Job Description

The School of Education (SOE) at the University of California, Riverside (UCR) invites applications for a full-time, tenure-track Assistant or tenured Associate Professor of Critical Approaches to History of Education. The position will commence on July 1, 2025, or as negotiated.

Our Program, School, and University
The UCR School of Education (SOE) is a growing community that serves both undergraduate and graduate students. Located in a region rich in racial, cultural, and linguistic diversity, SOE serves majority Students of Color with a high percentage of working class and first-generation college students, and boasts the most diverse faculty of a School of Education in the UC system. Divided into area groups devoted to higher education, leadership and policy, social, cultural, linguistic, and racial analysis, learning theory, school psychology, and special education, our collective mission is to advance equitable and transformative educational systems and practices that are reflective of and responsive to our local racially and economically diverse communities. []

UCR is a member of the American Association of Universities (AAU). A Minority Serving Institution, and ranks among the top public universities for Making a Public Impact (No. 20, Princeton Review). It was also 1st among public universities in the U.S. for social mobility four years in a row. UCR has several designations, which underscore its commitments to inclusion, equity and diversity, including being a Hispanic Serving Institution and an Asian American and Native American Pacific Islander-serving institution (AANAPISI). As the only public research university in diverse inland Southern California, UCR's School of Education is positioned to shape effective leaders of education for historically and multiply marginalized young people locally and across the state. []

Position Description
We are seeking an Assistant or Associate Professor whose scholarship takes a critical approach to a history of education, centering how systems of education have impacted historically, racially marginalized communities in the U.S. (e.g., Asian American, Native Hawaiian, Pacific Islander, Black, Latina/o/e, Chicana/o/x, Indigenous communities). We are open to scholars who come from a range of (inter)disciplinary backgrounds, including History, Ethnic Studies, American Studies, and Education. We are interested in applicants who engage disciplinary, interdisciplinary, and/or transdisciplinary methods; with preference for scholars who 1) recognize the complex articulations of race, gender, sexuality, dis/ability, racial capitalism, and/or coloniality through systems of marginalization, displacement, institutional violence, and oppressive power; and 2) study the liberatory possibilities of education in its various forms.

The hire would be joining an interdisciplinary program of scholars who currently examine issues of power and in/equity in education through focal areas including, race and Ethnic Studies, raciolinguistics/linguistics, gender, migrant education, and prison education. In addition to a robust research agenda and training of doctoral students in critical approaches to history of education, the scholar would be expected to teach courses focused on History/Histories of Education to master's and doctoral students, as well as to undergraduate students in the Education, Society, and Human Development. This could include campus-wide courses, and/or courses in our teacher education or higher education M.Ed. programs.

QUALIFICATIONS
Minimum Qualifications (required at time of application):
* Ph.D. in Education, Ethnic Studies, Public History, American Studies, History, or a related field.
* Scholarship takes a critical approach to a History of Education, centering how systems of education have impacted historically, racially marginalized communities in the U.S (e.g. Asian American, Native Hawaiian, Pacific Islander, Black, Latina/o/e, Chicana/o/x, Indigenous communities)
* Takes a social-structural analysis of educational in/equity and in/justice, with an asset-based focus on racially and multiply marginalized communities
* Has potential for a robust and impactful publication record (New Assistant) or has evidence of a robust and impactful publication record (Advanced Assistant/Associate)
* Has experience working effectively with diverse and historically marginalized students

Preferred Qualifications
Engages their work in applied ways (e.g., with K-12 educators, in teacher education, or within community-based contexts)

Inquiries about the position should be directed to the search committee chair, Rita Kohli ( [email protected] ).

Interested candidates should submit an electronic application to . Review of applicants will begin January 8, 2024, and may continue until the position is filled.

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