Bernhardt Labor Journalism Prize – 2017 Call For Entries


THE BERNHARDT PRIZE is an award of $500 given to an article that furthers the understanding of the history of working people.  Articles focused on historical events AND articles about current issues (work, housing, organizing, health, education) that include historical context are both welcome.  The work should be published — in print or online — in a union or workers’ center publication or by an independent/freelance journalist.

TO ENTER visit

Deadline:  Tuesday August 1, 2017

The winner will be announced at the Tamiment Library on Thursday October 12, 2017, 6 – 8pm.

The award is sponsored by the New York Labor History Association • LaborArts • Metro New York Labor Communications Council • NYC Central Labor Council, AFL-CIO • Robert F. Wagner Labor Archives at NYU’s Tamiment Library
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We are pleased to invite you and your institution to participate in the OXFORD WOMEN’S LEADERSHIP SYMPOSIUM


  • The summer symposium with be held August 2–4 at St Anne’s College, Oxford, UK.


  • Alternatively, you may attend the 4–6 December 2017 meeting held at St Hugh’s College, Oxford, UK.


  • You are welcome to present a paper on an aspect of Women’s Studies, or you may wish to attend as an observer or panel member.


  • Symposia Participants may submit complete papers (six weeks after the conclusion of the meeting attended) to be peer-reviewed by external readers for possible inclusion in Symposium Books or sponsored academic journals.


  • The Symposium is interdisciplinary in nature and seeks to cover a broad reach of women’s leadership issues in both the public and private sectors. The expectation is that much of the discourse will be concerned with cultural, religious, social, and economic conditions of women and the initiatives that may be most effective in the remediation of the various forms of gender discrimination.


  • See our website for suggestions on topics and abstract/registration deadlines.


  • Follow us on Twitter @OxfordSymposia3 for updates on keynote speakers and other information.


Homage to Paolo Cherchi (University of Chicago)

NYU Italian Studies & Casa Italiana Zerilli-Marimò 
Homage to Paolo Cherchi (University of Chicago) 
Wednesday, April 26th at 6:00 PM 
Casa Italiana Library
24 West 12th Street
New York, NY
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Queer Encoding: Encoding Diverse Identities

April 28th 10:30am-5pm

How can the practice of digitization better respond to, and represent, geographically, culturally and otherwise, diverse textual identities? Come and hear leading practitioners in the field talk about how we might work creatively with mark-up languages to be more inclusive, and see strategies in action in the Project Hack.


  • 10:30AM — Introduction: What is TEI and why might I be interested? by Peter Logan (Professor of English and Academic Director of the Digital Scholarship Center, Temple University) and Marion Thain(Associate Director of Digital Humanities, New York University)
  • 11:00AM — Morning Keynote: Using TEI to Encode the History of Chinese Buddhism by Marcus Bingenheimer (Assistant Professor, Department of Religion, Temple University)
  • 12:30PM – Lunch
  • 1:30PM — Afternoon Keynote: Encoding Identity by Julia Flanders (Digital Scholarship Group Director and Professor of the Practice of English, Northeastern University)
  • 3:00PM — Afternoon Break
  • 3:15 – 5:00 PM — Project Hack: Queer Encoding in Action! & Closing Remarks
    • Queerness of Space Time and Text in the Independent Crusaders Mapping Project by Katherine Briant and Stephen Powell (Fordham University, MA Center for Medieval Studies)
    • Queer Encoding Challenges in The Making and Knowing Project by Sohini Chattopadhyay and Benjamin Hiebert (Columbia University)
    • Queer Encoding and Identity Formation in the Nineteenth-Century Manuscript Diary by Cherrie Kwok and Nicole Cote (New York University)

Program Partners:

  • NYU Digital Humanities
  • Fordham Digital Humanities Group, and Office of Research
  • Digital Scholarship Center, Temple University


International Studies in Human Rights

Fall 2017

DRAP-GA 1048

Peter Lucas / Thursdays 6-9 PM

This purpose of this class is to introduce students to international human rights and the movement’s relationship to the field of comprehensive peace education. As a multi-disciplinary field, peace education takes a holistic approach to conflict and education. Essentially, peace education is the creation and transmission of knowledge needed to achieve and maintain peace. It is also about developing the critical and reflective capacities to apply knowledge in order to control, reduce, and eliminate various forms of violence. Using a peace education approach, the Universal Declaration of Human Rights and related normative global standards will be used as the primary conceptual frameworks to guide our inquiries.

Throughout the course, we will also distinguish between “negative peace” and “positive peace.” Negative peace refers to the practices to limit and prevent war and collective violence. We’ll take a very holistic approach to violence because many of the major human rights violations can be considered as forms of violence. More often than not, the response to serious violations is enacted from a negative peace perspective in order to quell the immediate violence. Unfortunately, negative peace practices do not necessarily get at the root causes of the violations nor do they strive for substantive social change. Positive peace is more concerned with establishing lifelong and life-enhancing human rights values that are a necessary pre-condition for a culture of peace. Positive peace not only attempts to understand the base causes of violence, but it’s goal is fundamental social transformation.

Mirroring this negative/positive approach to peace, the course is set up as a dialectic of tragedy and hope. There are six, two-week themes in the course which cover economic human rights, health and human rights, due process rights, women’s human rights, crimes against humanity, and genocide. For each theme we will stay focused on the particular issue for two weeks. The first week we will explore the tragic dimensions of the issue at hand and note any negative peace strategies at work on the situation. The following week we will stay focused on the theme, this time stressing hope and exploring how human rights and peace workers respond to the situation with front line NGO work, as human rights educators, and as media workers within the human rights movement. The second week will highlight the positive peace approach.

Focusing on human rights as positive peace, students will study the major themes and events in the contemporary human rights movement. Students will be exposed to the international standards, the historical generations of human rights, and the basic conceptions and distinctions of human rights. Students will learn about international human rights organizations, how local NGOs “respond” to violations, and the role of peace education (both formal and non-formal) in promoting human rights and a culture of peace. Throughout the course, students will also be exposed to the issues surrounding human rights and representation and the various representational strategies such as reports on violations, personal narratives, journalism, documentary film, photo reportage, web sites, and other medias. And finally, students will have the opportunity to explore research interests concerning human rights and peace education.