36th Ethnography in Education Research Forum February 27-28, 2015

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?

For more information about the Ethnography in Education Forum, visit http://www.gse.upenn.edu/cue/forum or email cue@gse.upenn.edu.

For proposal submission, visit http://www.conftool.com/forum2015/. The proposal deadline is October 1, 2014.

See proposal guidelines on the attached file [Only on MyUMBC Groups]

Georgetown University Graduate Student Conference

Date: February 27 - 28, 2015 Georgetown University

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:

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.

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 more information about the SCCR, please visit: http://www.sccr.org

For information about the SCCR 2015 meeting, please find the link below.

UMBC's Alumni House is looking for several students to work as Phonathon Assistants! Easy pay, evening hours on campus, contacting alums of UMBC soliciting financial support. And as INDS majors, you would be directly calling INDS alums! You would share your enthusiasm for UMBC and INDS, and hearing about their experiences as a student! This is a great opportunity to gain valuable experience in public relations, communications and marketing.

Click here for more information and the online application!