PhD position in place/Land-based knowledge (Memorial University of Newfoundland)
Type: Fellowship
Date: September 1, 2017
Location: Newfoundland and Labrador, Canada
Subject Fields: Social
Sciences, Native American History / Studies, Geography, Environmental
History / Studies, Colonial and Post-Colonial History / Studies
Place
is not just the surface upon which life happens, but an ongoing
state created by process and relations (Massey 1994, 2005; Rose 1993);
places are practices (Dehyle 2009). In Indigneous studies, Land refers
not only to soil, but to water, air, animals, and most importantly, the
relations between them, as Land constitutes the life of the collective
(Bang 2014). Land refers not only to the material aspects of Landscape,
but also “to its spiritual, emotional, and intellectual aspects”
(Cajete 2000; Styres & Zinga 2012; Tuck 2015 and many others). As
such, knowledge is situated in place and Land, and extricable from it.
Dr. Max Liboiron (Memorial
University of Newfoundland) invites applications to an open PhD
position in place-based knowledge. There is no predetermined project for
this position other than that it should use a place or Land-based lens
to consider knowledge and/or the creation of knowledge. As this is an
interdisciplinary project, applicants can be housed in a range of
departments: Geography, Environmental Studies, Sociology, or the Interdisciplinary Program (each
has a different application deadline and requirements; applicants
should familiarize themselves with the application requirements of their
target department). While not required, applicants are encouraged to
work within the Civic Laboratory for Environmental Action Research (CLEAR),
a feminist marine science and technology lab run by Dr. Liboiron that
includes students from both natural and social sciences, and the Waste, Science, Technology & Environment Group,
and interdisciplinary science and technology studies (STS) research hub
at Memorial University of Newfoundland. Applicants working in waste,
pollution, and toxicity are particularly encouraged to apply.
Funding
is $19.2k/year (4 years), and additional research or teaching assistant
positions may be available in addition to the stipend. Students must
pay tuition out of their stipend. Applicants are encouraged to contact
Dr. Liboiron (mliboiron [at] mun.ca) before applying to the School of Graduate Studies. Applications should include:
- A short research proposal (~1 page). While Civic Laboratory for Environmental Action Research (CLEAR), has many ongoing projects, students have autonomy over what they work on. Applicants are encouraged to look at current projects at CLEAR as well as those at the Waste, Science, Technology & Environment (WaSTE) group to ensure their research fits with our approach. Proposals may request to expand an existing project or propose a new one. Proposals should address the unique opportunity at CLEAR to work at the intersection of natural and social sciences.
- A statement of politics (~1 page). CLEAR is a feminist lab with priority for Indigenous students and Aboriginal lenses. Some of our politics are outlined here: https://civiclaboratory.nl/about/We are looking for a statement about how your politics align with our framework.
- A CV/resume, including a list of at least two references
- Unofficial transcripts
Preference will be given to Indigenous applicants.
References
Bang,
M., Curley, L., Kessel, A., Marin, A., Suzukovich III, E. S., &
Strack, G. (2014). Muskrat theories, tobacco in the streets, and living
Chicago as Indigenous land. Environmental Education Research, 20(1), 37-55.
Cajete, G. (2000). Native science: Natural laws of interdependence. Clear Light Pub.
Deyhle, D. (2009). Reflections in place: Connected lives of Navajo women. University of Arizona Press.
Massey, D. (1994). Double Articulation A Place in the World.Displacements: Cultural identities in question, 15, 1110.
Massey, D. (2005). Negotiating nonhuman/human place. Antipode, 37(2), 353-357.
Rose, G. (1993). Feminism & geography: The limits of geographical knowledge. U of Minnesota Press.
Styres,
S. D., & Zinga, D. M. (2013). The Community-First Land-Centred
Theoretical Framework: Bringing a ‘Good Mind’ to Indigenous Education
Research?. Canadian Journal of Education/Revue canadienne de l’éducation, 36(2), 284-313.
Tuck, E., & McKenzie, M. (2014). Place in research: Theory, methodology, and methods. Routledge.