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Caribbean In/Securities: Creativity and Negotiation in the Caribbean

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Teaching Fellow in Cultural Geography, University of Reading

Teaching Fellow in Human Geography (Cultural Geography)

Closing Date : 14/06/2017

Salary : £29,301 per annum

Hours Per week : 1.00 FTE

Contract Duration : Full-time,Fixed-term for one year

Further details: https://jobs.reading.ac.uk/displayjob.aspx?jobid=996

We are seeking to appoint a Teaching Fellow in Human Geography, with a particular focus on delivering teaching in Cultural Geography. This reflects several years of successful undergraduate recruitment in Geography, successful grant awards to existing academic staff and our commitment to maintaining excellent teaching and learning in the Department of Geography and Environmental Science.

This is a twelve month teaching intensive role with related administrative responsibilities. Duties include delivering a range of existing teaching content in Human Geography, convening team taught undergraduate modules, supervising undergraduate research projects and participating in field-based teaching.

You will have:

  • A PhD or equivalent in Human Geography or a related subject;
  • The ability to develop and deliver a taught module on Geographies of Death and carry out associated administrative activities;
  • Experience of supervising undergraduate research projects;
  • A commitment to teaching and learning in Higher Education.

Informal contact details:

Dr Steve Musson (Head of Department): s.musson@reading.ac.uk / 0118 378 7753

Dr Avril Maddrell (Associate Professor): avril.maddrell@reading.ac.uk / 0118 378 7756

The Department holds an Athena SWAN Silver Award and is committed to having a diverse and inclusive workforce. We welcome applications for job-share, part-time and flexible working arrangements which will be considered in line with business needs.

CFP – Global tastes: the transnational spread of non-Anglo-American culture

Poetics: Journal of Empirical Research on Culture, the Media and the Arts

 Special Issue on Global Tastes: The Transnational Spread of non-Anglo-American Culture

Deadline for abstracts: 15 September 2017

 Guest editors: Simone Varriale (University of Warwick, UK), Noa Lavie (The Academic College of Tel-Aviv Yaffo, Israel)

Call for Papers

Globalization’s cultural effects have gained significant attention in the sociology of culture. Especially from the early 2000s, a growing literature on transnationally-connected cultural sectors has started exploring the asymmetries of economic and symbolic power between ‘centers’ and ‘peripheries’ of cultural production, the role of gatekeepers and organizations in mediating globalization processes, and the limits of cultural imperialism as an exhaustive framework for interpreting cultural globalization. Similarly, consumption studies have started focusing on preferences for globally spread cultural products, suggesting that theories of cultural hybridity need to pay more attention to how class and other inequalities influence practices of appropriation.

Despite these contributions, research on ‘global’ tastes and new, transnational forms of cultural capital remains limited to some cases of European high culture – like French literature – and to American and British popular culture. Consumption research has focused on the growing significance of Anglo-American pop music and television on a transnational scale, but it has paid little attention to other forms of global taste – e.g. Japanese anime and manga, South Korean cinema, Brazilian bossa nova, reggae music – and their role in different national and local contexts. Similarly, research on cultural production has considered mostly the American and European centers of well-established cultural sectors, like literature, television and popular music. It is evident, however, that other contexts, transnational connections and networks remain to be explored, and that the impact of globalization on other fields, sub-fields and genres – e.g. gaming, comics, hip hop, reality TV – is underresearched.

Since cultural sociology has dealt mostly with the consequences of Americanization, it remains difficult to construct a clear and precise definition of what ‘global taste’ is and what it contains, and to understand which actors and networks sustain these forms of distinction and, potentially, cultural capital. We provisionally define global taste as a taste for non-national cultural products and genres, one made possible by transnational networks of producers, mediators and consumers, as well as by cross-national connections between cultural fields, policy makers and/or political institutions. Likewise, we wish to adopt a broad, inclusive definition of global culture, one that moves cultural sociology beyond its focus on the US, the UK and West/North Europe, and which helps develop the concept of global taste beyond its Anglo- and Euro-centric premises.

This Call for Papers thus encourages original, empirically-based contributions that explore the production and global spread of African, Asian, Australasian, Caribbean, Middle Eastern and Latin American cultural forms, and their consumption, mediation and evaluation in a variety of national, regional and local contexts. Our definition of global taste also includes the cultural practices of migrant populations and their descendants, and we also welcome research about the transnational circulation of culture produced in peripheral and semi-peripheral European contexts – i.e. East and South European countries – as these remain underresearched in cultural sociology.

Lines of inquiry

We seek contributions focusing on the ways in which non-Anglo-American culture is produced, circulated, consumed and evaluated around the globe. Papers engaging with issues of cultural production, consumption, mediation and diffusion are hence welcome, and papers updating or revising established theories of cultural research – e.g. art worlds, field theory, neo-institutionalism, production of culture – are particularly encouraged. We are also interested in work that draws innovative connections between these established approaches and new areas of social theorizing, such as post-colonialism, decolonial theory, transnationalism and cosmopolitanism.

We welcome papers focusing on all actors, organizations and/or networks involved with the aforementioned processes, and analyzing the meanings, aesthetic values and boundaries of globally-oriented tastes, including their relationship with cosmopolitan, nationalist and/or localist discourses, and with different social groups – in terms of class, gender and age, as well as nationality, ethnicity and race.

Instructions for authors

The deadline for proposals is 15 September 2017. We ask for a 1500-word abstract including the following: research questions, theoretical framing, and description of the paper’s methodology – including a specification of whether the data is already collected.

Please email your abstracts to Simone Varriale (s.varriale@warwick.ac.uk) and Noa Lavie (lavie@mta.ac.il). Please also include your institutional affiliation and a brief biography (max 100 words). Complete manuscripts, if ready, can also be submitted at this stage.

Authors will be notified by mid-October. Proposals will be selected by the Special Issue’s editors – Dr Simone Varriale and Dr Noa Lavie – and by the editors of Poetics.

The deadline for submission of complete manuscripts is 15 April 2018. Papers will be subject to an internal and external round of peer-reviewing. The Special Issue is expected to be published in 2019.

Call for Papers: Black Geographies

Source: Call for Papers: Black Geographies

#Caribbean In/Securities and Creativity: Diasporic Dialogues – Registration now open!

Registration now open! https://www.eventbrite.co.uk/e/caribbean-insecurities-and-creativity-diasporic-dialogues-tickets-34463830244

 
This two-day event will include a conference and an art and research exhibition speaking to the theme of Caribbean and diasporic dialogues where the role of creativity is highlighted in negotiating the in/securities permeating such dialogues. The Caribbean region is a crucible for everyday negotiations between security and insecurity (in/security). Indeed, Caribbean people deploy their creative energy to live with the everyday effects of poverty, inequality and violence, whilst generating globally influential creativity in political, literary, and dance cultures. The conference and exhibition will consider in/security in terms of the connections between precariousness and creativity, thus bringing a fresh focus to the study of global security. The event is a result of collaboration between the Centre for Caribbean and Diaspora Studies (CCDS) at Goldsmiths, University of London, and Caribbean In/Securities: Creativity and Negotiation in the Caribbean (CARISCC), an international research network funded by the
 
Registration fee: £40 (early bird fee £35 payable by 5 June 2017). Lunch and refreshments will be provided on both days and are included in the registration fee.
 
Please also visit the conference webpage which will be updated regularly:

History Education and Transatlantic Colonial #Slavery

History Education and Transatlantic Colonial Slavery

1 June 2017, 10:00am-5:00pm

Wilberforce Room, Museum of London in Docklands

We would like to invite you to a workshop on the 1 June 2017 at the Museum of London in Docklands focused on new approaches to teaching the history of transatlantic colonial slavery.

Transatlantic slavery and its abolition continues to be taught widely in secondary schools across Britain. This workshop is designed to give teachers and other education professionals access to current academic scholarship and new pedagogical approaches to teaching this history. The event will contribute towards building a network of educators to offer leadership for the transformation of teaching and learning about transatlantic slavery in our schools and other educational environments. This workshop will be an opportunity to share ideas and to think about the development of guidelines for effective practice and scholarship that can be available to schools in the coming year.

Registration is free and lunch and refreshments will be provided. Please book your place here:

History Education and Transatlantic Colonial Slavery<https://www.eventbrite.co.uk/e/history-education-and-transatlantic-colonial-slavery-tickets-34567567525>

www.eventbrite.co.uk

We would like to invite you to a workshop on the 1 June 2017 at the Museum of London in Docklands focused on new approaches to teaching the history of transatlantic colonial slavery. Transatlantic slavery and its abolition continues to be taught widely in secondary schools across Britain. This workshop is designed to give teachers and other education professionals access to current academic scholarship and new pedagogical approaches to teaching this history. The event will contribute towards building a network of educators to offer leadership for the transformation of teaching and learning about transatlantic slavery in our schools and other educational environments. This workshop will be an opportunity to share ideas and to think about the development of guidelines for effective practice and scholarship that can be available to schools in the coming year. Registration is free and lunch and refreshments will be provided.   This event is funded by the British Academy and is a partnership between the Antislave

This event is funded by the British Academy and is a partnership between the Antislavery Usable Past project (University of Nottingham), University College London-Institute of Education, Justice to History, and the Centre for the Study of the Legacies of British Slave-ownership, University College London. With generous support from the Museum of London in Docklands.

9:30-10:00       Registration (Refreshments served)

10:00-10:10     Welcome

10:10-11:10     Session 1:  Historicising Race (60 minutes)

Speaker TBC

Session focus: Political and moral dimensions of teaching about transatlantic slavery Key questions: Why should we teach about slavery and colonialism? Why should we engage with race and how should we frame the engagement? What events and historiographical debates are key to our understanding of the constitution of race over time? How and why should we acknowledge race and racism in the classroom?

11:10-11:25     Break (Refreshments served)

11:25-12:55     Session 2: Transatlantic Slavery: Pedagogical Approaches (90 minutes)

Abdul Mohamud and Robin Whitburn (Justice to History<http://www.justice2history.org/> / UCL-IOE) Session focus: The pedagogical dimensions of teaching about the transatlantic slave trade and New World colonial slavery.

Key questions: What are the pedagogical challenges of this work? How should we approach issues of empathy, race, activism and uniqueness?

12:55-13:55     Lunch (Food served)

13:55-14:55     Session 3: Legacies of British Slave-ownership (60 minutes)

Nick Draper and Rachel Lang (Centre for the Study of the Legacies of British Slave-ownership, UCL<http://www.ucl.ac.uk/lbs/>) Session focus: New historiographical developments in the field of transatlantic slavery and abolition.

Key questions: Where does slave-ownership fit into the national narrative of Britain’s involvement with transatlantic slavery? How does this research feed into current debates on slavery and its abolition? How does this shift in focus change the way we think and teach about slavery? What resources are there to support teaching about British participation in transatlantic slavery?

14:55-15:10     Break (Refreshments served)

15:10-16:40     Challenging 2007: Representation and Remembrance (90 minutes)

Local Root / Global Routes<https://lrgr14.wordpress.com/>: Toyin Agebtu (Ligali), Lucy Capes (Hackney B Six), Katie Donington (University of Nottingham), Kristy Warren (University of Nottingham), Emma Winch (Hackney Museum) Session focus: Understanding the historical, political and cultural dimensions of the role of representation and remembrance in the classroom.

Key questions: What issues are at stake in the representation of slavery (race, class, gender, nation, empire)? How can we develop strategies of representation that are both appropriate and critical? Whose voice shapes our understanding of the historical narrative? How can we include multiple voices and perspectives? Are there ways of working across institutions and disciplines that can open up new avenues of representation and remembrance?

Each 60 minute session will involve:

*   40 minute presentation by speakers

*   20 minutes audience responses

The 90 minute sessions will also involve:

*   30 minutes small group discussion around tables feeding into the development of ideas for writing a set of guiding principles for the teaching of transatlantic slavery

 

June 1 Deadline for the Haitian Studies Association Call for Papers

Source: June 1 Deadline for the Haitian Studies Association Call for Papers

Achieving Inclusive Education in the #Caribbean and Beyond: From Philosophy to Praxis

CALL FOR ABSTRACTS

Achieving Inclusive Education in the Caribbean and Beyond: From Philosophy to Praxis is an edited volume which seeks to offer an international perspective of the issues, some philosophical, conceptual and others that relate to praxis that impinges on achieving education for all students. This work is grounded in the larger discourse on equity in education that seeks to examine inclusion from a multicultural perspective and what it will take to achieve education for all students across spaces that are geopolitically, culturally and ethnically diverse.  The key question posed by this work is: Are there areas of confluence in the discourse that can inform inclusion in practice for diverse learners in diverse settings?

The book has three sections that focus on the nexus between ideas, concepts and the practice of inclusive education from the perspectives of scholars from the Caribbean, The Diaspora and international settings. Section one of the book invites chapters that examine the philosophical debates in inclusion. How these ideas inform perspectives on education, diversity and access in the Caribbean and other international contexts will be interrogated. Section two explores conceptual understandings of inclusion and inclusive education in the Caribbean and beyond. The last section of the book focuses on praxis and relates specifically to how inclusion is practiced in the Caribbean and other international contexts.

We invite submissions on the following areas

  1. Theoretical and Epistemological debates on achieving inclusive education in developed and developing countries
  2. Diverse and Multicultural perspectives of inclusion and inclusive education
  3. Valuing Teacher Voices and Perspectives
  4. Accommodation, Adaptation and Support
  5. Assessment and Evaluation in Inclusive Settings
  6. Teacher Education and Training for Inclusion
  7. Achieving Equity in Education through engaging Pupils’ Perspective
  8. Education Leadership for Diverse Settings
  9. Critical Pedagogy for inclusion
  10. Legislation and Policy
  11. Equitable education for At-Risk groups
  12. Parents and community perspectives on inclusive education.
  13. Quantitative research methods and design in addressing and investigating issues in inclusive education.

Estimated Time Lines

Abstract Submission June 15th, 2017

Draft of Completed Manuscript November 30th, 2017 Final Submission of Manuscript January 19th, 2018

Abstract Guidelines

Abstracts should be a concise summary of the manuscript of 200-250 words that addresses the purpose, methods/concept, scope, key results, arguments conclusions, and recommendations. This would comprise one or more well-developed paragraphs that summarizes the manuscript but adds no new information. Abstracts are due June 15th, 2017.

Manuscript length

Manuscripts should be 25‐35 pages [US letter] in length and should not exceed 7,500 words, excluding references and submitted in Times New Roman 12, double spaced. All manuscripts should conform to American Psychological Association Style (APA) including any tables, figures, and Artwork. We also ask that authors have their final chapters professionally proof‐read to avoid delays in the publishing process. A list of approved proof readers and services will be available from the Editors upon request.

This book will be published by Springer and is estimated to be completed by July 2018.

Please contact the Editors if you have queries about this publication.

Dr. Stacey Natasha Jillian Blackman

The University of the West Indies Cave Hill Campus University Drive, St. Michael, P.O. Box 64, BB11000 Stacey.blackman@cavehill.uwi.edu<mailto:Stacey.blackman@cavehill.uwi.edu>

Professor Dennis. A. Conrad

State University of New York Potsdam,  School of Ed and Professional Studies, 204 Satterlee Hall, Potsdam, NY 13676, USA
conradda@potsdam.edu<mailto:conradda@potsdam.edu>

Professor Launcelot Brown

Duquesne University, School of Education, 401B Canevin Hall, Pittsburgh, PA 15282, USA brownli@duq.edu<mailto:brownli@duq.edu>

EDINBURGH SHOWCASE IMAGINE 2037 OPEN CALL

Open call for artists who are migrants, based anywhere in the world.

To celebrate the 20th birthday of the Edinburgh Showcase, we’re inviting artists to imagine possible futures with us in Imagine 2037, an imaginary festival exploring place and migration.

Where: Edinburgh, Scotland

Deadline for applications: Thursday 18 May

We’ve launched an open call for artists to submit texts imagining a performance on top of Arthur’s Seat, overlooking Edinburgh in 20 years’ time. Together, these texts will form an imaginary festival. Each commissioned text will be printed on a beautiful postcard with a bespoke illustration and will be distributed during the Edinburgh Showcase week and online.

This is for artists:

  • Who are migrants: who live in a country that’s not where they were born
  • Who are based anywhere in the world, including the UK
  • Who have some experience working with performance
  • Who work with writing as an important part of their practice
  • Who have the ability to convey a lot within a limited number of words

Applications must be made in English. However we will commission the successful artists to write in the language of their choice, and we will arrange translation.

It would be fantastic if you could share this opportunity with your networks. I’ve attached some pictures (please credit photographers) and suggested a few tweets below. You can also forward the attached e-flyer.

For additional information, please click here.

Arthur’s Seat photo Manuela Cantù

#RSA Funding Opportunities – deadline approaching

The Regional Studies Association has allocated financial resources to support its members and offers a range of funding opportunities to suit different career stages.

These opportunities provide members with a chance to apply for financial help to support their research, run networking events, receive awards for excellence and help towards the costs of travel to attend non-RSA events and present their work to international audiences.

Non-members may apply for membership at the same time as applying for a grant.

Are you an early career researcher within five years of you PhD? Apply for the RSA Early Career Research Grant worth up to £10,000 (Deadline 31st May 2017).

Have you published a paper/ thesis which deserves an award? Apply for one of the RSA awards (Deadline 31st May 2017).

Are you interested in organising a series of events examining an issue of collective interest? Apply for the RSA Research Network worth up to £10,000 (Deadline 31st July 2017).

Regional Studies Association

Sussex Innovation Centre|Falmer Brighton BN1 9SB|United Kingdom

tel: +44 (0)1273 698 017

Company No 4116288|Charity No 1084165

 

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