CASIE Newsletter
Employment Opportunities
Institution: Bishop's University
Position: Indigenous Scholar in Education
Deadline: March 18th - 2022
For more information:
Please click on the English version here and, French version here.
Institution: Trent University
Position: Indigenous Gender/Performance or Indigenous Methodologies - 2 Hires
Deadline: February 25th - until filled.
For more information:
Please click here and here.
Institution: University of Alberta
Position: Aboriginal Teacher Education Program (ATEP) & Indigenous Peoples Education Program - Assistant Professor
Deadline: Opened January 31st, 2022 - until filled.
For more information:
Please click here.
Institution: Mount Saint Vincent University
Position: Indigenous community-based researcher in Education at the Assistant Professor rank
Deadline: February 7th, 2021
For more information:
Please click here.
Institution: Wilfrid Laurier University - Waterloo Campus
Position: Tenure-Track in Indigenous Education (Open Rank)
Deadline: Until filled
For more information:
Please click here.
Institution: University of British Columbia
Position: Assistant Professor in Indigenous Teacher Education, Human Development, Learning, and Culture in the Faculty of Education.
Deadline: Open until ideal candidate is found; ideal start date October 31st, 2021
For more information: https://educ.ubc.ca/education-careers/
Position: Indigenous Scholar in Education
Deadline: March 18th - 2022
For more information:
Please click on the English version here and, French version here.
Institution: Trent University
Position: Indigenous Gender/Performance or Indigenous Methodologies - 2 Hires
Deadline: February 25th - until filled.
For more information:
Please click here and here.
Institution: University of Alberta
Position: Aboriginal Teacher Education Program (ATEP) & Indigenous Peoples Education Program - Assistant Professor
Deadline: Opened January 31st, 2022 - until filled.
For more information:
Please click here.
Institution: Mount Saint Vincent University
Position: Indigenous community-based researcher in Education at the Assistant Professor rank
Deadline: February 7th, 2021
For more information:
Please click here.
Institution: Wilfrid Laurier University - Waterloo Campus
Position: Tenure-Track in Indigenous Education (Open Rank)
Deadline: Until filled
For more information:
Please click here.
Institution: University of British Columbia
Position: Assistant Professor in Indigenous Teacher Education, Human Development, Learning, and Culture in the Faculty of Education.
Deadline: Open until ideal candidate is found; ideal start date October 31st, 2021
For more information: https://educ.ubc.ca/education-careers/
Calls for Papers
Call for Proposals
Title: Arts Education: A Global Affair
Editor: Bernard W. Andrews, University of Ottawa, Canada
E-mail:b.w.andrews@uottawa.ca
Description of the Project:
Arts education programs and research have increased significantly across the globe since the beginning of the century. Alternate forms of arts instruction, such as small-group learning, individualized instruction and the learning circle, and new forms of arts-based research, such as ethnodrama, a/r/t/ography and poetic inquiry, have arisen and made significant contributions to the arts education community. Moreover, teaching and research in arts education have changed significantly as a consequence of the world-wide pandemic, Covid-19. Emerging variants have exacerbated the situation and show no signs of subsiding. In response to these challenges, arts educators and researchers have developed new modes of instructional delivery and data collection. These include asynchronous, synchronous, hybrid and bi-modal online learning, and online questionnaires, surveys, focus groups, and video interviews. This peer-reviewed book, entitled Arts Education: A Global Affair, published by Brill of Leiden, The Netherlands will highlight the adaptations that arts educators and researchers have undertaken to successfully adjust to the new reality in education. This book will provide a valuable resource for students, teachers, professors and researchers in the arts disciplines, media studies, education, and cultural studies.
Timeline:
Title: Arts Education: A Global Affair
Editor: Bernard W. Andrews, University of Ottawa, Canada
E-mail:b.w.andrews@uottawa.ca
Description of the Project:
Arts education programs and research have increased significantly across the globe since the beginning of the century. Alternate forms of arts instruction, such as small-group learning, individualized instruction and the learning circle, and new forms of arts-based research, such as ethnodrama, a/r/t/ography and poetic inquiry, have arisen and made significant contributions to the arts education community. Moreover, teaching and research in arts education have changed significantly as a consequence of the world-wide pandemic, Covid-19. Emerging variants have exacerbated the situation and show no signs of subsiding. In response to these challenges, arts educators and researchers have developed new modes of instructional delivery and data collection. These include asynchronous, synchronous, hybrid and bi-modal online learning, and online questionnaires, surveys, focus groups, and video interviews. This peer-reviewed book, entitled Arts Education: A Global Affair, published by Brill of Leiden, The Netherlands will highlight the adaptations that arts educators and researchers have undertaken to successfully adjust to the new reality in education. This book will provide a valuable resource for students, teachers, professors and researchers in the arts disciplines, media studies, education, and cultural studies.
Timeline:
- Call for abstracts to the editor – April 1st, 2022
- Completed chapters (blinded) – September 1st, 2022
- Review process – September 1st, 2022 – January 1st, 2023
- Re-writing and Chapter completion – January 1st – April 1st, 2023
- Formatting – April 1st, 2023 – May 1st, 2023
- Final manuscript – May 1st, 2023
Awards and Nominations
2022 CASIE Graduate Student Award
The Canadian Association for the Study of Indigenous Education (CASIE/ACEEA), as an associate member in the Canadian Society for the Study of Education (CSSE), has the responsibility for providing forums for scholarly discussion related to Indigenous education within CSSE, within Canadian Faculties of Education, and in society at large. The Association’s mission is to promote the study of Indigenous education among faculty members, students, and others in Canada and abroad. In order to carry out this mission, CASIE/ACEEA is happy to call for applications for the 2022 CASIE/ACEEA Graduate Student Award.
As an organization committed to promoting Indigenous peoples and education, CASIE/ACEEA encourages the submission of scholarly work from Indigenous graduate students for presentation at CASIE/ACEEA’s annual conference each year. Presentations that explore Indigenous education issues and methodologies, or have at their centre research on Indigenous peoples and education, are welcome. CASIE/ACEEA encourages proposals that broaden the definition of traditional scholarship to include innovative and creative research.
All university graduate students may submit an application for the Award, which is intended to support participation in Congress. Preference will be given to Indigenous student applicants (please describe your community affiliations in your cover letter). Submitters must be current members of CASIE/ACEEA, must have current graduate student status or have graduated less than one year from the date of the award, and must have proposed a presentation for the CSSE annual conference (ideally for CASIE but not necessarily). The applicant must be supported by a statement of nomination from a faculty member who can serve as a reference for the student and their work.
Please send complete applications by email to CASIE/ACEEA by March 1st, 2022. Once applications have been received, the executive committee of CASIE/ACEEA will read and adjudicate the nominations. (In the event of any conflicts of interest, committee members will recuse themselves.)
In order to move forward to adjudication, applications must include the following:
- A brief cover letter/statement introducing yourself and explaining why you wish to be considered (email format is fine);
- A copy of the proposal you submitted for the 2022 CSSE conference;
- A very brief statement of support/nomination from a faculty member (email format is fine).
Please send applications via email to Aubrey Hanson, ajhanson@ucalgary.ca with “CASIE Graduate Student Award” in the subject line.
CASIE Executive 2021-2022: Aubrey Hanson, Jennifer MacDonald, Sara Davidson, Jackson Pind, Sharla Peltier, & Rebecca Stroud-Stasel
CACS – ACÉC Cynthia Chambers Master’s Thesis Award
In her provocative address of what was absent or underrepresented in the landscape of curriculum studies in Canada, Cynthia Chambers – whose life writing as a form of inquiry and Indigenous Studies research around Indigenous literacies of place has inspired educational thinkers in Canada and beyond – challenged scholars “to write a topography for curriculum theory, one that begins at home but journeys elsewhere” (1999, p. 148). In honour of Dr. Chambers, the Canadian Association for Curriculum Studies (CACS) annually awards the Cynthia Chambers Thesis Award for an outstanding Master’s thesis in curriculum studies in Canada. This award is intended for students who defended a thesis at a Canadian university in the calendar year preceding the application deadline of February 7th, 2022. The thesis may be presented in either English or French.
Chambers, C. 1999. “A Topography for Canadian Curriculum Theory.” Canadian Journal of Education 24 (2): 137–150. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/2749
Prize The winner of the CACS Cynthia Chambers Thesis Award will receive a plaque and expenses to participate in the 2022 CACS Celebration, which will take place as part of the CSSE Annual Conference, May 14 - 20, 2022.
Submission Requirements Interested applicants or their thesis supervisors should submit the following, as three separate electronic MS Word files:
- A cover page providing the following information: applicant’s name; current address, phone and e-mail; the name of the university where the study was completed; the name of the supervisor(s) and the external examiner; the defense date
- An abstract of no more than 1000-1200 words (1000 for English and 1200 for French), which includes the full title and a brief description of the intent, design and results of the inquiry, to make the case that the submission meets the criteria of the award, i.e., that the thesis is pertinent, original and makes a significant contribution to curriculum studies research in Canada
- A current copy of the applicant’s curriculum vitae.
Deadline for submissions: February 7, 2022
Please write “Chambers Award” in the subject line of the email, which is to be sent to Avril Aitken aaitken@ubishops.ca
Incomplete submissions and hard copies will not be considered. [Note: There is an out-of-office message, but I will be checking for submissions].
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.
