[Tlc] conferences

[justinm at ucr.edu]

Conference Announcement
Graduate Student Conference - Cornell University Southeast
Asia Program

The Cornell Southeast Asia Program invites submissions for its
9th Annual Southeast Asian Studies Graduate Student
Conference.  This year’s conference will take place at the
Kahin Center for Advanced Research on Southeast Asia, Cornell
University, Ithaca, NY on March 16-18, 2007.

We welcome submissions from graduate students engaged in
original research related to Southeast Asia.  Graduate
students working in the following disciplines as well as other
related fields that contribute to the understanding of
Southeast Asia are encouraged to apply:

History, literature, art history, sociology, musicology,
religion, anthropology, archeology, architectural history,
gender studies, political science, economics, and linguistics.

We ask that interested graduates students submit a one-page
abstract describing their paper and a curriculum vitae by
January 15, 2007.

Abstracts and CVs must be written in English and formatted as
either a MS Word or PDF document. Selected authors will be
asked to give a 20-minute presentation on their paper (not
including a 10-minute discussion session).

Submissions should be sent to swl3 at cornell.edu and
tnp5 at cornell.edu.

Authors of accepted submissions will be given until February
23, 2007 to send in the full version of their final paper.

A limited number of modest travel grants are available. Please
indicate in your email when you submit the abstract if you
would like to apply for a travel grant.

More details about the conference including abstract format
and submission guidelines may be found here:
http://www.einaudi.cornell.edu/southeastasia/academics/student_symposium.asp.
____________________________________________________________________

CALL FOR PAPERS
Current Issues in Comparative Education
Teachers College, Columbia University
http://www.tc.edu/cice

Minimum Standards for Education in Emergencies, Chronic
Crises, and Early Reconstruction: Issues and Debates on
Quality, Impact, and Accountability
Volume 9, Number 2

Over the past decade, international humanitarian aid
organizations and their local counterparts have argued
persuasively for the inclusion of educational assistance into
crisis response programs, based on the premise that education
is a fundamental right, and that it provides life-saving and
life-sustaining benefits for those whose lives have been
devastated by armed conflict or natural disaster.

Correspondingly, education has been increasingly integrated
into relief efforts in recent years, prompting the
Inter-Agency Network for Education in Emergencies (INEE) to
launch an initiative in 2003 to establish Minimum Standards
for Education in Emergencies, Chronic Crises and Early
Reconstruction (MSEE).1 Founded on international rights-based
charters and agreements,2 and generated through a broad-based
consultative process, the MSEE offer guidelines for
establishing a minimum level of educational quality, impact,
and accountability across crisis response situations.

This issue of CICE seeks to further discussion on the
theoretical and practical issues and debates arising from the
MSEE, their formulation and implementation. We are
particularly interested in papers that address existing
tensions between the MSEE’s intentionally broad,
non-prescriptive formulation and their necessarily
context-specific implementation. How do the MSEE serve, or
constrain, various actors in different settings? How can their
universal nature be reconciled with specific achievement
indicators and accountability structures? How do such global
reforms or standards affect local educational practices,
including the quality and types of education provided, to
whom, and by whom? Where are the resistances, and why?
Empirical findings from pilot and monitoring efforts are
encouraged, as well as exploratory research that critically
engages matters of quality, impact, and accountability, including
measurement and comparability, within broader education,
development, and humanitarian concerns, and as they relate to
local, governmental, donor, or larger geo-strategic interests
and agendas.

CICE is a peer-reviewed, international online journal that
seeks clear and significant contributions, which further
discussion on educational policies and comparative studies. We
publish articles from academics, policy-makers, and other
education specialists from governmental and non-governmental
organizations and institutions. Authors are invited to submit
single-spaced, 5-8 page documents (2,500-4,000 words) in APA
format as email attachments to submissions at cicejournal.org.
For more information regarding our publication requirements:
http://www.tc.edu/cice/main/guidelines.html. The deadline for
submissions is March 5, 2007.

1 An overview of the MSEE is available at
http://ineeserver.org/page.asp?pid=1240.
2 These agreements include other established standards, such
as Education for All, the Millennium Development Goals, and
the Sphere Project’s Humanitarian Charter and Minimum
Standards in Disaster Response.

______________
Dr. Justin McDaniel
Dept. of Religious Studies
2617 Humanities Building
University of California, Riverside
Riverside, CA 92521
951-827-4530
justinm at ucr.edu