Department of Art and Public Policy

Department of Art and Public Policy
Job Posting for Assistant/Associate Arts Professor

The Department of Art and Public Policy at the Tisch School of the Arts, New York University seeks a full time faculty member to be appointed at the rank of Assistant/Associate Arts Professor to join us in the Fall of 2012 to teach new forms of activism, community-based practice, alternative organization and participatory leadership in the arts.
The department explores the myriad links between art and society to examine the ways in which artists bring their art into the world, engage with civic issues, articulate their voice in the public realm. We offer a Master’s Degree in Arts Politics which treats, in an activist key, the nexus between the politics that art makes and the politics that make art. All Tisch Freshmen take a year-long core curriculum administered by the department that uses essay writing to develop a public voice for artistic citizenship. Elective courses are open to graduate and undergraduate students across the university.
The existing strengths of the department lie in conceptual and experimental approaches to arts, global, transnational arts movements, and sociological understandings of the art world. Our graduate program and elective courses attract students from diverse communities who have a keen interest in developing the arts professionally but from a community perspective and in doing work that is relevant to concerns regarding multiculturalism, cultural and socio-economic justice and equality, and expanded access to the arts from among traditionally under-represented populations.
We seek someone who can work on the links between the rich range of cultural expression in the arts and the enormous wealth of community traditions and audiences. Key to this link between arts and audiences is an understanding of how organizations, institutions, policy, funding-models, and the larger socio-economic surround impact the mutual development of diverse artists and communities. Always an issue, recent financial constraints have further strained already lean organizations, making the need for innovative and inventive responses for the arts all the more urgent.
The successful candidate will be a professionally accomplished, intellectually acute, strategically articulate artist/scholar who has worked with diverse communities and developed inspiring creative and organizational responses to the present dilemmas. This person will be rigorously trained, productive of an ongoing body of work of distinctive achievement, pedagogically adventurous and imaginative in their approaches to curricular development and devoted to teaching both graduate and undergraduate students. An M.F.A. or Ph.D. is preferred along with demonstrable evidence of teaching effectiveness.
Information regarding the Department of Art and Public Policy can be found at:
http://app.tisch.nyu.edu/page/home.html
To apply submit cover letter, resume, and list of three references to:
Art and Public Policy Faculty Search
tisch.arpo@nyu.edu
Applications will be reviewed commencing December 1st and continue until the position is filled. Finalists will be asked to submit further materials.
The appointment carries a five-year renewable term and a 2/2 teaching load.
NYU encourages applications from women and minorities.

“Moses Mendelssohn, Religious Enlightenment and Enlightened Religion”

I would like to invite you to a conference on “Moses Mendelssohn, Religious Enlightenment and Enlightened Religion,” on Sunday, November 13, 2011, from 1:00 to 5:00 in the afternoon, The conference will take place in the Art/Sociology Building, Room 2309 on the University of Maryland campus and is sponsored by the The Joseph and Rebecca Meyerhoff Center of Jewish Studies.

One of Judaism’s most original and influential thinkers, Moses Mendelssohn (1729-1786) has been called the first modern Jew, the founder of Haskalah (Jewish Enlightenment), the father of Reform Judaism, and an early model for modern orthodox Judaism. His edition of the Bible with German translation and commentary made him an object of veneration by generations of German Jewry.

Over time, Mendelssohn’s brand of rational Judaism was found wanting by romanticists, nationalists, pietists, and traditionalists. But in today’s post 9/11 age, where the stark alternatives of militant secularism and religious fundamentalism seem to leave little room for moderate, “reasonable” religion, Moses Mendelssohn presents a model of religious enlightenment that will at the very least challenge people who wish to think seriously about religion

The conference will bring together six of the foremost Mendelssohn scholars in the United States, Canada, and Israel to consider the thinker and his legacy

I would appreciate it if you would circulate this invitation to others. I have attached a pdf of the conference brochure.

Call for Papers for Trans-Scripts

Dear colleagues,

Attached please find a Call for Papers for Trans-Scripts, the interdisciplinary journal in the Humanities and Social Sciences at UC Irvine. Please distribute this CFP to your graduate students at your earliest convenience. The deadline for submissions is January 1, 2012.

The theme of the second volume of Trans-Scripts is "Queer Interventions and Intersections." We welcome a wide range of submissions from a variety of disciplines. Founded in 2010, Trans-Scripts is a student-run and edited interdisciplinary journal, and the editorial collective of graduate students come from diverse academic fields, including English, History, Culture & Theory, Comparative Literature, Women’s Studies, and African-American Studies. Faculty advisors represent an even more varied range of disciplines. All submissions will be reviewed by both students and faculty to ensure the highest quality of work. Though primarily a forum for student work, faculty are welcome to contribute as well. We also publish editorials by renowned experts on each theme covered.

For more information, the Trans-Scripts journal can be accessed at the following website: http://www.humanities.uci.edu/collective
/hctr/trans-scripts/index.html. Please direct all general inquiries about the journal or any comments on published pieces to our 2012 volume’s Editor-in-Chief, Jen Kosakowski, at jkosakow@uci.edu.

Thank you,

The Trans-Scripts Editorial Collective

Graduate Scholar-in-Residence

Dear colleagues,

We are starting a new Graduate Scholar-in-Residence program at the Newberry to encourage PhD candidates in the humanities to conduct research in our collections and become a part of our community of scholars. We invite graduate students who have advanced to PhD candidacy to apply for this status. Preference will be given to candidates whose dissertation projects are well advanced. The students who are selected will be provided with a research carrel, access to the Newberry during extended hours, and opportunities to present their work-in-progress to the Newberry's scholarly community.

Would you kindly pass the attached application information along to doctoral candidates who you think might be interested?

Sincerely,
Diane Dillon

Five Colleges Women's Studies Research Center

Five Colleges Women's Studies Research Center

Mount Holyoke College Archives and Special Collections, a department in Library and Information Technology Services (LITS), seeks proposals for scholars to work for a period of up to nine months utilizing Archives and Special Collections extensive resources on women's history. The scholar will be accorded access to LITS resources including library collections, a Mount Holyoke guest computing account, office space, computer and printer and research assistance. In return, the scholar will present a talk on the work in progress at a public event toward the end of the residency.

The Scholar-in-Residence Program is designed to:

*Encourage research and writing on women's history, literature, and culture.
*Encourage scholars to conduct original scholarship that draws on the resources in Archives and Special Collections and LITS.
*Foster productive working relationships between humanities scholars and Mount Holyoke College Library and Information Technology Services.
*Facilitate the dissemination of the researchers' findings through lectures, publications, and the ongoing LITS Cultural Programming
series.

The residency does not provide housing nor a stipend or salary of any kind. Once awarded, the residency will expire nine months from the date
of award.

Applications consisting of a project description and current curriculum vitae, and any questions, should be sent electronically to Jennifer
Gunter King (mailto:archives@mtholyoke.edu). Priority will be given to applications received by June 17, 2011.

Qualificiations: qualified applicants will hold a doctorate or be an ABD doctoral candidate in the humanities.

See http://www.mtholyoke.edu/archives/exhibits/scholar_program.html for additional information.

The Honors Humanities Program Invites Applications for Graduate Assistant for 2011- 2012

The Honors Humanities Program Invites Applications for Graduate Assistant for 2011-
2012

Honors Humanities is a living-learning honors program for talented University of Maryland
undergraduates with diverse interests in the humanities and creative arts. We are accepting
applications for a Graduate Assistant who will serve as a Program Coordinator for the 2011-2012
academic year. This position is a 50% time (10 hours/week), 9.5-month Graduate Assistantship
with the possibility of renewal for an additional year. Applicants should be enrolled in an arts or
humanities Ph.D. program at the University of Maryland College Park.

The Program Coordinator works under the Director and Associate Director’s supervision to meet
program goals through event planning, student advising, and administration. Applicants are
strongly encouraged to familiarize themselves with the Honors Humanities Program, including its
curriculum and mission, at www.honorshumanities.umd.edu. Specific duties include:

•
•

Advising students on independent research-based projects
Helping to develop and implement the Honors Humanities annual programming
series (the 2011-2012 theme is “The Humanities in the Sciences/The Sciences in the
Humanities”)
Helping to plan the 5th Annual Undergraduate Research Symposium in Spring 2012
Developing and implementing publicity campaigns by designing, writing, duplicating,
and distributing flyers, web updates, etc.
Planning and participating in events, such as book discussions, receptions, field trips, etc.
Organizing and attending staff meetings; implementing programs/policies; maintaining
records and filing paperwork
Assisting with other duties to be delegated by the Director and Associate Director

•
•

•
•

•

The GA position may result in future teaching opportunities in the Honors Humanities program.

Compensation: The beginning salary for this STEP II G.A. position is $8000, plus an
additional salary remittance of $1500, for the total sum of $9500. This payment is subject
to federal and state taxes. As a fringe benefit, the assistantship provides 5 credits of tuition
remission in the Fall and Spring semesters and 2 credits in Winter Term. In addition, the
administrative graduate assistant will be eligible for employee health insurance. It is your
responsibility to make sure all health insurance and tuition remission forms are submitted in time
to make use of these benefits. The assistantship does not cover the cost of mandatory fees.

Schedule: The position will begin on August 17, 2011 and will run through May 31, 2012. The
GA is expected to work throughout the academic year, except when the university is closed.
(Please see the calendar at www.testudo.umd.edu for closure dates.) The GA will follow the
staff schedule, which will include some regular evening hours (for events, meetings, etc.).

Applicants should send the following via email to Dr. Valérie Orlando, Director of Honors
Humanities, at honorshumanities@umd.edu by July 15th, 2011 at 5 pm:

• Brief letter of application
• Curriculum vitae
• Faculty letter of recommendation, ideally from the student’s advisor or director of graduate
studies

‘Dying to be Beautiful? Body Image, Eating Behaviours and Health in the Caribbean’

The University of the West Indies, Mona
Western Jamaica Campus
CALL FOR PAPERS!!!
The Psychology Unit in the Department of Sociology, Psychology and Social Work is hosting its first International Conference
at the Western Campus, Montego Bay Jamaica, over the period January 13-15, 2012 on the theme ‘Dying to be Beautiful?
Body Image, Eating Behaviours and Health in the Caribbean’.
Our bodies can be considered a mirror of society‟s current economic, social and cultural trends; one that reflects the need for
extreme alterations in outward appearance or a facilitation of unhealthy eating lifestyle. From our love for “Fat Women” and
consuming large quantities of food, to our love for „fast foods‟, there is an increased prevalence of obesity along with its
associated medical complications.
There is also the popular culture which engenders the ideology that bodies - whether thin, voluptuous, muscular or of light
complexion will result in high self-esteem, power, prestige, self-worth and acceptance.
Persons who have profound dissatisfaction with their bodies may be influenced to develop negative relationships with their
bodies as they engage in extreme measures of body alterations such as bleaching, strict weight loss regimes, muscle building or
plastic surgery. These unhealthy body behaviours are being reflected in the rising prevalence of eating disorders, the alarming
skin bleaching phenomenon and the continued increase in the prevalence of obesity and diabetes mellitus
These concerns are not unique to the Jamaican population, and in fact many are concerned with the degree of such behaviours
internationally and have made attempts to better understand the phenomenon by investigating for possible causes and
associated factors.
This conference is inspired by the desire to explore possible explanations for these changing trends and gain a better
understanding of this new culture. An acknowledgment of the multifaceted nature of human beings encompassing the
psychological, physiological, spiritual and social aspects is of vital importance. We therefore view this issue from an
interdisciplinary standpoint and encourage papers from all related fields that impinge on issues relating to the theme.
The Conference welcomes papers relating to any of the proposed themes below:
Eating Disorders: Medical and Cultural norms that define Body Image.
Is there a Fat Gene? The Physiology of Obesity.
Health Issues associated with being Overweight: Challenging the Extreme Aesthetics.
Body Dysmorphia, Skin Tattooing and Plastic surgery: Body denigration or Body appreciation?
Building a healthy lifestyle between you and your body.
Race is no longer biologically determined: Challenging the Bleaching Phenomenon.
This conference will attempt to comprehensively address these themes through a compilation of scholarly research
papers. A selection of the best papers from the conference will be published.
Deadline for abstracts: August 31, 2011
Deadline for acceptances: October 31, 2011
Deadline for completed papers: November 31, 2011
Instruction to Authors
Authors should complete the biographic form attached and submit one copy of their abstract via e-mail to dying.to.be.beautiful.symposium@gmail.com
Abstracts should be completed in compliance with the APA guidelines. NO LATE PAPERS WILL BE ACCEPTED.
Abstract
Abstracts should BE NO MORE THAN 300-400 WORDS and must be formatted as follows:
TITLE: Do not use abbreviations.
AUTHORS: List the first author first, if there are more than one authors. List initials of first and middle names followed by surnames. Do not include degrees, titles or institutional appointments.
INSTITIUTION: List institute(s) where work originated, city and country.
TEXT: Arrange text under the following headings:
Objective: Main objective, research questions, hypotheses of study.
Method: Describe the design of the study and how it was conducted;
indicating sampling, sample size, procedures, instruments, data analysis etc.
Results: Present only the main results, i.e. significance.
Conclusion: Present only those directly supported by the results, be as specific as possible. Include recommendations and future investigations.
Biographic Form
Name:______________________________________
Title:_______________________________________
Institutional Affiliation:_______________________
Address:____________________________________
____________________________________________
Phone Number(s):(Office)______________________
(Home)________________(Cell)_________________
E-Mail Address:_____________________________
___________________________________________
Date of Submission: __________________________

The Science Fiction and Fantasy of Lois McMaster Bujold

CALL FOR PAPERS:

Forward Momentum:

The Science Fiction and Fantasy of Lois McMaster Bujold

Edited by Janet Brennan Croft

Critical Explorations in Science Fiction and Fantasy Series, McFarland Press

Purpose:

Lois McMaster Bujold has a shelf full of awards – Hugos, Nebulas, and others – for both her science fiction and
fantasy writing. She is one of the most respected names in the field, always delivering polished, thoughtful, and
well-crafted writing and dealing with important issues. Yet there is a dearth of serious critical writing about her
output, and certainly no book-length collection. This collection aims to begin to correct that situation by gathering
essays from a variety of critical perspectives addressing many aspects of her writing. Attention will be given to
both her Miles Vorkosigan science fiction series and her Chalion and Sharing Knife fantasy series, as well as the
books that fall outside these series. Also included will be a bibliography and list of awards. This anthology is under
contract with McFarland Press.

Abstracts:

Please send an abstract of 250-500 words to jbcroft@ou.edu. Deadline for abstracts is September 1, 2011.

Potential topics:

· The contrasting theological systems of the Chalion and Sharing Knife fantasy series

· The role of female characters and “codedly feminine” characters in both the SF and fantasy series

· The fantastic/familiar North American landscape of the Sharing Knife series

· An examination of the “Grateful Dead” folklore motif inThe Spirit Ring

· Bujold’s tendency to deliberately combine and subvert genre divisions

· Bujold’s influences:Star Trek, J.R.R. Tolkien, Dorothy L. Sayers, etc.

· The theme of finding and losing one’s life’s work

· Doppelgangers, reintegration of split personalities, psychic links, and other issues of identity, doubling, and
splitting

· Bujold’s depiction of the effects of accelerated technological change on individuals and society, including both
military and medical technology

Timeline:

Deadline for abstracts: September 1, 2011

Deadline for finished papers: February 1, 2012

Manuscript to publisher: May 1, 2012

About the Editor:

Janet Brennan Croft is Head of Access Services and Associate Professor of Bibliography at the University of
Oklahoma libraries. She earned her Master of Library Science degree at Indiana University in 1983. She is the

author ofWar in the Works of J.R.R. Tolkien (Praeger, 2004; winner of the Mythopoeic Society Award for Inklings
Studies) and several book chapters on the Peter Jackson films; has published articles on J.R.R. Tolkien, J.K.
Rowling, and Terry Pratchett inMythlore, Mallorn, Tolkien Studies, and Seven; and is editor of two collections of
essays:Tolkien on Film: Essays on Peter Jackson’s Lord of the Rings (Mythopoeic Press, 2004) andTolkien and
Shakespeare: Essays on Shared Themes and Language (McFarland, 2006). She has also written on library issues
forCollege and Undergraduate Libraries, Interlending and Document Supply, Journal of Access Services, Collection
Building,and Journal of Interlibrary Loan and Document Supply, and is the author ofLegal Solutions in Electronic
Reserves and the Electronic Delivery of Interlibrary Loan(Haworth, 2004). She is currently the editor of Mythlore
(for which she complied a book-length annotated index) and book review editor ofOklahoma Librarian, and serves
on the board of the Mythopoeic Press, for which she has indexed and annotated several titles.

Janet Brennan Croft

Associate Professor
Head of Access Services
University of Oklahoma Libraries
Bizzell 104NW
Norman OK 73019
405-325-1918
Fax 405-325-7618
jbcroft@ou.edu
http://ou.academia.edu/JanetCroft/CurriculumVitae
http://libraries.ou.edu/
Editor of Mythlore http://www.mythsoc.org/mythlore.html

Book Review Editor of Oklahoma Librarianhttp://www.oklibs.org/oklibrarian/current/index.html

"Humans need fantasy to be human. To be the place where the rising ape meets the falling angel." -Terry Pratchett

Cinema and Antiquity: 2000-2011

A reminder that registration for the following conference is open until the end of this month. We are also still accepting applications for postgraduate travel bursaries.

Cinema and Antiquity: 2000-2011
The 1st J.P. Postgate Colloquium, University of Liverpool
12-14 July 2011

The resurgence of cinema’s interest in antiquity that was triggered by the release of Gladiator in 2000 shows no signs of abating. In 2010-11, many more ancient world films have been appearing on our screens (Percy Jackson & The Olympians: The Lightning Thief; Clash of the Titans; Agora; Centurion; The Eagle; not to mention the TV series Spartacus: Blood and Sand). The public appetite for films that deal with ancient history and mythology apparently remains strong, and ‘classics and film’ courses have established themselves in universities worldwide, leading the way in the increasing prominence of reception studies within classics and ancient history. The time is ripe for reflection on these developments. This major international conference seeks to explore the directions that have been taken in a decade of moviemaking and scholarship, and to advance the field by concentrating on issues too often overlooked.

All registration and payment details are available online at http://sace.liv.ac.uk/cinemaantiquity/. The deadline for registration is 30 June 2011.

Please contact the conference organizers, Joanna Paul (Joanna.Paul@liv.ac.uk) or Lloyd Llewellyn-Jones (L.Llewellyn-Jones@ed.ac.uk) for further information.


Conference Programme

TUESDAY 12 JULY Registration from 11

1.00 Welcome

1.15-2.45 Panel A: Screening Ancient Violence
1. Hunter Gardner (University of South Carolina), ‘“Are You Not Entertained?”: Screening Ancient Violence in the New Millennium’
2. Juliette Harrisson (University of Birmingham/Open University), ‘Using ultra-violence to mark the ancient world as Self or Other’
3. Amanda Potter (Open University), ‘Blood and Boobies: Viewer reactions to Spartacus: Blood and Sand’

2.45-3.05 Break

3.10-4.40 Panel B: Documenting Antiquity
1. Fiona Hobden (University of Liverpool), ‘Making history: authority and authenticity in ancient world documentary’
2. Lisa Maurice (Bar Ilan University), ‘Sine ira et studio in the 21st century: ancient history and the modern documentary’
3. Salvador Bartera (University of Tennessee) and Claire Stocks (University of Cambridge), ‘HBO’s Rome and its Audience Reception in America, England and Italy’
4.45-5.45 Keynote: Pantelis Michelakis (University of Bristol) and Maria Wyke (University College London), ‘Antiquity in Silent Cinema’


WEDNESDAY 13 JULY

9.30-11.00 Panel C: The Aesthetics of Antiquity
1. Robert Burgoyne (University of St Andrews), ‘Alexander and the Phantasmagoria of History’
2. Michael Williams (University of Southampton), ‘‘Remember Me’: Nostalgia and Digital Patination in the Contemporary Classical Epic’
3. Joanna Paul (University of Liverpool), ‘The Vanished Library? The End of the Classical World in Alejandro Amenabar’s Agora’

11.00-11.20 Break

11.20-12.50 Panel D: Audience Receptions
1. Corinne Pache (Trinity University), ‘Don’t Mess with Myth - Percy Jackson’s “Epic Fail”’
2. Lloyd Llewellyn-Jones (University of Edinburgh), ‘Trouble in the Tehran Multiplex: 300 and its Iranian Critics’
3. Clare Foster (University of Cambridge), ‘Constructed Pasts: Ancient History Films in Theory and in Practice’

12.50-2.00 Lunch

2.00-3.30 Panel E: Changing Contexts: Animation, Games, Museums
1. Sarah Miles (University of Durham), ‘‘Jack and the Spartans’: Samurai Jack meets Frank Miller and Lynn Varley's 300’’
2. Mark Kirby-Hirst (University of South Africa) and Beschara Karam (University of South Africa), ‘“Where to from here?”: The Transformation of Classics from Film to Video Game’
3. Debbie Challis (Petrie Museum) and John Johnston (University College London), ‘The Case of the Petrie Museum: Resurrecting Hammer’s Mummies in the Twenty-first Century’

3.30-3.50 Break

3.50-4.50 Keynote: Professor Martin Winkler (George Mason University), ‘Fascinating Ur-Fascism: The Case of 300’

5.30-7.00 Wine reception (venue tbc)


THURSDAY 14 JULY

9.00-11.00 Panel F: National contexts
1. Erato Basea (University of Oxford), ‘“I am (not) the Acropolis”: Filmmaking, national culture and the anxiety of heritage’
2. Katie Billotte (Royal Holloway, University of London), ‘Asi es la vida: Medea as a “Wise Latina”’
3. Ewa Skwara (Adam Mickiewicz University), ‘“Where are you going, antiquity?” – the Polish version of Quo Vadis’
4. Martin Lindner (University of Göttingen), ‘Germania Nova – Moving Pictures and the Reinvention of Ancient Germany’

11.00-11.20 Break

11.20-12.50 Panel G: Icons of Antiquity
1. Daniel O’Brien (University of Southampton), ‘White Supremacy? Difference as Degeneracy in 300’
2. Penelope Goodman (University of Leeds), ‘“I am master of nothing”: Augustus in television drama in the early 21st century’
3. Trevor Fear (Open University), ‘Cleopatra in the New Millennium: the changing dynamics of a historical icon’

12.50-1.40 Lunch

1.40-3.40 Panel H: Screening Late Antiquity
1. Ingo Stelte (Mainz University), ‘From the Front Line to the Home Front - Mira's Development from a Warrior to a Mother in Doug Lefler's The Last Legion’
2. Tony Keen (Open University), ‘On second thought, let’s not go to Camelot: situating the ‘historical Arthur’ through casting in King Arthur and The Last Legion’
3. Mary McHugh (Gustavus Adolphus College), ‘Pre-Cinema in Antiquity: Forgetting and Remembering a Hero(ine) of Alexandria’
4. Nicholas Kalospyros (University of Athens), ‘Vulgar Entertainment vs Austere Scholarship: The Case of Amenábar’s Agora as a Future Tension for Cinematic Text Adaptation of Cultural Readings’

3.40-4.00 Break

4.00-5.00 Keynote: Monica Cyrino (University of New Mexico), ‘I Was Colin Farrell’s Latin Teacher’

END





Dr Joanna Paul
School of Archaeology, Classics and Egyptology
University of Liverpool
12 Abercromby Square
Liverpool
L69 7WZ

Tel. 0151 794 2469
Email: Joanna.Paul@liv.ac.uk

Jobs!

VERMONT

Saint Michael's College, a Catholic, residential, liberal arts college in the Burlington area of Vermont, seeks a scholar from any Humanities field, for a two year appointment as the Henry G. Fairbanks Visiting Humanities Scholar-in-Residence, beginning late-August 2011.

This endowed program seeks a recent Ph.D. (within the last seven years) to teach half-time in the department of his or her specialty and half-time in our Humanities Program, a series of interdisciplinary liberal studies courses that cover primary texts from the Western cultural tradition, from antiquity to the present. Scholars with cross-cultural comparative foci are also encouraged to apply.

The scholar will be mentored in the craft of teaching and will live (with family, if applicable) adjacent to the campus, in an attractive 3 BR, stand-alone house (housing is included as part of total compensation). Such proximity will facilitate the scholar’s participation in on-campus Humanities Program events and other events.

Teaching load is 3 courses, per semester (2 preps possible). Average class size is 20 - 25 students.

Competitive salary and benefits; annual travel support for conferences is available.

Applicants should demonstrate commitment to undergraduate teaching and be supportive of the mission of this Catholic, residential, liberal arts college. Saint Michael's College is an equal opportunity employer, committed to fostering diversity in its faculty, staff and student body. Applicants are invited to address in their cover letters how they might contribute to the promotion of this diversity.

A complete application will consist of a cover letter, CV and names and contact information for three references. Graduate school transcripts and reference letters may be requested of finalists, at a later stage.

Applicants must apply online, at:

http://smcvt.interviewexchange.com

Review of applications will begin March 28, 2011 and continue until an appointment is made.

EEO/AA Policy
Saint Michael's College is an equal opportunity employer, committed to fostering diversity in its faculty, staff and student body.


Visiting Faculty Positions -- College of Innovative Learning
University of Toledo
College of Innovative Learning
Toledo, OH
Date Posted: Mar. 10, 2011

http://www.AcademicKeys.com/r?job=29499&o=560777&t=HU110418m-6
____________________________________________________________________

Assistant Professor -- English
West Virginia University Institute of Technology
Coll. of Business, Humanities and Social Sci. -- History,...
Montgomery, WV
Date Posted: Mar. 4, 2011

http://www.AcademicKeys.com/r?job=29431&o=560777&t=HU110418m-6
____________________________________________________________________


Postdoctoral Teaching Fellowship (Visiting Asst. Prof. Le...
Carthage College
Div. of Interdisciplinary Studies -- Western Heritage Pro...
Kenosha, WI
Date Posted: Mar. 2, 2011

http://www.AcademicKeys.com/r?job=29390&o=560777&t=HU110418m-6

Black and Brown Planets: the Politics of Race in Science Fiction—Essay Collection, 6/24/11

Black and Brown Planets: the Politics of Race in Science Fiction—Essay Collection, 6/24/11
Isiah Lavender, III
lavender@uca.edu

The mass popularity of science fiction (sf) has shaped the racial politics of popular culture. Through the art and science of governing the complex relationships of people in society in the context of authority, arbitrary, yet traditional, divisions of human beings along lines of color (Caucasian, Negro, Mongoloid, and Latino) have been mirrored in science fiction. In short, skin color matters in our visions of the future. Though W.E.B. DuBois articulates “the color line” as “the problem of the twentieth century” well over a hundred years ago (41), it still remains a fearsome and complicated twenty-first century problem. This problem challenges, compromises, if not corrupts, all endeavors to build a better, more progressive world. Even if race and the color line are man-made, they are political realities given value by science fiction writers that must now be reconsidered and reinterpreted by present generations of sf scholars. To transcend various repetitions of the color line—black and white, yellow and white, brown and white, red and white—we must be conscious of these repetitions. Such a consciousness can only be acquired by exploring the possible worlds of science fiction literature, television, and film and lifting blacks, Asians, Latin Americans, and indigenous peoples out from the background of this historically white genre.

This collection will create a dialogue between many kinds of people—science fiction theorists, historians, and scholars, various culture critics, feminist scholars, academics in American Studies, fans of science fiction itself, readers interested in popular science, and even students in a variety of classrooms. Reexamining the background of science fiction may have a significant cultural effect for the twenty-first century because it can prepare us for the looming cultural changes that are descending upon us as the western world ceases to be dominated by the white majority. Science fiction has charted a few of the alternatives for this unknown territory, and the perhaps alarming change presents both opportunities and challenges for society to establish new values. In this regard, science fiction criticism is essential for stimulating appreciation of diversity.




The link between race and politics in science fiction is always evident but most often confined to exploration of how racial identity inflects or challenges conventional narrative expectations. However, any evaluation of race should include its imbrication with what could be termed “high politics.” This collection will, therefore, consider the role that race and ethnicity plays in science fictional scenarios on the design and direction of alternate or futurist hi-tech societies. What do we make of the utopian and/or dystopian potential of social orders in which people of color are placed as active and essential to political progress and the relationship of nations? This volume is designed to address literature by writers of African, Asian, European and indigenous descent. What do we make, for example, of those narratives in which African diasporas assert successful continental and global primacies? How do we represent political orders that successfully post the legacy of a Eurocentric racial imperialism? How do speculations that imagine a political ascendency for indigenous or aboriginal peoples change our sense of what kind of culture the future valorizes? Do the works of colored authors challenge the genre’s presumption of a future marked by Euro-American dominance?

The collection’s first section will focus on the political elements of black identity portrayed in science fiction from the Dark Continent and its diaspora to the vast reaches of interstellar space framed by racial history, Afrofuturism, and the post-colonial moment, among other things. The second section will explore the affinity between sf and subjectivity in Latin American cultures from the role of science and industrialization to the effects of being and moving between two cultures, effectively alienated as a response to political repression. The third section will challenge the political construction of Native Americans in sf, noble savages standing in the way of progress, through trickster narrative, native scientific imagination, and the haunting presence of indigenous peoples on the ever receding space frontier. The fourth section will consider political representations of Asian identity in the sf imagination from fear of the yellow peril and its host of stereotypes to techno-orientalism and the remains of a post-colonial heritage. This collection will show what science fiction criticism means when joined with critical race theories and histories of oppression.

Black and Brown Planets signifies a timely exploration of the Western obsession with color in its analysis of the sometimes contrary intersections of politics and race in science fiction. It will allow us to consider how alternate racial futurisms, such as Afrofuturism and Indigenous futurism, reconfigure our sense of viable political futures in which people of color determine human destiny. It will interrogate the roles (political, social, and historical) that skin color, ethnic ancestry, and cultural identity play in one’s ability to be successful in future visions. This collection is particularly relevant given the Obama Presidency and the increasing stature of China, India, Brazil and other postcolonial nations as global powers. How does or can science fiction respond to this new world, this emerging history?

Please submit 500 word abstracts, with a working bibliography and brief author bios for 4500 to 8000 word essays, via email as a word document attachment in addition to relevant contact information.

Deadline: June 24, 2011

Editor Bio: Isiah Lavender III is an assistant professor of English at the University of Central Arkansas. He teaches courses in African American literature and culture, world literature, and science fiction. His research concerns representations of race and ethnicity in science fiction as well as black folklore. He enjoys making presentations at local, national, and international conferences, though he is partial to ICFA. His essays and reviews have been published in Science Fiction Studies and Extrapolation, among other places. Lavender’s first book, Race in American Science Fiction (2011), is out and available at Indiana University Press. He is currently working on two book manuscripts: “Africa in Science Fiction’s Imagination” and “Trickster Lives: Fiction and Reality in African American Culture.”

The Women’s Studies Program of Hobart and William Smith Colleges

The Women’s Studies Program of Hobart and William Smith Colleges invites
applications for a Visiting Assistant Professor of Women’s Studies for
academic year 2011-12, with the possibility of renewal for one additional
year. We especially seek candidates with expertise in feminism and health
to bridge Women’s Studies to the natural sciences and/or public policy,
but remain open to other fields. Ph.D. preferred, ABD considered. The
teaching load will be five courses for the year, and we expect candidates
to be able to contribute to the teaching of core courses in the program
(e.g., Feminist Theory; Feminist Research) in addition to courses in the
candidate’s area of specialty. Candidates with experience mentoring
students of color are strongly encouraged. Information on Women’s Studies
can be found on our web site: http://www.hws.edu/academics/ws/ Candidates
should submit a letter of application, writing sample, curriculum vitae,
and arrange for three letters of recommendation to be sent to Betty M.
Bayer, Chair, Women’s Studies, Hobart and William Smith Colleges, Geneva,
NY 14456; email bayer@hws.edu. Review of applications will begin
immediately, and continue until the position is filled.
Founded as Hobart College for men and William Smith College for women,
Hobart and William Smith Colleges today are a highly selective residential
liberal arts institution with a single administration, faculty and
curriculum but separate dean’s offices, student governments, athletic
programs and traditions. The Colleges are located in a small diverse city
in the Finger Lakes region of New York State. With an enrollment of
approximately 2,000, the Colleges offer 62 different majors and minors
from which students choose two areas of concentration, one of which must
be an interdisciplinary program. Creative and extensive programs of
international study and public service are also at the core of the
Colleges’ mission. Hobart and William Smith Colleges are committed to
attracting and supporting faculty and staff that fully represent the
racial, ethnic, and cultural diversity of the nation and actively seek
applications from under-represented groups. The Colleges do not
discriminate on the basis of race, color, religion, sex, marital status,
national origin, age, disability, veteran's status, or sexual orientation
or any other protected status.


--

Saint Michael's College

VERMONT

, a Catholic, residential, liberal arts college in the Burlington area of Vermont, seeks a scholar from any Humanities field, for a two year appointment as the Henry G. Fairbanks Visiting Humanities Scholar-in-Residence, beginning late-August 2011.

This endowed program seeks a recent Ph.D. (within the last seven years) to teach half-time in the department of his or her specialty and half-time in our Humanities Program, a series of interdisciplinary liberal studies courses that cover primary texts from the Western cultural tradition, from antiquity to the present. Scholars with cross-cultural comparative foci are also encouraged to apply.

The scholar will be mentored in the craft of teaching and will live (with family, if applicable) adjacent to the campus, in an attractive 3 BR, stand-alone house (housing is included as part of total compensation). Such proximity will facilitate the scholar’s participation in on-campus Humanities Program events and other events.

Teaching load is 3 courses, per semester (2 preps possible). Average class size is 20 - 25 students.

Competitive salary and benefits; annual travel support for conferences is available.

Applicants should demonstrate commitment to undergraduate teaching and be supportive of the mission of this Catholic, residential, liberal arts college. Saint Michael's College is an equal opportunity employer, committed to fostering diversity in its faculty, staff and student body. Applicants are invited to address in their cover letters how they might contribute to the promotion of this diversity.

A complete application will consist of a cover letter, CV and names and contact information for three references. Graduate school transcripts and reference letters may be requested of finalists, at a later stage.

Applicants must apply online, at:

http://smcvt.interviewexchange.com

Review of applications will begin March 28, 2011 and continue until an appointment is made.

EEO/AA Policy
Saint Michael's College is an equal opportunity employer, committed to fostering diversity in its faculty, staff and student body.


Visiting Faculty Positions -- College of Innovative Learning
University of Toledo
College of Innovative Learning
Toledo, OH
Date Posted: Mar. 10, 2011

http://www.AcademicKeys.com/r?job=29499&o=560777&t=HU110418m-6
____________________________________________________________________

sexual violence prevention fellow

Hi all,

BARCC is currently accepting applications for the position of Sexual Violence Prevention Fellow. Please distribute widely!

Thanks,
Steph


Steph Trilling*
Youth Outreach Coordinator
Boston Area Rape Crisis Center
617.649.1267
strilling@barcc.org
www.barcc.org

*Please Note: My days in the office are M, W, Th, and F. I am out of the office on Tuesdays.

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job announcements

AMERICAN HISTORY / STUDIES

Cambridge University - Mellon Research Fellowship in American History


College of William and Mary - Visiting Assistant Professor/Early
American History


Dickinson College - Visiting Assistant Professor



CULTURAL HISTORY / STUDIES

HISTORIC PRESERVATION
Appalachian State University - Non-tenure, 1 year visiting faculty, Public History



University of Maryland University College - History



LABOR HISTORY / STUDIES
The Henry Ford - Curator of Transportation

Critical Whiteness Studies Methodologies

Special Issue on
Critical Whiteness Studies Methodologies

This call for papers grew out of the efforts of the White Spaces Postgraduate Network that is connecting students engaged in critical whiteness studies. In the inaugural PGR conference New Territories in Critical Whiteness Studies (August 2010, University of Leeds) one of the issues raised was the need to address methodological challenges in critical whiteness studies. One of the initiatives we have already undertaken is theorganisation of a virtual seminar entitled Discourse Analytical Approaches towards Uncovering Power Relations, with a specific focus on Race/Whiteness (January, 2011). Our endeavors are further reflected in this call; therefore we wish to invite MSc/MA/MS, MPhil, PhD students and junior academics from all geographic regions to contribute to the further investigation and development of the complexities of this field.This special issue of Graduate Journal of Social Science (GJSS) is open to any contributions intended to give fresh and creative insights on methodological approaches in critical whiteness studies. This includes (but is not limited to):



The development and applications of theory, within and across disciplines that open new territories in critical whiteness studies;
the innovative use of methods, presentation of emerging ones and application of mixed methods used in researching unequal power relations with a specific focus on race/whiteness and accompanying intersections;
new directions in data collection and analysis;
approaches to writing about whiteness critically and the dissemination of knowledge within and outside academia;
creative approaches in researching visual materials and questioning privileges of normativity and whiteness;
strategies for collective and participatory research that can be insightful and thought-provoking for critical whiteness studies;
ontological and epistemological questions and challenges in researching whiteness critically that include issues around reflexivity, knowledge production and discursive frameworks in critical whiteness studies;
scholars’ personal challenges and critical self-reflections in doing critical whiteness studies.
Submissions: articles (5000-8000 words), book reviews (1000-1500 words), visual materials, short essays (2000-3000 words) and announcements for up-and-coming seminars, lectures, conferences, special issues, blogs or other events and spaces that are opening new platforms for the development of critical whiteness studies. All submissions must be anonymized and accompanied by the GJSS article submission form, which can be downloaded from the GJSS website. Please include an abstract, a short author bio and 3 to 5 keywords. Detailed submission guidelines and formatting instructions can be found on

http://www.gjss.org/index.php?/gjss.org-Submission-of-Articles.html

All written contributions should follow the Chicago Manual of Style guidelines, which you can find at

http://gjss.org/index.php?/gjss.org-Chicago-Manual-of-Style.html

Deadline for all contributions is15th June 2011. Please email all contributions to l.l.pedersen@lse.ac.uk .

Enquires about content can be directed to: Barbara Samaluk, b.samaluk@qmul.ac.uk and Linda Lund Pedersen, l.l.pedersen@lse.ac.uk .

Suggestions and enquires about book reviews can be directed to: Manuela Honegger, Manuela.Honegger@unil.ch.

Papers submitted to GJSS undergo an initial selection by the guest editors with the purpose to assess and eventually improve their relevance to the GJSS research focus. Accepted papers will then undergo double-blind peer review process.

All contributors will receive a final answer at the beginning ofJuly 2011.

Publication date: envisaged February 2012.

Special Issue of Journal of Literary and Cultural Disability Studies (JLCDS)

Call for Papers:
Cripistemologies
Special Issue of Journal of Literary and Cultural Disability Studies (JLCDS)
Guest Editors, Merri Lisa Johnson and Robert McRuer

“Does having a disability in itself give a person a particular point of view or
a less distorted and more complete perspective on certain issues? No. . . . But

I do want to claim that, collectively, we have accumulated a significant body of

knowledge, with a different standpoint (or standpoints) from those without
disabilities, and that that knowledge, which has been ignored and repressed in
non-disabled culture, should be further developed and articulated.”

-Susan Wendell, The Rejected Body:
Feminist Philosophical Reflections on Disability

“A queer phenomenology might involve an orientation toward what slips, which
allows what slips to pass, in the unknowable length of its duration. In other
words, a queer phenomenology would function as a disorientation device; it would

not overcome the disalignment of the horizontal and vertical axis, allowing the
oblique to open another angle on the world. . . . Queer would become a matter of

how one approaches the object that slips away, a way to inhabit the world at the

point at which things fleet.”

-Sara Ahmed, Queer Phenomenology:
Orientations, Objects, Others

From foundational statements in feminist disability studies to more recent
meditations at the intersection of queer theory and disability studies, the idea

of what we might term cripistemology—a theory of knowledge based in crip
embodiments, a theory of analysis predicated on crip deconstructions—is poised
on the tip of our tongues, called for, yearned for. What new forms of knowledge

might be produced through cripistemology? What are crip perspectives and
phenomenologies, and how might theorists in the humanities come to know
differently from a crip perspective? What epistemological innovations, as well
as epistemological problems, arise from cripistemological standpoints?
Following Sara Ahmed—whose work on queer phenomenology bears the implicit
imprint of the crip body as it slips or refuses to overcome disalignment, the
crip mind as it becomes disoriented and allows the oblique to open another angle

on the world—might crip as a critical positionality not also produce new
horizons of thought about objects, orientations, and others?

In asserting a crip analytic—one that is as contestatory and playful as the best

queer theory—do we risk losing our grip in a tug-of-war with medical authority?
Do identification and disidentification work the same way in crip theory as
they do in queer theory and in disability studies more generally? How do we
invoke labels of disorder, illness, and stigma without also making ourselves
subject to the structural inequalities that produced them? How might crip
theory avoid becoming ‘respectably crip’ (to redirect a phrase from Jane
Ward)—contained, in other words, by neoliberal rhetoric about diversity and
corporate multiculturalism? How might attention to cripistemologies forge a path

out of the ruts of conservative and liberal ‘options’ for thinking about
disability (and about difference in general)? What are some other routes of
thought apart from difference good, difference bad? What would move us towards
a radical reconfiguration of the question beyond the bigoted formulation of
difference as despised and the neoliberal formulation of difference as the
superficial skin covering everyone’s inherent sameness?


With such questions in mind, the co-editors seek essays that articulate a
philosophy of crip epistemologies or phenomenologies, and invite proposals on an

array of topics related to the task of defining ‘crip’ as standpoint or horizon,

which include (but are not limited to) the following:

· standpoint, sitpoint, and crippoint theory

· thinking crip, thinking black

· crip subjectivities—beyond ‘managing’ the spoiled identity

· cripping disidentification

· revealing the intersicktional, or cripping intersectionality

· cripping the Parsonian sick role

· cripistemologies of ignorance

· crip dis/orientations

· insult and the making of the crip self

· disabilinormativity and cripping the queer call to defy ‘diversity as
usual’

· crip affect—beyond the binary of crip pride/crip shame

· crip utopianism, crip nihilism

· memoirs as named or unnamed sites of cripistemological innovation

· crip ruralities and rural cripistemologies


Discussions of specific literary and cultural texts are invited, but consonant
with the philosophical flavor of this issue, preference will be given to
projects that use individual texts as vehicles to address broader cultural
debates and theoretical inquiries. A one-page proposal and a one-page
curriculum vitae should be emailed tomjohnson@uscupstate.edu
andmcruer@gwu.edu by
August 1, 2011. Finalists will be selected by November 1, 2011, and full drafts

of articles are due on May 1, 2012.

City University of New York Seeks Ten New Faculty for the New Community College Scheduled to Open in 2012

City University of New York Seeks Ten New Faculty for the New Community College Scheduled to Open in 2012

The City University of New York seeks exceptional educators who are committed to preparing urban community college students for academic success to serve on the faculty of its new community college (NCC). The NCC is an innovative new college that incorporates a first-year core curriculum, learning communities, and experiential learning to dramatically enhance the educational experiences and attainment of its students. NCC faculty will have the exciting opportunity to use a range of effective curricular and pedagogical strategies to achieve this goal and are supported in the mission by highly collaborative, dedicated colleagues. These tenured or tenure-track appointments (with rank depending on experience and qualifications) will begin in fall 2011. Prior to the establishment of the college the faculty members will be appointed to an existing community college campus at the University.

The NCC will open in 2012 with 500 students in six majors including Business Administration, Information Technology, Health Information Technology, Human Services, Liberal Arts and Sciences, and Urban Studies. The college is currently seeking ten new faculty with disciplinary and pedagogical expertise required for the successful development and operation of all programs including:

Open Discipline with Specialty in Assessment of Student Learning (coming soon)

Developmental Education, Writing

English as a Second Language

Open Discipline with Specialty in Experiential Education

English or the Humanities

Mathematics/Mathematics Education

Open Discipline with Specialty in Peer Mentoring

Open Discipline with Specialty in Professional Development (coming soon)

Science, Technology, and Engineering

Social Sciences


The successful candidates will participate in developing and refining curricula, learning objectives, and assessments for the interdisciplinary first-year curriculum as well as major programs. They will assist in the establishment of NCC policies and governance structures and contribute to the college’s professional development model. The candidates must share the college’s vision to serve a linguistically and culturally diverse student body.

General qualifications include a doctoral degree in relevant disciplines, experience in program or curriculum development, and enthusiasm for undergraduate teaching, particularly in the context of the NCC’s interdisciplinary, first-year program. For position specific qualifications and additional information please follow the link to our website and view the complete position description
(http://ncci.cuny.edu/jobs ).

We are committed to enhancing our diverse academic community by actively encouraging people with disabilities, minorities, veterans, and women to apply. We take pride in our pluralistic community and continue to seek excellence through diversity and inclusion. EO/AA Employer

Temporary Teacher Outreach Associate, Washington, DC Office, DonorsChoose.org

Temporary Teacher Outreach Associate, Washington, DC Office,
DonorsChoose.org
(4/1/2011-6/30/2011)

About DonorsChoose.org

DonorsChoose.org is an online charity that makes it easy for anyone to
help public school classrooms in need. On DonorsChoose.org, public
school teachers create accounts, then use those accounts to submit
short project requests for the exact materials their students need.
Citizen, corporate, and foundation donors choose the projects that
appeal most to them, and, when funded, teachers receive their
requested materials, shipped directly to their classroom.

Since 2000, over $74 million dollars in resources have been provided
to public school teachers via DonorsChoose.org. This year alone, we
aim to provide materials and resources to over 50,000 classrooms!

Your Role

The Teacher Outreach Associate will support our efforts to reach more
public school teachers and schools.

Responsibilities include:

- Conducting phone and email outreach for existing funding
opportunities;
- Evaluating teacher projects for inclusion in special funding
opportunities according to funder criteria;
- Creating a system for sharing information internally about teacher
outreach partnerships, strategies, and
results;
- Managing bi-monthly teacher outreach dashboard;
- Executing projects for other members of the Partnerships and
Business Development team as needed.

Who We Want

The ideal candidate will be familiar with and intrigued by our
mission, and passionate about improving public schools. They’ll also
consistently demonstrate our organization’s core values:

Relentlessness – Doing whatever it takes to get the job done.
User fixation – Making decisions by listening to donors, teachers, and
students.
Flexibility – Embracing change and thinking quickly on their feet as
new challenges arise.
Ingenuity – Working smarter and innovating to maximize limited
resources.
Teamwork – Collaborating within and across departments to solve
problems and produce better results.
Transparency – Honesty about their performance, including their
mistakes.


Additional Requirements

We’re looking for an individual with outstanding communication skills
and a strong work ethic. Candidates must be very thorough, self-
sufficient, able to follow detailed instructions, comfortable with
administrative and repetitive tasks, and available between April 1,
2011 and June 30, 2011. Applicants must also have the ability to learn
quickly in a fast-paced environment, creatively solve problems, and
have strong computer skills. Some flexibility around scheduling is
also preferred - as occasional longer weeks may be needed. A
bachelor’s degree is strongly preferred, but not required.

Position Details

This is a temporary, part-time position currently funded through June
30, 2011 for 20-25 hours weekly. Compensation will be up to $14 per
hour, depending on qualifications and experience. The position is for
an immediate start, will be open until filled, and is based in
DonorsChoose.org’s Washington, DC office in the U Street corridor.

To Apply

Send a cover letter and resume to
teacheroutreach(at)donorschoose(dot)org by 3/21/11. Be sure to include
“Teacher Outreach Associate” in the subject line. No calls, please.

Call for Applications: The Summer Institute in LGBT Health

Call for Applications: The Summer Institute in LGBT Health, open to postdoctoral trainees, doctoral students and advanced Masters’ students, provides participants with foundational training in interdisciplinary theory, knowledge and methods for conducting population research in sexual and gender minority health. To be held July 18-August 12 in Boston, the Institute includes a 3 week seminar that will overview key topics, methods, and perspectives in the study of LGBT Health, a one week intermediate-level statistics and data analysis course, and hands-on training and supervision in work on an independent analysis project with LGBT population health data. There is no cost for tuition and slots are available for free housing in Boston University dormitories during the Institute. Applications are due April 18, 2011. The Summer Institute is part of The National Mentoring and Training Program of the Center for Population Research in LGBT Health at The Fenway Institute and is co-sponsored by the Boston University School of Public Health. Please refer visit http://training.lgbtpopcenter.org to learn more about the program and how to apply. Applicants are encouraged to contact Aimee Van Wagenen (summerinstitute@lgbtpopcenter.org) for further information.


Aimee Van Wagenen, PhD| Program Manager

Center for Population Research in LGBT Health| The Fenway Institute
1340 Boylston St.| Boston, MA 02215
fax: (617) 267-0764| voice: (617) 927-6348
www.lgbtpopcenter.org
www.fenwayhealth.org

AADS Postdoctoral Fellowship 2011-2012: African and African Diaspora Studies Department at the University of Texas at Austin.

AADS Postdoctoral Fellowship 2011-2012: African and African Diaspora Studies Department at the University of Texas at Austin.

Application Deadline: March 15, 2011.

The African and African Diaspora Studies Department (AADS) at the University of Texas at Austin is pleased to announce a one year postdoctoral fellowship in humanities and social science research pertaining to the Black experience. Scholars specializing on Africa, U.S.-based African American topics, and the Black experience in other parts of the globe (i.e. the African Diaspora) are encouraged to apply. The field of specialization is open. The fellowship is open to junior scholars who have received their Ph.D. no earlier than June 30, 2006. This appointment is for the 2011-2012 academic year (September 1, 2011 – May 31, 2012) and carries a stipend of $50,000 plus medical benefits. Fellows are obligated to be in residence in Austin during the entire 2011-2012 year. The fellow will receive a moving allowance, office space and logistical office support.

Depending upon the successful applicant’s field, efforts will be made to pair the scholar with an appropriate senior faculty mentor affiliated with AADS. The fellow will pursue his/her own research, teach one undergraduate course in either the Fall or Spring semester in their area of specialty, give a public presentation, and submit a report on their activities at the end of the year to the AADS Chair.

Completed applications must include:

· Cover letter,

· Curriculum Vitae,

· Short sample of scholarly writing (such as a manuscript chapter or article),

· Project proposal, and

· Three (3) letters of reference.

Note: Project proposals should clearly discuss the applicant’s plans for the fellowship year, as well as his/her research. The proposal should not exceed five (5) double-spaced pages.

All applications must be submitted as e-documents to:

Questions regarding the AADS Postdoctoral Fellowship can be directed to Frank Guridy, Associate Professor of History and AADS, fguridy@mail.utexas.edu
AADS Dissertation Fellowship 2011-2012: African and African Diaspora Studies Department at the University of Texas at Austin.

Application Deadline: March 15, 2011
The African and African Diaspora Studies Department at the University of Texas at Austin invites applications for a pre-doctoral fellowship for the academic year 2011-2012. Scholars completing dissertations on Africa, U.S.-based African American topics, and the Black experience in other parts of the globe (i.e. the African Diaspora) are encouraged to apply. The use of the archival materials available in various UT collections is also encouraged (e.g., the Benson Latin American Library, the Harry Ranson Center). Applicants must be advanced to candidacy at an accredited university.

Aside from working on the completion of their dissertation, the fellow will teach one undergraduate course in either the Fall or Spring semester in their area of specialty, give a public presentation, and submit a report on their activities at the end of the year to the AADS Chair.

This appointment is for the 2011-2012 academic year (September 1, 2011 – May 31, 2012) and carries a stipend of $40,000 plus medical benefits. Fellows are obligated to be in residence in Austin during the entire 2011-2012 year. The fellow will receive a moving allowance, office space and logistical office support.

Completed applications must include:

Cover letter,

Curriculum Vitae,

Detailed description of dissertation project

Short sample of scholarly writing (approximately 20 pages),

Three (3) letters of reference, including one from the dissertation advisor.

All applications must be submitted as e-documents to:


Questions regarding the AADS Dissertation Fellowship can be directed to Eric Tang, Assistant Professor of AADS: erictang@mail.utexas.edu

Yale postdoc

The Program in Ethnicity, Race, and Migration at Yale University seeks
to appoint at least one Postdoctoral Associate for a one year position
in the field(s) of Asian American Studies, Latina/o Studies, Native
American Studies, or Comparative Ethnic Studies for the following term:
July 1, 2011 - June 30, 2012. Candidates who have completed their
doctorates since January 2007 or who expect to receive their doctorates
prior to July 2011 will be considered.

Successful applicant(s) will be jointly sponsored by the Ethnicity,
Race, and Migration Program and another undergraduate department or
program at Yale University. Scholars are expected to be in residence
throughout the term of their appointment and to contribute to the
intellectual life of the University. Postdoctoral Associates will teach
one undergraduate seminar per year. Salary for postdoctoral associates
will be $50,000 per year. Yale University is an equal
opportunity/affirmative action employer, and actively encourages
applications from minority and women scholars.

The search will be conducted electronically using Academic Jobs Online
(https://academicjobsonline.org/ajo). The system is free for applicants
and will allow you to upload application materials to a private
portfolio once you create a login (your email address), and a password,
and fill out the online coversheet.

To apply for this position, please upload a cover letter (indicating
qualifications, and plans for research and writing), a Curriculum Vitae,
one or more writing samples up to a total one hundred pages in length, a
syllabus of a proposed course, and three letters of reference to
https://academicjobsonline.org/ajo/Yale/ERM.

All application materials are confidential and must be submitted by
March 22, 2011.

NORTHERN ARIZONA UNIVERSITY

POSITION ANNOUNCEMENT
LECTURER POSITION IN
WOMEN'S AND GENDER STUDIES
NORTHERN ARIZONA UNIVERSITY

The Women's and Gender Studies Program (WGS) at Northern Arizona University
invites applications for a position as Lecturer with a teaching emphasis. Preference
will be given to candidates whose teaching experience and commitments are a
primary professional objective. Northern Arizona University seeks faculty who are
committed teacher-scholars and community actors. Lecturers are expected to teach
four courses per semester. This is a full time lecturer position beginning in August
2011. This academic year appointment is renewable, depending on performance,
departmental needs, and availability of funding.

Minimum requirements include a Ph.D. in Women's and Gender Studies or related
field in the Social Sciences or Humanities, completed by August 1, 2011.

The successful candidate should have a research background that informs her or his
teaching in WGS and demonstrates the best teaching practices. Candidates who are
committed to and skilled at teaching lower-division courses of an introductory nature
in Women’s and Gender Studies and who are prepared to teach required WGS
courses such as feminist theories and methodologies are especially encouraged to
apply. The candidate’s field of specialization should complement the strengths of
current WGS faculty.

Preference will be given to candidates providing evidence of a dedication to working
within a diverse university community and local community.

The Women's and Gender Studies Program offers a Minor, BS, and a graduate
certificate. Northern Arizona University is located in a mountain community with
a population of 60,000; it has nearly 25,000 students at the Mountain Campus
and statewide. NAU is an Affirmative Action/Equal Opportunity Employer and the
Women's and Gender Studies Program encourages applications from women,
minorities, veterans, and persons with disabilities. Northern Arizona University
requires satisfactory results for the following: a criminal background investigation,
an employment history verification and a degree verification (in some cases) prior to
employment. You may also be required to complete a fingerprint background check.
Additionally, NAU is required to participate in the federal E-Verify program that
assists employers with verifying new employees’ right to work in the United States.

To apply please send a letter of interest, a short writing sample, a one-page
statement on pedagogical philosophy and a curriculum vitae in print or electronic
form. We require an unofficial academic transcript and names of three academic
referees. The review of applications will begin on March 25, 2011 and continue
until the position is filled. Please send applications to the Chair, Search Committee,
Women’s and Gender Studies Program, SBS West 100, P.O. Box 5695, Northern
Arizona University, Flagstaff, AZ 86011. Please submit electronic submissions to
Marybeth.Foushee@nau.edu.

The Office of Civic Engagement and Diversity

The Office of Civic Engagement and Diversity at the University of Nevada Las Vegas is currently seeking qualified candidates for three open positions:

· Program Coordinator for Campus Activities
· Program Coordinator for International Student Programs
· Program Coordinator for Multicultural Programs

Please visit https://hrsearch.unlv.edu for detailed information regarding each position.

The Office of Civic Engagement & Diversity provides educational endeavors, resources, and involvement opportunities guided by our commitment to social justice, community building, diversity, civic engagement, leadership and a global perspective enacted through a holistic learning environment that engage students, faculty, staff, and community members.
· Social Justice – advocate for fairness, impartiality, inclusion and equality while addressing systemic social and environmental issues
· Community Building – establish and sustain a vibrant community of place, personal relationships and common interests
· Civic Engagement – participate intentionally as a citizen in the democratic process, actively engaging in public and direct service
· Diversity – respect and engage the many different dimensions of diversity in our public lives
· Leadership – engage in the non-positional process of responding to and addressing the needs of a group and community in order to achieve positive social change
· Global Perspective – develop international understanding that enables students to participate successfully in a global society
· Holistic Learning Environment – the integration of curricular and co-curricular initiatives that teaches life skills and supports life-long learning.

Application Details
Submit a letter of interest, a detailed resume listing qualifications and experience, and the names, addresses, and telephone numbers of at least three professional references who may be contacted. The review of materials will begin immediately, and will continue until the position is filled. Materials received prior to March 7, 2011 will receive priority consideration. Materials should be addressed to Randy McCrillis, Search Committee Chair, and are to be submitted via on-line application at https://hrsearch.unlv.edu .

Call for Proposals: “Collections and Collaborations”

Call for Proposals: “Collections and Collaborations”
*Extended Deadline*

We are issuing a Call for Proposals for scholarly and creative
submissions for an International Interdisciplinary Graduate Student
Conference entitled “Collections and Collaborations” to be held at
Indiana University – Bloomington from March 24th – 26th, 2011 (hosted
by the graduate students of the IU Department of English).

New media—most notably Web 2.0 (and now 3.0)—have challenged us to
think about our artistic creations, social spaces, and most deeply
cherished beliefs along increasingly decentered, collectivist lines. Do
such technologies push our creative and critical work in more
collaborative directions? And given that ideas of collective fictions
and culture, collaborations, adaptations, and translations exist in
folk traditions, national legends, and the emergence of the bourgeois
public sphere, is there anything new about collectivity or
collaboration?

This conference seeks to investigate the notion of collections and
collaborations from a wide array of angles. We hope to receive papers
from a variety of disciplines, employing any number of methodologies
and considering any time period. Below are some suggestions for
possible topics. This list is by no means exhaustive; rather, we hope
these ideas might inspire some exciting new thoughts related to the
theme:
• Collaborative writing, storytelling, filmmaking, and performance
• Translation, adaptation, remediation
• Intertextuality, particularly across history or genre
• Museums, readings, performances, exhibitions
• The demise (or afterlife?) of the Romantic “genius”
• The death of the author and originality
• Voice and image: multiple voices/images; resonating voices and
mirroring images
• Mass audiences
• New media
• Web 2.0/3.0: “crowdsourcing,” “truthiness,” and “collaboratition”
• Digital possibilities for collaborative scholarship
• Collective aesthetics
• Genre studies
• Oral and folk traditions
• National legends and myths of “national character”
• The position of the individual in relation to the collective
• Subaltern, or other imposed collective identities
• Collaborative or collectives truths and faiths
• Utopianism and futurism
• The academy’s “collective fictions” (both its useful fictions and its
collective delusions)

We encourage proposals for individual papers as well as panel proposals
organized by topic. In the past, this conference has bridged the
“critical” and “creative,” and we intend to host both critical and
creative panels. Please submit (both as an attachment AND in the body
of the email) an abstract of no more than 250 words along with a few
personal details (name, institutional affiliation, degree level, email,
and phone number) by January 31, 2011 to .

Our keynote speakers at this year’s conference will be Jeremy Braddock
from Cornell University and Ellen MacKay from our home department.

Visit our website (http://www.indiana.edu/~engsac/conference/) for more
information!

ASAM Part-time Faculty Pool: Multiple Heritage AAPI's

ASAM Part-time Faculty Pool: Multiple Heritage AAPI's

Posted by: "Noh, Eliza" enoh@Exchange.FULLERTON.EDU

Fri Jan 7, 2011 6:01 pm (PST)



This call for lecturers includes a search for Part-Time Faculty who can teach courses on Multiple Heritage Asian Americans and Pacific Islanders, beginning Spring 2011.

Part-Time Faculty Pool

The Asian American Studies Program at California State University, Fullerton is recruiting qualified candidates to teach courses on a part-time basis. California State Fullerton aspires to make learning preeminent for students, faculty and staff, and to foster a dynamic, student-centered academic community in the context of a large, urban comprehensive university. Proud of its diversity, Cal State Fullerton is currently ranked 5th nationally in the number of bachelor's degrees it grants to members of underrepresented groups.

Asian American Studies Program Goals:

CSUF's Asian American Studies Program aims: 1) to inform students about the history, challenges and triumphs of Asians and Pacific Islanders in America, including their contributions to this country; 2) to build interracial and interethnic understanding and cooperation; 3) to promote study and research in the area; 4) to contribute to Asian American communities in southern California to develop critical thinking and communications skills; and 5) to prepare students in selected career paths where knowledge and understanding of the Asian American and Pacific Islander experience is important. Further information regarding the department curriculum and faculty may be obtained by visiting http://hss.fullerton.edu/asian-american/

Position
Among the courses to be staffed are:

Asian American Studies 101˜Introduction to Ethnic Studies
Asian American Studies 300˜Introduction to Asian Pacific American Studies
Asian American Studies 308˜Asian American Women (face-to-face or online)Asian American Studies 320˜Asian American Creative Expression (face-to-face or online)
Asian American Studies 325˜Asian American Film and Video (face-to-face or online)
Courses focusing on specific Asian American ethnic groups

Faculty members will teach undergraduate courses and are expected to be available to their students for consultation one hour per week for each three units of classroom instruction. Most courses are three-units per semester, typically offered in a lecture-discussion or online mode (as indicated).

Qualifications

*
ABD Doctoral Candidate or M.A. with substantial graduate course work in relevant field is required
* Evidence of ability to work effectively with a wide and culturally diverse range of students and faculty
* Evidence of prior teaching, mentoring, or tutoring experience

Academic Calendar
The fall term begins in mid-August and ends in mid-December; the spring term runs from mid-January through the end of May.

Rank & Salary
These are non-tenure-track, temporary appointments to the classification of Lecturer. Salaries vary depending upon qualifications and experience. Typical starting salaries for part-time faculty range from $4147 to approximately $4533 for a three-unit class. NOTE: Eligibility for health benefits is governed by the collective bargaining agreement and based on a number of factors including unit load (wtu‚s/timebase, etc). For a description of potential university benefits go to http://hr.fullerton.edu/Benefits/Faculty_Unit3.pdf

Personnel Reviews
Regular performance evaluations of part-time lecturers are made by the department or program according to the terms of the adopted University Policy Statement (UPS 210.060). Positive reviews are based upon student ratings of instruction, course materials, and in-class observations made by a full-time faculty member or the department chairperson. The primary service responsibility of part-time faculty is to provide opportunities for student consultation outside of the regular class hours (i.e, office hours); on-line discussion periods or e-mail contacts shall not be a complete substitute for face-to-face consultation periods.

Job Control Number
23582H-11-050

Application Procedures
Please submit a letter of interest, a current curriculum vita, CSU-1 form, documentation of teaching effectiveness, sample course syllabi, and three current letters of recommendation. In your letter of interest, please indicate your availability for teaching throughout the week. Send all materials directly to:

Dr. Eliza Noh, Coordinator
Asian American Studies Program
Recruitment Control Number
California State University, Fullerton
800 North State College Blvd.
P.O. Box 6868
Fullerton, CA 92834

In addition, please complete an Applicant Data Flow Form via this link to the CSUF secured website https://diversity.fullerton.edu/appdataflow/ and enter the Job Control Number listed above.

Application Deadline
Application materials are reviewed on an on-going basis.

Cal State Fullerton is an Equal Opportunity/
Title IX/503/504/VEVRA/ADA Employer
Achieving A Climate of Success Through Diversity & Equity

Full-time Visiting Assistant Professor in Gender and Women’s Studies 2011-2012

SCRIPPS COLLEGE
CLAREMONT, CALIFORNIA 91711

Full-time Visiting Assistant Professor in Gender and Women’s Studies
2011-2012


Scripps College, a women’s liberal arts college with a strong interdisciplinary tradition, invites applications for a full-time visiting assistant professor of Gender and Women's Studies. Successful candidates should be prepared to teach a range of lower and upper division courses, including Introduction to Gender and Women's Studies, Feminist Theory, Feminist Research Methods, Advanced Topics in Feminist Studies in area of specialization, and to advise senior theses. We seek an innovative scholar whose research and teaching reflect critical engagement with gender and feminist theories. We are particularly interested in candidates whose work is interdisciplinary and engages transnational and/or social justice issues. Candidates whose research involves underrepresented groups in the United States are preferred. Ph.D. and teaching experience required. The position has a five course annual teaching load with a possibility of renewal.

Application deadline: January 15, 2011.

Please submit letter of application, CV, examples of scholarship, teaching experience, sample syllabi and three letters of reference to:

Chair Search Committee
Dept of Gender and Women’s Studies
Scripps College
1030 Columbia Ave.
Claremont, CA 91711
nmacko@scrippscollege.edu

Scripps College is one of seven members of The Claremont Colleges cluster located 35 miles east of Los Angeles. In a continuing effort to enrich its academic environment and provide equal educational and employment opportunities, Scripps College actively encourages applications from women and members of historically underrepresented groups.