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interdisciplinary

All Hail the Queen: Teaching Agatha Christie Beyond the Mystery Story

updated: 
Tuesday, June 21, 2016 - 3:46pm
Sylvia A. Pamboukian/ Northeast Modern Language Association (NeMLA)
deadline for submissions: 
Friday, September 30, 2016

            In recent years, texts once dismissed as lowbrow (such as Stoker’s Dracula and Conan Doyle’s Sherlock Holmes stories) have become staples in the university classroom. Despite worldwide fame as the Queen of Mystery, Agatha Christie too often appears as only a generic example of classic detective fiction.

            This is at odds with a recent surge of critical interest, beginning, perhaps, with Pierre Bayard’s work on The Murder of Roger Ackroyd. A recent edition of Clues (Vol. 34, No. 1) highlights current Christie scholarship and calls for irreverent re-readings, “teasing out the genuinely experimental and decidedly nonpatterned aspects of Christie’s writing” (Rolls and Guldal 8).

'Reader, I married him!': Investigating 19th-century Readers and Reading the 19th Century

updated: 
Tuesday, June 21, 2016 - 3:46pm
NeMLA 2017
deadline for submissions: 
Friday, September 30, 2016

NeMLA​( Northeast Modern Language Association​)​​ 48th Annual Convention  ​March 23-26 in Baltimore, Maryland, Session title: 'Reader, I married him!': Investigating 19th-century Readers and Reading the 19th Century As Charlotte Bronte’s Jane Eyre reminds us with her exclamation, “Reader, I married him!,” writers of fiction in the nineteenth century were very aware of their readership with texts. In the increasingly literate century, readers were savvy consumers, rapt fans, and scathing critics. They read penny papers, novels, and genre specific magazines. They read at home, in libraries, and on trains.

Drama and Society

updated: 
Monday, June 20, 2016 - 8:57am
Kimberly Jew/PAMLA
deadline for submissions: 
Friday, July 1, 2016

114th Annual PAMLA Conference - Pasadena, California

Friday, November 11 - Sunday, November 13, 2016

Extended deadline: July 1, 2016

 

Panel: “Drama and Society”

Drama has long served as a communal mirror to society, reflecting its habits, aesthetics, politics and cultural norms. This panel seeks to explore the ways in which drama reveals its intricate relationship to society; how does drama (through both text and performance) support, embody and critique the world in which it was created?

 

Submit proposals online at http://www.pamla.org/2016/topic-areas

Mindfulness and the First-Year English Sequence Roundtable @ NeMLA 2017

updated: 
Monday, June 20, 2016 - 8:45am
Grace Wetzel & Natalie Mera Ford - Northeast Modern Language Association
deadline for submissions: 
Friday, September 30, 2016

NeMLA Annual Convention – Baltimore, MD to be held March 23-26, 2017 

The purpose of this roundtable is to offer and exchange perspectives on how mindfulness and contemplative pedagogy can facilitate student learning and engagement in First-Year English courses. How can First-Year English faculty (teaching composition or literature-based writing courses) use contemplative and mindfulness practices (e.g. meditation; journaling; yoga; experiences in nature) to enhance student engagement, writing, critical thinking, creativity, risk-taking, literary understanding, and/or other learning?

Literature and the First Year Experience

updated: 
Monday, June 20, 2016 - 8:54am
Anthony Dotterman/NeMLA Conference (March 23-26)
deadline for submissions: 
Friday, September 30, 2016

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.

Literary Maryland in the American Imagination

updated: 
Monday, June 20, 2016 - 8:57am
Anthony Dotterman/NeMLA Conference (March 23-26)
deadline for submissions: 
Friday, September 30, 2016

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).

Narratives of the (Un)self: American Autothanatographers, 17th-21st centuries

updated: 
Monday, June 20, 2016 - 9:08am
E-Rea, peer-reviewed journal of Aix-Marseille University's English and American Studies Unit, France
deadline for submissions: 
Saturday, October 1, 2016

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.

Running Wild: Library Archives, Faculty Engagement, and the Artist Book

updated: 
Monday, June 20, 2016 - 9:08am
Pacific Ancient and Modern Language Association/PAMLA
deadline for submissions: 
Friday, July 1, 2016

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.

 

Is There A Working Class In This Literature Class?

updated: 
Wednesday, September 21, 2016 - 2:43pm
Dan Bender/neMLA 2017 Baltimore
deadline for submissions: 
Friday, September 30, 2016

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.

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