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Tag Archives: Education and Social Justice

images (8)EDUCATIONAL TECHNOLOGY AND SOCIAL JUSTICE

The SoJo Journal: Educational Foundations and Social Justice

Call for Papers

Special Issue on Educational Technology and Social Justice

The SoJo Journal: Educational Foundations and Social Justice Education is soliciting manuscripts for a special issue on educational technology and social justice.

The relationship between educational technology and social justice is an abundant and important conversation in educational literature, particularly in critical scholarship, where the perpetuation through technology of social reproduction, authoritarianism, the neo-liberal agenda, and environmental atrocities are exposed and interrogated.  For this special issue, we invite contributions that may incorporate but also move beyond such critiques to explore how educational technology is or can be utilized toward social justice goals.  These goals may include liberation, transformation, experiencing voice, and recognizing as well as challenging dominant discourses, hegemonic constructs, and oppressive conditions.

Contributors may consider questions including:

  • What is the meaning of social justice in relation to educational technology?
  • How do these two concepts intersect in current educational research and practice?
  • How is educational technology being utilized by teachers, teacher-educators, students, and researchers to achieve social justice aims?
  • What is required for technology to disrupt social conditions for marginalized individuals and groups?
  • What do educational administrators and policymakers need to do to contribute to these changes?

 

Manuscripts for publication consideration for this special issue should address the journal’s mission: to prepare and influence bold, socially responsible leaders who will transform the world of schooling.  Submissions for this issue may include research studies as well as conceptual, theoretical, philosophical, and policy-analysis essays that advance educational practices that challenge the existing state of affairs in society, schools, and (in)formal education.

Style Guidelines

All manuscripts must adhere to APA sixth edition format, include an abstract of 100-150 words, and range between 20 – 30 pages in length (including camera ready tables, charts, figures, and references). Two copies of the manuscript should be attached: a master copy including a title page and a blind copy with the title page and all other author-identifying information removed (including citations and references pertaining to any of the contributing authors’ works). Attachments should be in Microsoft Word.
Submissions should be submitted electronically via email by attachment by April 30, 2016 to SoJo Associate Editor, Julie Ficarra: jmficarr@syr.edu.

The SoJo Journal website: http://www.infoagepub.com/the-sojo-journal

 

***END***

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

images (20)THE SOJO JOURNAL: EDUCATIONAL FOUNDATIONS AND SOCIAL JUSTICE EDUCATION

Call for Papers: The SoJo Journal Issue #3
The SoJo Journal: Educational Foundations and Social Justice Education is soliciting manuscripts for its third issue.

The journal welcomes manuscripts that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy-analysis essays that advance educational practices that challenge the existing state of affairs in society, schools, and (in)formal education.

 

Style Guidelines

All manuscripts must adhere to APA sixth edition format, include an abstract of 100-150 words, and range between 20 – 30 pages in length (including camera ready tables, charts, figures, and references). Two copies of the manuscript should be attached: a master copy including a title page and a blind copy with the title page and all other author-identifying information removed (including citations and references pertaining to any of the contributing authors’ works). Attachments should be in Microsoft Word.

 
Submission Guidelines

Manuscripts for publication consideration for the third issue should be submitted electronically via email by attachment by April 30, 2016 to SoJo Associate Editor, Julie Ficarra at jmficarr@syr.edu.

 

Journal Contact

 

Bradley J. Porfilio

Editor-In-Chief

The SoJo Journal: Educational Foundations and Social Justice Education

California State University, East Bay

25800 Carlos Bee Blvd, Hayward, CA 94542

Phone: 609-339-5011

Email: bradley.porfilio@csueastbay.edu

 

Julie M. Ficarra
Associate Editor

Cultural Foundations of Education
Syracuse University

Email: jmficarr@syr.edu

 

The SoJo Journal website: http://www.infoagepub.com/the-sojo-journal

 

***END***

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Ruth Rikowski @ Academia: http://lsbu.academia.edu/RuthRikowski

Communisation

Communisation

THE SoJo JOURNAL: EDUCATIONAL FOUNDATIONS AND SOCIAL JUSTICE – CALL FOR PAPERS

The editorial team at The SoJo Journal: Educational Foundations and Social Justice Education is excited to invite you to be part of the journal’s inaugural issue as a reviewer and/or contributor. We are seeking scholars interested in being peer-reviewers for this and upcoming issues. Additionally, we invite you to submit a manuscript for the inaugural issue, to be published in fall 2015.

If you have any interest in being a reviewer, please reply with the following information:

-preferred email address
-institutional affiliations(s)
-a brief description of your areas of research/expertise (4 or 5 key words)

Finally, we encourage you to share this call with any of your colleagues and contacts who might be interested in reviewing and/or submitting. The full call is included below as well as attached as a PDF. Please feel free to contact me or the Editor-in-Chief, Brad Porfilio (bradley.porfilio@csueastbay.edu) with any questions.

We look forward to hearing from you!

David Wolken
Associate Editor – The SoJo Journal

—————————————-

The SoJo Journal

Educational Foundations and Social Justice Education

http://www.infoagepub.com/the-sojo-journal.html

 

CALL FOR PAPERS

The editorial team of The SoJo Journal: Educational Foundations and Social Justice Education is soliciting manuscripts for its inaugural issue. The journal is an international peer-reviewed journal of educational foundations. The Department of Educational Leadership at California State University, East Bay, whose mission is to prepare and influence bold, socially responsible leaders who will transform the world of schooling, is hosting the journal.

The journal welcomes manuscripts that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy-analysis essays that advance educational practices that challenge the existing state of affairs in society, schools, and (in)formal education.

Manuscripts for publication consideration for the inaugural issue should be submitted electronically via email by attachment by February 1, 2015 to Bradley J. Porfilio at bradley.porfilio@csueastbay.edu. The issue will be published in the fall of 2015.

Style Guidelines

All manuscripts must adhere to APA sixth edition format, include an abstract of 100-150 words, and range between 20 – 30 pages in length (including camera ready tables, charts, figures, and references). Two copies of the manuscript should be attached: a master copy including a title page and a blind copy with the title page and all other author-identifying information removed (including citations and references pertaining to any of the contributing authors’ works). Attachments should be in Microsoft Word.

Journal Contact

Bradley J. Porfilio, Editor-In-Chief, The SoJo Journal: Educational Foundations and Social Justice Education, California State University, East Bay, 25800 Carlos Bee Blvd, Hayward, CA 94542, Phone: 609-339-5011

Email: bradley.porfilio@csueastbay.edu

 

Associate Editors

David J. Wolken
Syracuse University

Nicholas D. Hartlep

Illinois State University

Lisa William-White

Sacramento State University

__________________

David Wolken

Teaching Assistant | Cultural Foundations of Education

Associate Editor | The SoJo Journal: Educational Foundations & Social Justice Education http://www.infoagepub.com/the-sojo-journal.html

350 Huntington Hall

Syracuse University
Syracuse, NY 13244

djwolken@syr.edu | 402-707-6700

 

**END**

‘Human Herbs’ – a song by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

Posted here by Glenn Rikowski

Glenn Rikowski @ Academia: http://independent.academia.edu/GlennRikowski

Glenn Rikowski @ ResearchGate: http://www.researchgate.net/profile/Glenn_Rikowski?ev=hdr_xprf

Online Publications at The Flow of Ideas: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

NYCoRE

NYCoRE

NEW YORK COLLECTIVE OF RADICAL EDUCATORS CONFERENCE 2014

5th Annual NYCoRE Conference

Radical Possibilities

Location: Brooklyn Community Arts and Media High School (BCAM)

300 Willoughby Avenue, Brooklyn, NY11205

Date: Saturday, March 15, 2014

 

Conference Overview:

Keynote Panel

Asean Johnson, 4th Grader and Education Activist Shoenice Reynolds, Education Activist and Asean’s mom

As those who spend time in schools well know, our schools do not function as bubbles. Both in individual interactions, and in large-scale policies, the inequities and injustices that permeate our society as a whole are keenly evident inside classrooms. To quote Jean Anyon, a scholar who has been an inspiration to many of us, an urban school “is an institution whose basic problems are caused by, and whose basic problems reveal, the other crises in cities: poverty, joblessness, and low-wages, and racial and class segregation” (2005, p. 177). In understanding the significant challenges faced by students, parents, and educators, these contextual factors cannot be ignored.

Even in the midst of these inequities, schools remain full of passion and potential. The joyful possibility of justice and liberation is at the heart of the work of teaching and learning, and is what sustains many educators in a policy climate that devalues and undermines their work. That possibility is called into being when a student takes a risk to express a dearly-held idea, when a parent-teacher conversation  transforms both participants, when a teacher realizes that maybe they didn’t have to hold on to control so tightly.  We are reminded that a flash of understanding can appear; that inspiration can strike; that tomorrow can be different from today.

When those moments of possibility and justice occur inside schools, they are beautiful and powerful.  But they are not enough.  Not enough to counter the school-to-prison pipeline. Not enough to counter profit-driven education “reforms.” Not enough to dismantle the barriers to opportunity that exist for undocumented students, students living in poverty, students who experience racism, homophobia, sexism, transphobia, and other forms of structural oppression. The challenges and injustices that we face call us to draw upon all of our creativity, unity, and strength to imagine radically different schools in a radically different world.

The problems that our schools face will not be fixed by band-aids or by the lemon-juice-in-the-wound of teacher evaluation systems. They won’t be fixed by collecting more data, or by more testing, or by squeezing more phonics drills into a shorter time. As these pressures increase, we must become ever more creative in imagining radical possibilities and creating change, both within schools, and in the larger society of which they are a part. We must imagine ways for students to speak their experiences loudly and clearly, not just to classmates, but to their school, neighborhood, and global communities. We must imagine ways for parents and teachers to work together, not only during two nights of the year, but in lasting, sturdy coalitions that could revive the heart and soul of education. We must imagine ways in which each of us can move beyond our fears and our habits and reach out to others, building the passionate and powerful community connections that catalyze social change.

Anyon wrote of the power of such Radical Possibilities: “If those of us who are angry about injustice can recapture this revolutionary spirit of democracy, and if we can act on it together, then we may be able to create a force powerful enough to produce economic justice and real, long-term school reform in America’s cities (2005, P. 200).” Only by working as a people united can we imagine a different world; a world based in justice, equity, democracy, love and joy.

Reference: Anyon, J. (2005). Radical Possibilities:  Public Policy, Urban Education, and a New Social Movement, pp. 49, 177. Routledge:  New York, NY.

 

CONFERENCE SCHEDULE

8:45-9:30    Registration and Breakfast
9:30-10:45    Opening and Keynote
11:00-12:30    Workshop #1
12:30-1:30    Lunch and Tabling
1:45- 3:15    Workshop #2
3:30-5:00    Workshop #3
5:00-5:30    Community Building
5:45-8:00    After party

 

About NYCoRE

New York Collective of Radical Educators (NYCoRE) is a group of current and former public school educators and their allies committed to fighting for social justice in our school system and society at large, by organizing and mobilizing teachers, developing curriculum, and working with community, parent, and student organizations. We are educators who believe that education is an integral part of social change and that we must work both inside and outside the classroom because the struggle for justice does not end when the school bell rings.  NYCoRE members hold in common nine Points of Unity which can be found here:  http://www.nycore.org/nycore-info/points-of-unity/

Goals of the Conference

To share information and critical thinking around the conference theme, namely imagining possibilities for justice and liberation for education.

To provide rights-holders in the education system with information and new ideas that can strengthen our effectiveness as activists, both inside and outside of our classrooms (and other sites)

To forge connections between and among educators, researchers, parents, activists, and students, fostering new and innovative partnerships and collaborations

To develop structures for ongoing discussion and working groups about education and social justice

To organize a national voice in the ongoing debate over education reform

To plan actions, advocacy, future meetings

To bridge the gap between youth and educators by creating a space to make young voices heard

To develop and share ideas for inspiring practice, both inside classrooms and in communities

 

For questions: info@nycore.org

See more at: http://www.nycore.org/conference/#sthash.vbyCcLba.dpuf

 

**END**

 

‘Cheerful Sin’ – a song by Victor Rikowski: http://www.youtube.com/watch?v=tIbX5aKUjO8

 

Posted here by Glenn Rikowski

Glenn Rikowski at Academia: https://independent.academia.edu/GlennRikowski

The Flow of Ideas: http://www.flowideas.co.uk

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Red

Red

ROUGE FORUM CONFERENCE 2014

THE ROUGE FORUM CONFERENCE 2014

The Struggle for Social Justice Inside and Outside the Classroom
JUNE 5-7, 2014
DENVER, CO, USA
Keynote Speaker: David Barsamian
Location: Metropolitan State University of Denver in Downtown Denver, CO
Conference website: http://rougeforumconference.wordpress.com/

 

The Rouge Forum Dispatch

Rouge Forum Dispatch: Happy Holidays and Don’t Forget to “Read Marx and Make Class War!” (E. Wayne Ross)–is updated here: http://www.richgibson.com/blog/

 

Best wishes to Our Side

Rich Gibson

 

**END**

Teaching Marx

Teaching Marx

 

 

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo  

‘Cheerful Sin’ – a song by Victor Rikowski: http://www.youtube.com/watch?v=tIbX5aKUjO8

 

Posted here by Glenn Rikowski

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Marxism Against Postmodernism in Educational Theory

Marxism Against Postmodernism in Educational Theory

Education

Education

A CHILD’S WORLD – THE NEXT STEPS

CALL FOR ABSTRACTS

Dear Colleague

On behalf of the conference organisers and speakers, we would like to invite you to participate in the following international conference

A Child’s World – Next Steps

International Conference: 25-27th June, 2014

Venue: Aberystwyth University, Penglais Campus, Aberystwyth, Wales, UK

Organised and hosted by the School of Education and Lifelong Learning, Aberystwyth University www.aber.ac.uk/sell

For further enquiries, please do not hesitate to reply to this e-mail address:-  achildsworldconference@aber.ac.uk

Key Speakers include:

Huw Lewis AM, Minister for Education & Skills, Welsh Government (Invited & TBC)

Professor David Reynolds, Southampton Education School, Southampton University. He is currently Senior Policy Advisor to the Welsh Assembly Government.

Professor Rebecca Wallace, Judge of the First tier Tribunal, Research Professor of International Human Rights and Justice, The Robert Gordon University, Aberdeen

Professor David Wray, Professor of Literacy Education, University of Warwick, Coventry

Other speakers to follow

CALL FOR ABSTRACTS

The School of Education and Lifelong Learning kindly invites you to participate in the International Conference: A Child’s World – Next Steps, taking place on 25-27 June 2014 at the Penglais Campus of Aberystwyth University, Wales, UK.

‘A Child’s World – Next Steps’ Conference has been devised to build on the success of the 2012 conference ‘A Child’s World: Working Together for a Better Future’, focusing on new concepts in Raising Standards, Curriculum Development and Safeguarding Children, with the aim of enabling collaboration, creating effective policy and sharing best practice in childhood studies within an international strategic dimension.

Focused primarily at an educational research and professional audience, the findings will be relevant across a range of disciplines, including governmental policy formulation, social care, and operational delivery of public services. The wide ranging scope of the conference will be highly applicable for international, national, regional and local government, along with education professionals and will be of direct interest to the general public.

It is intended that selected papers will be published in an edited book, providing the opportunity to identify and share best practice amongst subject professionals.

The School of Education and Lifelong Learning welcomes and invites submission of abstracts for presentation and dissemination at the conference on the following themes:

SAFEGUARDING CHILDREN  

Children’s Rights and Voice

Leadership and Management

Training and Professional Development for all stakeholders involved with children

CURRICULUM

Transition Across Phases

Technology Enhanced Learning

Learner Engagement & Support

RAISING STANDARDS

Numeracy and Literacy

Addressing Underachievement

Training and Professional Development for all stakeholders involved with children

 

Abstracts should outline the issue addressed, methods and approaches, results and conclusions. The School of Education and Lifelong Learning welcomes the submission of abstracts in English or Welsh.

The form for submitting abstract proposals can be reached through the following hyperlink: http://www.aber.ac.uk/en/sell/conference2014/abstract-sub/

Presentations must not exceed 20 minute duration.

Abstract Submission Details

 Summary:

 no more than 100 words

 Title: 

 no more than 30 words

 Issue Addressed: 

 no more than 100 words

 Methods and Approaches:     

 no more than 100 words

 Results: 

 no more than 100 words

 Conclusions:

 no more than 100 words

 

The initial closing date for abstract submission is Friday 29 November 2013

Proposals will be reviewed against the following criteria

          Relevance to the conference aims

          Clarity and coherence of the proposal

All accepted conference papers will be published in Conference Proceedings

 

REGISTRATION FEES: Further details will be available soon

http://www.aber.ac.uk/en/sell/conference2014/

Flyer:  A Childs World – Next steps.docx

 

**END**

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo  

‘Cheerful Sin’ – a song by Victor Rikowski: http://www.youtube.com/watch?v=tIbX5aKUjO8

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

 

Red

Red

ROUGE FORUM CONFERENCE – 2014

Dear Friends,

The Rouge Forum Dispatch is updated here:  http://www.richgibson.com/blog/
Details on the Rouge Forum Conference 2014 are here: http://rougeforumconference.wordpress.com/rouge-forum-2014-denver/rf-2014-call-for-proposals/

and below:

Call for Proposals — Rouge Forum 2014
The Struggle for Social Justice Inside and Outside the Classroom
June 5-7, 2014
Metropolitan State University of Denver
Denver, Colorado
Join Us!!!

The core issue of our time is the clash of the real threat for perpetual war, climate chaos and catastrophe, and booming inequality met by the potential of connecting reason to power with organized mass class conscious resistance geared to the construction of a society grounded in substantive democracy.   The vital role schools play within communities brings forth its role as a central organizing site of community wide and global resistance.

To deepen and clarify our understanding of social justice and to develop pedagogies that will lead to organized mass class conscious resistance within schools and communities to overcome injustices, the Rouge Forum’s national conference brings together academic presentations, panel discussions, performances, dialogue, community building, and cultural events.

This year’s national conference, The Struggle for Social Justice Inside and Outside the Classroom, is intended to bring forward that interconnectedness between what happens inside and outside classrooms.   The economic polarization over the past thirty years has enriched and empowered the ruling class.  The central role schools play for the ruling class in the (re)production of unequal social relations and its reinforcing ideological structure has become more intense as inequality expands.  However, schools have the possibility to resist this ruling class domination by challenging the historical role of schools and turning them into sites of resistance and transformation.  In other words, schools can become central sites in the class struggle.  Thus, what we do as students, educators and community members counts because we can either take the side of increased inequality and authoritarianism, or work to bring about social justice.   Join us at the Rouge Forum in Denver.  

To address the Struggle for Social Justice Inside and Outside the Classroom, the Rouge Forum’s national conference will center on such questions as:
* How does inequality affect our classrooms, schools and communities?
* What is behind the intensification of K-12 factory schooling especially with the increased mania for core curriculum and the accompanying high stakes standardized testing? How are teachers responding to this intensification?
* What role do capitalism, imperialism and war play in our classrooms, schools and communities?
* What can we learn from our daily individual actions, more concerted actions within the United States such as the Occupy Movement and the Chicago teacher strike, and international actions to make us smarter and stronger in our struggle for social justice?
* What do we envision as a better society and how can we root that vision in the past to guide our actions in the present?
* What pedagogies are necessary to liberate ourselves from the oppressive structures and social relations that give rise to inequality?

Consider participating in the Rouge Forum in Denver and submit a proposal addressing the conference themes.

Individual Proposal (30 minutes)
The Rouge Forum welcomes individual proposals, with the understanding that those accepted might be grouped together around common or overlapping themes.   Presenters will have approximately 20 minutes to present with ten minutes for interaction and discussion with audience members.  Individual paper submissions will be considered for panels with the same topic/theme.   A 250-750 word abstract will be peer reviewed for acceptance to the conference.

Panel Proposal (60-75 minutes)
A panel discussion is another venue available presenters. A panel discussion is typically composed of three to six participants who discuss their work within the context of a dialogue or conversation on a topic or theme related to the conference theme.  Typically, each panelist is given 10 minutes to discuss the topic, present theoretical ideas, and/or point to relevant research. A chair should be identified who introduces the panel and frames the issues and questions being addressed. In addition to the chair, we encourage (but do not require) organizers of panels to name a discussant to the comments of the panelists. Individual proposal submissions will be combined into panels with the same theme/topic. A 250-750 word abstract of the panel discussion will be peer reviewed for acceptance to the conference.

Alternative Format and Special Interest Groups (30-60 minutes)
Alternative proposals that do not fit into the above categories, such as workshops, performances, video and multimedia presentations are encouraged.   We also welcome proposals for the organization of special interest groups. A 250-750 word abstract of the proposal will be peer reviewed for acceptance to the conference.

Dialogues (30 minutes) A dialogue session would provide an opportunity for a “presenter” to facilitate a conversation around a particular issue.  A 250-750 word abstract of the proposal will be peer reviewed for acceptance to the conference.

SUBMISSIONS:  Deadline for submissions is February 1, 2014.  To submit a proposal click here.
QUESTIONS: For questions, contact Faith Wilson at fwilson@aurora.edu.

Good luck to our side

Rich Gibson

 

**END**

 

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo (new remix, and new video, 2012)  

‘Cheerful Sin’ – a song by Victor Rikowski: http://www.youtube.com/watch?v=tIbX5aKUjO8

 

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Education Crisis

Education Crisis

VOICES FOR SOCIAL JUSTICE IN EDUCATION: A LITERARY ANTHOLOGY

*Call for Submissions*

*Voices for Social Justice in Education: A Literary Anthology*
Editors: Julie Landsman, Rosanna Salcedo, & Paul Gorski
Deadline for submissions: Midnight, January 15th , 2014

What we are looking for: Poetry (including spoken word), creative non-fiction, memoir, short stories, images of visual art, and other types of writing or visual art that paint a picture of what justice and injustice look like in our schools.

Please read this Call for Submissions fully and, if you choose to submit one or more manuscripts, email them as Word documents, */following the specifications below/*, to: *voices@edchange.org*

Stories make meaning for us. We can read “scholarly” articles, abstract theories, or collections of research and all of this is important. However, it is the stories, the poems, the music, the memoir, the essays, the fiction, that bring to life all of the information, all of the declarations about what is good, what is not working, what is needed. In this /Voices for Social Justice in Education/ anthology we desire writing that brings the reality of schooling to life. We want poems about 3rd period physics, short stories about recess in the second grade one hot spring afternoon. We want memoir about your best and worst teachers. We want essays about what is working now, at this moment, in your classroom—what makes a difference in the lives of your students, what is making your school a place that students want to be or don’t want to be. We want to know in vivid language, be it from memories or journal entries, in the form of spoken word or in a carefully constructed short story, what social justice means in schools today. What are your hopes and how do they play out? What matters to you when you walk in the door of your building, when you stand up in front of class, when you are late for your last class of the day?

We are writers ourselves. We love language and we know how powerful it can be, how it can move people, to reach those who can make change. We want your words, your language, your passion to help provoke that change.

Guidelines and Specifications for Contributors:
(1) Poets may submit up to 5 poems at once; please submit each in a separate document with your full contact information on /each one /(see #4 below)
(2) Prose writers may submit up to 15 pages
a) Times New Roman 12-pt font
b) Double-spaced
(3) Images of visual art should be submitted in .pdf or .jpg format
(4) Include author/artist name(s) and email address(es) /on each piece submitted/
(5) Remember, we are looking for work explicitly about /social justice in education and schools/, so great work about social justice that is not explicitly relevant to education schools will not be considered

*/Please feel free to share this Call for Submissions widely!/*

 

**END**

 

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales); and at http://www.youtube.com/watch?v=YkP_Mi5ideo (new remix, and new video, 2012)  

‘Cheerful Sin’ – a song by Victor Rikowski: http://www.youtube.com/watch?v=tIbX5aKUjO8

 

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Education Crisis

Education Crisis

CENTRE FOR THE STUDY OF EDUCATION AND WORK: UPDATE 25th MARCH 2013

EVENTS

COLOUR OF POVERTY / COLOUR OF CHANGE 2ND PROVINCIAL FORUM: FROM POVERTY TO POWER – RACIAL JUSTICE, MAKING CHANGE

Monday April 29, 6pm to 9pm
Tuesday April 30, 9am to 5pm
Oakham House – Student Campus Centre, Room SCC 115
Ryerson University, 55-63 Gould St, Toronto

Join us on Monday for a welcome to the conference, guest speakers, poetry performances and reception. Then on Tuesday, join us for the all day learning and strategy forum with guest speakers, roundtable discussions and issue focused strategy sessions. Breakfast and lunch will be provided.

Roundtables will include –
– Intersectionality of Oppression
– Political Participation and Representation

Issue focused strategy sessions will include the following topics –
– Employment Equity
– Income Security
– Colours of Politics
– Criminal Justice and Policing
– Immigration Policy and the Changing Face of Canada
– Federal Fiscal Policy
– Education – Access and Opportunities

Everyone welcome !  Free, but please register to reserve your spot soon, click here – http://www.eventbrite.com/event/5698626746

If you hope to attend from outside of the Toronto area and in order to do so would require accommodations, please contact May Lui, Forum Coordinator – frompovertytopower2013@gmail.com  or call and leave us a message at 416-966-3882 – we’ll see if we might be able to help !!

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CALL FOR ABSTRACTS: 20TH CANADIAN CONFERENCE ON GLOBAL HEALTH

Global Health in 2013: Are We Having an Impact?
Canadian Society for International Health (CSIH)
October 27-29, 2013 – Ottawa

Call for abstracts open – now accepting video and documentary submissions!
The deadline is April 30th.

For more information please visit: http://www.csih.org/en/events/conference/ or email us at: ccgh@csih.org

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THE WAY THE RIVER FLOWS: OFL 3RD ANNUAL ABORIGINAL GATHERING

June 14 – 16, 2013
CAW Family Education Centre
115 Shipley Avenue, Port Elgin, ON

The Ontario Federation of Labour (OFL) is holding its 3rd Aboriginal Gathering from June 14-16, 2013. The OFL and its affiliates have a long history of activism and lobbying on Aboriginal, Métis and Inuit issues. This is a Gathering that is reaching out to all people – labour and community, Aboriginal, Métis, Inuit and non- aboriginal – who are concerned and interested in developing action oriented change, justice and reconciliation for Aboriginal Peoples: Idle No More!!!!!! Let us confront the truth and take action while finding peace and solace in the Aboriginal, Métis and Inuit traditional medicines and spiritual teachings.

Registration Fee: $100.00

For more info and to register: http://www.caw.ca/en_about-the-caw-family-education-centre.htm

 

[The link to Port Elgin is not working at the moment. Please visit this link instead: http://ofl.ca/index.php/aboriginal-gathering-2013/]

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ONTARIO MINISTRY OF LABOUR COMMUNITY CONSULTATION ON HEALTH & SAFETY

At the February 15th meeting of the Common Front Steering Committee it was reported that we have a unique consultation opportunity to meet with the Ministry of Labour (MOL) regarding our issues and recommendations as they develop an Integrated Health and Safety strategy for the Province of Ontario. This is important for us because one of the Ministry’s priorities is to focus on vulnerable workers and precarious work.

As we know too well, many of our Common Front partners represent workers in this category of vulnerable workers and/or workers doing precarious work. We have asked the Ministry of Labour for a separate consultation session specifically with our Common Front Partners and they have agreed. This
session will take place:

Wednesday April 17, 2013
10:00 am – 2:00 pm
OFL Building – 15 Gervais Drive, 8th Fl Boardroom
Toronto, ON

We ask that you respond back to us by March 28th whether or not you or your organization would like to participate in this consultation session, as we want to inform the MOL. Space will be limited so please send your RSVP early to Paulette Hazel (phazel@ofl.ca).

We are encouraging you to participate as too often the voices and issues of vulnerable workers are not heard and this is an opportunity to get on-record.

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OISE ADULT EDUCATION & COMMUNITY DEVELOPMENT SPEAKERS SERIES: TEACHING FOR CRITICAL AWARENESS WITH POST-GRADUATE ADULT EDUCATORS

April 16
2-4 pm
OISE, 252 Bloor St. West, Room 7-105

Speaker: Dr. Tony Brown, University of Technology Sydney (UTS)

In this presentation, Dr. Brown explores the use of film, music, photography and the use of story-making in teaching post-graduate students of adult education.

Often radical and critical educators expect that the gradual elaboration of rational argument about inequality, discrimination, and injustice will explain, convince and win over those who they see as allies and potential supporters. However, students come together in the program with diverse social and educational backgrounds and different work experiences and practices. A pedagogic challenge is how to help students develop deeper awareness, knowledge, and feeling about the world around them? This approach accepts that there are other ways of knowing (Bruner) and so a wider range
of written, visual and oral texts is utilized to work at the cognitive and affective levels.

Dr. Tony Brown is a Senior Lecturer in Organisational and Adult Learning at the University of Technology Sydney (UTS). He has coordinated the Masters programs in Adult Education for the past seven years. Tony’s research has focused on learning in trade unions as a site of organisational and social movement learning, and most recently has been investigating literacy and numeracy practices of production workers in lean manufacturing companies.

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GABRIELLE DE MONTMOLLIN – STEPHEN HARPER HATES ME (ART EXHIBITION)

April 24-May 18
Opening Reception: Saturday April 27, 2-6 pm
Red Head Gallery
401 Richmond Street West, Suite 115
Toronto, Ontario

In a reversal of the 1960’s slogan, “The Personal Is Political” Gabrielle de Montmollin suggests that politics is personal in her new series Stephen Harper Hates Me. Blending news photographs with images borrowed from her drawings and staged photographs Gabrielle shows how Harper’s inimical
attitude towards artists and others he despises has shaped the art she makes and the life she lives. This series of mixed media works on paper is funny, blunt and provocative.

For more info: http://www.redheadgallery.org/

[Note: Gabrielle de Montmollin is Administrative and Communications Assistant of the APCOL project, Centre for the Study of Education & Work.]

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NEWS & VIEWS

THE ROLE OF THE PUBLIC SECTOR AND CAREWORK IN WEALTH CREATION

by Salimah Valiani, Ontario Nurses’ Association

Much like caring work, the role of the public sector in the creation of wealth is regularly undervalued and even disregarded. Due to this, the focus in policy debates is on public sector spending, with the ‘necessary’ conclusion that the amount of spending must be reduced within the context of provincial and federal budget deficits.

An entirely different approach is to begin with the assumption that carework and public services are part and parcel of wealth creation. Using the Statistics Canada database accounting for sales and purchases of all industries in the Ontario economy, a study by the Centre for the Study of Spatial Economics calculates the value of output generated by one dollar of spending in various sectors. This is one way of operationalizing the assumption that public services contribute to the creation of wealth.

The study shows that public spending in the areas of health care, social services and education creates more value added than private sector investment.

Read more: http://www.chnet-works.ca/index.php?option=com_easyblog&view=entry&id=56&Itemid=50&lang=en

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‘RIGHT TO WORK’ IS A LIE

by Paul Kahnert, rabble.ca

The title might sound harsh, but there is no other way to say it. Creating legislation that takes away human rights in the workplace, and claiming that it is giving you rights, is deliberately dishonest. What it’s really about is greed and low wages.

There has been much written and much hand wringing lately about social inequality and the ever growing gap between the haves and the have-nots. There is more wealth now than there has ever been. We don’t have a deficit problem. We have a distribution of wealth problem. “Right to Work”
legislation will make that gap much, much worse.
Read more: http://rabble.ca/news/2013/03/right-work-lie

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BOOK LAUNCH VIDEO – BOOM, BUST AND CRISIS: LABOUR, CORPORATE POWER AND POLITICS IN CANADA

Over the past decade, Canadians have experienced wild economic swings: an economic boom followed by massive layoffs in traditional industries and a wrenching economic crisis. What have these changes meant for Canadian workers? Bad jobs? Weaker unions? Worsening health? If so, why?

Boom, Bust, and Crisis addresses these questions by surveying how work has changed across Canada, from the auto and steel industries of Ontario, to the tar sands of Northern Alberta and First Nations casinos in Saskatchewan.

Introduction by Stephanie Ross, and presentations by:
– John Peters — editor of Boom, Bust and Crisis
– Peter Graefe — “Wither the ‘Quebec Model’? Boom, Bust, and Quebec Labour”

Watch the video: http://www.socialistproject.ca/leftstreamed/ls167.php

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ENDING THE DUES CHECK-OFF: FORCING UNION RENEWAL?

by Sam Gindin, The Bullet

The spread of the notoriously misnamed ‘right-to-work’ legislation in the U.S. — most notably in Michigan, the home of the iconic sit-down strikes and effective birth of modern American-Canadian trade unionism — has given confidence to union-bashers in Canada to follow suit. ‘Right-to-work’ has of course nothing to do with guaranteeing anyone a job and everything to do with trying to undermine unions. Its essence is that even if the majority of workers overcome management opposition and establish a union, and even if all workers benefit from what the union negotiates and the union is (as is the case in the U.S.) compelled by law to represent all workers, workers can — unlike taxes — choose to be free riders and not pay dues.

On the other hand, significant sections of the left have long argued that legislative protections were a double-edged sword, contributing to the institutionalization, bureaucratization, and downfall of the labour movement. If unions were forced to constantly meet their members face-to-face and had to convince each individual to pay dues — as opposed to employers collecting the dues via their payroll systems and sending them on to the union — might it, the argument goes, act as an inadvertent blessing? Might it ultimately renew the labour movement?

Read more: http://www.socialistproject.ca/bullet/785.php

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CLASSISM EXPOSED: TALES FROM THE PINK GHETTO

by Cari Gulbrandsen

My own experiences related to classism are set in the administrative world of work. Frankie Valli once crooned, “If you go for your diploma, you can join the steno pool.” As I suspect many would agree, the administrative dimension of the work world is indeed a “pool,” where undercurrents of classism swirl quietly even when the waters on the surface are apparently calm. I want to share my anecdotes for administrative workers everywhere.

Read more: http://www.classism.org/tales-pink-ghetto

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MANAGEMENT WAGE INCREASES DWARF OTHERS

by Doug Allan, Leftwords

Earlier I noted that while the provincial government was imposing concessions (and, yes, of course, wage freezes) on unionized public sector workers, the Conference Board of Canada was predicting 2.7% increases for non-union employees in Ontario in 2013 (up from 2.6% actual increases in 2012).

Now, Statistics Canada data suggests this may be part of a long term trend. Data in a new report indicates that in Canada between 1998 and 2011 the hourly wages of full time management occupations went up 34.7% in real terms (i.e. after accounting for inflation). 

Read more: http://ochuleftwords.blogspot.ca/2013/03/management-wage-increases-dwarf-others.html

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ABOUT CSEW (CENTRE FOR THE STUDY OF EDUCATION & WORK, OISE/UT):

Head: Peter Sawchuk
Co-ordinator: D’Arcy Martin

The Centre for the Study of Education and Work (CSEW) brings together educators from university, union, and community settings to understand and enrich the often-undervalued informal and formal learning of working people. We develop research and teaching programs at the Ontario Institute for Studies in Education (UofT) that strengthen feminist, anti-racist, labour movement, and working-class perspectives on learning and work.

Our major project is APCOL: Anti-Poverty Community Organizing and Learning. This five-year project (2009-2013), funded by SSHRC-CURA, brings academics and activists together in a collaborative effort to evaluate how organizations approach issues and campaigns and use popular education. For more information about this project, visit http://www.apcol.ca

For more information about CSEW, visit: http://www.csew.ca

 

**END**

 

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales); and at http://www.youtube.com/watch?v=YkP_Mi5ideo (new remix, and new video, 2012)  

‘Cheerful Sin’ – a song by Victor Rikowski: http://www.youtube.com/watch?v=tIbX5aKUjO8

 

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Education and Capitalism

NYCoRE – THIRD ANNUAL CONFERENCE

Education is a Right!

Not Just for the Rich or White

NEW YORKCOLLECTIVE OF RADICAL EDUCATORS (NYCoRE)

 

Date: Saturday, March 24, 2012

Location: Julia Richman Education Complex

317 East 67th Street, New York, NY10065

View Current List of Workshops
To Register: Conference Registration Page

Keynote Speaker: Kevin Kumashiro
Kevin Kumashiro is professor of Asian American Studies at the University of Illinois at Chicago, where he was formerly chair of Educational Policy Studies and interim co-director of the Institute for Research on Race and Public Policy.  He directs the UIC AANAPISI Initiative, funded by $3.9 million from the U.S. Department of Education’s Asian American and Native American Pacific Islander Supporting Institutions (AANAPISI) grants programs.  He has taught in schools and colleges across the United States and abroad, and has consulted for universities, school districts, and state and federal agencies.  He has authored or edited nine books on education and activism, including Troubling Education, which received the 2003 Gustavus Myers Outstanding Book Award; Against Common Sense: Teaching and Learning toward Social Justice; and The Seduction of Common Sense: How the Right has Framed the Debate on America’s Schools.  He is the founding director of the Center for Anti-Oppressive Education, and the president-elect (2010-2012) of the National Association for Multicultural Education.

2012 Conference Overview:

Over the past year, our country and the world have witnessed increasingly visible protests against the influence of private pursuit of profit over our public institutions and interests. This spirit of protest has developed in tandem with the proliferation of spaces for critiquing the injustice of this system and organizing communities of resistance. An ongoing struggle within many of these spaces has been acknowledging the ways in which historical and ongoing racism has caused the pursuit of profit to have far more devastating effects on communities of Color than on White communities. The annual NYCoRE conference seeks to carry out anti-racist work by addressing these disparities in the context of our education system. Our goal is to carry forward the spirit of protest by critiquing the current profit-driven policies and culture of our school system, and specifically identify the ways in which racism is intertwined with those policies. We also seek to be a space for building something new, for taking steps toward the more just, equitable world of which we dream. Through this conference, we hope to build connections, to gain inspiration, and to share practical ideas for creating spaces that work to fight racism rather than ignoring it. To this end, we are seeking workshops that will be of relevance to educators in varied settings that are diverse in their focus topics. Relevant political critiques are welcomed, as are curricular ideas, classroom strategies, presentations on community work, and other ideas for inspiring practice.

Goals of the Conference

* To share information and critical thinking around the conference theme, namely examining the relationship between the influence of private interests and the perpetuation of racial injustice

* To provide stakeholders in the education system with information and new ideas that can strengthen our effectiveness as activists, both within our classrooms (and other sites) and beyond them

* To forge connections between and among educators, researchers, parents, activists, and students, fostering new and innovative partnerships and collaborations

* To develop structures for ongoing discussion and working groups about education and social justice

* To organize a national voice in the ongoing debate over education reform

* To plan actions, advocacy, future meetings

* To bridge the gap between youth and educators by creating a space to make young voices heard.

* To develop and share ideas for inspiring practice, both inside classrooms and in communities

Conference Theme: Education is a Right – Not Just for the Rich or White!

In New York City, public schools have faced merciless budget cuts, resulting in growing class sizes, lack of materials, and huge layoffs. These cuts disproportionately affect schools in communities of Color. Meanwhile, our state and local government continue to award huge contracts to private consulting firms, charter schools, and other corporations. Patterns of resource distribution reveal the values of those making the funding decisions. These patterns are telling in their prioritization of profit over people, as well as in their disregard for communities of Color.

We seek to create opportunities for deepening our understanding of the intersection of racism and the neo-liberal agenda so that we can more effectively organize against them. This is a forum for provocative questioning, for story-telling, for information-gathering, for inspiration, for developing our craft, for activism, for providing new fuel to the ongoing struggle for justice.

 

Location:Vanguard High School

317 East 67th Street, New York, NY 10065

 

NYCoRE: http://www.nycore.org/

**END**

‘Human Herbs’ – a new remix and new video by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=Au-vyMtfDAs

‘Stagnant’ – a new remix and new video by Cold Hands & Quarter Moon: http://www.youtube.com/watch?v=YkP_Mi5ideo  

‘Cheerful Sin’ – a song by Victor Rikowski: http://www.youtube.com/watch?v=tIbX5aKUjO8

‘The Lamb’ by William Blake – set to music by Victor Rikowski: http://www.youtube.com/watch?v=vw3VloKBvZc

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

Online Publications at: http://www.flowideas.co.uk/?page=pub&sub=Online%20Publications%20Glenn%20Rikowski

Glenn Rikowski on Facebook at: http://www.facebook.com/glenn.rikowski

Glenn Rikowski

THE EUROPEAN CURRICULUM – A CALL FOR PAPERS

 CALL FOR PAPERS

SPECIAL ISSUE

THE EUROPEAN CURRICULUM: RESTRUCTURING AND RENEWAL

The European Educational Research Journal (www.wwwords.co.uk/EERJ) would like to produce a special issue on the processes of curriculum reform in European education systems in 2012.

 

Editors:
Professor KIRSTEN SIVESIND, University of Oslo
Professor JAN VANDEN AKKER, University of Twente and Director General, SLO (Netherlands Institute for Curriculum Development)
Professor MORITZ ROSENMUND, Universities of Vienna and Zurich

The EERJ works within the idea that European education exists today within a borderless space containing significant flows of ideas, policies and academics, between countries, in networks and associations, and in projects. From the beginning, it has encouraged research across European borders and across the field of educational studies: it has published symposia and network papers in a range of fields on European education policy, market reforms, travelling policies, public education, social capital, the technology of numbers, mobility, didactics and social justice.

This Call for Papers is focused on current processes and programmes of curriculum reform as a key problematic in understanding knowledge formation and education policy steering inEurope. Indeed, the dominance of the knowledge economy paradigm as an organising policy principle for education has accentuated research attention to comparisons of performance, policy learning, and technologies of governance like the Bologna Process and OECD PISA. However, curricula and their associated pedagogic practices remain under-researched as elements in the shaping and governing of a European education policy space.

After a long dominance of national reform efforts and decentralised decision power, Europeanisation and cross-national comparisons are becoming more central in the national educational policy agenda. New qualifications frameworks acrossEuropedraw attention, not only to quality processes, but to common interests in curriculum and evaluation. From kindergarten to higher education, policymakers and practitioners discuss what knowledge is of most worth, how to think about the curriculum, and how it should be evaluated and assessed to facilitate new ways of learning. The formation of knowledge is the core of this activity, and concentrates attention on schooling and new flexible learning pedagogies.

Questions for the Call include:
– Are national education futures still produced within curriculum texts and discourses?
– Are there convergences in curriculum thinking and theory across time and space?
– Do key agencies and actors share common ideas and mores in deciding upon the ‘what, ‘how’ and ‘why’ of teaching?
– How is knowledge transferred and translated between the global and the local arena?
– Are European wide standards being created in curriculum and instruction?
– Is curriculum still a viable idea?

In a time of governing by performance and comparison, can European curriculum and knowledge formation manage its contradictions and still produce identity, meaning and culture?

Submission
The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ‘speaking’ from the local to the European in which they are engaged. All the manuscripts will be peer-reviewed. All contributors should follow the journal’s guidelines provided at www.wwwords.co.uk/eerj/howtocontribute.asp There is no limit on manuscript length but they will normally be 6000-7000 words.

The deadline for submission is January 31, 2012

Please send all submissions to the journal’s Editor, Martin Lawnm.lawn@btinternet.com – ensuring your email heading/subject refers to the Call.

 

 

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

MySpace Profile: http://www.myspace.com/glennrikowski

The Ockress: http://www.theockress.com

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com

No Future

CENTRE FOR THE STUDY OF EDUCATION AND WORK – UPDATE 19th JUNE 2011

EVENTS

CFP: CANADIAN SOCIETY FOR STUDY OF HIGHER EDUCATION (CSSHE) CONFERENCE: HIGHER EDUCATION, GLOBALIZATION, AND SOCIAL JUSTICE

November 3 to 4, 2011
Morris J. Wosk Centre
Simon Fraser University
Vancouver, B.C.

Higher education has become more international, even globalized. Countries such as Canada have developed mass systems for higher education; these systems now serve the majority of the population through a highly diversified system of institutions. While the globalization of higher education presents exciting opportunities, there are concerns. Chief among these concerns is that globalization can result in neglect of the traditional social justice function of many public and private institutions, particularly if the reason for “going global” is primarily financial.

This conference will focus on both the opportunities and dangers of globalization of higher education. It will bring together researchers, administrators, policy analysts, and students from Canada and elsewhere. Within the overall theme of the conference, proposals for concurrent sessions and panels are invited.

Proposals of up to 400 words (for papers) and 800 words (for panels) should be submitted by or before June 30, 2011. Presenters and panel conveners will be notified by July 22, 2011 at the latest if their proposal has been accepted.

Conference details and registration information will also be available on: http://ocs.sfu.ca/leadingchange/index.php/csshe/. For more information about CSSHE go to: http://www.csshe-scees.ca/. If you have any questions please do not hesitate to contact Conference cochair Dr. Michelle Pidgeon, michelle_pidgeon@sfu.ca

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STOP WAGE THEFT CAMPAIGN – SUPPORTERS MEETING

June 27, 2011
6 p.m.
720 Spadina Ave, Suite #223
(Main intersection Spadina Ave and Bloor, south of Spadina subway station)

Get involved in the Stop Wage Theft campaign!

Support workers who are speaking out!

Thank you for your ongoing support of the Stop Wage Theft campaign. We had a great campaign launch at Beit Zatoun on May 13, 2011. We heard members of WAC speaking out against wage theft and sharing their experiences.

We would like to invite all supporters and allies interested in supporting the Stop Wage Theft campaign to come to a campaign supporters meeting on Monday June 27th at 6pm.

The campaign will be heating up over the next few weeks and we can definitely use support from allies!

Please let us know if you can come by contacting Nadira at nadira@workersactioncentre.org or (416) 531-0778, ext. 223.

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SOLIDARITY WITH EGYPTIAN WORKERS: REPORT-BACK FROM CAIRO

June 21, 2011
6:00pm – 7:30pm
Bahen Centre, room 3008
40 St. George
UofT, north of College
Toronto, ON

Egyptian workers played a key role in the toppling of Mubarak and are continuing the revolution, forming independent trade unions and striking for better conditions. Join a report back to hear what Egyptian workers are doing, and how you can help.

Sponsored by the International Socialists

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THE MADISON MOMENT: NORTH AMERICAN PUBLIC SECTOR COLLECTIVE BARGAINING

June 23, 2011
7:00pm – 9:00pm
CMA Student Lounge – Ted Rogers School of Management
Ryerson University
Toronto, ON

Over the last year or so there have been over 700 attacks in the United States upon public sector collective bargaining. This alarming trend is also finding root in Canada with the elimination of collective bargaining rights for transit workers, the legislation back to work of Crown prosecutors and government attempts to impose wage restraints upon the public sector. This free symposium will explore this issue through a distinguished panel of speakers.

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NEWS & VIEWS

VIDEO: STOP SIGNS: CARS AND CAPITALISM ON THE ROAD TO ECONOMIC, SOCIAL AND ECOLOGICAL DECAY

Opening remarks by Jordy Cummings and Rick Salutin.

Featuring co-authors Bianca Mugyenyi and Yves Engler.

Drawing on their new book Stop Signs: Cars and Capitalism on the Road to Economic, Social and Ecological Decay, authors Bianca Mugyenyi and Yves Engler describe how the automobile’s ascendance is inextricably linked to capitalism and involved corporate malfeasance, political intrigue, backroom payoffs, media manipulation, racism, academic corruption, third world coups, secret armies, environmental destruction and war.

Watch the video: http://www.socialistproject.ca/leftstreamed/ls107.php

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ACT NOW! CANADA: NO BACK-TO-WORK LEGISLATION AT CANADA POST

(from LabourStart)

Postal workers across Canada could be forced back to work under a proposed law that the Canadian Union of Postal Workers (CUPW) is calling unnecessary, unjust, and counterproductive. Minister of Labour Lisa Raitt has served notice of the government’s intent to introduce back-to-work legislation.

This legislation is contrary to ILO Conventions and contravenes the fundamental right of all workers to organize and to bargain collectively. It indicates clearly where the new Conservative Party government of Canada intends to take labour relations in that country.

Canada Post’s focus on concessions has made it impossible to negotiate. CUPW members are fighting to keep their collective agreement from being eroded and are also resisting wage rollbacks for new hires.

Please join the global campaign to preserve collective bargaining rights in Canada by sending a message to the Canadian government: http://www.labourstart.org/cgi-bin/solidarityforever/show_campaign.cgi?c=1022

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2009 FIGURES SHOW GROWTH RATE OF POVERTY IN ONTARIO THE HIGHEST OF ALL REGIONS IN CANADA SINCE 2007 ELECTION

(from Social Planning Network of Ontario)

Statistics Canada figures released this week show that Ontario’s poverty rate increased to 13.1% in 2009, a growth rate of 17% since the 2007 provincial election year.

“Using the province’s official low income poverty measure, Ontario’s poverty rate of 13.1% is slightly below the Canadian average of 13.3%,” comments Peter Clutterbuck, Coordinator of SPNO’s Poverty Free Ontario campaign, “the rate of Ontario’s poverty growth, however, has increased the highest of all other regions of Canada since 2007.” A total of 1,689,000 Ontarians in 2009 lived in poverty, which is 277,000 more than in 2007.

While the rate of poverty growth by age group is lowest among children at 3.5%, Poverty Free Ontario notes that the proportion of working age adults (18 to 64 years old) living in poverty increased from 11.2% to 13.4%, a growth rate of 19.6%. Ontarians 65 years and older also show an extremely high poverty growth rate of 41.9% since 2007, although the overall proportion of seniors in poverty still remains below 9%.

Read more: http://www.spno.ca/Media-Release/2009-figures-show-growth-rate-of-poverty-in-ontario-the-highest-of-all-regions-in-canada-since-2007-election.html

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AS LABOUR FIGHTS MULTIPLY, SO TOO WILL THE VICTORIES

By Morna Ballantyne, rabble.ca

The ground shifted for the Canadian labour movement this week. Monday night 4,000 thousand Air Canada workers walked off the job, joining 50,000 CUPW workers already on rotating strikes. CAW and CUPW-two unions that have made
breakthrough gains in past struggles-are blocking further stripping of their pension and benefit plans, and are refusing to agree to lower living standards for new workers.

Of course there have been other important confrontations over contract concessions in recent years, like the strikes against Vale Inco, the City of Windsor and the City of Toronto. But what is happening at Air Canada and Canada Post is different. For one thing, the disputes impact every part of the country. Second, both the CAW and CUPW bargaining units fall under federal jurisdiction and have forced Harper’s Conservative government to openly reveal its contempt of workers’ rights and collective bargaining.

But what is most important about the CAW and CUPW disputes is they demonstrate that union members are willing and able to take on a fight.

Read more: http://rabble.ca/news/2011/06/labour-fights-multiply-so-too-will-victories

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(END)

ABOUT CSEW (CENTRE FOR THE STUDY OF EDUCATION & WORK, OISE/UT):
Head: Peter Sawchuk
Co-ordinator: D’Arcy Martin

The Centre for the Study of Education and Work (CSEW) brings together educators from university, union, and community settings to understand and enrich the often-undervalued informal and formal learning of working people. We develop research and teaching programs at the Ontario Institute for Studies in Education (UofT) that strengthen feminist, anti-racist, labour movement, and working-class perspectives on learning and work.

Our major project is APCOL: Anti-Poverty Community Organizing and Learning. This five-year project (2009-2013), funded by SSHRC-CURA, brings academics and activists together in a collaborative effort to evaluate how organizations approach issues and campaigns and use popular education. For more information about this project, visit http://www.apcol.ca

If you have any questions about the list, or have an event you would like to promote or news to share, send an email to csew-broadcast-oise-l@listserv.utoronto.ca Messages will be reviewed before posting.

For more information about CSEW, visit: http://www.csew.ca

 

**END**

 

‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=2h7tUq0HjIk (live)

 

‘Maximum levels of boredom

Disguised as maximum fun’

Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.myspace.com/coldhandsmusic (recording) and http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales)  

 

Posted here by Glenn Rikowski

The Flow of Ideas: http://www.flowideas.co.uk

MySpace Profile: http://www.myspace.com/glennrikowski

The Ockress: http://www.theockress.com

Rikowski Point: http://rikowskipoint.blogspot.com

Volumizer: http://glennrikowski.blogspot.com