Educational Culture, Policy, and Society
University at Buffalo
The Department of Educational Leadership and Policy (ELP) at the University at Buffalo (UB) is inviting applications for an Associate/Assistant Professor position in Educational Culture, Policy and Society (ECPS), with specific attention to ethnographically based research and teaching practice that is situated in the relationship between schooling and social and economic forces and consequences in national and /or global context. Candidates for the position should have experience conducting research on institutional policies/practice and outcomes (e.g., academic achievement, academic attainment, occupational status and /or income) and be able to teach courses on macro level educational policy issues (e.g., teacher compensation, charter schools, STEM schools, school choice, high-stakes testing, postsecondary access, student dropout, gender and racial/ethnic inequities) and/or micro level educational policy issues such as tracking, among others, as linked to outcomes of interest. In addition, candidates should have: 1) a strong publication record, preferably in top-tier peer reviewed venues; 2) a track record of obtaining funded research grants with federal agencies such as NSF, IES, NIH, and/or private research foundations (e.g., Spencer, WT Grant, Russell Sage); 3) evidenced strong propensity towards participating on interdisciplinary and cross-method research teams, including experience with grant writing, research design and execution; and 4) wants to join a dynamic team of committed scholars who represent the best methodologies--quantitative, qualitative and mixed methods approaches-and is concerned with issues of equity, access and education in national and, by extension, global perspective.
The hire is expected to be a "team-player," and to help produce grant applications and be part of externally funded projects to benefit their own work and that of their colleagues in the program. Given that the proposed hire will likely have a strong disciplinary background in Sociology, Anthropology, and/or Policy Studies, the individual will be expected to substantially contribute to drawing students from outside the Graduate School of Education for the newly constructed Certificate of Completion in Qualitative Methods. Drawing such students and forging relationships with disciplines outside GSE is increasingly critical, given that many federal and even private granting agencies are looking towards multi-method and cross-disciplinary research teams in order to address large-scale research questions of critical importance in the social and educational arenas.
Candidates must have an earned doctoral degree in a program comparable to ECPS in a School of Education, or in Sociology of Education, Anthropology of Education, or Policy Studies from Departments of Sociology, Anthropology or Policy Studies. Candidates are expected to have: (a) a solid record of scholarship and publication, (b) a record of participating on an externally funded grant team; (c) strong interest and ability in writing grants; and should have evidenced ability or strong predisposition to work collaboratively with colleagues using a variety of research methods. In addition, the successful candidate must be willing and able to 1) offer rigorous ethnographic methods courses in ELP so as to add strength to the recently configured Certificate of Completion Certificate in Qualitative Methods; and 2) offer foundational courses as part of the Teacher Education program.
Wednesday 5-7:50 PM
Dr. Aaron Kuntz
Critical Geography begins with the assumption that social space, material place, power, and identity are forever entangled and at work in the production of meaning-making. This course takes seriously such assumptions, examining the “spatial turn” in educational research that has impacted methodological practice for the past two decades. Specifically, this course examines critical geography as engaging the principle tenets of neo-Marxism and poststructural thought even as it informs recent assertions of “materialism” in inquiry practices (seen most directly in theorizations of “new” or “critical” materialism). As such, we will read foundational texts in critical geography, contemporary manifestations of the spatial turn in educational research, and design qualitative studies informed by our emergent understanding of the spatial and critical materialism.
Join Dr. Kuntz and Dr. Guyotte for an informational meeting discussing the International Congress of Qualitative Inquiry. We will meet on Wednesday, October 28th in Graves 104 from 2:00-3:00 pm. More information about ICQI can be found here.
"The Twelfth International Congress of Qualitative Inquiry will take place at the University of Illinois, Urbana-Champaign from May 18-21, 2016. The theme of the 2016 Congress is 'Qualitative Inquiry in Neoliberal Times.' Critical qualitative research is under assault. Qualitative scholars struggle to obtain tenure, their research is often underfunded, the journals they publish in are given low impact scores. Scholars around the world, inside and outside the academy, struggle against the regulatory practices of neoliberalism. The 12th International Congress offers scholars the opportunity to foreground, interrogate and resist these practices, to engage in a politics of advocacy, pro and con, to form coalitions, to engage in debate on how qualitative researchers can resist the pressures of neoliberalism. The Congress will be an arena for advancing the causes of social justice, while addressing racial, ethnic, gender and environmental disparities in education, welfare and healthcare."
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