CFP: Conference on Inequality, Poverty and Education
Deadline October 1, 2014
36th Ethnography in Education Research Forum February 27-28, 2015
Penn Graduate School of Education
Inequality, Poverty, and Education: An Ethnographic Invitation
Given the vast array of reforms that are at play in and transforming the landscape of education, how can ethnographers contribute to more insightful analyses of the interplay of inequality, poverty, and educational experiences and outcomes, particularly with economic disparities growing in our current era? How might ethnographers continue to challenge problematic and pathologizing assumptions to provide more powerful explanations of the influence of poverty and racialized class inequality on education?
At a time dominated by high stakes testing and increased surveillance in educational settings, ethnographers have an ever-increasing role to play in reframing dominant discourses of accountability in policy and practice conversations. A primary purpose of the University of Pennsylvania’s Center for Urban Ethnography (CUE) from its founding in 1970, and of the Ethnography in Education Research Forum since its beginnings in 1980, has been to encourage and support field research applying anthropological, folkloristic and linguistic skills to the study of American cities, with priority given to the study of ethnic groups in Philadelphia. An early CUE research effort was an ethnographic project in Philadelphia public schools directed toward collaborative monitoring of the effects and consequences of programs and policies in terms of countering educational inequities and advancing social justice.
In keeping with this research tradition, and in today’s transformed educational landscape, the 36th Ethnography Forum invites exploration of methodological alternatives and modes of collaboration in ethnographic research on education. How do proposals such as ethnographic monitoring, practitioner inquiry, decolonizing methodologies, culturally responsive methodologies, and other participatory ethnographic approaches invite, value and respect the teachers, learners, schools and communities we work with? How might ethnographers invite deeper engagement and self-reflection by all of us as we work to create more socially just educational policies and practices?
See proposal guidelines on the attached file [Only on MyUMBC Groups]
]]>
36th Ethnography in Education Research Forum February 27-28, 2015 Penn Graduate School of Education Inequality, Poverty, and Education: An Ethnographic Invitation Given the vast array...
http://www.gse.upenn.edu/cue/forum
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Mon, 15 Sep 2014 09:32:30 -0400
Mon, 15 Sep 2014 09:35:14 -0400
Filling the Page
by Craig Berger
If you're like me, you've found yourself in this position before: sitting at your computer with Microsoft Word on the screen and ready to go, staring at a blank document, typing 58 first sentences and repeatedly hitting backspace, erasing each one. Coffee doesn't help. Music doesn't help. Nothing I write is good enough. I think I know what I want to say, but the words just don't fully capture the point. And whatever I do end up writing, I don't want to be misunderstood.
It sounds like writer's block, but it didn't take long for me to realize it was much more than that. I felt this sense of pressure to get it right a number of times as an undergraduate student and in grad school, leading me to develop a chronic case of procrastination born out of a fear of not being perfect. I feared committing to words because I didn't want people to attribute opinions, words, or thoughts to me that I didn't mean to communicate.
As I look back now, I realize that this frustration wasn't just restricted to those late-night binge writing sessions; those moments were just microcosms for how I was experiencing life. What if I tried things and failed? What if I raised my hand to answer a question in class and I completely whiffed on the answer, in public? What if I ran for a student government position and lost? What if I cared about an issue, began working on it, and either ran out of time or ran into a wall? And worst of all, what if I acknowledged this fear and learned that no one else felt like I did?
I remember looking around and wondering of my peers, "how is it so easy for them to put things down on paper?" "How do they speak in class so confidently, with no apparent care in the world?" "How do they get break after break?" These thoughts became increasingly paralyzing, as they led me to constantly conduct cost/benefit analyses with everything I experienced. The result was years of relying on luck, half-measures, and nights of no sleep. After all, if I didn't invest 100 percent, if I didn't give myself enough time to put all of my energy into assignments, I had that crutch on which I could rely: I didn't get the best grade/result, but I know that if I had actually, fully tried, I would have.
Not until grad school did I realize how much I was depriving myself of life by thinking that way. To their credit, my parents always told me that I am who I am and that all I needed to do was to try my best. But society tells us we need to be perfect, and this pressure to do well, to be fully understood, and to be well-liked by my peers made it tough to abide by my parents' ostensibly relaxed standard.
If I could go back in time 10 years and give myself advice, I'd say this: just write. You don't have to be perfect. It's OK to not be fully bought into the words you use, or actions you take, or even to an identity you own. Regardless of how well they may hide it, everyone else is fighting a hard battle in one way or another, and the more you obsess about your deficiencies in relation to their strengths, the fewer gifts you observe in yourself. If you're misunderstood when trying to say something or do something you actually believe, is anyone going to remember that moment in time in, say, 75 years? Probably not. They're more likely to remember that you were the best you that you could be, and in being that person, you made others feel like they could be the same.
Co-Create UMBC is a blog for and about UMBC, written by David Hoffman and Craig Berger from UMBC Student Life. Join the Co-Create UMBC group on MyUMBC. Like Co-Create UMBC on Facebook. And follow David and Craig on Twitter.
]]>
by Craig Berger If you're like me, you've found yourself in this position before: sitting at your computer with Microsoft Word on the screen and ready to go, staring at a blank document, typing...
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Sun, 14 Sep 2014 17:41:00 -0400
CFP: Conference on Multilingualism and Multiculturalism
Deadline October 17, 2014
Conceptualizing, Investigating, and Practicing Multilingualism and Multiculturalism
Georgetown University Graduate Student Conference
Date: February 27 - 28, 2015 Georgetown University
Keynote Speakers:
Heidi Byrnes, Georgetown University
Anna De Fina, Georgetown University
With the publication of the Modern Language Association's 2007 Report "Foreign Languages and Higher Education: New Structures for a Changed World", the terms multilingualism and multiculturalism have received heightened attention and been expanded to include the ideas of translingual and transcultural competence. While many scholars have defined multilingualism as the ability to communicate in more than one language (Cenoz, Hufeisen, & Jessner, 2003; Li, 2008), other conceptualizations, particularly those influenced by third language acquisition studies and functional definitions of language, reconceive multilingualism as the ability to use multiple languages as “resources” contingent upon communicative needs and social contexts (Cenoz, 2013).
Even as definitions of multilingualism expand, as seen in scholarly contributions to the "Annual Review of Applied Linguistics 33, (2013)", it is still refracted most typically through the lens of monolingualism and conceptualized through nation-state-centered perspectives (Yildiz, 2012). To address this concern, scholarly work is now exploring such concepts as transculturalism and -lingualism, which are being defined as the studies of power relationships/formations and meaning-making in language throughout history as one acknowledges the multiplicity of one's identity and position in the nation state (Cuccioletta, 2002; Lewis, 2002). Within this field, scholars (e.g., Appadurai, 1996; Bhaba, 1990; Mani, 2007; Seyhan, 2001) explore aesthetics, political claims, and such phenomena as cosmopolitan citizenship that unsettle concepts of home, belonging, and culture, which can redress the ruptures in history, collective memory, and language. In light of widespread globalization, we are interested in definitions of multi/translingualism, multi/transculturalism, and related terms that move away from essentialized and idealized notions of the nation-state (Cook, 1992; Kramsch, 2014). We are also interested in exploring the critical relationships between how multilingualism/multiculturalism is acquired in educational and other contexts, reflected upon and portrayed in artistic-literary-social media, and acknowledged, valued, or rejected in political and institutional action.
Keeping these foci and associated challenges in mind, our conference engages multilingualism and multiculturalism with an explicitly critical orientation in order to refine these terms in light of research and practice in literary and visual cultural criticism, history, linguistics, anthropology, and second/third/foreign language teaching and learning.
Possible topics for 20-minute presentations include but are not limited to:
- Pedagogical practices and implications of multilingualism/multiculturalism
- Multi/transcultural and/or multi/translingual practices and representations in literature, film, visual media, performance, etc.
- Politics of power and access in multilingual societies
- Governmental and institutional responsibilities in multilingual societies
- Multi/translingualism and the brain
- Bi/multilingual language acquisition
- Multilingualism and language assessment
- Globalization, migration, and transnational identities
Please submit abstracts of 250--300 words (including paper title, institutional affiliation and contact details) by 17 October 2014 to
GUGradConference@gmail.com. Notification of acceptances will be sent by 1 November 2014. The conference will begin 27 Feb. at 3:00pm and end 28 Feb. at 7:00pm.
For More information, please visit website.
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Conceptualizing, Investigating, and Practicing Multilingualism and Multiculturalism Georgetown University Graduate Student Conference Date: February 27 - 28, 2015 Georgetown University...
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Fri, 12 Sep 2014 10:41:32 -0400
Fri, 12 Sep 2014 10:43:04 -0400
Real People Profiles: Denise Meringolo
We're asking some of the people you might encounter on the UMBC campus, including students, faculty, staff and alumni, to answer a few questions about themselves and their experiences. These are their responses.
Name: Denise Meringolo
Hometown: I've lived all over. I was born in New York. I spent my childhood in Illinois and Ohio. I generally say I'm from Oceanport, NJ, where I went to High School. I've lived in Northern Virginia for nearly 25 years. So, that's home!
Q: How long have you been at UMBC?
A: I am just starting my 9th year at UMBC. I started in the fall of 2006.
Q: What is your current title (job or student organization position)?
A: I am Associate Professor of History and Director of Public History.
Q: In 12 words or less, what role(s) do you play on campus?
A: Teacher, Mentor, Public Historian, GEC Committee Chair, Engaged Scholar, Orser Center Adviser.
Q: What aspect of your UMBC role(s) do you enjoy most?
A: I chose the term "engaged scholar," because that best captures the role I enjoy most at UMBC, but it is something of a cheat. For me, good scholarship, good teaching, and involvement in my profession and in our university all presuppose an ability to make connections. Engaged scholars develop and facilitate active, collaborative working relationships with a variety of partners and stakeholders. We recognize that sharing both the process of inquiry and the process of interpretation can produce more broadly meaningful forms of scholarship and create more memorable learning environments. We always approach our work from a position of service. So, as long as I am able to hold true to that deeply held value system and approach, I enjoy all of my roles at UMBC.
Q: What is the most important or memorable thing you learned in college/have learned at UMBC?
A:The most important thing I have learned during my time at UMBC is that I do not have to be afraid to try new things. I am remarkably lucky to work for a University that welcomes innovation and promotes collaboration. When I want to try something new, all I have to do is ask and I will find potential partners and a broad system of support.
Q: What is one way you have worked with others to make a positive difference at UMBC or in another community?
A: My public history students and I have been working in partnership with Baltimore Heritage, a preservation advocacy organization, since 2012. Students have provided crucial support to the two-person staff, conducting research and developing content for a smart phone application that connects visitors to historic places in and around the city. Beyond the nuts and bolts of content development, this work has had several meaningful outcomes. First, our collaboration helped Baltimore Heritage to think more broadly about the ways in which historians connect people and places. While preservationists understand the value of architectural history and the appeal of old buildings, they may not as easily recognize that the beauty of a building may not lie in its facade. It may rest in the role that space played in fostering a sense of community. Working together, students and staff bridged both perspectives. Second, our collaboration helped students connect more deeply with the city of Baltimore and its diverse communities. Every semester, at least one student expresses surprise and delight at the way in which historical exploration and collaborative inquiry can make places feel familiar and people feel connected. That is the most important lesson I can teach.
Q: Complete this sentence: "I am a big fan of __________"
A: The Washington Nationals, especially Denard Span.
Q: Do you have any UMBC stories, little-known facts about UMBC, favorite spots on campus, or anything else you’d like to share?
A: Every time I walk through the green space between the Commons and the RAC, I am transported back to my own college days and the time I spent lazing around in the quad. Enjoy these days!The Society for Cross-Cultural Research (SCCR) has recently posted a call for papers for their 44th Annual meeting which will be held February 18-21 in Albuquerque, New Mexico.
Prospect participants are invited to
submit proposals (conference paper, poster, symposium and conversation hour) on a general topic related to cross-cultural and comparative research.
The abstract submission deadline is November 24, 2014.
These are the keynote speakers for SCCR 2015:
Richard Shweder, University of Chicago
Patricia Greenfield, University of California, Los Angeles
Usha Menon, Drexel University
Robert Serpell, University of Zambia
For information about the SCCR 2015 meeting, please find the link below.
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The Society for Cross-Cultural Research (SCCR) has recently posted a call for papers for their 44th Annual meeting which will be held February 18-21 in Albuquerque, New Mexico. Prospect...
http://indstate.edu/SCCR2015/
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Thu, 11 Sep 2014 13:03:51 -0400
Thu, 11 Sep 2014 13:06:13 -0400
Conference to prepare undergrads for grad school. GEM GRADLab: Sat. Sept. 20,2014
Calling all STEM undergraduates in the region!
Are you a STEM undergraduate student who is thinking about graduate school?
This FREE conference is for you!
Do you know someone who should be thinking about making plans for graduate study? If so, we have a conference that is designed just for them! If not, surely you can find people within your academic or personal circles who can begin to think about graduate study … even as a freshman or sophomore!
The A. James Clark School of Engineering at the University of Maryland College Park is hosting a
GEM GRAD Lab on Saturday, September 20, 2014.
Facilitators: The National GEM Consortium. The GEM Mission: The mission of The National GEM Consortium is to enhance the value of the nation’s human capital by increasing the participation of underrepresented groups (African Americans, American Indians, and Hispanic Americans) at the master’s and doctoral levels in engineering and science.
Hosts: A. James Clark School of Engineering, the University of Maryland College Park’s Center for Minorities in Science and Engineering: Established in 1981 as a unit within the School of Engineering, the Center for Minorities in Science and Engineering provides academic support services and outreach programs designed to recruit, retain, and graduate African American, Hispanic American, and Native American engineering students.
Co-sponsors: The National Science Foundation’s PROMISE: Maryland’s Alliance for Graduate Education and the Professoriate: PROMISE: Maryland’s AGEP is a university system-wide effort for the state of Maryland to facilitate underrepresented STEM graduate student and postdoctoral professional development and pathways to careers. UMBC leads the alliance that consists of all 14 colleges, universities, and regional education centers in the University System of Maryland, four community colleges, and a former NSF Model Institution of Excellence Hispanic Serving Institution in Puerto Rico. PROMISE has been a critical catalyst for increasing enrollment, retention, and graduation rates of underrepresented minorities.
Co-hosts: Howard University, Penn State, Virginia Tech, University of Virginia, and the University of Maryland Baltimore County (UMBC) via PROMISE.
Download a high resolution of the flyer here: https://promiseagep.files.wordpress.com/2014/09/sept_20_2014gem_gradlabflyer.pdf
Registration includes print materials, breakfast refreshments, lunch, access to the resource fair, information from speakers, and opportunities to network with representatives from graduate programs. Registration is free
AGENDA: https://www.gemfellowship.org/events/grad-lab/41-events/grad-lab/419-gl-maryland-agenda-2014
PROMISE: Maryland’s AGEP is one of the co-hosts, along with Howard University, the University of Virginia, Penn State, and Virginia Tech. As part of PROMISE, undergraduate students from all schools within the University System of Maryland are invited to attend.
TRANSPORTATION
We will sponsor a bus from UMBC to go to College Park on Saturday, September 20. The bus is available to students from any school within the USM who is interested in attending. Undergraduate students, graduate student mentors, postdoctoral mentors, staff and faculty mentors are all welcome to ride the bus. Details for the bus will be posted in the comments section below after all details are finalized.
Those who are interested in taking the bus should register for the GRAD Lab and send an email to
promisestaff@gmail.com with the subject:
BUS for 2014 GRADLab, with name, email, phone, number, school, and major. The bus is generously sponsored by the
Meyerhoff Scholars Program at UMBC.Please check this page regularly for updates, and register today!
REGISTRATION: https://egem.gemfellowship.org/entrypoint/EntryPoint.aspx?eventID=10118
THIS EVENT IS FREE!
]]>
Calling all STEM undergraduates in the region! Are you a STEM undergraduate student who is thinking about graduate school? This FREE conference is for you! Do you know someone who should...
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Conference to prepare undergrads for grad school. GEM GRADLab: Sat. Sept. 20,2014
Calling all STEM undergraduates in the region!
Are you a STEM undergraduate student who is thinking about graduate school?
This FREE conference is for you!
Do you know someone who should be thinking about making plans for graduate study? If so, we have a conference that is designed just for them! If not, surely you can find people within your academic or personal circles who can begin to think about graduate study … even as a freshman or sophomore!
The A. James Clark School of Engineering at the University of Maryland College Park is hosting a
GEM GRAD Lab on Saturday, September 20, 2014.
Facilitators: The National GEM Consortium. The GEM Mission: The mission of The National GEM Consortium is to enhance the value of the nation’s human capital by increasing the participation of underrepresented groups (African Americans, American Indians, and Hispanic Americans) at the master’s and doctoral levels in engineering and science.
Hosts: A. James Clark School of Engineering, the University of Maryland College Park’s Center for Minorities in Science and Engineering: Established in 1981 as a unit within the School of Engineering, the Center for Minorities in Science and Engineering provides academic support services and outreach programs designed to recruit, retain, and graduate African American, Hispanic American, and Native American engineering students.
Co-sponsors: The National Science Foundation’s PROMISE: Maryland’s Alliance for Graduate Education and the Professoriate: PROMISE: Maryland’s AGEP is a university system-wide effort for the state of Maryland to facilitate underrepresented STEM graduate student and postdoctoral professional development and pathways to careers. UMBC leads the alliance that consists of all 14 colleges, universities, and regional education centers in the University System of Maryland, four community colleges, and a former NSF Model Institution of Excellence Hispanic Serving Institution in Puerto Rico. PROMISE has been a critical catalyst for increasing enrollment, retention, and graduation rates of underrepresented minorities.
Co-hosts: Howard University, Penn State, Virginia Tech, University of Virginia, and the University of Maryland Baltimore County (UMBC) via PROMISE.
Download a high resolution of the flyer here: https://promiseagep.files.wordpress.com/2014/09/sept_20_2014gem_gradlabflyer.pdf
Registration includes print materials, breakfast refreshments, lunch, access to the resource fair, information from speakers, and opportunities to network with representatives from graduate programs. Registration is free
AGENDA: https://www.gemfellowship.org/events/grad-lab/41-events/grad-lab/419-gl-maryland-agenda-2014
PROMISE: Maryland’s AGEP is one of the co-hosts, along with Howard University, the University of Virginia, Penn State, and Virginia Tech. As part of PROMISE, undergraduate students from all schools within the University System of Maryland are invited to attend.
TRANSPORTATION
We will sponsor a bus from UMBC to go to College Park on Saturday, September 20. The bus is available to students from any school within the USM who is interested in attending. Undergraduate students, graduate student mentors, postdoctoral mentors, staff and faculty mentors are all welcome to ride the bus. Details for the bus will be posted in the comments section below after all details are finalized.
Those who are interested in taking the bus should register for the GRAD Lab and send an email to
promisestaff@gmail.com with the subject:
BUS for 2014 GRADLab, with name, email, phone, number, school, and major. The bus is generously sponsored by the
Meyerhoff Scholars Program at UMBC.Please check this page regularly for updates, and register today!
REGISTRATION: https://egem.gemfellowship.org/entrypoint/EntryPoint.aspx?eventID=10118
THIS EVENT IS FREE!
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Calling all STEM undergraduates in the region! Are you a STEM undergraduate student who is thinking about graduate school? This FREE conference is for you! Do you know someone who should...
http://promiseagep.wordpress.com/2014/09/10/conference-to-prepare-undergrads-for-grad-school-gem-gradlab-sat-sept-202014/
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Do you know about the career/life balance policies for GAs?
As a graduate student you are entitled to different benefits
Sick
Leave
If a GA becomes ill, sick leave should be supported
collegially, up to 40 hours during the contract year (this includes summer term
for GAs supported during the summer session). After four consecutive days of
sick leave, the supervisor may require the GA to provide a letter from a
physician or other licensed health care professional that states (1) the nature
of the illness; (2) that the GA can or cannot return to work for health reasons;
and, (3) the duration of the required sick leave. This letter can be submitted
upon the GA’s return to work. Sick days should be recorded on time sheets using
standard leave codes.
Maternity Leave
Maternity
leave is not regarded as sick leave. If maternity leave is required, it should
be discussed with the GA’s Graduate Program Director or supervisor as soon as
possible. Whereas maternity leave arrangements should be made to fit the
individual circumstances, all arrangements must include a 6 week minimum post birth
recovery period. Leave arrangements greater than 10 weeks require extenuating
circumstances. All maternity leave agreements must be approved by the Associate
Dean of the Graduate School. A central pool of funding will be available to
reimburse, upon request from the department, the cost of stipends of GAs on maternity
leave.
![]()
For more reference, please click on the link on below
This update is provided as part of the UMBC's new Career-Life Balance Initiative. #LIFE
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Sick Leave If a GA becomes ill, sick leave should be supported collegially, up to 40 hours during the contract year (this includes summer term for GAs supported during the summer session)....
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PROMISE @ UMBC: Graduate Student Development
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Dr. Joan Kang Shin Featured in UMBC Magazine
UMBC Magazine has included in its more recent issue a wonderful article about Dr. Joan Kang Shin ’08. The article highlights Dr Shin’s important contribution to the professional development of EFL teachers in different parts of the world. Also, the piece gathers testimonies from teachers and students who praise Dr. Shin’s invaluable work and insights into the teaching of English.
More importantly, Dr. Shin acknowledges the work of the LLC program, Dr. Jodi Crandall, and various LLC students/graduates she is currently collaborating with.
We invite you to read this fabulous article about Dr. Shin (see link below).
Some information about Dr. Shin
Dr. Joan Kang Shin is currently an Education Professor of Practice and the director of the TESOL professional training programs at UMBC.
She has been awarded the 2013 Ben Warren International House Trust Prize for her book Teaching Young Learners English (National Geographic Learning/Cengage Learning, 2013). Shin coauthored the book with JoAnn Crandall, Professor Emerita and former Director of the LLC.
Dr. Shin and Dr. Jodi Crandall are the series co-editors for Our World (National Geographic Learning/Cengage Learning, 2013) Which has been nominated for the ELTon award, a prize for English-language teaching given annually by the British Council.
Shin and Crandall are also currently working on a companion series for pre-elementary students, Welcome to Our World.
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UMBC Magazine has included in its more recent issue a wonderful article about Dr. Joan Kang Shin ’08. The article highlights Dr Shin’s important contribution to the professional development of EFL...
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Your UMBC Bucket List
by Craig Berger
If one of your goals was to attend a university with a nationally-ranked athletic team, you can cross that off your list. Now the question is, what's on your UMBC Bucket List: the experiences you want to be sure you stockpile while you have the chance? Sharing our lists at the start of the year has become a tradition. It's a way of holding ourselves accountable for making sure we have the experiences at UMBC we don't want to miss.
I've been able to cross a good number of goals off of my list over the past couple of years (I'm about to begin my 4th at UMBC), but I still have many left, including writing in (or even reading) the journal in the Rock Garden on campus, attending events I've yet to experience (like one of each athletic event and a concert in that beautiful new Concert Hall in the Performing Arts and Humanities Building), and exploring places on campus I've never seen from the inside (like the WMBC radio station, for example). Finally, one of the bigger items: I'd also love to host a Presidential or Vice Presidential debate at UMBC.
So what's on your bucket list? Check out the lists people posted last year, in 2012, and in 2011 for inspiration, then share your list (in a comment). Let's help each other follow through.
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by Craig Berger If one of your goals was to attend a university with a nationally-ranked athletic team, you can cross that off your list. Now the question is, what's on your UMBC Bucket List: the...
http://cocreateumbc.blogspot.com/2014/09/your-umbc-bucket-list.html
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Co-Create UMBC
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