Deadline for Proposals Extended!!!

January 6th, 2017 5pm CST

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Submit Your Proposal Here

Derrick Bell’s The Space Traders (1993) [watch and read], is a creative, yet candid analysis (and commentary) on the permanence of racism in the U.S. Bell’s science fiction story posits the willingness within the political sphere to disregard the suffering of Black people, demonstrated through the passage of laws enabling injustice against them. The Space Traders illumination of the concepts of erasure and denial of one’s humanity in trade for unlimited access to wealth and resources do not seem far-fetched in today’s political climate. Keeping in mind the 2016 presidential election cycle, we draw inspiration from Bell’s work to focus this year’s conference on interrogating the relationship between race and politics as significant determinants of educational outcomes. These documented trends include police brutality committed against people of color—Rekia Boyd, Michael Brown, Philando Castile, Tamir Rice, Tyre King, Sandra Bland, Keith Lamont Scott; hate crimes—Orlando Shootings; and, the repeal of voting rights across the U.S. to name a few. Drawing on Critical Race Theory, these issues of injustice reflect the historical function of white supremacy in society as both law and politics have played a vital role in the process of perpetuating and upholding white racial domination and power over people of color. The Space Traders remains relevant today, documenting issues of power and access that have, and continue to shape the individual and collective material realities of people of color in the U.S.

 

The Space Traders reflects historical and current manifestations of interest convergence, the permanence of racism in the U.S., and critical race praxis. The function and outcomes of these dynamics are apparent in the educational spaces young people of color must regularly traverse. Further, education curriculum, policy, and “reform” efforts are deeply entrenched in structural racism and produce outcomes such as state sanctioned violence, increases in poverty/homelessness amongst U.S. residents and the widening of the “education debt” (Ladson-Billings, 2006). Political platforms repeatedly purport to address educational issues that disproportionately impact youth of color and indigenous persons. However, empty promises persist and the actions of our government seem to result in little, if any, significant and long-standing improvements to the learning conditions in historically underserved schools and communities. Critical analyses that disregard the formidable role race plays in political and educational discourse and praxis are shortsighted. This year’s theme attempts to capture the transformational power of education as a tool for liberation; politics as a means for, access to, and negotiation of said power; and race as a mediating factor in negotiating/shaping the systems and spaces of education across various political climates.

 

This election year has brought about intensified political debate and discourse thereby amplifying CRT’s rejection of social institutions as neutral or colorblind, and the theory’s assertion of color consciousness as necessary for rectifying current [and historical] racist systems and practices (Wing, 2009). The Space Traders is in many ways an allegory to contemporary mainstream political discussions. Unabashed pandering to historically marginalized culture groups and campaign platforms to make “America great again,” for example, pose complex dilemmas for voters across a multitude of political and geographical landscapes as they negotiate issues of power, political will, and self-

preservation. This is especially significant given the continued shift towards neoliberal policies and practices (e.g. Every Student Succeeds Act) that have, and continue to result in the increased privatization of education and subsequent escalation of educational disparities for students of color.

 

Building on Bell’s fictional narrative, we invite researchers, activists, educators, practitioners, community members and youth to situate their work within the historical and current sociopolitical realities of anti-blackness, anti-brownness, anti-immigration, anti-indigenous and anti-LGTBQ rhetoric; discourses deeply rooted in the social fabric of the U.S. We encourage papers and creative works that provide analyses anchored in a critical examination of race. We invite empirical research presentations, performances, and conceptual papers that aim to help explain how education works to disrupt and/or maintain various types of oppression including, but not limited to, patriarchy, heteronormativity, ableism, islamophobia, linguicism, capitalism, nationalism, and other forms of systematic oppression rampant in society. We also encourage papers/creative works that engage key CRT concepts highlighted in The Space Traders such as interest convergence, racial realism, intersectionality and praxis occurring amongst and within the 2-tiered, racialized U.S. political system influencing our educational institutions, communities and governmental agencies.

 

As we enter the 2nd decade of CRSEA, continuing the vision of our founders, we seek to construct a safe space in which to: engage/create knowledge, provide amorous critique, and employ conscious action(s). CRSEA aims to build upon and co-create knowledge with roots grounded in theoretical, experiential, and practical knowledge. Papers/creative works should offer intellectual and pragmatic understandings of ways to combat/resist/disrupt discourse and practices that harm historically marginalized communities. Paper and creative works should connect contemporary conditions and resistance to historical events and literature, laws/policies, and movements that have worked to disrupt the manifestations of white supremacy, patriarchy, heteronormativity, ableism, islamophobia, linguicism, capitalism, and nationalism. Importantly, papers/creative works should document and highlight the ways in which communities have, and continue to resist their subordination and marginalization, all the while working to imagine and create spaces of affirmation, liberation and love.

Deadline for Proposals January 6th, 2017 5pm CST
We invite proposals of less than 500 words directly connected to the call and conference foci. We strongly encourage interactive presentation proposals that identify, uncover, challenge, and resist examples of systemic racism in the pursuit of social justice within and outside of educational environments.

In order to appear in the program, membership and conference registration must be paid for accepted presenters.

Deadline to Submit Proposals JANUARY 6th, 2017
Notifications on Proposals by March 1st, 2017.

Proposal Criteria

Proposal submissions must include:

  1. A Title Page containing session title, intended strand, author(s) name(s), affiliation(s), and contact information for all presenters.
  2. Proposal for single topic. Submitters should remove all author(s)’s identifying information from body of text. The title and reference pages do not count against the word limit.
  3. Reference Page.

Please note that due to limited presentation slots, we cannot accept proposals for formats such as panels or symposia. We are only accepting proposals for single topics. CRSEA will not ask for you to submit a full paper prior to the conference, though we hope that your proposal submission will eventually become a paper publication. We strongly recommend that no more than two co-authors appear on any one proposal. In addition, we will not consider nor review submissions from lead or co-authors whose names appear on more than two research proposals.

NOTE: The body of the proposal should remove all of the author(s) identifying information. The title and reference pages do not count against the word limit.

[/h3]Evaluation Criteria[/h3]

NOTE: The body of the proposal should remove all of the author(s) identifying information.

A.  Relevance/importance to this year’s CRSEA Theme: Proposals can address a range of relevant “strands” or “topics” (see below) but should connect broadly to:

  1. Laws, Policies and Legal Discourse: Relevant submissions include discussion, analysis/research of legal documents, decisions and discourse pertaining to education, politics and law. Including, but not limited to topics of erasure and/or discrimination of individuals based on race, immigration, islamophobia, etc.
  1. Youth Resistance and Radicalism (P-20): Relevant submissions include discussion, analysis/research centering the experiential knowledge and voices of youth of color, advancing knowledge of pedagogies of resistance/organizing amongst, and in relation to youth of color in schools, communities, etc.
  1. Community Driven Politics: Relevant submissions include grassroots organizing and political education in various forms.
  1. Spatial Geography’s role in racial realism: Relevant submissions include analysis/research highlighting the various manifestations of racism/white supremacy functioning in different geographical places and spaces; specifically, the consideration of connections amongst a myriad of topics/movements (e.g. coalitions amongst groups such as Black Lives Matter and Indigenous peoples).
  1. Identity and/or Respectability Politics: Relevant submissions include analysis/research that centers Testimonios and Storytelling from a myriad of disciplines/fields and their connection to, and influence on political and/or educational discourse and praxis from various positionalities shaping politics and education.
  1. Political Economies of Higher Education: Relevant submissions include a discussion/analysis of the manifestations, intersections, and nuances of Race, Class, Gender, Sexuality, Language, Ability, Citizenship, etc. within institutions of higher education.
  1. Transformational Politics: Relevant submissions include a discussion/analysis of Teacher Pedagogy and Praxis; interdisciplinary and discipline specific proposals welcomed.

B.  Technical Quality: The ideas addressing theory, practices, and/or methods in critical race studies are clear.

C.  Analysis: The proposal clearly demonstrates the author is centering race as primary mode of analysis, with key principles, concepts and methods connected to critical theories of race, including, but not limited to critical race theory. There are clear linkages between the information and the question/topic under consideration.

D.  Innovativeness and Impact: Proposal submitted has the potential to introduce and/or promote the development of new ideas, practices, methods, praxis and/or the acquisition of new skills and knowledge for conference attendees.

 

For More Information, contact:

Erica R. Davila, PhD, Lewis University, davilaer@lewisu.edu

Conference Program Proposal Co-Chair