-----Original Message----- From: The Black Caucus of the American Library Association [mailto:BCALA@LISTSERV.KENT.EDU] On Behalf Of Lorna Peterson Sent: Sunday, December 09, 2012 1:48 PM To: BCALA@LISTSERV.KENT.EDU Subject: [BCALA] Fwd: Fw: CFP: Education Harlem: Histories of Learning and Schooling (Fall 2013 and 2014, New York City) A very interesting call for proposals from another list: ----- Original Message ----- From: "Penny L. Richards" <turley2@EARTHLINK.NET> To: <H-EDUCATION@H-NET.MSU.EDU> Sent: Sunday, December 09, 2012 7:16 AM Subject: H-Ed: CFP: Education Harlem: Histories of Learning and Schooling (Fall 2013 and 2014, New York City) From: Ansley Erickson, Erickson@exchange.tc.columbia.edu CALL FOR PROPOSALS Education Harlem: Histories of Learning and Schooling in an American Community Scholarly Conference Series Teachers College Columbia University Sponsored by the Teachers College Program in History and Education, Institute for Urban and Minority Education, and Center on History and Education Fall 2013 and Fall 2014 We seek to establish a scholarly community focused on investigating the history of education, broadly defined, in 20th century Harlem. We invite proposals for papers to be presented at two conferences at Teachers College, for which travel expenses will be paid. The first conference, October 10-11, 2013, will offer authors an opportunity to present works-in-progress for discussion with fellow contributors and selected senior scholars participating as discussants. Revised and completed papers will be presented at a larger public conference in October 2014. Most or all of the finalized papers will be published as an edited volume or journal special issue. We welcome submissions from graduate students as well as junior and senior scholars, and from historians as well as those undertaking historical analysis in other social science and humanities fields. *Conference Focus* All of the forces that shaped education in the 20th century U.S. ran through Harlem, often in amplified form because of the particular confluence of people, ideas, and institutions in this community. Nonetheless, Harlem remains understudied in the history of education. By investigating the historical forms and meanings of education - in schools and beyond - in Harlem, we hope to support and provoke a rich vision of the place of education in communities and the reciprocal relationships between communities and schools. We will help explain why and how education has taken the forms that it has, by considering the roles of communities, students, teachers, policy makers, local and national leaders, and political and economic trends in shaping learning and schooling in local context. Contributions may include studies sited in Harlem that explore, but are not limited to: * Community and youth advocacy for education broadly defined * The city as educator: formal and informal education in non-school settings * Contested notions of educational equality * Curricular innovation and experimentation * College and university interaction with urban schools and districts * Education within social movements and organizing traditions * Teacher organizing and professionalism * School governance and leadership * Advocacy for, and the influence of, higher education * The urban built environment as it relates to schooling and learning * Schools and the production of racial, ethnic, linguistic, and gender identity * Cultural and artistic production and education * Schooling and the carceral state We are particularly interested in studies sited in Harlem that: * Link historical narratives of urban history (in housing, employment, health, and other aspects of urban life) with narratives of learning and schooling * Integrate knowledge of local activism and organizing with attention to the policy choices and structural forces against which local activists and organizers struggled * Examine historical developments in politics and economics that help contextualize and explain contemporary school reform efforts * Introduce new ways of researching stories of learning and schooling *Opportunities in Digital History* Contributors to the conference also will have the opportunity to explore how their research could relate to a digital archive on the history of education in Harlem, now under development at Teachers College. Inspired inpart by the model of University of Sydney's *Digital Harlem* http://acl.arts.usyd.edu.au/harlem/ , the digital archive will use a spatial interface to present both existing archival material and new contributions. Scholars who have ideas for how their research might contribute to or benefit from such a digital resource are welcome to describe these ideas in an addendum to their submission. *Submission guidelines:* Please describe your proposed contribution in an abstract of no more than 1,000 words, including the paper's sources, historiographical context, and key contributions. Please also include a one- to two-page C.V. Submissions will be accepted electronically, via an online submission system accessed via http://www.tc.edu/a&h/history-ed/ until February 1, 2013. If you need additional information or have questions, please contact Ansley Erickson, erickson@tc.columbia.edu The Educating Harlem project is made possible by support from the Teachers College Provost's Investment Fund, Thomas James, Provost and Dean of the College. Ansley T. Erickson, Assistant Professor, History and Education, Teachers College, Columbia University Ernest Morrell, Director, Institute for Urban and Minority Education and Professor, Teachers College, Columbia University Cally Waite, Associate Professor, History and Education, Teachers College, Columbia University