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    Taylor Award recipient 2010 and EC Member 2018–2021



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Annual Conference for Interdisciplinary Nineteenth-Century Studies

Date: March 2022

Location: Salt Lake City, Utah


Held in a region of rich fossil beds, towering crags, plunging canyons, and snow-capped mountains, the 2022 INCS Annual Conference in Salt Lake City will dig deep into questions about stratification – physical and social, spatial and temporal, visual and textual. We invite papers that consider the myriad varieties of literal and figurative layering that played out across the nineteenth century. This conference will foreground how exploratory and creative acts of digging down and building up expose new truths and generate new knowledge both in the nineteenth century and in our present work as scholars of the period. Please join us in our transdisciplinary and interconnected investigations into what lies below, above, and on the surface.

Abstract submission deadline: October 8, 2021

More info: https://incsscholars.org/


The Department of Indigenous, Race, and Ethnic Studies at the University of Oregon (UO) seeks to hire a tenure-track Assistant Professor specializing in Pacific Islander studies beginning Fall 2022. We welcome applications from scholars working on any dimension of Pacific Islander studies, with a preference for expertise in Indigenous feminisms. We encourage applications from scholars in any discipline, especially those engaged in intersectional analyses, including gender, sexuality, comparative, relational, and interdisciplinary approaches. The successful applicant will be expected to teach introductory, upper-division, and graduate courses in Pacific Islander studies, as well as other, more general courses that contribute to the Ethnic Studies major, the Native American and Indigenous Studies major, and the Ph.D. program.





The Program in Ethnicity, Race, and Migration (ERM) seeks to appoint a tenure-track assistant professor in the field of Native American Studies. Candidates working on pressing questions of Indigenous Studies with emphasis upon Native Hawaiian, Pacific Islander, and Alaskan Native communities are also encouraged to apply. Research areas relating to questions of Native American sovereignty, economic development, and education; Indigenous feminisms; Indigenous visual arts and performance studies; Indigenous environmental studies and food sovereignty movements; and geography, urbanization, and cartography would particularly complement the Program, as would scholars working in collaboration with Native nations. An interdisciplinary program, faculty in ERM work closely with a range of campus partners, including the Center for the Study of Race, Indigeneity, and Transnational Migration, the Native American Cultural Center, the Yale University Art Gallery; the Peabody Museum of Natural History; and various scholarly working groups. This appointment will be fully housed in the Program with an anticipated beginning in July 2022. Applicants can learn more about the Program in Ethnicity, Race & Migration at our website http://erm.yale.edu.

A Ph.D. or equivalent terminal degree is required by the start date.

To receive full consideration, please submit a letter of application, a current CV, a chapter or article-length writing sample, and separate research, teaching, and diversity statements via Interfolio at www.apply.interfolio.com/91849. Review of applications will begin on November 1, 2021. The committee will request additional materials, including letters of recommendation, after an initial examination of the applications. Questions about the position should be directed to the chair of the search committee, Professor Ned Blackhawk, at ned.blackhawk@yale.edu.

Yale University is an Affirmative Action/Equal Opportunity employer. Yale values diversity among its students, staff, and faculty and strongly welcomes applications from women, persons with disabilities, protected veterans, and underrepresented minorities.


Edited by Louellyn White (Akwesasne Mohawk) and Michael P. Taylor 
Intended to erase all traces of Indigenous kinship and cultural identity, and thereby forever extinguish tribal claims to Indigenous lands and waters, Indian boarding/residential schools continue to influence the intergenerational realities and resulting narratives of what it means to be Indigenous in settler states and in Indigenous communities today. While the forced removal of tens of thousands of Indigenous children from their homelands/waters, languages, and kinship relations continues to negatively impact Indigenous populations, Indigenous communities have remained resilient, developing communal ways of ensuring cultural continuity and healing that sustain ongoing acts of individual and collective resurgence. 
We invite proposals for contributions dedicated to community-centered stories surrounding Indian boarding/residential schooling and the ongoing impacts across generations and across Turtle Island. We are especially interested in works that emphasize the diverse ways through which Indigenous students, survivors, and their descendants have remembered, reclaimed, and even reconciled boarding/residential school stories. 
We are especially interested in community members whose voices may not have been as broadly supported by academia, and whose contributions may not adhere to standard academic scholarship, but whose stories, expressions, and ways of knowing are equally valuable, respected, and they enrich how we understand Indian Boarding/residential schooling. Financial support may be available for non-academic contributors. 
We envision this work to become a collection of stories emerging from personal narrative, family and community history, first-person testimony, creative expression, and collaborations between academics and Indigenous communities, while making space for community members to share their voices unfiltered through the academic lens. 
Proposals for this collection should include an abstract of 250 words and a brief author bio. Please submit your proposal and bio no later than November 30, 2021 as email attachments to: Louellyn White (louellyn.white@concordia.ca) and Michael Taylor (mike_taylor@byu.edu).
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