Women’s leadership in academia focus of Georgia Law event January 5, AALS annual meeting

Law professors, librarians, and clinicians “interested in advancing women into leadership positions within the academy” are invited to take part in a special University of Georgia School of Law reception at next week’s annual meeting of the Association of American Law Schools.

As described in the AALS program, the event will be held January 5, 2018 from 5:30-7:00 pm at the Manchester Grand Hyatt, Level 4, America’s Cup CD, San Diego, California.

University of Georgia Provost Pamela Whitten (left) will give a presentation at the reception, which will also feature breakout discussions led by Kristi L. Bowman (right), Vice Dean for Academic Affairs at Michigan State University College of Law, and Usha R. Rodrigues (below right), Associate Dean for Faculty Development at the University of Georgia School of Law.

o-sponsoring are the AALS Section on Women in Legal Education and the AALS Section Associate Deans for Academic Affairs and Research.

Kudos to my colleague Usha, the principal organizer of this event. It’s a followup to the Roundtable Discussion on Women’s Leadership in Legal Academia that Georgia Law hosted at last year’s AALS one of many Georgia Women in Law Lead (Georgia WILL) events last academic year. As Usha explains in her invitation:

“This event will kick off programming for a new Women in Academic Leadership Initiative. In conjunction with the law schools of Brigham Young University, Michigan State University, UCLA, University of Tennessee, University of Virginia, and Yale University, we are spearheading a program that will feature regional leadership conferences aimed at preparing women in legal education for leadership opportunities and advancement.

“This initiative is in response to valuable feedback from the Roundtable Discussion on Women’s Leadership in Legal Academia we held during last year’s AALS Annual Meeting. Our colleagues expressed a need for a sustained project to foster women’s leadership. Based on that feedback, we have been developing a conference to address needs such as negotiation skills, conflict management, and effective communication. We are also creating panels to discuss various leadership roles and the competitive search process. The inaugural conference, to be held at the University of Georgia on July 19-20, 2018 …”

Details here and here.

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On the Job! Gender Project Consultant in NYC; Clinical Fellow @ Duke Law

On the Job! compiles interesting vacancy notices, as follows:

logoThe Global Coalition to Protect Education from Attack. Applications are welcome from Ph.Ds, Ph.D candidates or other advanced research training in fields such as gender, human right, humanitarian assistance or education for the position of GCPEA Gender Project Consultant.  The holder of this position will conduct research and develop gender-specific recommendations on protecting girls and women from attacks on education and military use of educational institutions. They will work approximately 65 days between April and November 2017, presenting research to the GC{EAGender Project Working Group and external reviewers. Applications will be reviewed as received until the position is filled; details here.

download► Duke University Law School. Applications are welcome from individuals with 2-5 years experience with international human rights for a supervising attorney/clinical fellow to join the international human rights program and clinic beginning in Summer 2017, led by Professor Jayne Huckerby. The holder of this position will primarily help supervise student fieldwork in Clinic projects and participate in the planning and teaching of the Clinic advocacy seminar, among other opportunities, supervised by the Director of the International Human Rights Clinic. Deadline is April 16, 2017; details here. 

Call for Papers: Gender and the Political Academy

Convenors: Maha Rafi Atal and Kaitlin Ball

The University of Cambridge’s Department of Politics and International Studies is pleased to invite submissions to its 2017 conference on Gender and the Political Academy. This conference will engage in and help to advance the dialogue surrounding gender issues in politics.  From the appointment of Theresa May as Prime Minister to the presidential candidacy of Hillary Clinton, the past year has witnessed renewed debate about opportunities for and remaining barriers to women’s advancement in political careers in and outside of higher education. New research has highlighted how gender affects the different ways individuals may experience a range of political issues from welfare provision to health care. Ventures such as  IntLawGrrls, Women Also Know Stuff and Foreign Policy Interrupted have drawn attention to the need for better mentorship and support for women in academic political science.

We particularly welcome papers that address the following topics:

  • Making and Surviving an Academic Career: Women pursuing an academic career face a diverse range of challenges, from implicit bias in grading at the undergraduate level, to the challenges of mentorship during postgraduate degrees and postdoctoral fellowships, to parental leave and the burdens of academic care labour.
  • Gender and Political Epistemology: What role does gender play in our understanding of what the discipline of Politics is, both from a theoretical and a practical standpoint? Papers might consider the design of curricular, including the way core undergraduate and masters readings are selected, and the ways in which gender may colour a doctoral or postdoctoral researcher’s fieldwork experience.
  • Will Women Save the World? Assessing the Role of Female Politicians in a Time of Political Upheaval: 2016 saw unprecedented populist upheaval, which has rightly earned the focus on many political commentators. Unfortunately, this focus has overshadowed another important development: the growing numbers of women in leadership positions globally. Nevertheless, the United Nations failed to elect its first female leader, as did the United States. At a moment of global crisis with unprecedented mistrust in politics, we welcome papers that explore opportunities and obstacles for female politicians.

Please submit a title and abstract of 300 words, as well as a CV, to kb558@cam.ac.uk by 1 March 2017. The Department is particularly eager to receive submissions from doctoral candidates and early career researchers.

Work On! Volunteers Needed for Refugee Education Chios for Nov., Dec., and Jan. 2017

Refugee Education Chios the sole provider of a holistic non-formal education programme and their role on the Island of Chios is as important as ever. They have now completed their fifth successful month running their school and youth centre for the refugee children on Chios Island (Greece).

There are around 200 children aged between 6 and 18 years old
attending the school every week and 100 youth aged between 12 and 20 years
old attending the youth centre. The team is made up of a teachers, musicians, artists, nurses and social workers etc. They promote diversity within the volunteer group, and are
not necessarily look for individuals with a traditional teaching
background.

They are looking for volunteers to join for a minimum two weeks but the
longer the better. Accommodation and mobility on the Island is covered by
the progamme.

If you have the passion and enthusiasm to join them on their journey then
please email your CV and brief note to beavolunteer@baas-schweiz.ch

Read more about us in the articles below:
http://www.independent.co.uk/news/world/europe/refugee-school-chios-greece
-lessons-in-life-for-the-migrant-children-a7229916.html

http://www.aljazeera.com/indepth/inpictures/2016/07/refugee-school-respite
-children-greek-camps-160706184135733.html#

http://www.reuters.com/article/us-europe-migrants-greece-school-idUSKCN11K
1TW

Facebook: https://en-gb.facebook.com/refugeeeducationchios/

 

¡Brava! to IntLawGrrl Beth Hillman, new President of Mills College, oldest women’s college in western United States

hillmanA late addition to our “Go ‘Grrls” installments from a few weeks back: delighted to read that IntLawGrrls contributor Beth Hillman (left) soon will be installed as the new President of Mills College in Oakland, one of the oldest women’s institutions of higher education!

Our prior posts by or about Beth are here and here. And here’s an excerpt from yesterday’s official announcement from Mills:

Oakland, CA–August 08, 2016 On Friday, September 23, 2016, the Board of Trustees of Mills College will inaugurate Elizabeth L. Hillman as 14th president of the oldest women’s college in the West.

Hillman, who began her tenure July 1, brings extensive higher education experience in both teaching and institutional leadership to Mills. She shares with the Mills community a deep understanding of the challenges and limited opportunities women face when seeking positions in the top ranks of historically underrepresented fields.

“I was drawn to Mills because of its commitment to women’s education and its legacy of empowering women, embracing difference, and promoting creativity,” Hillman said. “Mills is a special place, and I am determined to successfully build on our 164-year legacy of diversity and intellectual engagement.”

Prior to joining Mills, Hillman served as provost and academic dean and professor of law at the University of California Hastings College of the Law in San Francisco. She also served as professor and director of faculty development at Rutgers University School of Law and has taught at Yale University and the US Air Force Academy.

Hillman holds a bachelor’s degree in electrical engineering from Duke University, a master’s degree in history from the University of Pennsylvania, a law degree from Yale Law School, and a doctorate in history with a focus on women’s history from Yale University.

Newly elected Mills College Board of Trustees Chair Katie Sanborn ’83 is looking forward to a new chapter in Mills’ storied history.

“I am extremely honored and excited to work with President Hillman and the entire Mills community to support the resurgence in women’s education,” Sanborn said. “The world needs a place like Mills that empowers women to make their mark in every possible way and place.” …

¡Brava!

Beyond Survival: Livelihood Strategies for Refugees in the Middle East

What can be done static1.squarespace.comto improve the lives of Syrian refugees in Jordan, Lebanon, and Turkey?  A terrific interdisciplinary conference I attended last November at Cornell Law School, entitled Beyond Survival: Livelihood Strategies for Refugees in the Middle East, engaged with that question from a variety of perspectives, focusing on the pressing issues of employment and education.  Jointly organized by the Prof. Chantal Thomas of the Clarke Initiative for Law and Development in the Middle East and North Africa, Dean Eduardo Penalver and Associate Dean Laura Spitz of Cornell University Law School, Dr. Josyann Abisaab and Dr. Satchit Balsari of Weill Cornell Global Emergency Medicine Division, and Prof. Mostafa Minawi of the Ottoman and Turkish Studies Initiative, this was the first extended academic conference at a U.S. university to focus on the situation of Syrian refugees.  The conference brought together anthropologists, demographers, doctors, economists, education experts, historians, legal academics, public health experts, technologists, and UN headquarters and field staff from the region to discuss the current situation on the ground and potential strategies for improving access to jobs and schools.  Several speakers, including the UNHCR Representative in Jordan, had recently worked in and/or conducted research in refugee camps in Jordan and Lebanon, and were able to provide timely, detailed, and comprehensive information about the numerous challenges facing the refugee populations in those countries.  A report summarizing the conference proceedings, including this information and expert analysis from a variety of fields, has just been made available here.  The goal of the report is to set research priorities for academics and research institutions “seeking innovative, evidence-based solutions” and to encourage dialogue and engagement among students and faculty at university campuses to meet the urgent needs of Syrian refugees, and to think more broadly about “our obligations to people beyond our borders.”

It’s Time for Girls to Take Back Their Schools

When seventeen-year old Malala Yousafzai won the Nobel Peace Prize, she became the first child ever to receive the award. In May, only five months after that historic moment, two important events aided the cause for which she was recognized—the right of all children to education.

On May 12, the Global Coalition to Protect Education from Attack launched Lessons in War 2015: Military Use of Schools and Other Education Institutions during Conflict, a report with cutting-edge analysis about the global problem of armed forces using education institutions during armed conflict. Two weeks later, on May 28-29, representatives from countries from around the world gathered in Oslo, Norway, to respond to those findings by endorsing a Safe Schools Declaration. Their endorsement signaled their commitment to protect education from attack and, importantly, to use new international Guidelines for the Protection of Schools and Universities from Military Use during Armed Conflict.

In her 2013 autobiography, Malala Yousafzai describes discovering that a school run by her father had been used as a military base by Pakistani government forces while she and her family were displaced by the fighting in and around her hometown. “I felt sorry that our precious school had become a battlefield,” she lamented.

When I worked for the Qatar-based Education Above All Foundation (EAA), I met with representative from the ministries of foreign affairs, defense, education, and the armed forces of 18 countries. These countries contributed to the drafting of these new Guidelines, which address the problem of government armed forces and non-state armed groups using schools and universities for military purposes during times of armed conflict.

These countries took an interest in this issue because of early research presented to them by the Global Coalition to Protect Education from Attack, of which EAA is a member. Now, three years later, that early research has been significantly updated and expanded. On May 12, its findings were formally presented in Geneva at a panel discussion attended by representatives of twenty-one states as well as members of civil society.

The report documents how, in the vast majority of conflicts around the world, schools are converted into barracks, logistics bases, operational headquarters, weapons and ammunition caches, detention and interrogation centers, firing and observation positions, and recruitment grounds. The study reveals that schools and universities have been used for military purposes by armed groups, regular armies, multinational forces and even peacekeepers in at least 26 countries with armed conflict since 2005. Snipers have been positioned at classroom windows, concrete fortresses have been erected on school roofs, razor wire has been fixed around playgrounds, sandbags have been used to block school gates, schoolyards have been used to park armored vehicles in, and soldiers have slept in children’s classrooms.

The practice of using schools for military purposes endangers students and teachers by turning their schools into targets for enemy attack, and students and teachers have been injured and killed in such attacks. The report also documents how this under-reported, yet gravely problematic, tactic affects girls’ right to education. The presence of military actors and the shift in gender balance often discourage parents from sending their girls to school. Parents fear their daughters becoming victims of gender and sexual based violence or being subject to sexual harassment.

The UN Committee on the Elimination of Discrimination Against Women agrees. It recently called upon India to “prohibit the occupation of schools by security forces in conflict-affected regions,” citing “that girls are subjected to sexual harassment and violence, including in conflict-affected regions where the reported occupations of schools by the security forces contributed to girls dropping out of school.”

Here are a few more examples: Families from a village in the Central African Republic, stopped sending girls to the local school for fear of sexual violence by armed forces occupying the school. At a school in India, the presence of just 10 paramilitary police officers prevented the school from opening a previously approved residential hostel for 200 disadvantaged girls. Because students would remain overnight on the campus with the police, parents refused to register their daughters for fear of sexual misconduct. When soldiers used Asal Haddah School, in Sanaa, Yemen, they displaced more than 1,000 girls. Three hundred were sent to Asal al-Wadi School, attended by approximately 800 boys. The school administration shortened study sessions by one class and an hour each day for the girls displaced into the new school, so as to avoid mingling between the boys and girls when leaving school. Teachers also did not allow the girls out of the classrooms during breaks for fear of them interacting with the boys.

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