As more upper-division literature courses disappear from college catalogues and fewer students choose to major in the humanities, the general education curriculum—and the first-year experience even more specifically—remain one of the few opportunities for university professors to use literary texts to teach critical thinking and analysis, both in terms of an acquired academic skill and as a venue for social and political activism. Yet, the freshman year of college is also a time when our students have not yet refined the very skills that can help them meaningfully participate in these academic and social dialogues as their liberal arts professors intend.
In her 1998 play How I Learned to Drive, Paula Vogel described Maryland as a place where “You can still imagine what how [it] used to be before the malls took over. This countryside was once dotted with farmhouses. From their porches, you could have witnessed the Civil War raging in the front fields.” Considering the preceding quotation—as well as Maryland’s geographical and figurative status as a border state between the North and South—in terms of America’s complicated racial and social history, the following panel invites scholars from a variety of disciplines to present on the representation of Maryland in the American consciousness at NeMLA's 2017 conference in Baltimore, Maryland (March 23rd-26th).
Since the 1980s-1990s, the terms “autopathography” and “autothanatography” have increasingly been used by the theorists of autobiography. Defined by Thomas Couser as “life writing that focuses on the single experience of critical illness” (“Introduction: The Embodied Self”, a/b: Auto/Biography Studies, vol.6, no 1, Spring 1991, 1), autopathography often— but not always—envisions death. The aporic term autothanatography, the writing of one’s own death, has provided a useful framework for the theorists interested in the relationships between writing, the self and death.
Academic archives and special collections are treasure troves for student engagement. These repositories contain tactile examples of institutional history that are instrumental for student research and inspirational for student creativity. Increasingly teaching faculty are collaborating with archivists and librarians in the promotion and use of these unique treasures. From these materials, students draw inspiration, often transforming the notion of what constitutes a book. Archives in turn may curate these works, documenting student research and properties for future generations. We invite presentations of work derived from or inspired by archival holdings and present strategies for encouraging similar artistic expression and curation.
While labor economics and political theory regularly engage the phenomenon of class conflict, literary study often glosses over it. This roundtable seeks to resuscitate the vexed question of class-bias in the academy, as reflected in the absence of or meager attention given to literary representations of working class consciousness. Papers drawing from any literary chronology and any genres are welcome. The purpose of this roundtable is first to explore the marginalization of working class life but then to propose a remedy. How can literary studies acquire cross-class agency, recognizing working class subjectivity within a traditional literary canon? This will be the roundtable's culminating question for presenters and attendees.
Proposal submissions are welcome for the standing panel on Comparative American Ethnic Literature in conjunction with the 114th Annual Conference of the Pacific Ancient and Modern Language Association (PAMLA) being held Nov. 11-13 in Pasadena, CA.
The extended deadline for proposals is July 1, 2016.
This year's conferencee theme is "Archives, Libraries, and Properties" (to align with the wealth of archival and library resources in the Pasadena area). However, the Comparative American Ethnic Literature panel is NOT restricted to discussions related to the conference theme. All topics relevant to the standing panel focus on American Ethnic Literature are encouraged.
Nemla Baltimore March 23-26 2017
Call For Abstracts: Fostering Global Competence Through Film: Reimagining the Foreign Culture and Language Class
Please consider submitting an abstract for the proposed session below to be held at the NeMLA Convention in Baltimore, March 23-26, 2017.
This panel examines writings by Latinas during the twentieth and twenty-first centuries. It utilizes Justice Sonia Sotomayor's “wise Latina” figure as a framework for how different writers identify and subvert different forms of social oppression in the U.S. This panel explores how these subversions are created using specific aesthetic conceits that are culturally nuanced and thus provide moments of community fashioned healing and empowerment that are specific to their own communities while also making spaces for solidarity between Latinas.
Inviting proposals for
The 40th Annual Ohio Valley Shakespeare Conference
October 20–22, 2016
Wright State University Dayton, Ohio
Proposals accepted until August 15, 2016
Dr. Ayanna Thompson, Professor of English at George Washington University
Dr. Curtis Perry, Professor of English at University of Illinois Urbana-Champaign
Pre-Modernisms: Friday, October 28th, The Graduate Center, CUNY
12th Annual Pearl Kibre Medieval Study Graduate Student Conference