Graduate Students, apply to the AERA Division G Mentoring Pre-Conference!

AERA Division G Graduate Student Executive Committee is pleased to announce our annual Graduate Student Mentoring Pre-Conference:PreCon_Announce_Flier_2019_FINAL

PATHS OF PURPOSE AND (INNER) PEACE
Friday, April 5, 2019, 7:30 A.M.-12:00 P.M.
Toronto, Ontario, 2019 AERA Annual Meeting

Keynote Speaker: Dr. Leigh Patel, PhD, Associate Dean of Equity and Justice, University of Pittsburgh School of Education

Interested graduate students must apply by 11:59 P.M. (PST) on December 12, 2018.

The theme of this year’s Preconference, “Paths of Purpose and (Inner) Peace,” invites participants to map purposeful pathways through academia which leave one’s passions and humanity intact. Recognizing the anxieties many of us carry, we will focus attention on self-care and mindfulness strategies for the journey. And we will explore the ways in which our paths may diverge, heading toward possibilities within and outside the confines of academia.

This half-day pre-conference is designed for participants to share their experiences, ask questions and engage in discussion with scholar-mentors. Topics this year center personal, academic, and professional well-being. Graduate students attending this session will walk away with concrete strategies to navigate the academy and beyond, while maintaining personal integrity and a commitment to equity and justice.

The day will be structured so that participants can attend three different small-group conversations on topics related to well-being, academic & professional skill-building, and alternatives to the faculty-route.

Application Information

Interested participants should complete the brief application form at https://qualtrics.com/2019DivGPrecon, as well as uploading a pdf with answers to two short-response questions, by December 12th.

Applications will be reviewed on the basis of the following criteria:

● Overall quality and thoughtfulness of the application
● Demonstrated commitment to educational justice
● Degree to which the applicant would benefit from and contribute to the learning space

Division G is committed to providing an equitable and diverse representation of participants on the basis of identities, type of university, and disciplinary/research interests. Preference will be given to people who have not participated before. Space is limited and registration for participation is required. Incomplete or late applications unfortunately cannot be considered. Additionally, applicants must be current graduate students.

Final decisions will be announced by early January.

If you have any questions, please write to Division G Student Executive Committee at: divggrads@gmail.com.

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Webinar – January 31: Working with Youth

Students’ sensemaking of safe and unsafe schooling environments vary based on a number of social-contextual factors and are largely informed by students’ multiple social identities and locations. This webinar will engage scholars in a timely and proactive discussion to consider the ways educational research can be leveraged to center the educational experiences and voices of students with particular emphasis on creating safe and nurturing learning environments for all students.

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Community Book Project

As the annual meeting approaches, we are encouraging AERA members in or affiliated with Division G to please consider contributing to a classroom library in Detroit, MI. Detroit is not far from Toronto, Ontario – the site of the 2019 annual meeting.

To check out the wish lists, simply copy and paste the URLs beneath each teacher’s name. We thank you in advance, and we look forward to seeing you in Toronto in April!

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Division G Community Project: Books for Detroit Students

As we enter the season of giving, please consider supporting public school students in Detroit—a neighboring city to Toronto, where we will hold this year’s AERA annual meeting. We are collaborating with two teachers to provide more books for their students, many of which are culturally sustaining. Visit their Amazon wish lists to give a book to Ms. Thomas’ and/or Ms. Gulley’s students.
GIVE A BOOK to Detroit students via Amazon:
Sincerely,
The AERA Division G Graduate Student Executive Committee

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Webinar: October 30th @ 1:30pm EDT

Beyond Binaries: Queering Notions of Gender and Sexuality in Academia

How do we reimagine education that sustains LGBTQIA+ and gender non-conforming students in the U.S.? In this webinar, education scholars will discuss their work and ideas for a more inclusive research, teaching, and activism in solidarity with LGBTQIA+ communities and individuals. We will engage in a conversation about language, equity, learning resources, and the conduct of research on sex and gender. Please join us, and come with questions!

Featured Speakers include:

Susan Marine

Dr. Susan Marine

Marine, S.B. & Nicolazzo, Z. (2017). Campus sexual violence prevention educators’ use of gender in their work: A critical exploration. Journal of Interpersonal Violence. http://journals.sagepub.com/doi/abs/10.1177/0886260517718543

Marine, S.B., Helfrich, G., and Randawhal, L. (2017). Gender inclusion in campus women’s and gender centers: Benefits, challenges, and future prospects. Journal About Women in Higher Education, 1. https://doi.org/10.1080/19407882.2017.1280054

Marine, S.B. (2017). For Brandon, for Justice: Naming and ending sexual violence against trans* students (pp. 83-100). In C. Linder and J. Harris (Eds.), Intersections of identity and sexual violence on the college campus: Centering minoritized students’ experiences. Sterling, VA: Stylus.

 

SJ Miller

Dr. sj Miller

Miller, sj., Mayo, C., & Lugg, C. A. (2018). Sex and gender in transition in US schools: ways forward. Sex Education, 18(4), 345-359. DOI: 10.1080/14681811.2017.1415204

Miller, sj.  (2018). Reframing schooling to liberate gender identity. Multicultural Perspectives, 20(2), 70-80. DOI: 10.1080/15210960.2018.1447067

Miller, s. (forthcoming). Gender identityWOKE: A theory of trans*+for animating literacy practices. In M. Sailors and D. Alvermann (Eds). Theoretical models and processes of literacy edition 7 (pp. TBD). New York: Routledge.

 

Z Nicolazzo

Dr. Z Nicolazzo

Nicolazzo, Z. (2017). Trans* in college: Transgender students’ strategies for navigating campus life and the institutional politics of inclusion. Sterling, VA: Stylus.

 
Nicolazzo, Z. (Ed.). (2018). What’s transgressive about trans* studies in education now? Routledge Special Issues as Books. Oxfordshire, United Kingdom: Routledge.
 
Nicolazzo, Z. (2017, June 30). Trans* studies in higher education syllabus. Retrieved from goo.gl/NdVMe7

Jon Wargo.jpg

Dr. Jon Wargo

Wargo, J.M. (2018). #SoundingOutMySilence: Reading a LGBTQ Youth’s Sonic Cartography as Multimodal (Counter)Storytelling.Journal of Adolescent and Adult Literacy, 62(1), 13-23.
Wargo, J.M. (2017). Designing More Just Social Futures or Remixing the Radical Present? Reading LGBTQ Youths’ Multimodal (Counter)Storytelling as Activist Practice. English Teaching: Practice & Critique16(2), 145-160.
Wargo, J.M. (2015). “Every Selfie Tells a Story…” LGBTQ Youth Lifestreams and New Media Narratives as Connective Identity Texts. New Media and Society, 1-19doi: 10.1177/1461444815612447.
 

Call for Nominations: Scholar Mentors for Student Mentoring Pre-conference

Mentoring-PgHeaderDear Division G community,
The Div G Graduate Student Executive Committee is seeking scholar mentor nominations for this year’s student mentoring pre-conference. The theme for this year’s pre-conference is Paths of Purpose and (Inner) Peace and will address personal, academic, and professional well-being in the academy. 
We encourage nominations from within and outside the academy and particularly invite nominations of junior faculty/new professionals with an outstanding mentoring record.
Invited scholar-mentors will share personal and professional knowledge with participating students by facilitating a mini-workshop/discussion that speaks to one of the three following areas:
1) Well-being and mindfulness (e.g., mindfulness strategies; coping with anxiety; navigating imposter syndrome or power dynamics).
2) Academic network and communication skills (e.g., statements of purpose; cover letters for manuscript submission; dynamic CVs).
3) Finding purpose across alternative pathways (e.g., preparing to walk away from academia; translating your skills; exploring consultation options).
Please complete this brief nomination by Wednesday, October 12 at 11:59PM EST.
Contact DivGgrads@gmail.com with inquiries.