Multicultural and Transnational Literatures

Devoted to MTL at ECU and beyond

Archive for February, 2012

Exciting New Caribbean Studies Initiative

Enthusiasts of Caribbean Studies (Faculty and Students):

The newly formed Caribbean Studies Forum will be hosting its first conference on June 16, 2012. It will be held in Greenville, NC at East Carolina University (Bate Building).

The Caribbean Studies Forum and its associated journal will strive to advance the understanding of the Caribbean through interdisciplinary study, research, and travel. The CSF is interested in all areas of Caribbean Studies including anthropology, the arts, economics, education, folk culture, geography, history languages, linguistics, literature, medicine, music, politics, psychology, religion, business, tourism, and sociology.

There will also be a special business session to discuss and plan for the future of Caribbean Studies Forum.

If interested, Please submit a 300-500 word abstract and a short bio via email to Caribbeansf@ecu.edu .

Deadline: Friday, April 1, 2012

Details regarding guest speaker, registration (Annual Membership and Registration is $100 for faculty, $25 for graduate students, and no cost for undergraduate students), etc. will be forthcoming upon acceptance of abstracts.

 

(for Professors Seodial Frank Deena, Leon Wilson, Aubrey Thompson, and Marcia Taylor)

 

Kate Farrell

Graduate Research Assistant, English Department, East Carolina University

Farrellk06@students.ecu.edu | 910-262-8465

 


Call for Posters (re: Indigenous Knowledge)

 

________________________________________

From: air-l-bounces@listserv.aoir.org [air-l-bounces@listserv.aoir.org] on behalf of Haythornthwaite, Caroline [c.haythorn@ubc.ca]

Sent: Tuesday, February 21, 2012 10:56 AM

To: air-l@listserv.aoir.org

Subject: [Air-L] Call for posters: Indigenous knowledge conference, Vancouver

 

Indigenous Knowledges: Local Priorities, Global Contexts http://iflaindigenousknowledges2012.ok.ubc.ca/

 

Questions to: iflaindigenous.2012@ubc.ca

 

Call for Posters

 

Due: March 1, 2012

 

Posters offer an interactive opportunity for researchers and practitioners to present and demonstrate their new and innovative work and to obtain feedback from their peers in an informal setting.  It also gives conference attendees a forum where they can learn about novel research projects and posters presenters with a chance to receive comments from knowledgeable sources. To encourage high-quality submissions, awards will be presented to the Best Poster and the Best Student Poster.

 

—————————————————-

Indigenous Knowledges: Local Priorities, Global Contexts http://iflaindigenousknowledges2012.ok.ubc.ca/

 

IFLA Presidential Programme: Libraries – A Force for Change

 

Welcome to Vancouver, BC for the 2012 IFLA Presidential Programme Spring Meeting.

 

Dear Colleagues,

 

It gives me great pleasure to invite you to the IFLA Presidential meeting on a topic of growing importance and interest in the world of culture and information: Indigenous Knowledges: Local priorities, Global contexts. This international meeting will be held in beautiful Vancouver, British Columbia, Canada from 12-14 April 2012 at the First Nations House of Learning on the campus of the University of British Columbia.

This meeting will be the opportunity for all those interested in Indigenous and traditional knowledge, its creation, organization and access, to better understand the local and global issues under discussion in various parts of the world and by many types of cultural, heritage, and community groups and organizations. The program includes distinguished speakers from around the world representing many viewpoints and interests. Through the sharing of knowledge and experiences, we hope to advance the understanding of traditional knowledge at both the local and international levels. The results will inform the development of legal instruments, policies and practices related to the organization of Indigenous and traditional knowledge around the world.

 

This meeting will be an exciting and moving experience for all participants. As the IFLA President I look forward to welcoming you to Vancouver.

 

Ingrid Parent, University Librarian and IFLA President

 

PURPOSE OF THE MEETING

 

Indigenous communities and organizations operating within the world knowledge economy have particular needs and aspirations, but often also have the additional need to reconcile developing international systems with traditional community-based practices surrounding knowledge and its development, preservation, transmission, and protection.  Negotiations of the relationship between traditional and world systems can be technically complex, but also occur within social and political contexts in which relations of power are rarely equal, and are increasingly mediated by local and international agreements. We are all impacted by and have an interest in these negotiations and their outcomes.

 

The IFLA 2012 Presidential Program is intended to provide IFLA, its members, and all organizations and individuals, with an investigation of these issues and guidance as to how institutions and communities can work together to develop the most useful and productive relationships.

 

Thank you to the UBC First Nations House of Learning for their generous contribution of a beautiful setting for this event.

_______________________________________________

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Want to teach in Turkey?

From: Rasjit Basi <rbasi@sorosny.org<mailto:rbasi@sorosny.org>>

Date: Mon, Feb 13, 2012 at 6:00 PM

Subject: Academic Writing Instructors needed for OSI summer school – Istanbul, July & August 2012

To: Rasjit Basi <rbasi@sorosny.org<mailto:rbasi@sorosny.org>>

 

 

Please circulate – thanks.

 

Call for Academic Writing Instructors for Summer School in Istanbul, Turkey July & August 2012

 

 

The Open Society Foundations is currently recruiting instructors of academic writing to teach at the Open Society Scholarship Programs’ 2012 Pre-Academic Summer Program in Istanbul.  There will be two summer school sessions held in 2012: the first from July 2-25, the second from July 30 – August 24.  Both sessions will be identical in structure and instructors can apply to teach at one or both sessions.  Instructors will be expected to attend two days of preparation as a part of each session: June 29-30 for the first session, and July 27 – 28 for the second session.

 

The summer school program is designed to prepare scholarship finalists from Western CIS, Central Asia, the Caucasus, the Middle East, South and Southeast Asia for graduate studies or faculty exchange programs primarily in the US and Europe.  The curriculum is an integration of academic writing courses with intensive seminar-style social science courses. All courses will be taught in English.

 

Participants in the summer school take one academic writing course (2 hours a day, 4 days a week) and one social science course (1.5 hours a day, 4 days a week).  Academic writing instructors will work closely with social science instructors during the pre-program preparation to coordinate their course approach and writing/research assignments.  Each course is expected to have approximately 12 students.  The expected total number of students attending each summer school session is approximately 100.  Students attending the summer school will be entering graduate programs in a wide range of disciplines in the humanities and social sciences, including political science, human rights, international relations, education, environmental studies, public health, anthropology, economics, gender studies, sociology, law, history, and development studies.

 

The Open Society Foundations is calling for experienced instructors of academic writing to submit a letter of interest, CV (including references, and sample syllabus for an intensive 3.5 week course of their choice.  Please note that final syllabi and assignments will be worked out during the three day preparation in cooperation with the social science instructors.  Candidates are required to hold a graduate degree, preferably in linguistics, applied linguistics or a related field, with significant experience teaching advanced level non-native speakers. Preference will be given to individuals with significant experience teaching in a western institution and experience living/teaching in the participants’ home regions (Western CIS, Central Asia, the Caucasus, the Middle East, South and South East Asia).  Due to budgetary considerations, preference will also be given to those who are able to travel inexpensively and conveniently to Istanbul.

 

In addition, the Open Society Foundations is seeking an academic writing instructor with specific experience teaching legal writing to LLM students for the July session.

 

Academic writing instructors will teach one course lasting 3.5 weeks for each summer school session.  The total number of classes will be 12 per session, with the three last days of the program set aside for instructors to grade projects and work closely with social science instructors on final student evaluations.

 

Teaching hours:  Approximately 2 teaching hours per day for four-days a week, plus a required minimum of 2 hours a day for student consultations.

 

Additional responsibilities:  Instructors will be called upon and are encouraged to assist with extra-curricular activities and special events during the course of each session. They will also be expected to conduct additional lectures in their field or to facilitate presentations that orient students to graduate studies in the US and Europe.

 

Remuneration:  Instructors will receive $4,200 USD per summer school session, round-trip travel to Istanbul, and accommodation.  Applicants should specify which session they are applying for, or whether they are applying to teach at both.

 

Applicants should submit a letter of interest, sample syllabus and CV via email to NSPSummerSchool@sorosny.org<mailto:NSPSummerSchool@sorosny.org>. For more information about the Open Society Foundations please visit: www.soros.org<http://www.soros.org/>, and for the Open Society Scholarship Programs: www.soros.org/initiatives/scholarship<http://www.soros.org/initiatives/scholarship>.

 

Submission deadline:  March 15, 2012

 

 

Rasjit Basi

Program Manager

Open Society Foundations

1700 Broadway, 17th Floor

New York, NY 10019

Ph: +1 212-548-0623<tel:%2B1%20212-548-0623>

Fax: +1 212-548-4652<tel:%2B1%20212-548-4652>

www.soros.org<http://www.soros.org/>

 


Censorship in Arizona

Many thanks to Will Banks for calling this to our attention:
From: Charles Bazerman <bazerman@EDUCATION.UCSB.EDU>
Date: February 1, 2012 11:28:37 AM EST
To: <WPA-L@ASU.EDU>
Subject: [WPA-L] Fwd: [haw-info] Arizona Banned Books Teach In on February 1
Reply-To: Writing Program Administration <WPA-L@asu.edu>

FYI

From: Marc Becker <marc@yachana.org>
Date: February 1, 2012 7:51:49 AM EST
To: <haw-info@stopthewars.org>
Subject: [haw-info] Arizona Banned Books Teach In on February 1

To members and friends of Historians Against the War,

 

Arizona’s HB 2281 goes into effect today, February 1, 2012, and we are asking you to join a national Teach In and take a few minutes in your classes or other places to read a passage from one of the banned books.

 

This bill has taken Mexican American Studies out of school curriculum especially in the Tucson Unified School District. It is also a threat to ethnic studies in public education at all levels. The TUSD has recently gone into classrooms and boxed up books considered to be part of this program (while students were in classes). They have also regulated that certain themes in other books cannot be taught. For example, if Shakespeare’s The Tempest is taught, the theme of oppression cannot be. The books being “banned” are from a variety of writers, not just those in Mexican Studies.

 

The seven books that were removed from TUSD classrooms are:

 

Critical Race Theory by Richard Delgado
500 Years of Chicano History in Pictures edited by Elizabeth Martinez
Message to Aztlan by Rodolfo Corky Gonzales
Chicano! The History of the Mexican Civil Rights Movement by Arturo Rosales
Pedagogy of the Oppressed by Paulo Fiere
Rethinking Columbus: The Next 500 Years edited by Bill Bigelow and Bob Peterson
Occupied America: A History of Chicanos by Rodolfo Acuña

 

There was some confusion in the news media about other works, such as Shakespeare’s The Tempest, and Rodolfo Anaya’s Bless, Me Ultima, being removed as well. While some teachers, and administrators, questioned whether they could continue to use such works, and were told that they should “stay away from any units where race, ethnicity and oppression are central themes” the books were not removed from the classrooms.

 

This article may help clarify
From the January 17 Tucson Weekly “TUSD Banning Books? Well Yes, and No, and Yes

http://www.tucsonweekly.com/TheRange/archives/2012/01/17/tusd-banning-book-well-yes-and-no-and-yes

 

The American Library Association provides the following definitions for challenged vs. banned books:

 

“A challenge is an attempt to remove or restrict materials, based upon the objections of a person or group. A banning is the removal of those materials. Challenges do not simply involve a person expressing a point of view; rather, they are an attempt to remove material from the curriculum or library, thereby restricting the access of others.”

 

Since the books were removed from the curriculum, even if they remain in the library, they fit the ALA’s definition of a ban.

 

More information at https://www.ala.org/ala/issuesadvocacy/banned/index.cfm

 

From American Indians in Children’s Literature (Debbie Reese)

 

Nation-wide responses to the shut-down of the Mexican American Studies Department at Tucson Unified School District

 

EDUCATIONAL RESPONSES:

 

In Tucson, students walked out of classes on Tuesday and held an Ethnic Studies Teach-In off school grounds. Some were suspended for walking out, and rather than stay home yesterday, they attended Mexican American courses at the University of Arizona. Those are localized educational responses to the shut-down of their classes.

 

A nation-wide educational response in the form of a National Teach-In will take place on February 1st. Some things people can do include the following:

  • View excerpts–specially selected for the Teach In–from Precious Knowledge, the documentary about the MAS program that will be aired on PBS in May.
  • In elementary classrooms or library read-alouds to elementary-aged children, read aloud from one of the picture books used in the MAS program. Two suggestions are Pam Mora’s The Desert is My Mother, Gary Soto’s Snapshots from the Wedding.  
  • With older students, introduce them to Matt de la Pena’s Mexican WhiteBoy or Sandra Cisnero’s House on Mango Street. 
  • Share what you know with your family, friends, and colleagues. 
  • Purchase a copy of Rethinking Columbus or one of the other books that was boxed up and removed from classrooms, or, one of the books that was used in the program.
  • Purchase a copy of Precious Knowledge. To order, write to preciousknowledgedvd@gmail.com. (Individual copy is $28. Public library copy is $40. Rights for university or public performance are $200.)
  • Sign the petition set up by Norma Gonzales. She taught in the MAS program.
  • Donate to the fund to support the work to fight the ban.


Another option is to watch “A Teach-in on Tucson” that will take place at Georgia State University’s College of Education. Portions of it will be streamed online. Initial information is here.