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2016 - National Women's Studies Association Words: 98 words || 
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1. Detournay, Diane. "Colonizing Disciplines: Women’s Studies, American Indian Studies and Hmong Studies" Paper presented at the annual meeting of the National Women's Studies Association, Palais des congrès de Montréal, Montreal, Quebec, <Not Available>. 2018-10-17 <http://citation.allacademic.com/meta/p1141065_index.html>
Publication Type: Individual Paper
Abstract: This paper engages the student-led struggle for the institutionalization of Hmong Studies at UW-Eau Claire to reflect on how the university renders Women’s Studies, American Indian Studies and Hmong Studies into oppositional sites. In a moment marked by intensified discourses of budgetary ‘crisis’ and anxieties about nation-wide student protests, the institutional rhetoric of “equity, diversity, inclusivity” tied the viability of these programs to the compartmentalization of patriarchy, settler colonialism and US imperialism. Here I trace how these terms effectively produce colonialism as the analytic frame for understanding relationships between disciplines, and the strategic refusals to do so.

2013 - 37th Annual National Council for Black Studies Words: 296 words || 
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2. Okafor, Victor. "Black Studies, African American Studies, Africana Studies or Africology? The debate about how to name the discipline revisited" Paper presented at the annual meeting of the 37th Annual National Council for Black Studies, The Westin Hotel - Downtown, Indianapolis, ID, Mar 13, 2013 <Not Available>. 2018-10-17 <http://citation.allacademic.com/meta/p645174_index.html>
Publication Type: Panelist Abstract
Review Method: Peer Reviewed
Abstract: The debate about how to appropriately name what we do has been bubbling within the last 44 years of the establishment of the first Black Studies Department in 1968 at San Francisco State University as other universities in the United States planned, either by their own volition or through grassroots pressures or a combination of both factors and instituted their own programs. Such has been the unrelenting nature of this debate that the 2006 edition of the annual conference of the National Council of Black Studies (NCBS) was devoted to it.
In retrospect, it would appear that, given the nature of the times, the first generation of black studies was driven primarily by a desire for a niche in the academy. That is, what mattered most to their creators, it seems, was to first have a chance to put in place a set of courses about the black experience. Given an institutional tendency to resist the notion of having a distinct space for Black Studies which confronted the first generation of Black Studies, it does not appear that, and the literature on this subject does not demonstrate measurably, that nomenclatural questions took up significant attention during the early years of the institutionalization of the discipline. However, as more and more black studies departments and programs emerged and they sought to move beyond inter-departmental scheduling and offering of undergraduate courses, towards both relative autonomy and programming for graduate education, new and complex questions arose. One of those complex questions is this. Instead of creating autonomous departments, why not have the traditional disciplines develop courses on the black experience that fall within their subject areas? In addition to the preceding questions or issues, this paper also show-cases the experience of a department that adopted a new name recently.

2011 - National Women's Studies Association Words: 93 words || 
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3. Harper, Susan. "TransGendering Women’s Studies: Gender Studies, Naming, and the Political Project of Women’s Studies" Paper presented at the annual meeting of the National Women's Studies Association, SHERATON HOTEL (DOWNTOWN) ATLANTA, Atlanta, GA, <Not Available>. 2018-10-17 <http://citation.allacademic.com/meta/p511951_index.html>
Publication Type: Individual Paper
Abstract: This paper argues that the current move to transition or rename Women’s Studies to Gender Studies risks losing the central political project of the discipline. The author examines the various arguments for and against renaming Women’s Studies as Gender Studies, including an analysis of the fundamental differences and key commonalities between the two areas of inquiry. While asserting that Gender Studies is a valid and important area of study, this paper argues that conflating Gender Studies with Women’s Studies obscures both the political nature of Women’s Studies and the diversity of Gender Studies.

2012 - LRA 62nd Annual Conference Pages: unavailable || Words: 1780 words || 
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4. Bennett, Stephanie. "I Don’t Just Teach Social Studies, I Teach Literacy Too: Social Studies Education Pre-Service Teachers Beliefs About Disciplinary Literacy in a Social Studies Classroom" Paper presented at the annual meeting of the LRA 62nd Annual Conference, Sheraton San Diego Hotel & Marina, San Diego, CA, Nov 28, 2012 Online <PDF>. 2018-10-17 <http://citation.allacademic.com/meta/p574330_index.html>
Publication Type: Roundtable
Review Method: Peer Reviewed

2016 - 87th SPSA Annual Conference Pages: unavailable || Words: 7708 words || 
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5. Xuan, Shane. "Why Do Chinese Students Study Abroad: An Empirical Study on Brain Drain in Developing States" Paper presented at the annual meeting of the 87th SPSA Annual Conference, Caribe Hilton, San Juan, Puerto Rico, Jan 07, 2016 Online <APPLICATION/PDF>. 2018-10-17 <http://citation.allacademic.com/meta/p1070759_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Why do Chinese students study abroad? Although the potential explanations of emigration are well-documented in previous literature, very few empirical studies systematically explicate the exponentially increasing number of Chinese students studying abroad. My paper addresses this question by using and modifying Truex (2014)’s China Policy Attitudes Survey. I argue that economic and ideological factors, instead of political ones such as grievance toward local government, are the dominating reasons that empirically explain the puzzle such that why so many Chinese students decide to study abroad. I also rely on qualitative survey data and interviews to complement my statistical analysis. The practical implication of my findings is that developing states should employ economic and ideological incentives in order to attract overseas talent.

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