2010 CRSE 4th Annual Conference
| Dates: | May 13th through 15th of 2010 |
| Site: | University of Utah (Salt Lake City, Utah) |
| Location: | Salt Lake City Marriott University Park 480 Wakara Way Salt Lake City, UT 84108 and James Talmage Building [Campus Map] 1430 Presidents Circle Salt Lake City, Utah, USA 84112-0140 |
| Campus: Address |
JTB (James Talmage Bldg.) The Talmage Building is a state-of-the-art facility that houses the College of Science. |
Call for Proposals
Theme: "DECONSTRUCTING CONTEMPORARY POST-RACIAL DISCOURSES"
In light of the ongoing challenges faced by communities of color across the globe, this conference actively confronts the notion that we are living a post-racial period. Amid conversations about the end of racism, critical race scholars in education continue to use their research, teaching, activism and community work to address the challenges disproportionately experienced by Black and Brown youth in schools and communities. We invite papers and workshop presentations that document scholarship, teaching, local activist work, and community organizing efforts aimed at transforming racist practices, policies and systems in schools and in the broader society. Submitted proposals should use Critical Race Theory, Latcrit Theory, Asiancrit and Tribalcrit or Critical Race Feminism as a framework to explore a problem in one or more of the following areas:
1) Racial Politics, Schools and Society
2) The Experiences of Faculty of Color in Higher Education
3) The Lived Experiences of Students of Color in and out of K-12 and Postsecondary Institutions
4) Doing Critical Race Praxis in Communities and Schools
5) Beyond NCLB: Educational Policy and Post-racial Rhetoric
All presentations can be conceptual, theoretical or empirical, and can be focused on local or international contexts.
DEADLINE FOR SUBMISSION OF PROPOSALS: February 15th, 2010
Proposals for paper presentations should include the following:
• A cover page which includes title of paper, as well as name, affiliation, contact information, and a 100 word abstract and no more than a 1000 word descriptive summary that should include:
- A theoretical framework section that shows how the paper draws from Critical Race Theory
- An explanation of the methods (empirical, conceptual or theoretical) and a summary of the results
- A conclusion and educational significance section that illustrates how and why the topic is important and worthwhile for improving or transforming education for racially marginalized youth
Proposals for workshops should include:
• A cover page which includes title of workshop, as well as name, affiliation, contact information, and a 100 word abstract and no more than a 1000 word descriptive summary that should include:
- A section that shows how the workshop will draw upon Critical Race Theory o An explanation of how the workshop identifies practical applications for addressing racial inequality in schools.
- A conclusion and educational significance section that illustrates how and why the topic is important and worthwhile for improving or transforming education for racially marginalized youth
Proposals will be evaluated on their connection to CRT, quality of writing and organization and their overall contribution to the field of Critical Race Studies in Education.
| The deadline for submitting proposals has passed. However, you can still register for the 4th Annual Critical Race Studies in Education Conference. Press here to register now! |
Section 1: Racial Politics, Schools and Society Proposals in this section should examine the impact of local/national/global racial politics, which include the impact of corporate media, government/political leaders and institutions on schools. Proposals might also include an examination of how broader hegemonic structures like white supremacy impact what happens in schools.
Section 2: The Experiences of Faculty of Color in Higher Education Proposals in this section should explore the racialized experiences of Faculty of Color in higher education institutions. This could include the impact of racial microgressions, racial battle fatigue, stereotype threat or other types of frameworks that help frame and illuminate the experiences of people of color. Could also include the use of chronicles and storytelling, narrative approaches, use of quantitative trend data etc. to address the plight of African American, Latino/a, Native American and Asian-American faculty in colleges (including 2 year and four year colleges) and universities throughout the globe.
Section 3: The Lived Experiences of Students of Color in and out of K-12 and Postsecondary institutions Proposals in this section should explore the racialized experiences of K-12 age Students of Color. This may include analyses of the impact of racial microgressions, racial battle fatigue, stereotype threat or other types of frameworks that help frame and illuminate the experiences of people of color. Could also include the use of chronicles and storytelling, narrative approaches, use of quantitative trend data etc. to address the plight of African American, Latino/a, Native American and Asian-American students in public, private, urban, suburban or rural elementary, high schools and colleges (including 2 year and four year colleges) and universities throughout the globe.
Section 4: Doing Critical Race Praxis in Communities and Schools Proposals in this section should chronicle the work of parents, school teachers, school leaders, community activists/organizers who are actively engaged in some kind of pedagogical activity within or outside schools aimed addressing racism. Some discussion about the political, social, and cultural impact of this work should be discussed. A variety of methods and approaches, including many of those listed previously, can be used to illustrate the critical race praxis of these cultural workers.
Section 5: Beyond NCLB: Educational Policy and Post-Racial Rhetoric Proposals in this section should examine educational policy within the context of post-racial rhetoric and examine desegregation policy and law in relation to existing frameworks like the Interest Convergence Principle.