Graduate Paper Prize 2013 (Association for Gulf and Arabian Peninsula Studies)

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Jun 25, 2013 Saudi Arabia
[Cover of the Journal of Arabian Studies.] [Cover of the Journal of Arabian Studies.]

Graduate Paper Prize 2013 (Association for Gulf and Arabian Peninsula Studies)

By : Jadaliyya Reports

The Association for Gulf and Arabian Peninsula Studies (AGAPS) invites university faculty to nominate graduate student research papers on the Gulf and Arabian Peninsula (inclusive of the transnational flow of people, goods, and ideas) for AGAPS’s 2013 Graduate Paper Prize.  Graduate students may also self-nominate, but include a verification letter from your faculty member of the quality of the paper and the class for which it was written. AGAPS welcome submissions from all disciplines. Papers should include an engagement with literature that concerns the study of the Arabian Peninsula, a clear methodology, and make an original contribution to scholarship in the field. The author of the winning paper will be presented with a certificate at the AGAPS Business Meeting held during the next annual Middle East Studies Association (MESA) conference during 10–13 October 2013 in New Orleans, Louisiana. The winning paper will be announced in the Journal of Arabian Studies (JAS) and published by JAS if it meets the journal’s editorial standards.

Papers will be reviewed by a committee using a blind process, so the author’s name should NOT be included on the title page, footer, or header. Papers will be evaluated according to originality of research, innovation, contribution to the field, cogency of argument, sources, method and clarity of writing. You must be a member of AGAPS at the time of your submission. You may join at the time of application. Submission deadline is 1 July 2013.

Submission requirements:

Your paper must have been written between 1 July 2012 and 30 June 2013.

Your paper must be submitted by your nominating faculty member along with a recommendation letter that speaks to the merits of the paper and the promise of the student, or it may be self-submitted with a separate recommendation letter sent directly by your faculty member.

You must be a current graduate student. Proof of student status must be provided: this can be a letter from your department, which can be sent via email.

Your paper must not exceed 7,500 words (excluding bibliography) and must not have been submitted for publication elsewhere. Your paper should conform to the following format:

·     Standard font (such as Arial or Times Roman)

·     Double-spaced

·     1.25” / 3 cm margins

·     Page limit of 30 pages

·     Black and white

Materials must be emailed by 1 July 2013 to Neha Vora at voran@lafayette.edu and copied to Gwenn Okruhlik at okruhlik@msn.com.
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Inaugural Issue of Journal on Postcolonial Directions in Education

Postcolonial Directions in Education is a peer-reviewed open access journal produced twice a year. It is a scholarly journal intended to foster further understanding, advancement and reshaping of the field of postcolonial education. We welcome articles that contriute to advancing the field. As indicated in the editorial for the inaugural issue, the purview of this journal is broad enough to encompass a variety of disciplinary approaches, including but not confined to the following: sociological, anthropological, historical and social psychological approaches. The areas embraced include anti-racist education, decolonizing education, critical multiculturalism, critical racism theory, direct colonial experiences in education and their legacies for present day educational structures and practice, educational experiences reflecting the culture and "imagination" of empire, the impact of neoliberalism/globalization/structural adjustment programs on education, colonial curricula and subaltern alternatives, education and liberation movements, challenging hegemonic languages, the promotion of local literacies and linguistic diversity, neocolonial education and identity construction, colonialism and the construction of patriarchy, canon and canonicity, indigenous knowledges, supranational bodies and their educational frameworks, north-south and east-west relations in education, the politics of representation, unlearning colonial stereotypes, internal colonialism and education, cultural hybridity and learning  in  postcolonial contexts, education and the politics of dislocation, biographies or autobiographies reflecting the above themes, and deconstruction of colonial narratives of civilization within educational contexts. Once again, the field cannot be exhausted.

Table of Contents

  • Furthering the Discourse in Postcolonial Education, by Anne Hickling Hudson & Peter Mayo
  • Resisting the Inner Plantation: Decolonization and the Practice of Education in the Work of Eric Williams, by Jennifer Lavia
  • Neocolonialism, Higher Education and Student Union Activism in Zimbabwe, by Munyaradzi Hwami & Dip Kapoor
  • Reframing Anti-Colonial Theory for the Diasporic Context, by Marlon Simmons & George Dei 
  • Review of The Politics of Postcolonialism: Empire, Nation and Resistance, by Tejwant Chana
  • Review of Actionable Postcolonial Theory in Education, by Joseph Zanoni
  • AERA Postcolonial Studies and Education SIG: Business Meeting, by Joseph Zanoni 

[Click here to access the articles of the issue.]