CASIE Newsletter
Employment Opportunities
Please send any employment opportunities you would like to advertise here to morcoml @ queensu.ca.
Location: Bishop's University
Position: Canada Research Chair
Deadline: Ongoing; review of applications beginning Nov. 1, 2020
For more information, click here.
Location: Bishop's University
Position: Canada Research Chair
Deadline: Ongoing; review of applications beginning Nov. 1, 2020
For more information, click here.
Location: University of New Brunswick Fredrickton
Position: Tenure-Track Position in Indigenous Literatures of Turtle Island
Deadline: October 1, 2020
For more information, click here.
Position: Tenure-Track Position in Indigenous Literatures of Turtle Island
Deadline: October 1, 2020
For more information, click here.
Location: Labrador Institute of Memorial University
Position: 5 Tenure-track or tenured academic appointments for First Nation, Inuit, and Metis candidates in their preferred discipline
Deadline: Nov. 30, 2020
For more information, click www.mun.ca/vpacademic/recruitment/career.php?id=1045.
Position: 5 Tenure-track or tenured academic appointments for First Nation, Inuit, and Metis candidates in their preferred discipline
Deadline: Nov. 30, 2020
For more information, click www.mun.ca/vpacademic/recruitment/career.php?id=1045.
Calls for Papers
Call for Chapter Proposals: Teaching and Learning through Place, People and Practices
A chapter proposal is welcomed to an edited book by Kahente Horn-Miller and Margaret Kress on Teaching and Learning through Place, People and Practices: A Global Intersection of Righting Relations in Indigenous Land-Based Education (tentative title). This project is under consideration with Canadian Scholars'/ Women's Press. The book's 25 chapters will take an intersectional approach to Indigenous land-based or place-based education, and explore traditional ecological philosophies, knowledges and practices around the globe.
Please click here for the full Call for Proposals.
Call for Papers: Education in the North Special Issue: Circumventing Polarities, Rethinking Education to Disrupt Marginality. The global north under many guises has long dominated relations with the global south. Education's role within this and within more recent efforts to challenge these power relations is significant. The educational paradigms colonial powers left in place within colonised territories have left a long legacy. Indigenous pedagogies and knowledge practices are reasserting themselves and forming networks in ways that disrupt north-south normative power relations and open up new possibilities for who has what to teach whom about right living, distribution of wealth and sustained wellbeing. This special issue seeks to explore these developments as they play out across localities and levels of education and as they cross disciplinary divisions. We welcome articles that research changing perspectives, practices and partnerships including, but not limited to:
• Sustained Development;
• Health and Wellbeing;
• Expressive Arts;
• Religious and philosophical studies;
• History of education.
Expressions of interest are due Friday, Oct. 2, and manuscripts are due Friday, Nov. 2020. Click here for the full call for papers.
A chapter proposal is welcomed to an edited book by Kahente Horn-Miller and Margaret Kress on Teaching and Learning through Place, People and Practices: A Global Intersection of Righting Relations in Indigenous Land-Based Education (tentative title). This project is under consideration with Canadian Scholars'/ Women's Press. The book's 25 chapters will take an intersectional approach to Indigenous land-based or place-based education, and explore traditional ecological philosophies, knowledges and practices around the globe.
Please click here for the full Call for Proposals.
Call for Papers: Education in the North Special Issue: Circumventing Polarities, Rethinking Education to Disrupt Marginality. The global north under many guises has long dominated relations with the global south. Education's role within this and within more recent efforts to challenge these power relations is significant. The educational paradigms colonial powers left in place within colonised territories have left a long legacy. Indigenous pedagogies and knowledge practices are reasserting themselves and forming networks in ways that disrupt north-south normative power relations and open up new possibilities for who has what to teach whom about right living, distribution of wealth and sustained wellbeing. This special issue seeks to explore these developments as they play out across localities and levels of education and as they cross disciplinary divisions. We welcome articles that research changing perspectives, practices and partnerships including, but not limited to:
• Sustained Development;
• Health and Wellbeing;
• Expressive Arts;
• Religious and philosophical studies;
• History of education.
Expressions of interest are due Friday, Oct. 2, and manuscripts are due Friday, Nov. 2020. Click here for the full call for papers.
Awards and Nominations
Indspire Guiding the Journey - Indigenous Educator Awards
Educator Awards: Any person in Canada may nominate educators who:
- Demonstrate outstanding achievement in Indigenous education
- Canadian born or Permanent Canadian residents
- Practicing K-12 educators in a classroom
Organization Award: Any person in Canada may nominate organizations/schools that:
- Demonstrate outstanding achievement in Indigenous education
- Canadian school, School Board or Organization
- Have practicing K-12 educators
For more information, visit the Indspire website.
