Date: April 30, 2015;
Venue: DA, Qutab Institutional Area, New Delhi
The ISSC and IDS are seeking a motivated and outstanding post-doctoral researcher to do research and help with the editorial coordination of the 2016 World Social Science Report. We are looking for a talented, early career social scientist with long-term experience and an institutional affiliation in a low or middle income country, and a passion for making knowledge work to help solve global challenges.
The regular preparation of a World Social Science Report on global priority topics is a flagship activity of the ISSC. The Council prepared a first WSSR on Knowledge Divides in 2010. It addressed the numerous divides that characterise the production, dissemination and use of social sciences and aspects that fundamentally undermine their ability to respond to global challenges. In 2013 the ISSC co-published with UNESCO and OECD the second World Social Science Report, on Changing Global Environments. The third World Social Science Report will be published in 2016 and focus on the critical issues of inequalities and social justice. It will be co-directed by a senior research team composed of Melissa Leach, John Gaventa, and Patricia Justino from the Institute of Development Studies in Sussex.
The ISSC and IDS are seeking a motivated and outstanding post-doctoral researcher to do research and help with the editorial coordination of the 2016 WSSR. We are looking for a talented, early career social scientist with long-term experience and an institutional affiliation in a low or middle income country, and a passion for making knowledge work to help solve global challenges.
The selected person will;
The role is based at IDS (Sussex, UK) and supervised by the WSSR directors there. They will also work in collaboration with the WSSR team based in the Paris secretariat of the ISSC. The selected candidate will be part of the WSSR editorial team.
The ISSC/IDS Post-Doctoral Fellow, working under the leadership of the WSSR Directors and in close collaboration with the ISSC, will be part of a small editorial collective of 5/6 people.
They will be tasked to
They will also liaise on a regular basis with the Paris based ISSC team: the ISSC Report manager, the WSSR Senior Advisor and the Acting Executive Director for Science.
For more information on the role and how to apply, dowload the job description.
Two Weeks Research Methodology Course in Asian Studies
Venue: Maulana Abul Kalam Azad Institute of Asian Studies (MAKAIAS), Kolkata
Dates: June 15 – July 2, 2015
MAKAIAS (An Autonomous Body under the Ministry of Culture, Govt. of India) invites applications are for Two Weeks Research Methodology Course in Asian Studies to be held at MAKAIAS, Kolkata from June 15 - July 2, 2015. Interested candidates (MPhil final year/PhD/Research Associates) are requested to send their applications in the prescribed format downloadable from MAKAIAS website (www.makaias.gov.in).
Last date of receiving applications: May 11, 2015.
The Centre for the Study of Developing Societies invites applications for its two-month Course on "Researching the Contemporary". This cross-disciplinary Course will critically examine the formation of the contemporary and its multiple histories, ideologies, forms and affects. The three courses offered will enable participants to familiarize themselves with concepts, theories and methods that help analyse the contemporary. These include:
Media & Materiality: The Digital Sensorium
The 'digital' has become the lens through which life is increasingly being framed: the personal and the political, money and consumption, memory and distraction: the list is endless. By mobilising media and cultural theory, this course seeks to understand the place of the digital within a larger debate on materiality. Themes include the media event, circulation, memory, the political and violence.
Course Instructor: Ravi Sundaram
The Work of Theory: Thinking Across Traditions
The term 'theory' immediately brings to mind names such as Plato, Kant, Hegel, Husserl, Marx and so on. That is, theory appears as a particular body of philosophical thought coming to us from Europe and globally relevant in its scope. To us theory therefore comes as a given body of knowledge, as though the essentials have already been settled. In this course, we shift our attention away from western theory as such and ask the prior question – namely, what it is to theorize, what is the work that theorization accomplishes. We discuss the practice of theorizing by passing through histories and experiences of the global south as well as through alternative theoretical possibilities inherent in other traditions, be they Chinese or Latin American or Arabo-Persian. By using the phrase 'thinking across traditions', we imply that good theory and new theory must shake off its dependence on a single, uncontaminated metaphysical tradition and on a single, dominant historical narrative of modernity.
The Urban Experience
This course shall focus on the making of the urban modern in India and its relationship to theories of global urbanism. Students will be introduced both to the formal dimensions of city making and the unintended consequences of modernist plans and technological transformations. Changing urban spatial imaginaries, as these are inflected by gender, environmental, health and aesthetic concerns, shall be discussed. Attention will be paid to the place of the rural within contemporary urban imaginaries.
Course Instructor: Awadhendra Sharan
This is an intensive Course with compulsory readings and class discussions. Course materials will be made available. Participants are expected to make presentations and participate in a workshop at the end of the course period. A participation certificate will be awarded upon successful completion. The Course will be conducted over 8 weeks between 1 July - 31 August 2015. Classes will be held at CSDS on week-day afternoons, three days a week, from 2.30-5.30 pm.
Applications are invited from M.Phil/Ph.D students as well as independent researchers. As part of your application please submit your C.V. and a 1000-word description of your research question/topic. Selected out-station participants shall be provided with roundtrip travel expenses (3-tier AC) and a stipend of INR 25,000. Please send your applications by email to teaching(at)csds.inThe last date for receiving the applications is 30 April 2015.
Call for Papers
57th ISLE Annual Conference, 10-12 October 2015, Srinagar, India
The 57th Annual Conference of the Indian Society of Labour Economics (ISLE) will be held during 10-12 October, 2015 at Srinagar, Jammu and Kashmir. The Conference is being jointly organised by Central University of Kashmir, Srinagar and S. K. University of Agricultural Sciences and Technology, Kashmir. Professor Ravi Srivastava, Centre for the Study of Regional Development, Jawaharlal Nehru University (JNU), New Delhi is the Conference President.
1. Unpaid Work
2. Right to Work & Mahatma Gandhi National Rural Employment Guarantee Act
3. Labour and Employment in Manufacturing Sector
Submission of Papers: Papers along with a summary of 1000 words may be sent to:
Dr. Preet Rustagi, The Hon. Secretary, Indian Society of Labour Economics, NIDM Building, IIPA Campus, I.P. Estate, New Delhi–110002 or emailed to: email@example.com with a copy to firstname.lastname@example.org. Abstracts of papers selected for the Conference will be published and circulated among the Conference participants. Selected revised papers would be considered for publication in the subsequent issues of the Indian Journal of Labour Economics subject to peer review.
Best Paper Awards: Two awards have been instituted for the best paper writers, below 40 years: Ruddar Datt Memorial Award and Sanjay Thakur Young Labour Economist Award (carrying prize money of Rs. 10,000 each). The papers on any of the Conference themes to be considered for the award should be presented by the paper writers themselves. Contributors willing to be considered for the awards are requested to furnish age proof along with the single authored paper before the deadline.
Surjit Singh Fellowship: The ISLE also invites applications from scholars below 40 years of age working on labour and employment issues for the award of one Fellowship of Rs.50, 000/- instituted in the memory of former Secretary of the Society Dr. Surjit Singh. The application should contain a short proposal (about two-three pages) providing details of research objectives, hypotheses, methodology and theoretical framework of the study. The awardee is expected to prepare a comprehensive research paper/monograph by the end of 2015 and also present a paper based on it during the Conference. The last date of submitting the application is 7 May 2015 and the decision of award would be communicated by 20 May 2015. (Visit www.isleijle.org for more details.)
Conference Registration Fee Structure
Dates to Remember
(Those who would like to receive early communication of the acceptance of their papers should request for early information in this regard while sending their papers).
Developing countries (US$)
Note: Participants, who are members of ISLE but have not renewed their membership for the year 2015, or are not members of the Society need to pay the membership fee to be able to attend the Conference. The annual membership fee is Rs. 1000 for those from India, US$ 100 for those from developing countries, and US$ 125 for those from other countries.
Demand draft (DD) drawn in favour of "local organizing secretary ISLE 57", payable at Srinagar, should be sent by 15 September 2015 to the Local Organizing Secretary, Professor. G.M. Bhat, Head, Department of Economics, and Dean, School of Social Sciences, Central University of Kashmir, Srinagar with soft copy to email@example.com
Besides participation in pre-conference event (planned between3.00 p.m. – 7 p.m. on 9 October 2015) and all the sessions of the conference, registration will entitle the participant to avail modest boarding, lodging, Conference kit and other Conference materials.
APSTSN is pleased to announce the Call for Papers for the biennial conference, to be held in Kaohsiung, Taiwan, Oct 1st~4th, 2015.
DEADLINE EXTENDED: April 30th, 2015
Deadline for submissions of individual papers and session proposals
Conference Website: http://apstsn.tw-sts.org/
Over the past several years, the Asia-Pacific has experienced disasters on various scales and severity, often compounded by technological system failures, such as the 311 earthquake and the Fukushima nuclear disaster in Japan, the Sowel ferry disaster in Korea, and the propene explosion in Kaohsiung, Taiwan. In addition, recent scandals regarding food safety in Taiwan and China have created a sense of urgency. These disasters and threats have brought major controversies over how to ensure a safe future in a risk society, and they have also drawn people from different sectors to participate in the discussion. Most importantly, the public has become even more critical in shaping the climate of civil and policy making opinions. Confronting these disasters, how do we mobilize and empower the public to engage in the improvement of a technological society in order to increase our resilience in the face of giant disasters?
Confirmed keynote speakers and panelists
Deborah Bird Rose University of New South Wales, Australia
Tadashi Kobayashi Osaka University, Japan
Kuei-Tien Chou National Taiwan University, Taiwan
Hee-Je Bak Kyung Hee University, Korea
Sulfikar Amir Nanyang Technological University, Singapore
Science and technology in society has an important role to play in investigating disasters wherever they arise. We would therefore like to invite scholars and activists to exchange ideas and findings on the topic of disasters, controversies and public engagements in the Asia-Pacific region.
All STS topics are welcome, including but not limited to:
|Biosciences||Food & Agriculture||Medical Care|
|Business||Finance & Markets||Gender & Technology|
|Modeling & Numbers-work||Indigenous Knowledge||Normativity & Normalization|
|Citizenship & Activism||Information & Media||Post Humanities|
|Science & Law||Multi-Species Relations||Energy|
|Risk||Environment & Ecology||Government, Policy & Politics|
|Theory & Method||Science Communication||Disability & Assistive Technology|
|Post-Colonial Science||Knowledge & its Limits||And more|
February 1st , 2015 Submission opens
April 30th, 2015 Deadline for submissions of individual papers, session proposals
May 30th, 2015 Acceptance Notification
July 31st, 2015 Early Bird Registration closes
(All presenters must register to be included in the program. For papers with more than one author, one presenter must register to be included in the final program.)
*Individual submission abstract:
Individual submission abstracts should be up to 250 words. They should include the main arguments, methodology, and their contribution to the STS literature. Paper titles should not exceed 10 words. Please list five key words to assist the program chair to group individual papers into a session. You may choose to submit your paper abstract to one of the topics listed above where you would prefer your paper to be included, or you can leave panel selection to the program chairs.
*Session proposal abstract:
Session proposal abstracts should have a maximum of 200 words. Each session proposal should contain a summary and rationale, including a brief discussion of its contribution to STS. Session proposals should be designed to fit one-and-half-hour time slots. A typical session will contain three papers with a discussant. A maximum of four paper abstracts conforming to the above criteria for abstracts must be submitted for a proposed session.
TO SUBMIT, please visit http://apstsn.tw-sts.org/
Presentation time: A feature of APSTSN conferences is that adequate space and time is provided for presentations and questions. For each presentation, we will arrange 20 minutes for the delivery of the presentation and 10 minutes for questions as a minimum.
Program Participation: To ensure there is adequate time for the above we request that individuals may be listed for only one paper presentation as the presenter and one other role (such as session chair or discussant but not a second paper) for a maximum of two appearances. That is, we request one single authored paper and one co-authored paper as the limit with regard to abstracts and presentations.
STS Fair (Oct, 3rd Saturday afternoon 3:00~5:30pm)
Science, Technology and Society (STS) researches have always paid special attention to social involvements of academic findings. The 2015 APSTSN conference will hold an interactive STS FAIR session, to encourage networking between scholars, social activists, policy makers, government agents, industrial managers, designers and representatives from communities, NGOs, NPOs, and more. We hope participants will gain insights for developing projects and future collaborations. This fair is thus intended to nurture STS networking and research that integrates social practices and academic advances.
(Please see website for details - including submission instructions, financial support and registration fees.)
This entry-level online course will provide youth with basic media and information competencies to become critical citizens and agents of change. The course is designed to enable youth to:
The course is based on the MIL Curriculum and the Freedom of Expression (FOE) Toolkit published by UNESCO. A central theme throughout this 10-week course is how media and information literacy can enable youth to be actively involved in intercultural dialogue, advocating for equality between women/girls and men/boys, and freedom of expression.
The course is offered through Athabasca University's online e-Lab, using the learning management system, Moodle. Most sessions will be self-directed, with ongoing interaction with the course presenters in the online space. Athabasca is a Canadian university that holds a UNESCO Chair on open education resources. Athabasca University is an associate member of the UNESCO-UNAOC University Network on Media and Information Literacy and Intercultural Dialogue.
Applicants should be youth (females and males between the ages 15-25). Participants who successfully complete the course will receive a certificate from Athabasca University.
In order to successfully complete this course participants will need regular access to a computer and Internet access to download documents, listen to podcasts and view online videos.
To apply, please click here. Application must be completed by 20 April 2015. There are no associated fees to participants who wish to do this course.
This MIL course includes a research component being carried out by UNESCO.
Online Media and Information Literacy Course Units
Unit 1 – Media and Information Literacy (MIL): An Introduction
Unit 2 – Media and Information Literacy and Intercultural Dialogue
Unit 3 – Media and Information Literacy: Evaluating and Using Information and Media Content
Unit 4 – Media and Information Literacy: Using Research and Analysis to Produce Your Own Information and Media Content
Unit 5 – Freedom of Expression, Freedom of Information, Freedom of the Press
Unit 6 - Representations of Gender in the Media, Books, on the Internet and in History
Unit 7 – Media and Information Ethics in Relation to the Needs of Big Business, Politics and Development
Unit 8 – Understanding and Evaluating the World of Advertising
Unit 9 – The Challenges and Opportunities of Media, Libraries and New Technologies for Youth
Unit 10 – Engaging with Media and Using New Technology and Information for Social Action
You can read the article also here: http://www.unesco.org/new/en/communication-and-information/resources/news-and-in-focus-articles/all-news/news/register_now_unescos_online_media_and_information_literacy_course_for_youth-1/
April 21, 2015
Chicago Center in Delhi, C.P.
Abstract How do two species form from one? Labeled the mystery of mysteries by Charles Darwin, we have made considerable advances in our understanding over the past 20 years, as a result of ecological, behavioral, and, most recently, genomic studies. I will describe how ecology, behavior and genetics interact to create new bird species, drawing on Indian examples. I will ask how the tremendous diversity of birds has built up in the Himalayas and also consider an example where speciation is actively going on at the present day.
Trevor Price is a Professor in the Department of Ecology & Evolution, working with the Committee on Evolutionary Biology and the Committee on Genetics, Genomics & Systems Biology. The current focus of his research is on the determinants of bird species diversity along the Himalayas, notably the question of why there are twice as many species in the eastern Himalayas as the west. He continues to do field work in the states of Arunachal Pradesh, Sikkim, West Bengal, Himachal Pradesh and Uttar Pradesh in collaboration with the Wildlife Institute of India.
In 2014, Trevor Price gave a joint lecture with Dr. Dhananjai Mohan of the Indian Forest Service on Climate Change, Conservation, and the Birds of the Himalayan Region.
CALL FOR PAPERS
SPECIAL ISSUE: Critical Perspectives on Innovation, Technology and Learning for Development
Submission Deadlline: 26 April 2015
Guest Editor: Prof Paul Prinsloo, University of South Africa
Learning and its contribution to development, whether in open and distance learning, or other educational delivery modes (formal, informal or post-formal) can be explored through many possible lenses, which do not only point to a variety of research designs and methodologies, but also to different philosophical and ideological approaches.
While there are many journals dedicated to learning, curriculum development, assessment, and so forth, and others dedicated to issues regarding development; the JL4D specifically engages with the nexus between learning and development.
This special issue will provide a platform to engage with firstly, the notion of innovation in learning in the context of, and in relation to socioeconomic and human development; and secondly, critically engage with broader claims and practices in the context of learning for development. Learning for development is therefore in many respects an assemblage of different associations that produce agency as well as "ideas, identities, rules, routines, policies, instruments and reforms" (Fenwick & Edwards, 2010, p. 3). We also have to recognise the impact and different nuances of asymmetrical power relations and configurations on learning for development as assemblage and how it is informed by, for example, gender, race, language, culture, and geopolitical location (e.g. developing vs. developed and the Global North vs. the Global South). (See for example, Avgerou, 2010; Baijnath, 2013; Collins & Rhoads, 2010; Czerniewicz & Wiens, 2013; Gulati, 2008; Heeks, 2010; Islam, 2011; James, 2010; Keengwe & Malapile, 2014; Lumumba-Kasongo, 2011; Oyelere, 2010; and Tikly & Barrett, 2011).
Education is often lauded as the "powerhouse for development", and as an "incubator for social and economic change" (Naidoo, 2008, p. 248). The collaboration between education and development is therefore portrayed as addressing the origins of, and decreasing the impact of social and economic disparities. While there is no question that education plays a crucial role in socioeconomic and human development, the relationship between learning and development is more complex than generally assumed. The fact that actors, actions and practices in the nexus of education and development are mostly embedded in asymmetrical, socio-material relations necessitates a critical exploration (Apple, 2010; Bauman, 2012; Benavot, 1989; Comim, 2007; Epstein, Boden, Deem, Rizvi & Wright, 2008; Giroux, 2003, 2014; Hountondji, 2000; Hoppers, 2000, 2001; Mensah, 2007).
Teaching and learning are indisputably social, political and ideological acts and the relationship between learning and development is shaped by various factors and discourses such as globalisation, development and the interconnected flows of populations, information, data, capital, knowledge, and differential power (Apple, 2010; Castells, 2009). The relationship between learning and development therefore finds itself located in the nexus of various asymmetric relations of power and mostly contradictory dynamics. Learning and/for development are caught up in the "double logic of inclusion and exclusion in the global networks that structure production, consumption, communication and power" (Castells, 2009, p. 25). Against the complex backdrop of a variety of societal fault lines informed, perpetuated and sustained by dominant market ideologies and educational initiatives by global organisations such as the World Bank; there are increasing concerns about the inability of current market ideologies to address social injustice and disparity and collateral damage of "development" (Apple, 2010; Bauman, 1998, 2004; 2011; Chomsky & Barsamian, 2013; Davis, 2006; Giroux 2014).
The purpose of this special issue is not only to bear witness to how much of the current discourses on learning and development may be connected to various relations of exploitation and domination, but also to de-naturalise many of the assumptions about learning and/for development. This issue therefor hopes to point not only to the complexities and contradictions, but also to spaces for possible counter-hegemonic action and hope (Apple, 2010).
Central to many of the discourses on learning and/for development are claims of how technology and technological developments will, or at least have the potential to, somehow, erase hundreds of years' structural injustice and inequality (Daniel, 2009; Morozov, 2013; Selwyn, 2014). Digital technologies are lauded to herald "a tectonic shift that will bring the benefits of learning and knowledge to millions" (Daniel, 2009, p. 62). There are also claims that through technology and the benevolence of educators and institutions in the global north "education for all" will become a reality for those previously excluded from education (Lillie, 2012). In stark contrast to these claims, is the need to understand technology and more specifically educational technology "in terms of its complicated and often unjust connections to the larger society" (Selwyn & Facer, 2013, p. 4). "While undoubtedly of great potential benefit, it is clear that educational technology is a value-laden site of profound struggle that some people benefit more from than others – most notably in terms of power and profit" (Selwyn, 2014, p. 2). (Also see Morozov, 2013). Technology in the context of learning and development is best understood "as a knot of social, political, economic and cultural agendas that is riddled with complications, contradictions and conflicts" (Selwyn, 2014, p. 6).
Gray (2004) posits the notion that there is no basis for the wide-spread belief that progress in knowledge and science will necessarily result in a more just and compassionate society. He warns that knowledge and science cannot (and will not) "end the conflicts in history. It is an instrument that humans use to achieve their goals, whether winning wars or curing the sick, alleviating poverty or committing genocide" (Gray, 2004, p. 70).
This issue of the Journal of Learning for Development proposes that we consider the relationship between learning and development as both problematic and agentic (Emirbayer and Mische, 1998). Amid the hype, disappointment and hope regarding learning and/for development, we invite contributions that map, explore, contest, critique but also frame alternative praxis in the following foci:
SUBMISSION AND PUBLICATION SCHEDULE
26 April 2015
Closing date for submissions
10 May 2015
Outcome of the review process communicated to authors
25 May 2015
Resubmission by selected authors plus final selection
Accepted contributions to copy editor
Last date for queries to authors
3 September 2015
1 November 2015
Submission Process (Important):
To submit papers for the special issue, please register at the journal site and submit your paper choosing the option Special Issue (SPI) as the Journal Section. Please write the specific section of the Journal to which your submission is more suitable in the box for Comments to the Editor. All submissions to the Special Issue will be Peer Reviewed as per the policy of the Journal.
Contact details of Special Issue Editor:
For enquiries related to the special issue write to:
Prof Paul Prinsloo (Guest Editor)
University of South Africa; firstname.lastname@example.org
Further Details: http://www.jl4d.org/index.php/ejl4d/announcement/view/3