Syracuse University
Disability Cultural Center

Issue 13 | May 7, 2018


School of Education faculty respond to Theta Tau videos - The Daily Orange 

Continuing conversations on diversity issues will bring change, SA leaders say - The Daily Orange

Disability community calls on SU officials to improve campus accessibility - The Daily Orange - The Independent Student Newspaper of Syracuse, New York

SU News

School of Education faculty respond to Theta Tau videos - The Daily Orange


Continuing conversations on diversity issues will bring change, SA leaders say - The Daily Orange

Disability community calls on SU officials to improve campus accessibility - The Daily Orange - The Independent Student Newspaper of Syracuse, New York


Call for papers - Fifth Annual ACGS Conference Global Critical Pedagogies; Deadline May 10th

Amsterdam, 18-19 October 2018

Extended deadline: 10 May 2018


Keynote speakers:


Maggie Berg (Queen’s University, Kingston, Canada) and Barbara Seeber (Brock University, St. Catharines, Canada)

Jack Halberstam (Columbia University, New York City, US)

Elisio Macamo (Zentrum für Afrikastudien Basel (ZASB), Basel, Switzerland)

Françoise Vergès (Collège d’études mondiales, FMSH, Paris, France)


In a time of fake news, internet memes, and a global information overload, questions of education and pedagogy have become all the more pressing. Globally, institutes of higher education are under threat, facing budget cuts and an increasing demand for directly and immediately applicable knowledge instead of open-ended critical reflection. In the context of discussions about the Anthropocene and current geopolitical changes – including the upsurge of populisms and nationalisms worldwide, and the alleged rise of Asia – there is a renewed urgency to re/thinking knowledge production and dissemination. How to re/think pedagogy in the midst of all these developments? And what specific role can the social sciences and the humanities play in this?


The fifth conference of the Amsterdam Centre for Globalisation Studies (ACGS), organised in cooperation with the Humanities across Borders network of the International Institute for Asian Studies (IIAS), focuses on critical global pedagogies. It does so along the lines of four interrelated themes:


(1)Pedagogies beyond the classroom


The secluded environment of the classroom is a privileged space.

Increasingly, the need to move beyond and outside the classroom is articulated. How can everyday practices, such as craftsmanship and vernacular knowledge, be integrated into the curriculum and how can the boundaries between the teacher and the student be destabilised – as propagated, for example, by Rancière in his /The Ignorant Schoolmaster/ (1987)? We are particularly interested here in two domains that may help to blur the boundary between theory and practice, and between the university and the everyday: art and activism. Action research and artistic research have slowly gained momentum in curricula across the world, but how do we transform these research practices into critical pedagogies? And how do we forge creative synergy between academic knowledge and artistic and activist practices?


(2)Decolonizing knowledge and worlding pedagogies


The spectre of Europe continues to haunt knowledge production worldwide, with its implicit claims of universalism. As Chen writes in his /Asia as Method/, “Universalist arrogance serves only to keep new possibilities from emerging, since it allows only one set of accepted analytic language to enter the dialogue and is itself a product of a specific set of historical experiences”(2010: 245).While postcolonial scholars like Chakrabarty call for a provincialization of knowledge, Chen’s plea for inter-Asia referencing suggests an even more radical turn away from ‘the West’ as the primary interlocutor. Simultaneously, in the West, universities are proving very stubborn in their refusal to allow different forms of knowledge from different locations to be integrated in curricula. Indeed, most curricula continue to center on Western knowledge and Western cultural forms, with "the rest" being relegated to at most a case to prove Western theory. How can we decolonize our universities and pedagogies, and how can we move towards more worlding pedagogies geared towards resisting the danger of intellectual parochialism?


(3)Contesting the neoliberal university


In the past years, we have witnessed different protests at universities across the world, ranging from the Sanctuary movement at NYU to the Rethink movement at the University of Amsterdam, and from the Umbrella protest movement in Hong Kong to Fees Must Fall in South Africa. Both students and teachers are asking for structural reforms in education and research. While universities increasingly focus on making profit – through attracting more and more students, through real estate speculation, or both – on increasing productivity, and on global rankings and H-indexes, the call for a sustainable, workable, slower-paced, and less neoliberal alternative is getting louder and louder (Berg and Seeber 2016). What strategies have been developed to work towards this alternative, and how do these strategies explore different critical pedagogies?


(4)Pedagogies of failure


The global, and arguably neoliberal, mindset of higher education institutions has excluded the possibility of failure through the constant validation and celebration of notions of progress, development, innovation, excellence, and improvement. But is more always really better? How can we rescue failure from its negative connotations? How can we bring it back in and beyond the classroom as a valuable tool for thinking, for knowledge production, and also for creative production as well as political activism? According to the late Marc Karlin, politics is a learning process about how to live with pessimism and how to work on yourself in relation to that pessimism. We may think the same of failure. In the words of Jack Halberstam, “…failing, losing, forgetting, unmaking, undoing, unbecoming, not knowing may in fact offer more creative, more cooperative, more surprising ways of being in the world”

(2011: 2). How can we bring failure back into our pedagogies?


We invite papers that explore the complexity of critical pedagogies in their interaction with processes of globalisation and world-making through theoretical and empirical analyses.


Contributions from fields from across the social sciences or humanities are invited.


Please submit an abstract (200-300 words) and short bio (max. 100 words) by 10 May 2018 to . Panels can also be submitted with a maximum of four papers. Please indicate to which of the four themes your contribution belongs.


Notice of acceptance will be given by 1 June 2018.


Conference fee: 50 Euros (25 Euros for PhD students). Conference dinner:

25 Euros.


Organisers: Jeroen de Kloet, Esther Peeren, Leonie Schmidt (University of Amsterdam) in cooperation with the International Institute for Asian Studies.


Call for papers: Journal of Cultural Analysis and Social Change

Journal of Cultural Analysis and Social Change is an international, interdisciplinary peer-reviewed and open access journal. It aims to publish excellent cultural analysis from a range of perspectives. It welcomes innovative and original conceptual and empirical research drawn from a number of disciplines including sociology, social theory, cultural studies, history, cultural anthropology and media studies. The journal engages with key issues and topics such as:

•        cultural production and consumption

•        taste and aesthetics

•        value and values

•        migration, culture and identity

•        cultural globalization

•        cultural reproduction and appropriation

•        social class and inequality

•        protest culture and resistance

•        cultural hierarchies and power

•        arts and popular culture

•        literature and music

•        celebrity culture and fashion

•        ‘race’, ethnicity and culture

•        gender and sexuality

•        everyday life and cultural experience

•        food, culture and society

•        science and culture

•        consumer society and the environment


The journal is oriented towards (but not limited to) research on social change, thus imbuing it with a political dimension and purpose. By providing a forum for critical dialogue, it is the intention of this journal to encourage cultural analysis that challenges the ideological fashions and injustices of the day and in doing so, contributes to wider debates and helps to stimulate new and progressive forms of social engagement. Rather than wishing away complexity, it seeks to put forward nuanced, historically-sensitive research that considers the complex transformations that have framed our lives. It asks why things are as they are and how they might be different. At the same time, the journal welcomes research that deals with culture and meaning, focusing on key existential questions with which we are confronted in these uncertain times.

With its emphasis on imaginative work with a critical focus, the Journal of Cultural Analysis and Social Change seeks to open up debate and discussion across borders and disciplines. Articles to be submitted for peer review should be between 7,000-9,000 words in length, including all references, footnotes, and accompanying material. If illustrations are included, please allow 250 words per figure and ensure that you have copyright permissions.

  The journal (re)launched in January 2018. The first issues will be out later this year, published incrementally as articles are accepted.

Submit here:

Simon Stewart (University of Portsmouth, UK), Editor-in-Chief    

Open ADA Q & A Sessions: May 15 (EEOC) and June 12 (DOJ)

Registration is free

The Great Lakes ADA Center in collaboration with the ADA National Network is pleased to announce the upcoming May and June 2018 sessions that are offered through the ADA Audio Conference Series.

May 15, 2018. 2-3:30pm ET

Ask the EEOC:  Open Question and Answer Session

Do you have a burning question regarding the employment provisions of the ADA? Is there an accommodation issue that you are confused about? Do you have questions about what constitutes a disability under the ADA? Are you clear about what constitutes “leave” as an accommodation under the ADA? What are the guidelines regarding the presence of companion animals and service animals in the workplace? Join us for this popular session where you will have an opportunity to ask your question. We will be accepting questions in advance of the session. The first 25 questions submitted will be given priority and then we will take questions “live” during the session as well. Registration if free.   Captioning is available via the webinar platform

Registration:  (you will need to create an account on the website if you don’t already have one)

June 12, 2018. 2-3:30pm ET

Ask the Department of Justice (DOJ):  Open Question and Answer Session

(Note change in date to 2nd Tuesday of the month versus 3rd due to ADA Symposium occurring the 3rd week of June)

Do you have a burning question regarding the non-discrimination in programs and services provisions of the ADA? Is there a policy or procedural issue that you are confused about? Do you have questions about service animals vs emotional support animals under the ADA? Are you clear about what constitutes undue hardship under the ADA? What are the guidelines regarding the provision of VRI versus Sign Language Interpreters during medical or professional services appointments? Join us for this popular session where you will have an opportunity to ask your question. We will be accepting questions in advance of the session. The first 25 questions submitted will be given priority and then we will take questions “live” during the session as well.  Registration if free.   Captioning is available via the webinar platform

Registration:  (you will need to create an account on the website if you don’t already have one)

Please contact our office if questions at<>  or by calling 877-232-1990 V/TTY

MeCCSA 2019 Call for Papers; Deadline June 15th

Theme: Continuity & Change – Media, Communications & Politics

9 – 11 January 2019

University of Stirling

Deadline for proposals: Friday 15 June 2018


We are pleased to invite you to submit abstracts, panel proposals and practice-based contributions for the next Annual MeCCSA Conference, to be held for the first time in Scotland from 9 to 11 January 2019 at the University of Stirling.


The theme of the MeCCSA 2019 Conference is Continuity & Change – Media, Communications & Politics.  The theme is designed to address the role of traditional and digital media and communications in maintaining continuity and advocating for political change, whilst also speaking to specific anniversaries significant to Scotland, including the 20th anniversary of the Scottish Parliament.


The old expression, “the more things change, the more they remain the same”, is only partly true. Despite substantial and widespread changes in media, society and politics, several aspects and structures remain constant. Change and continuity are ever-present and simultaneous aspects of life and judging the importance of changes and constants helps us to understand our place in contemporary society and history.

The conference theme addresses the role of media and communications in

long- and short-term continuities and discontinuities as well as interrogates the concept of continuity with change. How are lives, cultures and conditions alike over time and how have they changed? What is the role of media, communications and politics in advocating change or maintaining status quo?


We invite proposals for scholarly papers, themed panels, posters, film screenings and other practice-based contributions, which engage with various social, political, economic, artistic, organisational, individual, collective and technological dimensions of continuity and change in media, communications and politics. Potential topics could include, but are not limited to:


•             Media activism and civic engagement


•             Digital cultures


•             Media, communications and politics in devolved political contexts


•             Documenting political change


•             Media archives and pedagogy


•             Ways of witnessing


•             Crisis and change communications


•             Media representations of marginal groups


•             Ethics, power and responsibility


•             Scottish media and communications industries


•             Academics in the media/mediated academics


•             Cultural histories of film, media and communications in research and education


The conference is the annual presentation of the best work across the whole range of MeCCSA interests, and is also an opportunity to hear about and discuss important topics in both media and HE policy relevant to MeCCSA members.


We welcome papers, panels, film screenings and other practice-based contributions across the full range of interests represented by MeCCSA and its networks, including, but not limited to:


•             Cultural and media policy


•             Film and television studies and practice


•             Radio studies and practice


•             Representation, identity, ideology


•             Social movements


•             Digital games studies


•             Women’s media studies


•             Disability studies within media studies


•             Approaches to media pedagogy


•             Children, young people and media


•             Diasporic and ethnic minority media


•             Political communication


•             Methodological approaches


•             Media practice research and teaching


Confirmed keynote speakers are:


•             Dr Shohini Chaudhuri (University of Essex)


•             Prof Hannu Nieminen (University of Helsinki)


•             Prof Philip Schlesinger (University of Glasgow)


•             Dr Leshu Torchin (University of St Andrews)


Submitting a proposal


Individual abstracts should be up to 250 words. Panel proposals should include a short description and rationale (200 words) together with abstracts for each of the 3-4 papers (150-200 words each including details of the contributor), and the name and contact details of the panel proposer. The panel proposer should co-ordinate the submissions for that panel as a single proposal.


Practice-based work


We actively support the presentation of practice-as-research and have a flexible approach to practice papers and presentations. This may include opportunities to present papers and screenings in the same sessions or as part of a separate screening strand. We also welcome shorter papers in association with short screenings/sharing. We have dedicated presentation spaces to display practice artefacts including screenings, posters and computer-based work. For displaying practice work, please include specific technical data (e.g. duration, format) and a URL pointing to any support material when submitting your abstract.


Deadline for submission: 15 June 2018 (please note that the deadline is earlier than usual).


Please submit your proposal via the online submission system:






Twitter: @MeCCSA2019


About MeCCSA


MeCCSA is the subject association for the field of media, communication and cultural studies in UK Higher Education. The field encompasses the study of audio-visual and print media including film and TV; journalism; radio; photography; creative writing; publishing; interactive media and the web. The field also includes higher education for media practice and practice research – film and TV production, journalism practice, and the use of new, digital information technologies in the arts, entertainment, social media and gaming. For further information please see:

SAVE THE DATE! Disabled and Proud 2018: Leading Change; October 11-13 2018

Disability Rights, Education, Activism and Mentoring (DREAM) student group at the National Center for College Students with Disabilities (NCCSD) is proud to announce:


Disabled & Proud 2018: Leading Change

October 11-13, 2018

Disabled & Proud is a conference for all undergraduate, graduate, and auditing college students with disabilities.  Students with any type of disability are welcome, including those who are culturally Deaf, students with mental health conditions or chronic illnesses, and those with ADHD, dyslexia, or other learning disabilities.  Students in transition programs with intellectual and developmental disabilities are also invited to participate.  There are no age restrictions.  Nondisabled college student allies and prospective college students with disabilities may join us, but this is a conference for students and is *not* for K-12 teachers, professionals, faculty, disability services providers, or parents, unless they are small group leaders, sponsors, or exhibitors.


Each day of the conference will feature online keynotes, small group discussions, presentations, and films.  We’ll even have an online “exhibit hall” where  you can learn about resources across the U.S.


Students will develop leadership skills and strategies to create campus change while networking with other students from across the U.S.  To be sure the conference is available to everyone at a low cost (and no travel), the entire conference will be online.


Registration and details about the conference schedule will be available June 1, 2018.  Additional details and pre-registration for updates is available now at


Sponsorship and exhibitor opportunities are available.  Campuses and organizations are also welcome to register as organizations, to hold on-site viewing of conference keynotes or sessions with in-person discussions.  See website for details or contact DREAM at .


Looking forward to seeing you all there! 


Kim Elmore (DREAM Coordinator)

Wendy Harbour (DREAM Advisor and NCCSD Director)


South Asian Stories of Sexuality, Disability, Gender

Accessibility Staff Training for Specific Roles | Partnership on Employment & Accessible Technology (PEAT)

Puberty, Sexuality, and Behavior: How to Guide young People with Disabilities; May 17th

NYS Developmental Disabilities Planning Council Presents: IncludeNYC: Real Conversations on Parenting and Disability. Talking with your child about sexuality can be challenging, especially as a parent of a young person with disabilities. Set manageable goals and learn effective strategies to become your child’s first sex educator. 

THURSDAY, MAY 17, 2018


Presented by:

INCLUDEnyc Family Educator Kaitlin Roh and YAI Assistant Coordinator of Sex Education & Clinical Curricula Development Consuelo Senior, LMSW


The articles, opportunities, and events described in the DCC Newsletter do not necessarily reflect the views of the Disability Cultural Center, the Syracuse University Division of Enrollment and the Student Experience, or Syracuse University.  The objective of the DCC Newsletter is to provide a centralized and comprehensive resource, which describes current activity in disability and diversity scholarship, cultural activities, and general news. Please direct any concerns about content directly to the DCC and the specific posting organization.  Also, the DCC welcomes relevant submissions.  Please email by 9AM each Monday with your submission.



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303 University Place, Syracuse, NY 13244

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