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Job Opportunity: Post-doctoral Research Assistant in Global Mental Health

More info here: http://www.jobs.ac.uk/job/AMW185/post-doctoral-research-assistant-in-global-mental-health/

Post-doctoral Research Assistant in Global Mental Health

University of Sheffield – School of Education

Contract Type: Fixed-term for 12 months
Faculty: Faculty of Social Sciences

Summary:

This post will be based across the School of Education and Sheffield Institute for International Development (SIID). The School of Education is internationally renowned for its research excellence and teaching quality, providing a broad range of undergraduate, postgraduate taught and postgraduate research degree programmes. Sheffield Institute for International Development (SIID) is a flagship interdisciplinary research institute within the University of Sheffield. SIID brings together researchers, and non-academic stakeholder groups to develop new approaches to development research.

We seek to appoint a Postdoctoral Research Assistant within the Faculty of Social Sciences. You will have an established research focus on Global Mental Health and will work primarily with Dr China Mills (School of Education), alongside Dr Simon Rushton (Department of Politics), and Dr Alison Howell (Rutgers University, Newark, USA), and will be based between the University of Sheffield’s School of Education and Sheffield Institute for International Development (SIID).

You will join a team who are developing a new programme of interdisciplinary research on the theme of critical approaches to Global Mental Health, and will work towards creating an international collaborative network of scholars and practitioners in this growing field.

 

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Announcement: Bursaries for Theorising Normalcy and the Mundane Conference, Manchester, July 2016

A reminder that the early bird registration for Theorising Normalcy and the Mundane ends on 28th January 2016. There has also been an announcement for bursaries for the conference (more info on the conference, here):

“We are pleased to announce that we have 5 free places available to attend Theorising Normalcy and the Mundane. Priority for these places will go to unwaged and low waged disabled people and people of colour* (disabled and non-disabled) in the first instance. Please note that a free delegate place does not include funding for other expenses (e.g. travel and accommodation). If you would like to apply for a free space please send a short paragraph stating why you want to attend Normalcy to k.liddiard@sheffield.ac.uk

*We are prioritising people of colour alongside disabled people for these free places to acknowledge the Whiteness of Disability Studies, particularly in the UK, and in order to broaden networks and consciously work to include the experiences of people of colour.”

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PhD Funding Opportunity: Research relevant to people with learning disabilities

Funding opportunity for PhD to be completed in any UK university. More info at: http://bailythomas.org.uk/whatwedo/doctoral-fellowship

Doctoral Fellowship

The Baily Thomas Charitable Fund are pleased to announce the inaugural round of its Baily Thomas Doctoral Fellowships.

Up to two fellowships will be awarded each year to support promising researchers to complete a PhD on a topic relevant to people with learning disabilities (intellectual disabilities).

Please click here to follow this link for further guidance and to access the application form.

The deadline for applications is 1 March 2016.  Shortlisted applicants will be interviewed in June 2016. Fellowships will be awarded in open competition.

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ALLFIE – call for disabled students

A call from the Alliance for Inclusive Education (ALLFIE).

*** Urgent Call for Disabled Students ****

Alliance for Inclusive Education (ALLFIE) is helping Irwin Mitchell Solicitors to consider a legal challenge to the Government’s Disabled Students’ Allowance (DSA) reforms which were published during December 2015.

To challenge the Government’s DSA reforms we need help from disabled students.   If there are students who are worried about how the DSA changes might affect them, we encourage them to get in contact with us.

The fight to keep the DSA as a central fund for disabled students continues after a legal action taken by three disabled students who were featured in our last Inclusion Now magazine.  Please follow this link:  http://www.allfie.org.uk/pages/articles/issue42.html#DSA

Please get in touch with Simone Aspis at simone.aspis@allfie.org.uk or call on 0207 737 6030.

Please feel free to distribute this email throughout your networks.

We look forward to hearing from you.

In solidarity

Regards

Simone Aspis

Campaigns and Policy Co-ordinator

Alliance for Inclusive Education

Registered Office:

336 Brixton Road

London

SW9 7AA

> Company No: 5988026

> Charity No: 1124424

> Tel: 020 7737 6030

> Email: simone.aspis@allfie.org.uk

> Website: www.allfie.org.uk

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Call for Papers: Different Adulthoods: normative development and transgressive trajectories (Feminism & Psychology special issue)

Feminism & Psychology special issue

Different Adulthoods: normative development and transgressive trajectories:

Call for papers

‘Development’ as a unitary, universal and consistent process has been subject to significant critique by critical developmental psychologists such as Erica Burman. The contribution of Burman’s work to interrogating ‘development’ in childhood has been acknowledged recently in the special issue of Feminism & Psychology focusing on the impact of her work. The aim of this special edition is to extend the debate to examine adulthood as a developmental period for deconstruction.

The special issue seeks to offer a significant contribution to understandings of the life course, developing new feminist informed theory around continuities and discontinuities in developmental trajectories. The special issue will address these through three linked, and inter-related, themes drawn from conceptual tools within Burman’s book, Deconstructing Developmental Psychology: deconstructing developmental ‘tasks’; locating development; and the limits of adulthood. These themes enable the following questions:

  • Deconstructing developmental ‘tasks’: How is normative adulthood assumed and naturalized? What are the ‘tasks’ of adulthood (such as becoming a parent or managing an ageing body)? How can these be opened up to critical scrutiny?
  • Locating development: How is adulthood configured within particular geopolitical spaces? How is normative adulthood located within intersections of gender, sexuality, ethnicity, class, geopolitical location?
  • The limits of adulthood: How do taken for granted assumptions about adulthood position some as unable to claim adult status? Who are seen to be ‘adult’ and what about ‘others’ who transgress normative adulthood?

We welcome papers that address one or more of these questions drawing on empirical work, a review of literature or theoretical arguments. Contributions may be in the form of original articles (up to 8000 words), observations and commentaries (500 to 2000 words), and brief reports (up to 3000 words).  For further details, consult the manuscript submission guidelines at http://fap.sagepub.com/. Submissions will be subject to the usual review process. Queries may be sent to the guest editors listed below.

Editors: Lindsay O’Dell, The Open University, UK (lindsay.odell@open.ac.uk); Hanna Bertilsdotter Rosqvist, Umea University Sweden (hanna.bertilsdotter-rosqvist@umu.se); Charlotte Brownlow, University of Southern Queensland (Charlotte.Brownlow@usq.edu.au), Australia and Jan du Preez, University of Southern Queensland, Australia (Jan.DuPreez@usq.edu.au).

Deadline for submission of papers by 31st May 2016

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Call For Proposals: Disability and/in/through fanfiction

Text from http://cjds.uwaterloo.ca/index.php/cjds/announcement/view/10

Fanfiction has been at the centre of the development of fan studies since Henry Jenkins’ Textual Poachers (1992) and Nancy Baym’s work on online soap opera fan communities (1993); their texts examined fans as self-reflexive producers and critical consumers, and as participants in reciprocal and emotive community-building practices.  In recent years, fan-led projects such as those supported and initiated by the Organization for Transformative Works (Archive Of Our Own, fanlore, Open Doors, and their work on fan legal advocacy) have further encouraged the development of fan scholarship and the conservation and perpetuation of fan cultures. However, disability and accessibility have not been explored in either academic or fan scholarship as crucial aspects of fanfiction practices, and disabled fans and fanfiction writers have not been included as significant contributors to online fanfiction communities.

Yet, disability and fanfiction are in a complicated relationship with one another. Fanfiction loves its disabled characters ( Stiles from Teen Wolf, Hiccup from How to Train Your Dragon, Homestuck, House, River Tam from Firefly), and loves to disable its characters (Harry Potter is iconic in this respect), to get all the feels, to explore all the possibilities, and because you hurt those you love, a lot, especially in fanfic.

Many fans and fan creators have identified online as disabled and/or people with disabilities/impairments. Fans are sharing their experiences and having discussions about disability representation in fandoms and fanfiction, about ableism and accessibility. How disability manifests in online fanfiction works and communities remains to be brought into play in critical disability studies and in fan studies.

This special issue invites works that explores disability in fanfiction, disability and fanfiction, and disability through fanfiction. How do disability and fanfiction interact with each other in fanfiction communities? How is disability represented in fanfiction and what meaning does/can/should it have? What roles do disabled fans play in how disability and disabled characters are understood in fandoms? How does white supremacy and heteropatriarchy/cissexism impact where disabled people feel included in online fanfiction communities? How do queerness, racialization, transness, gender, sexuality, class, as inseparable from our experiences of disability, inform and shape our love of fandom and fanfic? How do adaptive technologies influence the presence of which disabled fans can contribute in fanfic and in fanfic communities? What role does accessibility play in fanfiction communities, and for disabled fans?

This special issue aims to collect the work that has been done and is being done by disabled fans and aca-fans (and allies) that reflects on the multiple layers of meaning disability has in fanfiction narratives, processes, communities, and studies. We welcome the contributions of fans, aca-fans, community members (authors, betas, mods, readers, and lurkers), academics, non-academics, writers and reviewers. Contributions can take the shape of academic and non-academic, articles, commentaries, reflections, fanfiction, fanvids and other fan art and fan works that critically examines the roles, representations, deployments, reifications, subversions, challenges, queering and cripping of disability, illness, disease, (in all its multiple enactments and embodiments), cripness (criptitude?), accessibility, disablism, ableism, and fanfiction.

We welcome single and multiple authored pieces. Formats can be written, video (must be captioned), audio (must include transcript).

Possible themes:

  • Disability, gender, queerness and race: politics of intersectionality (and beyond) in fanfics
  • Disabled fanfiction writers and fans
  • Disability tropes in fanfiction
  • Writing disabled characters
  • Disability and Hurt/Comfort
  • Disability and/as kink in fanfic
  • Disability erotics in fanfic
  • Politics of accessibility in fanfic communities
  • Economies of desirability and disability
  • Fanfic and web accessibility/Adaptive Technology
  • Fan activism about accessibility/ ableism/disablism
  • Disability erasure by non-disabled fans
  • Disability fic as knowledge production/dissemination
  • Disability community making and fanfiction
  • Autism and/in fan fic
  • Madness and/in fanfiction
  • Deafness and/in fanfiction

Submissions are due 15 April 2016 and can be emailed to Cath Duchastel de M. at: electrocrip@gmail.com and Bridget Liang at b.jianjian@gmail.com.

Bridget Liang is a mixed race, queer, transfeminine, neurodiverse, disabled, fat fangirl. They are a (guilty) fan of One Direction and Teen Wolf and is definitely team Ziam and Stanny/Sterek/Skittles. Their research meanders around story telling as methodology to best convey intersectionality. They have been involved with community research, workshop and group facilitation, and doing performance art.

Blog: https://bridgetliang.wordpress.com/

Cath Duchastel de M. is a white, gender-variant, queer, disabled and fat aca-fan. She is also a PhD student in Science and Technology Studies, with an M.A. in Critical Disability Studies. She studies disability and fanfiction. She fell into fanfic in the early 2000s and never got up (or wanted to). She is a Xenite with a Buffy ascendant   and a moon in Trekkie, and is also perversely attracted to het pairings such as Belle/Gold and River/Jayne.

https://yorku.academia.edu/CatherineDuchastel

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Seminar: Reconsidering the Poscolonial Debate: Intersecting Postcolonialism, Education and Disability for Genuine Sustainable Development

On 19th January, 2-4pm, Tsitsi Chataika from the University of Zimbabwe will speak on the subject of ‘Reconsidering the Postcolonial Debate: Intersecting Postcolonialism, Education and Disability for Genuine Sustainable Development’.

All are welcome.

Address: Room 4.06, Education Building, University of Sheffield, 388 Glossop Road.

Please contact Dan Goodley (d.goodley@sheffield.ac.uk) for more information, including access information.

Abstract

In this presentation, I argue for the need to reconsider the postcolonial debate by converging postcolonial theory, education and disability for sustainable development. The essence here is to provide an intertwined interdisciplinary discourse, which focuses on sustainable development.   In the process,  I align myself with Stuart Hall, who considers postcolonialism’s indecisive reception amongst differing constituencies as a sign of both, desire and danger. The debate around postcolonialism has been taken to extremes by various commentators, including those who claim to have experienced colonialism. Regrettably, the debates seem to be widening the misunderstanding gap; thus, working against global cohesion, which can bring sanity to sustainable global development. In unpacking this discussion, I consider the work of various postcolonial scholars namely Said, Bhabha, Ahluwalia, Mandela (popularly known as Madhibha); Barker and Murray; Parekh, Ghai, Grech and Meekosha.  The need for a more emancipatory, rather than an appeasing and/or confrontational postcolonial stance, is argued for. This argument is based on the need to integrate postcolonial theory  with  education and disability for sustainable development. Against this backdrop, the presentation then provides a summative account, which demonstrates how an intertwined disciplinary discourse can promote ‘a marriage of commitment’ (as opposed to convenience) to both global North and global South parties, with view to outgrowing the ‘bickering stage’ and mainly focus on sincere ways of attaining the post-2015 sustainable development goals.
 
Biography
Tsitsi Chataika, a PhD graduate of Sheffield of University,  is a senior lecturer in inclusive education in the Department of Educational Foundations, which falls under the Faculty of Education at the University of Zimbabwe. Her research interests include the connection of disability, gender, education, childhood studies, development and postcolonialism. Tsitsi has been conducting disability awareness and mainstreaming workshops in countries such as Kenya, Malawi, South Sudan, Zambia and Zimbabwe. She recently developed a gender and disability mainstreaming training manual, which can be used by various stakeholders in Africa and beyond. In 2012, she set up a Zimbabwe Disability Inclusive Development Forum, which brings together disability activists, researchers, policy makers and ordinary citizens in order to network, share information, best practices, opinions and ideas, as well as lobby and advocate for disability inclusion in development processes in Zimbabwe. Tsitsi was part of a three-member team that recently evaluated a three-year inclusive education programme in Zimbabwe covering 30 model schools, which was initiated by Lenard Cheshire International, in collaboration with the country’s Ministry of Primary and Secondary Education. Tsitsi is a board member in various disability-related organisations. Her recent publications include:
 
Chataika, T. and Mckenzie, A. J. (2016). Global institutions and their engagement with disability mainstreaming in the South: Development and (dis)connections. In S. Grech & K. Soldatic (Eds). Disability in the Global South: The Critical Handbook. London: Springer.
 
Chataika, T. ( 2016).  African Perspectives on Article 24 of the CRPD. In G. Quinn and C. O’Mahony (Eds). The United Nations Convention on the Rights of Persons with Disabilities: Comparative, Regional and Thematic Perspectives. Cambridge:  Intersentia.
 
Chataika, T., Berghs, M., Mateta, A. and Shava, K. (2015). From Whose Perspective Anyway? – The Quest for African Disability Rights Activism. In A. de Waal (Ed), Advocacy in Conflict: Critical Perspectives on Transnational Activism. London: Zed Books, pp187-211.
 
Chataika, T. (2015). AS Kanter: The development of disability rights under international law: From charity to human rights (2014). African Disability Rights Yearbook Journal 2015, 329-337. Pretoria University Law Press. (Book Review).
 
Mutswanga, P. & Chataika, T. (in press). An Analysis of Personal Experiences of Deaf People in Higher Education in Zimbabwe. Zimbabwe Journal of Educational Research, Harare: HRRC (University of Zimbabwe).
 
Cleophas, M. Swart, E. Chataika, T. and Bell, D. (2014). Increasing Access into Higher Education: Insights from the 2011 African Network on Evidence-to-Action on Disability Symposium – Education Commission. African Journal of Disability, 3, 2,  DOI: 10.4102/ajod.v3i2.78.
 
MacLachlan, M. Mji, G., Chataika, T. Wazakili, W. Dube, A. K., Mulumba, M., Massah, B., Wakene, D., Kallon, F. &, Maughan, M. (2014). Facilitating Disability Inclusion in Poverty Reduction Processes: Group Consensus Perspectives from Disability Stakeholders in Uganda, Malawi, Ethiopia, and Sierra Leone. Disability and the Global South, 1:1, 107-127.
 
Chataika, T. McKenzie, J. A. (2013). Considerations for an African Childhood Disability Studies. In T. Curran and K. Runswick-Cole (eds), Disabled Children’s Childhood Studies: Contemporary thinking and inquiry for creative policy and practice, London: Palgrave, pp.152-163.
 
Chataika, T. (2013). Cultural and Religious Explanations of Disability and Promoting Inclusive Communities. In J. M. Claassen., L. Swartz, and L. Hansen (eds.), Search for Dignity: Conversations on Human Dignity, Theology and Disability, Cape Town: African Sun Media (Stellenbosch University), pp117-128. ISBN 978-1-919985-47-3.
 
Chabaya, O. and Chataika, T.  (2013) Roles and Responsibilities of Supervisors and Research Students/Candidates. In S. Modesto (Ed). Preparing Your Dissertation/Thesis at a Distance: A Research Guide. Publisher:   Vancouver: Virtual University For Small States of the Commonwealth, 77-99. Available at http://www.vuscc.info/download/A_Research_Guide
 
Chataika, T. (2012). Postcolonialism, Disability and Development. In D. Goodley and B. Hughes (Eds) Social Theories of Disability: New Developments and Directions. London:  Routledge, pp. 252-269.
 
Chataika, T. Mckenzie, J, A., Swart, E. & Lyner-Cleophas, M. (2012).  Access to Education in Africa: Responding to the United Nations Convention on the Rights of Persons with Disabilities. Disability & Society, 27:3, 385-398. 
 
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Funded PhDs in ‘disability’ and ‘education’ at Sheffield Hallam University

Funded PhDs are now being advertised at Sheffield Hallam University. A couple within ‘education’ are relevant to those interested in ‘disability’.

More info here (click the education link for more information about those advertised below): http://www.shu.ac.uk/ad/studentships/

Project 3: Exploring the body in education: thinking through gender and dis/ability Although the place of the body within education has been theorised in relation to gender and sexuality (e.g. Paechter, 2004), rarely does it engage with the views of disabled children and young people. Yet, disability is an embodied phenomenon which mediates relations to the world (Titchkosky, 2011; Slater, 2015). This research would use ‘the body’ as a place to bring together disability studies, and theories relating to gender, sexualities and education. The student would be joining a team experienced in working creatively with disabled and non-disabled children/young people through scholarship and research. The research would be qualitative and could use creative, participatory and/or arts-based methodologies. For further information, or informal discussion, please contact Dr Jenny Slater (j.slater@shu.ac.uk)

Project 7: Supporting the development of a sense of self in children and young people with autism It is now 20 years since Jordan and Powell (1995) claimed that the relationship between self and experience is unique in autism. This study will review what has been learnt since about the ‘experiencing self’ in children and young people with autism and explore how schools currently understand and respond to the concept. This is likely to be an ethnographic study across a number of schools that will utilise observation and interview. Applicants will be able to select an alternative research design but it must be founded upon enabling understandings of autism that respect and celebrate human difference. For further information, or informal discussion, please contact Professor Nick Hodge (n.s.hodge@shu.ac.uk)

http://www.shu.ac.uk/ad/studentships/pdf/Education.pdf