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Weekly Newsletter

March, 08 2018

Greetings to our readers!  Here is the 11/1/13 newsletter a few days early since I will be out of the office for several days.  Enjoy!

Call for Papers and Conferences

Call for Papers: Art History and Disability Studies, special issue

Deadline: Dec 1, 2013
Call for Papers
Art History has not been as influenced by Disability Studies as have other disciplines of the humanities.  Art Historians have analyzed images by and about disabled people without integrating Disability Studies scholarship, while many Disability Studies scholars refer to images, but do not necessarily incorporate art historical research and methodology.  This special issue centers on interdisciplinary Art History and Disability Studies scholarship.
Papers may address issues such as the following:
•    Specific representations of disability throughout art history,
including works by disabled and nondisabled artists
•    Portraits of disabled individuals throughout history, with visible
and/or invisible impairments
•    Scientific, anthropological, and vernacular images of disability
and how they have influenced fine art
•    Representations that display disability and eroticization
•    Performance in the forms of artworks and in the everyday lives of disabled individuals
•    Exploitation versus agency
•    Theories and implications of looking/staring versus gazing in
disability studies and in art history
•    Examples of visual art that represent and/or challenge stereotypes of disability
Submissions due: Dec 1, 2013 .
Please send an abstract and CV via email to the following:
Ann Millett-Gallant: amillett@nc.rr.comand Elizabeth Howie:
Reference / Quellennachweis:
CFP: Art History and Disability Studies, special issue. In: H-ArtHist, Oct 24, 2013. <http://arthist.net/archive/6245>.


“Mental Illness and Power”
A Philosophy Conference at the University of Memphis
Memphis, Tennessee
February 21-22, 2014
Deadline for proposals: November 15th, 2013
This and more information available online at: http://www.memphis.edu/philosophy/pgsa_2014.php
As much historical and theoretical work has shown, the way people have understood mental illness throughout history is co-occurrent with shifting power relations within which human beings understand themselves. Mental illness manifests itself in different ways in different contexts and certain theoretical lines can be drawn between the way mental illness is understood and the forms of power which operate on the human mind, body and understanding.   Recently many issues surrounding mental illness have become  prominent in public discourse. To name a few examples, the controversial publication of the DSM 5; attempts by legislators to allow mental health professionals to refuse services based on values; the investigations of the mental health of mass murderers; and the expansion of mental health coverage intended by the Affordable Care Act.  These issues have all been featured prominently on the nightly news while at the same time drawing the attention of public intellectuals and politicians. With this in mind, it seems that now is an opportune moment to open a dialogue about the relationship of mental illness and power.  
Philosophy provides a promising, critical, yet constructive space in which to open this dialogue.  Indeed, philosophy and the mental health professions have greatly influenced one another.  Some philosophers are critical of mental health practices while others use psychological insights to develop their own theoretical resources. Many psychological theories have historically been influenced by philosophers, whether John Locke, the positivists, or the existentialists.  Thus, philosophers and mental health professionals have much to share with one another, especially at this moment.
The Philosophy Graduate Student Association welcomes papers from philosophers of all stripes and theoretically interested scholars in other fields, including but not limited to: clinical mental health counseling, rehabilitation counseling, psychology, psychiatry, history, literature and the arts, and political science/studies.  
To Submit:
Please prepare a proposal (500-700 words in length) for blind review in either .pdf or Microsoft Word file format.  Send the file as an attachment to an e-mail with a body containing the title and the author’s name, contact information, institutional affiliation and status (graduate student, faculty member, independent researcher, etc.)  If accepted, final papers need to be suitable for a presentation approximately 20 minutes in length.
Proposals should be submitted to memphispgsa@gmail.com.
The deadline for submissions is November 15th, 2013.

This conference is sponsored by the Department of Philosophy, the Lillian and Morrie Moss Chair of Excellence, and the Philosophy Graduate Student Association at the University of Memphis.

News and Announcements

Cinema Touching Disability Film Fest Celebrates its Tenth Year


AAHD Scholarship Opportunity for Undergraduate Students with Disabilities (Deadline: 11/15/13)

ELIGIBILITY: Applicant must be enrolled as a full time student in an undergraduate school or at least a part time student in a graduate school. Applicant must have a documented disability and provide documentation of their disability from a specialist (physician, educator, et. al). ( Important: applicants who have not yet graduated from high school will not be considered.) Applicant must be a US citizen or legal resident living in the United States and enrolled in an accredited United States university. Preference will be given to students majoring in public health, disability studies, health promotion or a field related to disability and health.
AMOUNT:   Funds are limited and we anticipate that scholarships will be competitive. Scholarships will be limited to under $1,000.
DEADLINE:  November 15 is the deadline to submit your entry.
APPLICATION: The application is included within this email.                                                                                                             
ADDITIONAL INFORMATION:   Applicant must provide a Personal Statement (maximum 3 pages, double spaced), including brief personal history, educational/career goals, extra-curricular activities, and reasons why they should be selected by the AAHD Scholarship Committee. This statement must be written solely by the applicant.
Applicant must provide two (2) Letters of Recommendation (One must be from a teacher or academic advisor). Letters may be sent by U. S. mail or by email attachment and should include the signature of the teacher or advisor, and the name of student should appear in the subject line of the email.
Applicant must provide an official copy of college transcript, which should be mailed to AAHD in a sealed envelope. Applicant must agree to allow AAHD to use his/her name, photo and/or story in future scholarship materials. Please attach your application, supporting materials, etc. and email to: scholarship@aahd.us (please use MS Word for your personal statement and MS Word, if at all possible, and/or PDF for all other documents that are emailed as attachments).
If this is not possible, please mail documents to:
Scholarship Committee
American Association on Health and Disability
110 N. Washington Street, Suite 328-J
Rockville, MD 20850
Questions: Please email: scholarship@aahd.us , if you have any questions.

Fellowship Opportunity

Sent on behalf of Gregg Lambert, Principal Investigator of the Central New York Humanities Corridor:
Syracuse University Humanities Center Faculty Advisory Board,
Through a partnership with the New York Council for the Humanities, the Central New York Humanities Corridor supports the Graduate Student Public Humanities Fellowship program. These fellowships are designed to encourage humanistic scholarship in the public realm and to foster the development of skills for engaging in community-based scholarship. In this our first year of participation, we have funded two Graduate Student Public Humanities Fellows: one at Cornell University and one at Syracuse University. In addition to the Corridor's participation in the program, the City University of New York Graduate Center, Columbia University, New York University, SUNY Buffalo, and SUNY Stony Brook also partner with the New York Council for the Humanities to support Fellows at their institutions.
Each Fellow receives a $5,000 stipend for the academic year, as well as $880 in travel funds to attend training sessions in New York City. Fellows receive methodological training in approaches to public scholarship, which is provided and paid for by the New York Council for the Humanities. Fellows work to explore the public dimensions of their own scholarship in partnership with a community organization serving public audiences. At the end of the academic year, Fellows are required to give a presentation on the collaborative experience at their home institutions.
The 2013 – 2014 Graduate Student Public Humanities Fellowship at Syracuse University was awarded to Benjamin Kuebrich, a PhD student in the Composition and Cultural Rhetoric program. Mr. Kuebrich is a 2012 recipient of the Chancellor's Award for Public Engagement for his training of undergraduates in community organizing and his work with the Westside Residents' Coalition. In collaboration with Gifford Street Community Press, which he co-founded, Mr. Kuebrich's project explores the use of narrative to clarify, illustrate and help solve community problems. He has established memoir-writing groups to collect and circulate personal narratives of community members while developing writing skills and promoting a culture of literacy. At Cornell University, Thomas Balcerski, a student in the History Department, is working on bringing his scholarship on antebellum and Civil War history to wider audiences through museum exhibits and public programs.
We are pleased to announce that for 2014, the New York Council for the Humanities has secured an Officers Grant from the Andrew W. Mellon Foundation that will allow us to expand our cohort to two fellows per university (four fellows total from the Central New York Humanities Corridor) at no additional cost to us. The new grant from the Mellon Foundation will provide support for the stipends and travel costs associated with the new fellowships. Two of the four 2014 – 2015 Graduate Student Public Humanities Fellowships are earmarked for students at Syracuse University. The Officers Grant will provide an extra $500 for next year's Fellows to use to defray the costs of attending external conferences or other travel expenses related to their projects. The grant will also fund outside evaluation of the program's impact, and an end-of-year event for Fellows and partner institutions to share their experiences with the program and plan for the future.
The decision process this past year was extremely difficult because of the large number of meritorious proposals from highly accomplished graduate students. The additional support from the Andrew W. Mellon Foundation will allow us to award the dedication to community engagement and public scholarship that is apparent among the emerging humanists at Syracuse University.
Mi Ditmar
Mi Ditmar
Mellon Coordinator
In the College of Arts and Sciences
Syracuse University
301 Tolley Humanities Building
Syracuse, NY 13244
Office: 315-443-5944
Fax: 315-443-7672

 CRPD Hearing

CRPD Hearing in the United States Senate
November 5th
The Marathon is almost over: the end is in sight!
Now is the time to have our voices be heard!
Chairman Menendez has scheduled the first of two
Hearings on the CRPD on Nov 5th!
The coalition has launched today a new citizen action portal to make it easier than ever for you to reach your Senator with the calls, letters, e-mails, petitions and social media we need:
You can also click the "We Support CRPD" icon above!  We urge you to take this image and share it everywhere!  Post it on your website, Facebook, and Twitter with its link to the treaty website!  We must build our movement now or we will not succeed.
Senator Menendez and Senator Corker need to hear from everyone; they are logging all call and contacts made state by state. Your help spreading the word will determine if and when we get floor time passage of this treaty!  It is time for action NOW!
Let them hear you now so that when Medicaid, Education and other issues come to the Hill they once again know the power of the disability movement!
WHAT: Senate Foreign Relations Committee Hearing on U.S. Ratification of the Disability Treaty, Convention on the Rights of Persons with Disabilities

WHEN: November 5, 2013, Time TBA.

WHERE: Washington, DC, U.S. Capitol Hill, Dirksen Senate Office Building,
Room TBA.

WHY: We must show the Foreign Relations Committee the loud and diverse community supporting the treaty: disability, veterans, civil rights, faith, businesses, families and people with disabilities—everyone has a role in this fight.
NEED: Attend the hearing. Forward this to your lists of friends and colleagues. We need a packed room to show the Foreign Relations Committee that the community is behind this treaty!
We must send a message to the Foreign Relations Committee that we demand ratification of the disability treaty!  Thank you for your help!
Copyright © 2013 Disability Rights Education & Defense Fund, All rights reserved.
You are receiving this email because you subscribed on the DREDF website.

Our mailing address is:
Disability Rights Education & Defense Fund
3075 Adeline St, Suite 210
Berkeley, CA 94703

New Article!

Congratulations to SU alumna Alicia Broderick on her co-authored article, "Institutionalized Ableism and the Misguided ‘Disability Awareness Day’: Transformative Pedagogies for Teacher Education" in Equity & Excellence in Education!  http://www.tandfonline.com/doi/abs/10.1080/10665684.2013.838484#.Um_L5PnkvAs
Abstract: Despite acknowledgement among social justice educators about the need to infuse anti-bias lessons in K-12 curricula, discussions of disability oppression are silent in schools. Token efforts at addressing the topic of disability generally manifest as “disability awareness day(s)” and often include “disability simulations,” which have been long condemned by disability rights activists as promoting cultural attitudes that are ableist in nature. In this article, we discuss a qualitative inquiry that examines shifts in the perceptions of graduate students, with regard to the pedagogical use of disability simulations for teaching children about disability. The context of this study is a teacher education course informed by critical disability studies perspectives. The findings indicate transformations in students’ thinking about the ableism implicit in disability simulations. We discuss the implications of this inquiry for social justice education, and suggest ways to prepare educators to disrupt the socio-political dimensions of disability oppression

Disability Cultural Center
105 Hoople Building
805 South Crouse Ave
Syracuse, NY 13244

Email: sudcc@syr.edu
Phone: (315) 443-4486
Fax: (315) 443-0193

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