Digital Humanities (DH) is often understood in grand terms as a project to build and maintain electronic archives or software capable of the "distant reading" (called for by Franco Moretti) of vast bodies of texts. However, for most scholars in the humanities what counts as DH is learning how and how not to use digital texts in the classroom. This roundtable invites proposals for short presentations (5-10 minutes) that examine the ways that digital texts have entered our classrooms, particularly those of faculty who teach general education courses and surveys of American literature.
Our focus is on the South, but for the 2015 Symposium, we are particularly interested in the intersection of art, particularly photography, and creative writing. How does the visual impact the written word?
We are accepting proposals for readings in fiction, poetry, and creative nonfiction as well as panel discussions and workshops.
Writing Workshops: Propose a workshop that gives Symposium attendees practical writing advice that enhances their writing. All genres and geographic locations welcome.
Presentation/Panel Discussion Sessions: Pitch a panel or presentation that explores any aspect of creative writing from the idea to the marketplace.
Disability Studies provides a shining example of how interdisciplinary scholarship at its best might operate. Yet within literary studies this mode of analysis still struggles to gain pride of place. One reason for this is the fear of disability. Unlike most forms of identity, the markers of disability (a loss of bodily and/or mental integrity) are permeable and someday might be applied to any person. Additionally, able-bodied members of society are unsure how to interact with the disabled in a way that will not cause offense. Both of these fears help marginalize what otherwise would be a valuable tool for analyzing creative expression.
America's unique—and largely implicit—system of racial identification is one of many complex institutions that newly arrived immigrants must navigate. Recent literature about immigration (e.g., Adichie, Americanah , Sharma, Family Life ) highlights this steep learning curve alongside more overt challenges like language and customs. Please submit abstracts of no more than 300 words about narratives from any period in which immigrants negotiate racial categories in the United States.
This panel will be part of the 47th annual Northeast Modern Language Association Convention in Hartford, CT (March 17-20, 2016).
The deadline for abstract submissions is September 30, 2015.
The unique nature of 9/11's real and imagined threats, of both domestic "sleeper cells" and foreign terror, recall the Cold War's dangers but without the placating certainty of an identifiable enemy state. Both here and there, the adversary appears to be stateless and faceless. This menace is especially relevant to the detective genre, which traffics in the fraught business of identifying, categorizing and neutralizing disruptions to the status quo. This panel seeks papers that address tradition and innovation in the post-9/11 detective genre. How do such works reflect and reflect upon the cultural moment in which they are produced?
'The Journal of Wyndham Lewis Studies' (JWLS; http://www.wyndhamlewis.org/jwls) is the pre-eminent scholarly journal dedicated to the life, paintings, and writings of Wyndham Lewis (1882-1957). JWLS is peer reviewed; seeks to make decisive contributions to Lewisian and modernist studies; and is a key resource for those working in both fields. JWLS particularly welcomes work that places Lewis's thought, writing, and painting in relation to other key figures from the period, cultural histories, or current debates. Please send:
- 7-9,000-word articles on Lewis's work, especially in relation to other figures, cultural discourses, and intellectual traditions;
American Studies Association of Turkey
37th International American Studies Conference
Transnational American Studies
November 25–27, 2015
Faculty of Letters
Department of English Language and Literature
The Sunflower Collective is looking for submissions. We celebrate the personal and the political - which we believe to be one and the same thing - in art.
We would like to mention at the outset that we are not interested in art that does not take risks. We do not mind if you have a degree but we are unlikely to be impressed by it. Nor do we care which journals have published your work before. All we are interested in is something that sings for itself without any props, something that grabs us by our throat and refuses to let go, something that shakes us out of our complacent stupor. Give us something hungry, not bellyful; something beat, if you get our drift.
Proposals are invited for a volume entitled Teaching Young Adult Literature to be edited by Karen Coats, Mike Cadden, and Roberta Seelinger Trites. This volume in the MLA's Options for Teaching series aims to bring together a range of articles describing innovative and successful approaches to designing and teaching stand-alone Young Adult Literature courses at the post-secondary level, as well as incorporating YA texts into other undergraduate and graduate courses relevant to MLA members and Education and Library Science faculty.
While earlier centuries had witnessed the global spread of print, the nineteenth century contributed a new major chapter to the history of print in the Atlantic world, a chapter full of unsettling ironies. In this century, print became more accessible, since printing offices, owing to improved printing technologies, effective dissemination channels, and low-cost formats, were able to produce more efficiently. With print more accessible and affordable, printed material soon developed into a product of mass consumption that formed an integral part of everyday culture in the nineteenth century. Consequently, nineteenth-century print generated new audiences throughout the Atlantic world, such as working-class, black, and female readers.