UPDATE: Race and Pedagogy (3/1/06; 9/14/06-9/16/06)

full name / name of organization: 
Tamiko Nimura
contact email: 

**The proposal deadline is now 3/1/06, and the conference website URL=20
has changed.**

Call for Papers
The University of Puget Sound (Tacoma, WA) will host a conference on
  Race and Pedagogy keynoted by Prof. Cornel West on Sept. 14-16, 2006.
  The conference will bring together scholars, teachers, and students to
discuss the pedagogical implications of race in higher education,
  particularly but not exclusively in institutions and programs oriented
towards a liberal education in the arts and sciences. Refining,
  extending, and questioning our understanding of the pedagogical
  implications of race is critical if we are to improve the
  racial-cultural experiences of all our students and prepare our
  students for citizenship and leadership in a diverse world where race
  continues to matter.

The conference planning committee encourages teachers, scholars, and
  students across disciplines (e.g. humanities, social sciences, natural
sciences) with an interest in race and pedagogy to examine the three
  themes which will guide the conference. We hope that you will =
areas of interest and/or concern in these themes, and will consider =20
joining us as either presenters and/or participants. In addition to =20
invited speakers and panels, the conference will include refereed =20
panels, papers, and poster sessions. For a list of confirmed =20
speakers/participants and specific submission guidelines, please visit=20=

the conference web site at http://www.ups.edu/rpc.xml
  Questions can be addressed by email to <raceandpedagogy_at_ups.edu>.

Theme 1: Race, Knowledge, and Disciplinarity

Overview: This theme explores the ways in which specific academic
  disciplines negotiate the issue of race and the ways in which race
  enables and/or constrains the production of knowledge.

Papers and/or panels exploring this theme might:
=95explore the range of goals different instructors and/or disciplines =20=

have for student learning when engaging the issue of race;
  =95address such questions as: "why has race assumed a prominent=20
position in certain disciplines?" as well as "why has race been =20
rendered invisible in certain disciplines?";
  =95 identify and examine disciplinary (and interdisciplinary) modes of
  inquiry through which race enters a discipline's scholarly =
and its classrooms;
=95 explore different aspects (themes, issues, events, processes,=20
individuals, etc.) of what constitutes a discipline's understanding of=20=

=95 identify and examine how issues of race (e.g. racialized exclusion
  and inclusion, silencing and supremacy) function in the way "we" both
  encounter and/or construct what has come to count as knowledge (the
  given and primary categories and/or ways of seeing and investigating
  the social and material world which appear natural and which frame,
  identify, distinguish, reproduce, and sustain our discrete =
or interdisciplinary "homes"); and,
=95 identify questions, objectives, perspectives, topics, methodologies,=20=

research strategies, and/or pedagogical techniques for situating race=20=

more productively in disciplinary conversations and in the classroom.

Theme 2: Racial Dynamics and Racial Performances in the Classroom (and

Overview: This theme explores the ways in which students and teachers =20=

embody and perform race, and the ways in which racial dynamics affect =20=

behavior inside and outside the classroom.

Papers and/or panels exploring this theme might:
=95 identify and examine the different behaviors and forms
  of racial performance in which students and teachers engage as well=20=

as the consequences and/or effects of these behaviors and localized,=20
embodied performances (e.g. stereotyping, privilege, violence);
=95 help conference participants recognize productive and/or problematic=20=

racial dynamics and performances;
=95 develop strategies for responding to these dynamics and =
=95 identify strategies for hindering and promoting motivation and =20
student learning;
=95 help conference participants understand how our racialized bodies=20
work as texts that carry the inscription and memory of history;
=95 identify strategies for managing the selection, representation, =20
interpretation, and reception of the knowledge that is brought to and =20=

created in the classroom; and,
=95 explore ways to negotiate the challenges and possibilities for =20
building critically empowering and participatory learning communities.

Theme 3: Race, Pedagogy, and Community

Overview: This theme explores the ways in which students, teachers,
  administrators, and the educational institutions which they =20
collectively constitute are situated within or in relation to broader =20=


Papers and/or panels exploring this theme might:
=95 identify and examine the ways through which particular historical =
contemporary communities and/or social movements have challenged and=20
changed the kinds and terms of knowledge, and the access to and =20
representation of peoples of color in higher education.
=95 identify ways to locate, formulate, and question the ways in which =20=

our institutional identities as publicly accountable and obliged
  citizens continually shape and reshape the way we understand our
  contemporary pedagogical possibilities and opportunities; and
=95 explore tensions, partnerships, and possibilities that can shape=20

Tamiko F. Nimura
Assistant Professor, English and African American Studies
University of Puget Sound
1500 N. Warner St., CMB 1045
Tacoma, WA 98416

Race and Pedagogy Conference Steering Committee
September 14-16,2006
Visit the conference website at http://www.ups.edu/rpc.xml

"The ability to make the connection between the injustice we have=20
faced...and the injustice that others face is the ultimate test that=20
marks the line called integrity."--Mari Matsuda=20=

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Received on Tue Feb 14 2006 - 11:10:43 EST