It is our pleasure to inform you that the deadline for manuscript submission for the 8th issue of Reči: a Journal of Language, Literature and Culture has been extended to 31 July 2015. All submissions should be sent as e-mail attachments to firstname.lastname@example.org. The journal welcomes contributions in all research areas pertaining to language, literature and culture. Manuscripts should be prepared according to the instructions given at http://fsj.edu.rs/images/instructions-for-contributors.pdf.
First Year Seminar courses provide a way for first year students to undertake the rigors of intellectual study in an environment supportive of the transition they undergo as they enter college. As such, First Year Seminars can be sources of tension, discovery, frustration, and connection. From the instructor's point of view, the experience of teaching a first year seminar can cause new understandings to emerge—understandings of disciplinary value, of first year students, of institutional culture, and of effective pedagogy.
On January 31st 2015, we started the CFP for the fourteenth issue of the 452°F Journal of Literary Theory and Comparative Literature, to be published on January 31st 2016.
- Deadline for submissions is July 31st 2015; all articles received after this date will be rejected.
- To be considered for the peer review process, all articles must follow the regulations described in the style-sheet.
- The monographic section will bring together a body of texts dealing with "Thinking about Affect in Culture and Art". A non-comprehensive list of possible topics is:
CFP: International Joan of Arc Society: 1) Re-documenting Joan of Arc and 2) Prophecy in the Hundred Years' War.
The proposed sessions complement each other, as one focuses on the evidence of texts and the other focuses on the evidence of faith, although clearly they may overlap.
Additional contact info at the Congress website.
The relationship between word and image, and the ways in which medieval art (be it visual, textual, or both) operates as a means of expressing the inexpressible, will be explored in a two-day conference held 8th-9th January 2016 at St Hilda's College, Oxford. This interdisciplinary conference will bring together theologians, art historians, and literary scholars to examine the ways in which various forms of artistic expression are used to articulate the mystical or that which cannot easily be spoken.
"Misery acquaints a man with strange bedfellows."-Shakespeare's The Tempest (2.2)
UC Riverside's (dis)junctions conference invites papers and panels that push at the boundary of contemporary scholarship. Our critical focus, "Strange Bedfellows," is geared specifically toward innovative and interdisciplinary approaches to cultural, literary and theoretical texts. We are looking particularly for scholarship that emerges from the disjunction of incongruent forms, that thrives on the border of the unfamiliar, and that transgresses the boundary of the expected.
The 31st Annual Meeting of the American Conference for Irish Studies Western Regional
"Ireland: Memory and Monument"
Rapid City, South Dakota
October 16-18, 2015
Submissions due July 15, 2015 to email@example.com
REVISED FINAL CALL FOR PAPERS
MORE MONSTERS FOR THE EIGHTH-ANNIVERSARY SESSIONS OF THE
SCIENCE FICTION, FANTASY, HORROR, AND LEGEND AREA
Online at NEPCA Fantastic: http://nepcafantastic.blogspot.com
2015 Conference of The Northeast Popular Culture/American Culture Association (NEPCA)
Colby-Sawyer College in New London, New Hampshire
Friday 30 October and Saturday 31 October 2015
Proposals no later than by 15 July 2015
As explained by Michael S. Roth in his 2014 book _Beyond the University: Why Liberal Education Matters_, the Founding Fathers endorsed liberal learning. Thomas Jefferson promoted a university ideal of freedom, education, and responsible citizenry to ensure democratic efficacy. However, centuries later, many American universities struggle to sustain these ideals. Liberal arts education is often overshadowed by career-centered professional studies and STEM programs, which downplay the importance of whole person pedagogy and democratic involvement.