We seek proposals from all academic disciplines and particularly encourage “nontraditional” presentations including performance, visual art, mixed-media, and pedagogy.
Please send abstracts of no more than 500 words to nymasadirt@gmail.com by Friday, September 10th.
Sarah E. Chinn
English Department
Hunter College, CUNY
695 Park Avenue
New York, NY 10065
sarah.chinn@hunter.cuny.edu
(212) 772-5178
Feminist Teaching Conference
Feminism and Teaching Symposium
8th – 9th April 2011 University of Nottingham
This is a two-day interdisciplinary postgraduate symposium that will explore the relationships between feminism and teaching.
Keynote workshops/sessions by: Professor Gina Wisker (Brighton), Professor Sara Mills (Sheffield Hallam) and Dr. Louise Mullany (Nottingham), Professor Ruth Holliday (Leeds), Dr. Ben Brabon (Edge Hill), Annette Foster (Performance Artist).
Postgraduates, early career researchers, teachers, artists and activists of all genders are invited to propose sessions engaging with issues relating to feminism and teaching.
This symposium aims to bring together people from a wide variety of disciplines and contexts to explore the ways in which these two fields relate to each other and the ways in which each term strengthens and/or troubles the other.
Proposed topics could include:
* Teaching feminist theory and practice
* Introducing feminism into the school, F.E. and undergraduate classroom
* Overcoming ‘gender-blind’ syllabuses
* Consciousness raising activities outside the classroom
* Ways in which gender intersects with other discourses, like race, age and class in teaching activities
* The impact of context on teaching activities and materials
* Feminist pedagogy and modes of teaching
* Ways in which feminism can inform research and teaching across the disciplines
* Feminisms plural
* Ways in which feminism changes, alters/is altered, and is deployed in the classroom setting
* Gender-Biases in perceptions of feminism
* Men and feminist teaching practices
* Reclamation of women’s language and experiences
* Reclaiming the feminist agenda
* Ways of teaching gender sensitive matierials and associated difficulties e.g.: women’s writing, sociological data, everyday life, media, popular culture, legal and political theory and practice
* Any other issue related to feminism and teaching
We welcome presentation and session proposals which engage with the relationships between feminism and teaching, from various disciplines, including but not limited to: Sociology, Education, Literature, Visual and Performing Arts, Cultural Studies, Applied Linguistics, Law, Gender Studies and Women’s Studies. We also welcome proposals from people working in areas relating to feminism and teaching outside the academy.
Presenters are encouraged to engage with these issues in a way that reflects the material being discussed. We would like to include a diversity of presentation styles, but we are particularly keen to encourage interactive sessions, including short film screenings, musical and dramatic performances, workshops, presentations about ongoing projects or works in progress, demonstrations, discussion sessions, or any other format conducive to exploring the relationships between feminism and teaching.
Presenters will be allocated a 30-minute slot, which can be used by the presenter as they wish, but must include at least 5 minutes for audience questions/discussion.
Possible presentations could look like the following:
‘Raising consciousness in the local community’
15 min – Interactive puppet theatre
5 min – Presenter talk
10 min – Q&A
‘Men teaching feminism’
15 min – Presenter talk
15 min – Interactive strategy session
‘Feminist teaching in “gender-blind” subjects’
5 min – Presenter talk
15 min – Interactive comparison of syllabuses
10 min – Group discussion
We also welcome poster presentations on any issues/topics relating to the theme.
Posters will be displayed throughout the symposium.
Please send proposals of 200-300 words, along with a brief biography (50 words) to feminismandteaching@nottingham.ac.uk by 20th November 2010. If you would like to discuss your proposal before submitting it please do contact us. We are particularly interested in encouraging sessions which break from the traditional academic format.
For more information please visit our website: http://feminismandteaching.org
8th – 9th April 2011 University of Nottingham
This is a two-day interdisciplinary postgraduate symposium that will explore the relationships between feminism and teaching.
Keynote workshops/sessions by: Professor Gina Wisker (Brighton), Professor Sara Mills (Sheffield Hallam) and Dr. Louise Mullany (Nottingham), Professor Ruth Holliday (Leeds), Dr. Ben Brabon (Edge Hill), Annette Foster (Performance Artist).
Postgraduates, early career researchers, teachers, artists and activists of all genders are invited to propose sessions engaging with issues relating to feminism and teaching.
This symposium aims to bring together people from a wide variety of disciplines and contexts to explore the ways in which these two fields relate to each other and the ways in which each term strengthens and/or troubles the other.
Proposed topics could include:
* Teaching feminist theory and practice
* Introducing feminism into the school, F.E. and undergraduate classroom
* Overcoming ‘gender-blind’ syllabuses
* Consciousness raising activities outside the classroom
* Ways in which gender intersects with other discourses, like race, age and class in teaching activities
* The impact of context on teaching activities and materials
* Feminist pedagogy and modes of teaching
* Ways in which feminism can inform research and teaching across the disciplines
* Feminisms plural
* Ways in which feminism changes, alters/is altered, and is deployed in the classroom setting
* Gender-Biases in perceptions of feminism
* Men and feminist teaching practices
* Reclamation of women’s language and experiences
* Reclaiming the feminist agenda
* Ways of teaching gender sensitive matierials and associated difficulties e.g.: women’s writing, sociological data, everyday life, media, popular culture, legal and political theory and practice
* Any other issue related to feminism and teaching
We welcome presentation and session proposals which engage with the relationships between feminism and teaching, from various disciplines, including but not limited to: Sociology, Education, Literature, Visual and Performing Arts, Cultural Studies, Applied Linguistics, Law, Gender Studies and Women’s Studies. We also welcome proposals from people working in areas relating to feminism and teaching outside the academy.
Presenters are encouraged to engage with these issues in a way that reflects the material being discussed. We would like to include a diversity of presentation styles, but we are particularly keen to encourage interactive sessions, including short film screenings, musical and dramatic performances, workshops, presentations about ongoing projects or works in progress, demonstrations, discussion sessions, or any other format conducive to exploring the relationships between feminism and teaching.
Presenters will be allocated a 30-minute slot, which can be used by the presenter as they wish, but must include at least 5 minutes for audience questions/discussion.
Possible presentations could look like the following:
‘Raising consciousness in the local community’
15 min – Interactive puppet theatre
5 min – Presenter talk
10 min – Q&A
‘Men teaching feminism’
15 min – Presenter talk
15 min – Interactive strategy session
‘Feminist teaching in “gender-blind” subjects’
5 min – Presenter talk
15 min – Interactive comparison of syllabuses
10 min – Group discussion
We also welcome poster presentations on any issues/topics relating to the theme.
Posters will be displayed throughout the symposium.
Please send proposals of 200-300 words, along with a brief biography (50 words) to feminismandteaching@nottingham.ac.uk by 20th November 2010. If you would like to discuss your proposal before submitting it please do contact us. We are particularly interested in encouraging sessions which break from the traditional academic format.
For more information please visit our website: http://feminismandteaching.org
Subscribe to:
Posts (Atom)