|Funding for:||UK Students, EU Students, International Students|
|Funding amount:||£14,553 plus tuition fees - see advert for details|
|Placed on:||26th January 2017|
|Closes:||13th March 2017|
To celebrate the University's research successes, the University of Hull is offering a full-time UK/EU PhD Scholarship or International Fees Bursary for candidates applying for each of the following projects.
Studentships will start on 25th September 2017
PhD Scholarship 1: ‘Treatied Narrativity’
A fully funded PhD bursary opportunity for a candidate with an interest in Native American Indian Studies, American History, Cultural Studies, Diplomacy, International History Environmental History &/or Literary Studies.
This project examines the narrative complexities surrounding the production and interpretation of Indian treaties from 1607 until the close of the frontier in 1890. Adopting a series of interdisciplinary lenses, it will periodize treaty-making processes and relate these cultural productions to primary narrative traditions within differing communities of meaning over time. The candidate will be encouraged to explore: the limits to the intercultural understanding represented by treaties; how treaties have been used and understood within existing historical, literary, legal and political treatments, and how this might change in light of current research; how issues of cultural specificity and linguistic mediation impact upon treaties and what the future might hold in relation to these most contested American literary and political artefacts.
In attempting to answer these questions, the doctoral candidate will be encouraged to seek out and cultivate relationships with a series of Indian groups, U.S. government bodies, legal entities and policy advocates.
The University of Hull offers considerable research resources to support this project. The recently-refurbished Brynmor Jones Library is one of only three institutions that hold the complete 20 volume set Early American Indian Documents: Treaties and Laws, 1607-1789, (edited by Alden Vaughan). The Library’s digital holdings include all of the major journals in American and American Indian History, as well as full access to the Evans Collection of Early American Imprints, which covers every book printed in the American colonies between 1639 and 1800.
The supervisory team has an extensive record publishing on Native environmentalism, American cities, and social justice and American environmental history in global context.
PhD Scholarship 2: ‘Overlapping Sovereignties and Treatied Space’
A fully funded PhD bursary opportunity for a candidate with an interest in Native American Indian Studies, Colonial American History, Law, Diplomacy, International History &/or Environmental History.
This project looks at treaties as legal instruments for acquisition of territory on the part of settler governments, Indian groups, and by the British Crown. Reflecting the current ‘spatial turn’ influencing scholarship on colonial history and recent work re-examining the foundations of international thought, the candidate will explore how treaties created multiple and overlapping sovereign claims and counter-claims.
Potential PhD research topics could include, but are not limited to:
The University of Hull can offer considerable research resources to support this project. The recently-refurbished Brynmor Jones Library is one of only three institutions that hold the complete 20 volume set Early American Indian Documents: Treaties and Laws, 1607-1789, (edited by Alden Vaughan). The Library’s digital holdings include all of the major journals in American and American Indian History, as well as full access to the Evans Collection of Early American Imprints, which covers every book printed in the American colonies between 1639 and 1800.
The doctoral candidate will be encouraged to cultivate relationships with a series of Indian groups, U.S. government bodies, legal entities and policy advocates. The supervisory team has extensive experience publishing on early modern Britain in global context, on the American revolution in settler context, on maps and slave migration and on environmental justice, land use and resource conflicts.
To apply for these Scholarships please click on the Apply button below.
Full-time UK/EU PhD Scholarships will include fees at the ‘home/EU' student rate and maintenance (£14,553 in 2017/18) for three years, depending on satisfactory progress.
Full-time International Fee PhD Studentships will include full fees at the International student rate for three years, dependent on satisfactory progress.
PhD students at the University of Hull follow modules for research and transferable skills development and gain a Masters level Certificate, or Diploma, in Research Training, in addition to their research degree.
Successful applicants will be informed of the award as soon as possible and by 8th May 2017 at the latest.
PhD in relationships between cultural heritage and indigenous identity - University of Oslo
*** Apologies for cross-posting ***
I am pleased to announce an opportunity for a PhD in Museum and Cultural Heritage studies investigating the relationships between cultural heritage and indigenous identity, at the University of Oslo (Centre for Museum Studies / IKOS - Department of Culture Studies and Oriental Languages). The application deadline is 3 April.
You can read the doctoral fellowship's announcement here: http://uio.easycruit.com/vacancy/1789657/62042?iso=no
Please circulate widely.
Associate Professor in Museology and Cultural Heritage
Centre for Museum Studies - IKOS
University of Oslo
OPEN UNTIL FILLED, REVIEW DATE: 03-06-2017
Posting Text: South Dakota State University (SDSU) is currently seeking a dynamic, collegial, and collaborative leader to serve as Director of Diversity, Equity, Inclusion and Access. This individual will report to the Chief of Staff in the President's Office.
The Director of Diversity, Equity, Inclusion and Access will perform the following functions:
- Collaborate with a variety of stakeholders across the University including but not limited to Student Affairs, Academic Affairs, Human Resources, Title IX/EEO, and Athletics to promote inclusion practices.
- Remain current on laws, regulations, trends and best practices related to diversity, equity, ADA, and related topics.
- Research, develop, and deliver training, coaching, consultation and assistance to students, employees, and other groups regarding diversity, inclusion, equity, and access. Inform and educate on policies and practices that might impact particular groups of individuals.
- Develop, implement, operationalize, and measure a plan to enhance inclusion practices across the University in collaboration with the University's Diversity and Inclusion Committee, engaging all appropriate stakeholders throughout the process.
- Collaborate with the Office of Institutional Research and Analysis on campus climate assessments and develop action plans to address issues related to diversity, equity, inclusion and access with a variety of campus stakeholders.
- Provide consultation to campus leaders in evaluating, designing, and implementing institution-wide policies and practices to ensure diversity, equity, inclusion, and access, for all faculty, staff, and students.
- Serve as an administrative liaison to the University's Diversity and Inclusion Committee and collaborate across campus to promote inclusion.
- Supervise ADA Coordinator, manage office budget, and perform overall oversight of the Office of Diversity, Equity, Inclusion and Access.
- Completed Master's degree at the time of application.
- 3 years of progressively responsible experience in diversity, equity and inclusion. initiatives and/or programs in higher education or a comparable complex organization.
- Knowledge and experience working with a variety of cultures.
- Effective written, interpersonal, and collaborative communication skills.
- Ability to facilitate group meetings, work collaboratively with a commitment to community-building, provide support, advice and consultation across the University to enhance diversity, equity, inclusion and access.
- Motivation, professionalism, integrity, and drive to advance the University's diversity initiatives.
- Must be authorized to work in the US. Sponsorship is not available for this position.
- Experience in a higher education setting.
- Experience developing, conducting, and evaluating comprehensive education or training programs.
- Knowledge of diversity and inclusion issues and trends in higher education or a comparable complex organization.
- Experience with budget and personnel management, strategic planning, and program assessment.
Department Description and Cultural Expectations South Dakota State University is the state's largest, most comprehensive higher education institution. As South Dakota's Morril Act land-grant university, SDSU had a fall 2016 enrollment of 12,613 students from all 50 states and 85 countries. Students choose from 73 majors, 36 specializations, 75 minors, 35 master's degree programs, 15 Ph.D. programs and two professional doctorates. Approximately 55% of SDSU students are residents of South Dakota, 37% from other states, and 8% from other countries. There are ongoing efforts to bring a greater global perspective to the campus to increase diversity. The work of the university is carried out on a resident campus in Brookings, at sites in Sioux Falls, Pierre, Rapid City, and through Extension offices and Agricultural Experiment Station research sites across the state.
From its roots as a land grant university established in Brookings, South Dakota in 1881, SDSU today is a vibrant, complex Carnegie Research University ? High Intensity institution. It competes in Division I athletics, is a member of the Missouri Valley Football Conference and participtes in the Summit League for most other sports.
With exceptional alumni, community, and Foundation support for student scholarships as well as all aspects of campus life, SDSU is the center of life in Brookings, a friendly, economically-healthy community of nearly 22,591 residents on the Eastern border of the state. The city has an excellent K-12 educational system. During a campus visit, a tour of the education systems and visit with school administrators may be arranged. The city is also accessible to major medical facilities, has an active social and cultural environment, and has numerous lakes and parks within an easy commute. Sioux Falls, a city of approximately 150,000 persons, is a 55 miles to the south. Brookings is also located about 200 miles west of the Twin Cities of Minneapolis and St. Paul, a metropolitan area with major design and art centers such as International Market Square, Minneapolis Institute of Art, Walker Art Center, and Weisman Art Museum.
Special Instructions to Applicants This system will guide you through the electronic application form. This employment site will also require the attachment of a cover letter, which should specifically address how the candidate meets the qualifications as outlined in the advertisement; resume; and a reference page with the contact information for three professional references. Please contact SDSU Human Resources at (605) 688-4128 if you require assistance with the electronic application process. Paper applications will not be accepted.
SDSU actively seeks to increase social and intellectual diversity among its faculty and staff. Women, minorities, veterans, and persons with disabilities are encouraged to apply.
Any offer of employment is contingent on the university's verification of credentials and other information required by law and/or university policies, including but not limited to, a criminal background check.
Established in 1863, Huron University College is the founding college of Western University and offers liberal arts and theological programs. Huron is distinguished by its small classes and teaching excellence in a personal, supportive community. Huron is committed to providing its students with an engaging and inspiring educational experience that gives them a distinct advantage throughout their entire lives, and challenges them to be leaders with heart.
The Centre for Global Studies at Huron University College, in London, Ontario, invites applications from qualified persons interested in teaching one or more of following 10 one–term courses (each valued at 0.5 course credits) over the period of September 2017 – April 2018.
Fall Term, September – December, 2017:
Centre for Global Studies 1023F — Introduction to Global Development
This course is an introduction to the interdisciplinary field of global development studies with the focus on investigating the notion of ‘poverty’. It will examine the roles of development organizations, states and civil society in addressing globally identified development issues through the negotiation of global development agendas.
Centre for Global Studies 3516F — Economies of Development
This course examines alternative tools for assessing development, such as development indicators and indices (GNP/GDP, Human Development/Poverty Indices, Physical Quality of Life Index, Gender Empowerment Measures), community-based indicators, and explanations of economic development in micro and macro contexts.
Centre for Global Studies 3518F — Non-State Peoples and State Formations
This course considers relations between sovereign states and self-determining non-state peoples. The course provides an interdisciplinary examination of the evasions, negotiations and resistances that characterize non-state peoples’ responses to attempts to consolidate state authority in colonial and postcolonial settings.
Centre for Global Studies 3519F — Global Inequalities Based on Sexual Differences
This course examines core ways in which persons and populations are situated in positions of inequality under globalization and development contexts on bases of sexual difference and differences in sexuality. Students will study the significance of these differences and will gain practice in research methods appropriate to such a focus.
Centre for Global Studies 3526F — Challenging Regimes of Global Citizenship and Internationalization
Examines how practices to promote global citizenship and internationalize learning respond to relations of power. Focus is given to pedagogical strategies initiated by universities, charities, and civil society organizations to situate their memberships within orders of difference. Emphasis is placed on learning critical practices of de-internationalization in global awareness.
Winter Term, January – April, 2018
Centre for Global Studies 1022G — Introduction to Globalization
This course offers an interdisciplinary introduction to dominant material and cultural trends under the conditions of economic globalization. Key topics are labour in the global economy, the globalization of the capitalist mode of production, transnational resource flows, responses to inequality and resistance.
Centre for Global Studies 2002G — Problems of Global Development
This course provides a comparative and theoretical examination of societies and cultures undergoing significant change and of the complex global relations between developing and industrialized areas. It offers an interdisciplinary perspective on such issues as economic development, development indicators, gender, foreign policy, development aid, participatory development and post–development.
Centre for Global Studies 3001G — Collaborative and Participatory Methodologies
This course examines the work of formulating and collaborating in community-based projects. Students learn to recognize and respond to ethical, socio-political, institutional and epistemological dimensions of collaboration, participation and research practice in contexts characterized by forms of inequality. Students prepare a research proposal, funding application and ethics review.
Centre for Global Studies 3517G — Decoloniality
This course explores decoloniality as a practical and analytical orientation to confrontations with the entrenched injustices identified with coloniality. The course considers decoloniality through characteristic projects, practices and globalized movements to decolonize knowledge, livelihoods, politics and community.
Centre for Global Studies 3520G — Overcoming Management Paradigms in Global Development
This course critically examines how practices of Global Development are typically reduced to problems of management and how such paradigms are problematic and incompetent with respect to the global inequalities that provoke development as a question. Students will explore alternative approaches, seeking greater practical address of responsibilities in development work.
It is expected that the instructors for these courses build their pedagogical approaches by drawing freely from scholarly materials, problems, and assignments familiar across the range of the social sciences and humanities. The instructors hired to teach these courses are welcome to draw on their own creative resources and specific areas of scholarly research and expertise in creating their own versions of each. However, as with the teaching of all courses in the Centre for Global Studies, the instructors of these courses should be prepared to develop their pedagogical approaches in building the courses from fundamentally critical and interdisciplinary starting points. Applicants to teach these courses are encouraged to consult past syllabi available at the Centre for Global Studies website to be able to see examples of recent approaches:
The academic backgrounds of applicants should be from the social sciences, humanities, or interdisciplinary programs. To be seriously considered for these positions, applicants should either have already earned a PhD in their respective fields of study or currently be enrolled in a PhD program.
Applications for teaching any of the courses listed above should include the following: a letter of application in which the applicant explains per qualifications for teaching one or more courses and the approaches that per would like to take in teaching them; the applicant’s current curriculum vitae; a list of at least three persons willing to offer academic references in support of the applicant’s application; and any available teaching evaluations from courses that the applicant has taught in the past.
The Centre for Global Studies will begin reviewing applications as of March 14, 2017 and will continue to do so until these teaching opportunities are filled. All application packages should be directed to:
Ms. Julie Bennett, Administrative Assistant
Centre for Global Studies
Huron University College
1349 Western Road
London, Ontario, Canada
Huron University College values its place in an interconnected world and desires to reflect this value, acknowledging our responsibility to strive towards a diverse and equitable employment and educational environment that recognizes the inherent worth and dignity of every person. We welcome applications from women and men, visible minorities, Aboriginal people, persons with disabilities, and persons of any sexual orientation or gender identity.
Applications from all qualified individuals are invited; however, Canadian citizens and permanent residents will be given hiring priority. We thank all applicants for their interest, only those selected to proceed in the competition will be contacted. Should you require accommodation in making an application please contact our office 519-438-7224.
The Department of Educational Administration, Foundations and Psychology invites applications for a full-time Indigenous scholar (First Nations, Métis and Inuit) for a tenure-track position at the rank of assistant professor in the area of educational leadership.
As the oldest university in Western Canada, the University of Manitoba is the largest, most comprehensive post-secondary educational institution serving a diverse body of students in Manitoba, or Manito-ahbee, translated as “where the creator sits.” The University of Manitoba is situated in the Red River Valley on Treaty One territory, the traditional territory of the Anishinaabe Peoples and
homeland of the Red River Métis. Winnipeg has long been a meeting place for Anishinaabe, Cree, Oji-Cree, Dene and Dakota Nations. Winnipeg is a city of approximately 700,000 people that combines the amenities of urban life with access to the countryside and to northern lakes and forests (www.tourismwinnipeg.com). The city offers a vibrant arts community, diverse cultural events, and worldclass entertainment.
The Department of Educational Administration, Foundations & Psychology in the Faculty of Education has 14.5 full-time equivalent faculty members who perform
research, service, and teaching responsibilities in the Bachelor of Education (BEd), Post-Baccalaureate Diploma in Education (PBDE), Master of Education (MEd), and Doctor of Philosophy (PhD) programmes. The Department currently offers courses in the following graduate specializations: Adult and Post-Secondary Education, Counselling Psychology, Educational Administration, Inclusive Education, and Cross-Cultural, Sociological and Philosophical
Foundations of Education.
At the time of the appointment, applicants must have, or be near the completion of, an earned doctoral degree??????????????????????????????????????????????????? in teaching and research/scholarship in Canadian Indigenous (First Nations, Métis, and Inuit) Education as it relates to the K-12 (public or First Nations Community) school systems or Adult Education settings. The successful applicant will be expected to participate in teaching, research and service within the faculty. In addition, s/he will be expected to develop and sustain strong working relationships with educational organizations and other professional and community partners across campus and within the field.
The teaching, research and service efforts of the new Indigenous scholar in educational leadership will help to: (a) impact social attitudes; (b) inform educational practice; (c) foster curricular change; (d) develop the capacity of
educators at all levels to work with Indigenous students; (e) build learning capacity across the lifespan; and (f) promote the development of research methodologies that are consistent with Indigenous ways of knowing.
Salary will be commensurate with experience and qualifications. The start date for this position is July 1, 2017 or as soon thereafter as possible. Applicants must, at application, delcare that he/she self-identifies as an Indigenous
??????????????????????????????????????????????????(First Nations-status or non-status, Métis or Inuit) Canadian. The University of Manitoba is strongly committed to equity and diversity within its community and especially welcomes applications from women, members of racialized
communities, Indigenous persons, persons with disabilities, persons of all sexual orientations and genders, and others who may contribute to the further diversification of ideas. Asll qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.
Interested candidates should submit a cover letter referencing position #23391, curriculum vitae and the names and contact information for three referees to:
Dr. David Mandzuk
Dean of Education, Faculty of Education
Room 225, Faculty of Education
University of Manitoba
Winnipeg, MB, R3T 2N2
Telephone (204) 474-9170
A review of applications will begin on March 10, 2017 and will continue until the position is filled.
Application materials, including referee information will be handled in accordance with the protection of privacy provisions of “The Freedom of of Information and Protection of Privacy" (Manitoba).
View full job posting here: http://umanitoba.ca/cgi-bin/human_resources/jobs/view.pl?posting_id=91367