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Hi CESJ members,
We get many requests to forward job postings and calls for submissions. Rather than sending each as they come in, we will be sending monthly updates with announcements and postings (in addition to our more formal CESJ newsletters, which we will continue to send 2-3 times per year).
Thanks, Alison Dover & Denisha Jones CESJ Communications Co-Chairs Visit CESJ on the web at www.cesjsig.com September 2018 CESJ Announcements The following announcements were shared by CESJ SIG members. Please see each posting for contact information; CESJ Board Members do not have additional information about these job postings, announcements, or calls for submissions. Calls for Submissions Women in Educational Leadership: A practitioner’s handbook 40th Ethnography in Education Forum Job Postings California State University, Los Angeles: Assistant Professor K-12 Mathematics Education Rhodes College: Assistant Professor of Psychology/Educational Psychologist. Loyola Marymount: Assistant Professor, Institute for School Leadership & Administration Rhodes College: Assistant Professor of Educational Studies/Educational Technology and/or Statistics and Assessment. California State University Fullerton, Department of Secondary Education: Assistant Professor (Two Positions) California Polytechnic State University, San Luis Obispo: Elementary Science Education/Diversity Cluster Hire SIG Member Announcements New book lifts up stories and successes in the fight for educational justice Cradle to Prison Algorithm Webinar Calls for Submissions Women in Educational Leadership: A practitioner’s handbook Women in Educational Leadership is a handbook for practitioners in the field who identify as women or support women in leadership at all levels. We know that education, although predominantly and traditionally a profession of women, still clings to a patriarchal hierarchy that leaves women navigating leadership differently. By recognizing, deconstructing and interrogating the intersectionality of this experience, our hope is that this book will provide a diversity of narratives that will prompt reflection, dialogue and inspire change. Whether you are a teacher, a school or system leader, or an aspiring educator or leader, and wherever you are on the spectrum of gender, this collection of essays will help you to see different, question more deeply and create space for possibility in all educational settings. This is a call for contributors for this exciting new opportunity to add to the many narratives which will inform our understanding of educational spaces. Although we have several areas of focus, we are also hopeful that the writers’ voices, experiences and histories will inform how this book is constructed. Possible areas of focus may include: • Mothering in Educational Leadership • Racialized Women and Educational Leadership • Gender, Sexuality and Educational Leadership • Women and Mentorship in Educational Leadership • Women in Educational Leadership in the face of #MeToo • Women, Social Media and Educational Leadership At the same time, we are hopeful that the narratives from contributing writers will also shape and guide areas of focus. All narratives should be informed by research within the field of critical feminist theory and its many facets. Each submission should be between 1500 - 3000 words (with additional space if needed) including: • an abstract • prompting questions for reflection and dialogue at the end of each submission • MS Word, 12 point, double spaced • Titles must not exceed 15 words • MLA format • A personal bio of each author (1 paragraph) Manuscripts should be sent to jeanne.surface@wordanddeedpublishing.com Jeanne Surface, EdD Nada Aoudeh, MEd Debbie Donsky. EdD 40th Ethnography in Education Forum We are pleased to announce the 40th Ethnography in Education Forum to take place 22-23 February 2019 at the University of Pennsylvania Graduate School of Education in Philadelphia. Our theme this year is The Future of Ethnography and Education: Methodologies, Equity, and Ethics. The Forum welcomes scholars at all career stages seeking a supportive venue to share their ethnographic work. I have attached the Call for Proposals. More info is available at www.gse.upenn.edu/cue/forum. Please share this call widely and don't hesitate to email us (cue@gse.upenn.edu) if you have questions about the Forum. Job PostingsWant to submit a job posting for a future monthly update? Submit it at https://tinyurl.com/CESJjobs California State University, Los Angeles: Assistant Professor K-12 Mathematics EducationTenure-Track Faculty Position Division of Curriculum and Instruction Charter College of Education Position: Assistant Professor, K-12 Mathematics Education, Division of Curriculum and Instruction. Starting Date: August, 2019 Minimum Qualifications: 1) An earned doctorate in K-12 math education from an accredited institution is required; however, applicants nearing completion of the doctorate (ABD) may be considered. For appointment, the doctorate must be completed by the date of appointment (August 19, 2019). 2) Evidence of a minimum of three years teaching experience in mathematics as a practicing K-12 educator. 3) Evidence of successful teaching experience at the university level. 4) Evidence of a scholarly activity related to a broad range of modern mathematics education teaching and research strategies in K-12 settings. Preferred Qualifications: 1) Documented experience offering university level courses for pre-service teachers, field supervision for mathematics pre-service teachers and teacher professional development. 2) Demonstrated experience with children and families from diverse backgrounds and a knowledge of language development, bilingual education, inclusion and anti-bias education. 3) Demonstrated experience with collaborative initiatives supporting other programs in a college of education or across colleges within the University (particularly in the areas of science, technology, engineering and mathematics). 4) Successful teaching experience at the graduate level. 5) Experience with using technology in higher education and/or K-12 to increase student learning including online teaching. 6) Demonstrated knowledge of curriculum and pedagogy including, including curriculum standards (e.g. Next Generation Science Standards, Common Core Mathematics), assessment, community-based education, culturally-relevant or sustaining instructional methods that include use of technology, and curriculum adaptations, 7) Local, regional, state, and national involvement in professional organizations. Duties: The primary professional responsibilities of instructional faculty members are: teaching, research, scholarship and/or creative activity, and service to the University, profession and to the community. These responsibilities generally include: advising students, participation in campus and system-wide committees, maintaining office hours, working collaboratively and productively with colleagues, and participation in traditional academic functions. The Assistant Professor of Mathematics Education will collaborate with faculty across the Charter College of Education and the University, teach mathematics education courses at the undergraduate and graduate levels (credential and Master’s), supervise and assist with field experiences and student teaching, ground teaching in supporting students as they prepare for state and national assessments (CSET, edTPA), maintain an active research agenda (including publications, professional presentations, and external grant proposals), model effective teaching practices, use instructional technology effectively, and participate in program development and recruitment. Our program is accredited by the California Commission on Teacher Credentialing (CTC). The successful candidate will be committed to the academic success of all of our students and to an environment that acknowledges, encourages, and celebrates diversity and differences. To this end, the successful candidate will work effectively, respectfully, and collaboratively in diverse, multicultural, and inclusive settings. In addition, the successful candidate will be ready to join faculty, staff, students, and administrators in our University’s shared commitment to the principles of engagement, service, and the public good. Salary: Initial salary is commensurate with qualifications and experience. The University: California State University, Los Angeles (Cal State LA) is the premier comprehensive public university in the heart of Los Angeles. Cal State LA is ranked number one in the United States for the upward mobility of its students. The University is dedicated to engagement, service, and the public good, offering nationally recognized programs in science, the arts, business, criminal justice, engineering, nursing, education, and the humanities. Founded in 1947, Cal State LA serves more than 28,000 students and more than 240,000 distinguished alumni. A majority of the University’s alumni live in the Los Angeles region, enriching their communities and contributing to the vitality of the local economy. Cal State LA is focused on developing a new bioscience entrepreneurial ecosystem in the Los Angeles and San Gabriel Valley regions through partnerships with local business. To provide increased educational opportunities, Cal State LA recently opened a campus in downtown Los Angeles that offers graduate and undergraduate programs, as well as professional development and certificate programs. The university is home to the critically acclaimed Luckman Fine Arts Complex, Pat Brown Institute for Public Affairs, Hertzberg-Davis Forensic Science Center, Hydrogen Research and Fueling Facility, Billie Jean King Sports Complex and the TV, Film and Media Center. Required Documentation: Please submit the following to the Search Committee Chair at the email address below: 1) a cover letter specifically addressing minimum and preferred qualifications. 2) a curriculum vitae. 3) a narrative statement describing your commitment to working effectively with faculty, staff, and students in a multicultural/multiethnic urban campus environment with a substantial population of first-generation students. 4) a list of three professional references. 5) a university application for employment (www.calstatela.edu/academic/position). Finalists will be required to submit: 1) official transcripts. 2) three current letters of recommendation Employment is contingent upon proof of eligibility to work in the United States. Application: Review of applications will begin November 5, 2018, and will continue until the position is filled. Please email application materials in a single PDF to: Mrs. Michelle Torres, Administrator Support Coordinator, Division of Curriculum and Instruction; Phone: 323-343-4350; e-mail: mtorr185@calstatela.edu. Please type “Division of Curriculum and Instruction Tenure-Track Application” in the subject line. Questions about the position can be directed to Rebecca Joseph, PhD, Chair of Search Committee at rjoseph@calstatela.edu Note: The person holding this position is considered a "mandated reporter" under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. A background check (including a criminal records check) must be completed satisfactorily before any candidate can be offered a position with the CSU. Failure to satisfactorily complete the background check may affect the application status of applicants or continued employment of current CSU employees who apply for the position. In addition to meeting fully its obligations under federal and state law, Cal State LA is committed to creating a community in which a diverse population can live, work and learn in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual. To that end, all qualified individuals will receive equal consideration without regard to economic status, race, ethnicity, color, religion, marital status, pregnancy, national origin or cultural background, political views, sex, sexual orientation, gender identification, age, disability, disabled veteran or Vietnam era veteran status. AN EQUAL OPPORTUNITY/TITLE IX EMPLOYER Upon request, reasonable accommodation will be provided to individuals with protected disabilities to (a) complete the employment process and (b) perform essential job functions when this does not cause undue hardship. Rhodes College: Assistant Professor of Psychology/Educational Psychologist. The Psychology Department and Educational Studies Program at Rhodes College invites applications for a tenure-track assistant professor whose program of research focuses on adolescents in urban schools. Rhodes College is especially interested in attracting candidates from historically underrepresented groups and/or those with demonstrated commitments to working with diverse and historically underrepresented populations. Preference will be given to candidates who have demonstrated commitments to urban education and working with historically marginalized populations. The successful candidate must possess a firm commitment to teaching, scholarship, and service at a liberal arts college, and an interest in teaching in an urban education master’s program that includes a summer institute that serves our students and local P12 teachers. Special consideration will be given to candidates whose research focuses on youth of color in urban contexts. Teaching responsibilities will include five courses a year and may include some combination of the following undergraduate and graduate courses: introductory psychology, statistics, educational psychology, adolescent development, educational technology, and upper-level research and seminar courses in the candidate’s research area. Previous teaching experience is desirable. Candidates must have completed all requirements for a Ph.D. in Educational Psychology or a related field by the start date in August 2019. A number of interdisciplinary fields yield graduates who would be appropriate for this position (e.g., Liberal Studies in Urban Childhood, Interdisciplinary Human Development, Educational Science programs). The successful candidate will have a demonstrated record of scholarship and will be expected to establish and maintain an active program of research involving undergraduates and master’s students, and to participate in the life of the College. Research opportunities will be supported by startup funds, lab space, and by Rhodes partnerships with the Shelby County School district and other educational institutions in the city. Educational Studies is an interdisciplinary program that includes elementary and secondary licensure tracks, as well as a recently-established master’s program in urban education. Founded in 1848, Rhodes College is a highly selective, private, residential, undergraduate college, located in Memphis, Tennessee. We aspire to graduate students with a lifelong passion for learning, a compassion for others, and the ability to translate academic study and personal concern into effective leadership and action in their communities and the world. We encourage applications from candidates interested in helping us achieve this vision. Rhodes College values an inclusive and welcoming environment. We are an equal opportunity employer committed to diversity in the workforce. Memphis has a metropolitan population of over one million and provides multiple opportunities for research and for cultural and recreational activities. Please apply online at jobs.rhodes.edu. A complete application will include a cover letter, a curriculum vitae, a statement of teaching philosophy, a research plan, graduate transcripts, three letters of recommendation, and a separate statement that addresses your interest in teaching at a liberal arts college and how your experiences with teaching, scholarship, and/or service might contribute to a college community that includes a commitment to diversity and inclusion as one of its core values. Review of completed applications will begin on October 7 and continue until the position is filled. The online application system will solicit letters of recommendation electronically from the candidate’s recommenders, once their contact information has been entered by the candidate and all other required application materials have been submitted. Background checks are required before candidates can be brought to campus for interviews. For further information please contact Dr. Katherine White, whitek@rhodes.edu. Loyola Marymount: Assistant Professor, Institute for School Leadership & AdministrationSchool of Education, Loyola Marymount University The Department of Educational Leadership and Administration (EDLA) at Loyola Marymount University is seeking a full-time tenure-track Assistant Professor in the Institute for School Leadership & Administration (ISLA) to begin in Fall 2019. The candidate should have an established record of research and publications in PK-12 educational leadership or a related field, as well as a history of successful acquisition of external funding. The candidate will be able to prepare leaders to effectively work in PK-12 education settings that include cultural diversity, students with disabilities, English learners, and gifted and talented. The candidate will also teach courses and support all facets of a learning environment consistent with the University and School values and mission. The candidate will encourage a culture of learning that values mutual responsibility, ethics, respect, life-long learning, and personal and professional development. Apply here: https://jobs.lmu.edu/postings/36749 Rhodes College: Assistant Professor of Educational Studies/Educational Technology and/or Statistics and Assessment. The Educational Studies Program at Rhodes College invites applications for a tenure-track assistant professor who has a program of research that can be situated in an urban education context and that focuses on learning technologies and/or statistical analysis and assessment. Rhodes College is especially interested in attracting candidates from historically underrepresented groups and/or those with demonstrated commitment to working with diverse and historically underrepresented populations. Preference will be given to candidates who have demonstrated commitments to urban education and who have experience with urban teacher education, professional development, and field-based teacher education. The successful candidate must possess a firm commitment to teaching, scholarship, and service at a liberal arts college, and an interest in teaching in an urban education master’s program that includes a summer research institute that serves our students and local P12 teachers. Teaching responsibilities will include five courses a year and will include some combination of the following undergraduate and graduate courses: Educational Technology, Statistics and Assessment, and upper-level seminar courses in candidate’s area of expertise. Previous P12 and college teaching experience is desirable. Candidates must have an Ed.D. or Ph.D. by start date in August 2019. The successful candidate will have a demonstrated record of scholarship and will be expected to establish and maintain an active program of research involving undergraduates and master’s students and to participate in the life of the College. Opportunities for research support including travel funding are available at the College and through Rhodes partnerships with the Shelby County School district (http://www.scsk12.org/) and other educational institutions in Memphis. Educational Studies is an interdisciplinary program that includes elementary and secondary licensure tracks. Founded in 1848, Rhodes College is a highly selective, private, residential, undergraduate college, located in Memphis, Tennessee. We aspire to graduate students with a lifelong passion for learning, a compassion for others, and the ability to translate academic study and personal concern into effective leadership and action in their communities and the world. We encourage applications from candidates interested in helping us achieve this vision. Rhodes College values an inclusive and welcoming environment. We are an equal opportunity employer committed to diversity (http://handbook.rhodes.edu/diversity) in the workforce. Memphis has a metropolitan population of over one million and provides multiple opportunities for research and for cultural and recreational activities(http://www.rhodes.edu/content/liberal-arts-city). Please apply online at jobs.rhodes.edu. A complete application will include a cover letter that addresses your interest in teaching at a liberal arts college, a curriculum vitae, a statement of teaching philosophy, a research plan, and three letters of recommendation. The application will also include a separate statement that addresses how your work and experiences might contribute to a college community in which a commitment to diversity and inclusion is one of its core values. Review of completed applications will begin October 12, 2018 and will continue until the position is filled. Candidates from backgrounds typically underrepresented in higher education are strongly encouraged to apply. The online application system will solicit letters of recommendation electronically from the candidate’s recommenders, once their contact information has been entered by the candidate and all other required application materials have been submitted. Background checks are required before candidates can be brought to campus for interviews. For further information please contact Dr. Natalie Person, person@rhodes.edu. California State University Fullerton, Department of Secondary Education: Assistant Professor (Two Positions) The Department of Secondary Education is seeking two tenure track Assistant Professors of secondary teacher education in the College of Education at California State University, Fullerton. We are seeking an enthusiastic individual committed to promoting just, equitable, and inclusive education to teach in and contribute to leadership of the Single Subject Credential Program. There may also be opportunities to teach courses in our 100% online Master of Science in Education program. CSUF values and is dedicated to the goal of building a diverse community. We strongly encourage applications from candidates who can demonstrate through their teaching, research and/or service that they can contribute to the diversity and excellence of our communities. See below for position descriptions, emphases, and application information.
CESJ SIG members invited to contact Dr. Alison Dover adover@fullerton.edu with questions. California Polytechnic State University, San Luis Obispo: Elementary Science Education/Diversity Cluster Hire Position description available at https://drive.google.com/open?id=1dL1oFUwYm1G5eTu4XUQjHYrcrdoPGiPt CESJ SIG members invited to contact Dr. Oscar Navarro osnavarr@calpoly.edu with questions. SIG Member AnnouncementsNew book lifts up stories and successes in the fight for educational justice Lift Us Up Don’t Push Us Out! Voices from the Front Lines of the Educational Justice Movement (Beacon Press, 2018) features voices from the frontlines of a new movement for educational justice that is growing across the United States. Each author tells their own story of how black and brown parents, students, educators, and their allies are fighting back against profound and systemic inequities and mistreatment of children of color in low-income communities. The organizers and activists recount their journeys to movement building, lift up victories and successes, and offer practical organizing strategies and community-based alternatives to traditional education reform and privatization schemes. More information and purchasing links available at: www.liftusupmovement.org “Lift Us Up, Don’t Push Us Out! is a bold and exciting book that presents the stories we never hear -- powerful stories of successful grassroots organizing in schools and communities across the nation led by parents, students, educators, and allies. The lessons we can learn from these inspiring activists and campaigns need to be spread far and wide.” Karen Lewis, Chicago Teachers Union President Cradle to Prison Algorithm WebinarSep 27, 2018 5:00 PM CST at: https://attendee.gotowebinar.com/register/7296047294053188354 In St.Paul and across the country school districts, counties, and cities are entering joint powers agreements that permit the sharing of big data and integrate the use of predictive analytics. This practice creates the Cradle to Prison Algorithm. On this webinar, we will share important information for parents and youth to know and to fight back. After registering, you will receive a confirmation email containing information about joining the webinar. Dear Members,
We are writing to invite you to apply as a reviewer for proposals for our SIG for AERA 2019 in Toronto, Canada. It is only through the involvement and dedication of our members that quality presentations continue to represent our SIG and the scholarly perspectives we find important. We know many of you volunteer to review for more than one Divison or SIG, and we do hope that you choose CESJ as one that gains your valuable time and energy. Graduate students are also encouraged to sign up as reviewers. Deadline to volunteer is May 22. For more information, please see the AERA website (www.aera.net) or the following call: http://www.aera.net/Events-Meetings/Annual-Meeting/2019-Annual-Meeting-Volunteer-Reviewer-System-Open Thank you! Shantá Robinson (Outgoing 2018 CESJ SIG Program Co-Chair) Nini Hayes (2018-2019 CESJ Program Co-Chair) Just added! Webinar transcript
As you prepare for AERA, we invite you to review the recording or transcript of our first CESJ webinar, entitled "Navigating and Thriving in the Academy as a Critical Scholar" See below for additional details and recommended readings, or jump directly to the recording at http://ctesiu.adobeconnect.com/pczav5nm5mwq/ . You can also review a transcript of the session here. Dear CESJ SIG Members and Friends
CESJ's first webinar "Navigating and Thriving in the Academy as a Critical Scholar" was a huge success. We'd also like to extend our deepest thanks and gratitude to Dean Kinloch and Dr. Patel who provided incredible wisdom, candor, and affirmation. We received an overwhelming response from participants expressing their feelings of inspiration and solidarity to continue this work together. Many also expressed a desire to continue the conversation. We'd like to suggest the hashtag #criticaleducatorsolidarity to use on Twitter, Facebook, Instagram, and our other social media outlets to connect and support each other. In you were unable to attend the taped webinar can be viewed at the following link: http://ctesiu.adobeconnect.com/pczav5nm5mwq/ . You can also review a transcript of the session here. In addition to the webinar, Dean Kinloch and Dr. Patel have provided a list of sources referred to in the webinar for further reading:
http://www.cesjsig.org/ In solidarity, Kari & Sosanya We are starting a new series called “Stories of Hope and Resistance” which will be featured in our newsletter and on our blog. Working to eradicate and mitigate inequality and injustice can be tiring and demoralizing. In addition to minding self-care, we also need to listen and share stories that remind us of why we fight and how we can fight future battles. We hope this series offers you a renewed sense of purpose, hope, and commitment for your work.
Note: We received so many entries for this first round that we have decided to replace this issue’s scholar-activist entry with half of the stories we received. We will feature the other half of the stories in our next issue. The rain and gloomy weather seemed appropriate at the start, as students first huddled together outside Campbell Hall. But as our voices echoed, as we made way to Storke Tower – our unity, our community, caused the sun to break the clouds. We walked out of class and work this Friday January 20th 2017, joining hands, arms, steps and voices, as we made way through our campus communities. United against Trump, against racism, against xenophobia, against Islamophobia, against gender violence, against the intolerances. Our faculty, staff, and students together chanting, from our hearts, from our minds. From our brilliance, our intelligence, and our power, the chants were loud, our anger, our resistance, and our hopes ever roaring. And as I stood and listened to my community, my brothers, my sisters, my student family, express fear and concern for our lives, I heard snaps, loud claps and witnessed many raised fists to the sky. We students, we social justice advocates, we share our dedication and hope for equitable futures, for dismantling the injustices, for resisting the racisms. Today, tomorrow and the next, Me, we, and UCSB will not rest. Written by Jenny Sperling – University of California Santa Barbara ----------- At my institution, it would be an understatement to say that many of us have been shaken this year – not just by events during the presidential election, but also by the constant stories of violence against Black and Brown faces. While many faculty members felt as though the divides are just too much to overcome, some of us felt otherwise. With this in mind, and feeling a bit brave, we organized an event called “Bridging the Chasm: Social and Political Dialogue that Matters”. While we initially wanted to have an event that honored those who feel frightened by the events in our country, we instead decided to have a more inclusive event, with voices around the table that may not ever share a room normally. This conversation included a student of Muslim decent; an advocate for those who are transgender; a pro-life advocate; a leader from the campus multi-cultural and diversity organization; a feminist; a retired US colonel; a student who represented Black Lives Matter; and voices from a variety of political affiliations. We were hopeful that we might have civil dialogue, but worried that the event would devolve into more acts of hate speech. At the end of the conversation, I can say that we were proud to have had two hours of civil, thoughtful, critical discourse. While we certainly did not solve any problems during that time, we did bring together viewpoints that are often difficult to hear, depending on your own beliefs and values. We stripped away some fear of the “other” and hopefully broke down some barriers to healthy, productive, hopeful conversation. Written by Dr. Danielle T. Ligocki Assistant Professor, Teacher Development and Educational Studies Oakland University ----------- The Morning After The morning after –a space in which one finds themselves after a rough night. The morning after requires a “thing” to cleanse away the remnants from the night before. But for this morning after…there’s nothing to take. Nothing to do or say. On this morning after, as I prepare to go to work, I know the person who shares my space also knows it’s the morning after. She knows there’s nothing to say to a person like me from a person like her who said they voted for HRC – but secretly, she knows she didn’t. She and the other women know today is that morning after when 53% of them and a percent so small of women who look like me are responsible for this morning after space…And now we’re wondering…Now we’re cautious and suspicious. This is not that, “I thought I knew you and you knew me and even though you live in that skin that says regardless of your credentials or mine, you’ll win, and we’re okay anyway,” space. No…on this morning after, we’re not okay. An unexpected line’s been drawn. And since it’s that morning after, we’re silent because we know what morning after today is. It’s a morning after that’s brought a heaviness for which there are simply no words. We’re silent on this morning after and when we get to this day’s end, we sigh, knowing we’ve survived. Written by Tanji Reed Marshall, PhD Candidate, Curriculum & Instruction, Virginia Polytechnic Institute & State University -------------- It is nearly impossible to find silver-lining amidst the fear and uncertainty that the election of Donald Trump and his cabinet have aroused in the hearts of many educators. Yet, we know as critical educators, it is our work to persistently navigate that trying terrain that lies between hope and despair. In the days following the election, 26 members the Curriculum and Instruction Department at the University of Texas at Austin gathered together without a plan, but with a sense of urgency to address the threats that this election poses to the well-being of many of our students and community members. Within the course of the meeting we, professors and graduate students, formed what is now known as the Coalition Against Racism, Hate, and Violence. Together, and in anticipation of the dangerous and uncertain future, we drafted a statement in order to be clear about what we stand for and what we stand against. Most importantly, we collectively made the decision to stand in solidarity as concerned educators and with those who have been historically harmed and are presently targeted by emboldened violence and hateful rhetoric. Our work will continue to be amplified, to be unambiguous, and to move in a direction of hope for a more just society, as we stand alongside one another in sustained and active resistance. The community, trust, and solidarity we are working to build inspires hope – a silver-lining of sorts – that reminds me of what is possible when people choose to engage in unified resistance. ---------- Killing Their Souls This past spring I attended a session within an academic conference on Women of Color in academia. The theme of the session was how academic institutions advertently and inadvertently, through both policies and procedures, impose racism, sexism, and other discriminatory ‘-isms’ onto their students, faculty, and staff members. The women of this session discussed how their intersectionality of identities was at odds with the dominant culture of their professional institutions and this schism caused not only personal distress but also trauma. They boldly proclaimed that many of their ‘souls were dying’. These provocative claims have resonated within me for months. As I sat there, in that cold conference room, I asked myself what is killing their souls and were their souls really dying? The idea of the slow death of one’s soul has haunted me for months. I have asked myself repeatedly as an educator, who colludes in the killing of one’s soul? Have I ever played a role in the killing of a student’s soul? This school year as the presidential election has transpired; I have taken this opportunity to make not only history but also civics come alive for my students, their engagement in this year’s election process was extensive and they greatly enjoyed it. But the as the ballots were cast and president elect was named, I saw the lights in their eyes start to dim. This was not the outcome that they expected, but more importantly their new president seemed to be in direct opposition to who they are as young people of color. Some cried daily, as what were believed to be idle threats about the ‘building of a wall’ or ‘helping the blacks’ or ‘grabbing women by their genitalia’ became more real. On the day of Donald Trump’s inauguration, I could feel the tension within my classroom boiling up. My students were on edge and their nerves had gotten the best of them. Their eyes were low and their spirits were noticeably crushed. In that moment I understood what it meant to watch one’s soul die, it was happening right in front of my eyes within their little bodies. Before I could even start their day of learning my administrator came into my classroom and asked why I wasn’t showing the children the inauguration. I was appalled. I did not think it was necessary to explain that for this population of students, who did not possess the skill sets need to situate this event in their lives, showing the inauguration was grossly inappropriate. It became my job to protect their souls. How could I, not only as their teacher, but also as someone who looks and feels like them, allow them to watch someone who has said racist, demeaning, discriminatory, and obscene comments get promoted to the highest office in our country. Although this act of resistance was minute, on this day I could not play a role in the killing of their souls. Written by Martha Ann Wilkins Ed.D Educator The last year has been traumatic for many of us. We have felt sorrow and anger witnessing numerous attacks on communities across the country and globally. We look at these attacks not just as isolated events of violence, but as events that are part of a larger history of colonial violence. We, the People’s Education Movement, grieve, remember, hope and fight alongside Queer, Black, and educator communities around the world.
In Orlando, the event at the Pulse nightclub was an egregious attack on a space that had been cultivated for Queer People of Color. This painful experience of grieving for lost loved ones has served as a reminder of the longstanding effects of heteropatriarchy, homophobia, and heteronormativity, where communities have been targeted because of their identities. The mainstream media has invisibilized Queer narratives and has instead focused on the shooter’s alleged identities to promote Islamophobia, enacting classic divide and conquer strategies that pit oppressed communities against one another. In Oaxaca, teachers have taken a stand against capitalist reform that seeks to privatize the education system and dispossess teachers from their work. Courageously, educators have taken to the streets in defense of public education only to be met with government-sanctioned violence. Teachers have been imprisoned, tortured, disappeared, and killed, all in the name of bettering education through neoliberal policies and reform. We recognize this violence as retaliation against peoples who rebel against structures designed to dehumanize them. Across the country, we witnessed more extrajudicial killings at the hands of police. Black bodies are policed, locked up, and killed under the guise of “safety.” We stand with the families of Alton Sterling, Sandra Bland, Freddie Gray, and the countless other lives stolen by the police. We stand against the police and media that label young black bodies as so-called “thugs.” We stand with all those fighting for self-determination and dignity by defending themselves and their community against all forms of colonial violence to create a more just society. The People’s Education Movement condemns all acts of violence and hate rooted in the colonial veins of dispossession, patriarchy, heteronormativity, capitalism, and neoliberalism. We demand that the Mexican government put an end to the repression of teachers and free all political prisoners. We demand that the US government and media not make what happened in Orlando solely about gun violence and that they stop reproducing narratives that promote Islamophobia, homophobia, transphobia, and racism. We demand this country end its war on Black communities. We demand that our institutions create healing spaces to help facilitate the process of building hope, justice, and equity. Looking at ourselves and reflecting on our own process, we invite folks to heal in ways that not only help us cope but that help us build solidarity and hope amongst and across our communities. Love, community, and healing must be at the center of our work in seeking justice and creating better worlds. These events are not only stark reminders of the hegemonic powers and ideologies that are entrenched in our society but also remind us of the urgency to continue the precious labor of love, hope-building, and reimagining within ourselves, with one another, and in our communities. The People’s Education Movement Los Angeles Rethinking Racial Protests: Taking Action to Address Campus Racial Conflict by Dr. Blanca E. Vega2/3/2016 So long as White Supremacy (and people who want to fight it) exists, racial conflict will always manifest – and it is perhaps in higher education where this should be most welcomed and nurtured. It should not be feared. More specifically, racial protests should not be ignored – they are in fact the very awesome phenomenon that occurs when injustice meets knowledge.
Racial conflict is a product of a system that continues to fight racial hierarchies. Racial conflict also signifies discord between beliefs, values and practices within a group or between two or more constituencies. If we consider the various groups that currently coexist within our universities, we must learn to accept racial conflict as a natural part of a diverse system. If we consider ourselves defenders of justice and as stakeholders in the education of global citizens, then we should accept racial protest as a form of racial conflict that attempts to correct injustices committed against under-represented and under-served minoritized groups in higher education. White Supremacy is a system in which beliefs, values, and practices are developed, maintained and upheld to preserve social and political dominance of one racialized population over all others When non-dominant racial populations contest those beliefs, values, and practices, racial contestation – a type of organizational conflict - arises. Thus, racial conflict should be taken seriously on college campuses – whether it is a racist verbal interaction between two students or larger more structural forms of racial conflict (e.g. stating that diversity is an important value of the university while overtly or subtly resisting the hiring and promotion of People of Color in faculty and senior administration). These incidents of racial conflict suggest that there are clashes in racial beliefs, values, and practices within the institution. The outcome of these conflicts reveals the interests of the institutions of higher education. My research on campus racial conflict reveal important information about racial conflict (some which are included at the end of this piece) but among them is that students do not trust administrators to do the right thing when it comes to campus racial conflict. Some students admit that they don’t trust administrators because they believe they represent and protect the institution and not them. Additionally (to my surprise!), my research also reveals that administrators felt that they had a sense of how students were feeling about the racial climate on their campus – until their students were interviewed and their thoughts recorded by the media. They felt that students often gave a different opinion about the racial climate when the representatives from the media asked them about the same issue. Drawing on over a year of qualitative research involving 35 interviews with students, faculty, and administrators, I examined the perceptions of campus racial conflict at two types of institutions of higher education: a minority-serving institution (MSI) and a historically White institution (HWI). Based on the data, I highlight several strategies below that can be employed by colleges and universities seeking to understand students’ experiences with racial conflict:
Campus racial conflict is a daily occurrence at all our institutions, whether it makes a headline or not. Campus racial protest, a form of racial conflict, is an active type of racial contestation that opposes a White Supremacist regime. Diversity politics, then, is an important tool but not sufficient in the battle against White Supremacists beliefs, values, and practices - with some study these could be identified on our campuses. Our job as student affairs administrators is to be honest with ourselves and figure out what role we play in this kind of environment: do we want to maintain the regime as it is? Do we want to be the band-aid with the hope that these incidents of racial conflict will heal on their own? Or do we aspire to temporary peaks of progress and employ mechanisms that truly combat White Supremacy The Critical Educators for Social Justice (CESJ) Special Interest Group (SIG) of the American Educational Research Association (AERA) is committed to the struggle for social justice, human rights and democracy in education for diverse communities. We promote research, teaching, and activism including but not limited to cultural, racial, linguistic, political, and economic self-determination within our classrooms, schools, and communities.
We, the Executive Board and other members of CESJ, stand in solidarity with those at The University of Missouri, Yale University, Ithaca College, Howard University, Emory University, Wesleyan University, Brown University, Virginia Commonwealth University, Claremont College, University of Massachusetts Amherst, Purdue, University of Oregon, Drake University, University of Pennsylvania, Drexel University, Vanderbilt University, Harvard University, Pennsylvania State University, Columbia University, Rutgers University, Albany University, UCLA, Stanford University, Stony Brook University, the University of Iowa, and Iowa State University, and all other college and university students continuing to protest in solidarity with the students at Mizzou and in opposition to the racism on their own campuses. We recognize the significance of your protest and unified stance against intolerance, blatant acts of racism, racial microaggressions, and apathy. We also understand that these institutions of higher education represent hundreds more that continue to operate in toxic environments for people of color. We herald the use student protest in higher education, which has an important historical legacy as a mechanism for disrupting institutional policies and practices that exclude, marginalize, and disenfranchise students of color. We stand in solidarity with these groups and are ready to offer our resources and energies to these efforts, as they/we demand institutions that are safe and inclusive spaces for all students. #CollegeBlackout #ConcernedStudent1950 #BlackOnCampus #StandWithMizzou Keisha Green, Co-Chair Katy Swalwell, Co-Chair Alyssa Hadley-Dunn, Emeritus Co-Chair Rita Kohli, Emeritus Co-Chair Bianca Baldridge, Communications Co-Chair Sosanya Jones, Communications Co-Chair Cleveland Hayes, Program Co-Chair Sandra Osorio, Program Co-Chair Terry Flennaugh, Fiscal Co-Chair Laura Quaynor, Fiscal Co-Chair |
the SCHOLACTIVISTWho are scholactivists? They are scholars concerned with linking their critical research with social justice activism. The authors of the essays found here are all members of the CESJ SIG. Archives
December 2018
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