pedagogy

The Mid-Atlantic Review is a peer-reviewed scholarly journal published annually by the College English Association Mid-Atlantic Group (CEAMAG). The journal specializes in literary and cultural criticism, discussions of pedagogy, public humanities work, reviews of scholarly books, personal essays concerned with the teaching of English, photographs and visual art related to the Mid-Atlantic region of the United States, and creative writing related to the humanities, teaching, or the craft and art of writing. The Mid-Atlantic Review is indexed in the MLA International Bibliography and available to scholars through the EBSCO and ProQuest Literature databases.

Call for Papers: 

I am pleased to share a call for chapter proposals for an edited collection currently in development titled Black Feminist Practices and AI in the Composition Classroom: Memoir, Pedagogy, and Futures. This volume invites scholars, teachers, and practitioners to explore how Black Feminist rhetorical traditions can guide ethical, humanizing, and culturally responsive uses of artificial intelligence in writing instruction.

USM’s English Graduate Organization Conference Call for Papers

(Un)Spoken: Voices of Dissent

April 10th and 11th, 2026

University of Southern Mississippi

Hattiesburg, MS

The organizers the University of South Carolina Beaufort's Interdisciplinary Studies Conference, "Balm: Binding Art, Life, Medicine," invite proposals for this year's event. This interdisciplinary conference on Narrative Medicine and Health Humanities will be held virtually on Thursday, March 26th and on the Bluffton campus on Friday, March 27th.  We are extending the submission deadline from February 1st to February 15th to allow undergraduate scholars to generate potential contributions. Topics of Interest

We welcome interdisciplinary proposals that explore, interrogate, or illuminate the central theme, including but not limited to:

Critical Studies on Bianca Pitzorno, edited by Anna Finozzi and Dalila Forni

We are pleased to announce the 5th Hawaiʻi International Conference on English Language and Literature Studies (HICELLS 2026), which will be held at the Univrsity of Hawaii at Hilo on March 13 - 14, 2026. This year's conference theme is "Teaching and Learning English Language and Literature in a Changing World: Global Trends and Transformative Practices," aims to explore the emerging global trends in English language teaching and literary studies, including curriculum innovation, assessment practices, digital integration, and multilingual education.

We're now accepting proposals for our 2026 conference and Volume IV of the Board Game Academics journal through March 15, 2026. If you or someone you know has an idea for a presentation or article about using tabletop gaming to contextualize, historicize, and challenge the ideologies rooted not just within gaming materials but also in their communities at large, please contact us. 

Share with the world how you are using tabletop games to support more experiential pedagogies, enhance clinical practice, and engage with students and colleagues. 

The Margaret Fuller Society invites proposals for a panel at ALA 2026 about teaching in difficult times. As we head into the spring 2026 semester—the mid-point in an academic year when students and educators read U.S. literature amidst rising book bans, closing degree programs and DEI offices, and even the dismantling of the Department of Education—many of us are facing existential crises about how to do what matters to us most. How to support our students? How to sustain our disciplines? How to teach in ways that do justice to our subjects? The most basic day-to-day parts of our teaching lives have never felt more vulnerable—or more urgent.

Call for Papers: (SPECIAL ISSUE) Digital Education for All (SCOPUS)

We are excited to announce a Special Issue of the SCOPUS Indexed Journal "Quality Education for All" titled "Digital Education for All,” which invites contributions exploring how digital technologies can foster inclusive, equitable, and high-quality learning for communities worldwide.

Why this Special Issue?

The global shift to digital education has opened new opportunities but also exposed deep-rooted inequalities. From infrastructure and affordability to teacher readiness, inclusivity, and ethics—digital education today is as much a socio-cultural and policy challenge as it is a technological one.

Call for Papers | Society of Early Americanists
American Literature Association | 37th Annual Conference | May 20–23, 2026 | Chicago, IL

Teaching Early American Literature Outside the Survey Course

While recent decades have seen significant shifts in pedagogical approaches to early American literature, most undergraduate students (including many English majors) still obtain the bulk of their early American literary knowledge from some version of a broad survey course. Recognizing the potential limitations of such encounters, then, this roundtable asks: Where else in our curricula are we (or should we be) teaching early American literary texts?

Call for Papers

Knowledge in the Age of AI: Multi-Disciplinary Approaches to Learning, Writing, and Teaching

The English Graduate Organization at North Dakota State University (NDSU) invites proposals for the 2026 Red River Valley Graduate Student Conference, April 10-11, 2026, on the beautiful NDSU campus in Fargo, North Dakota.

Media in Full Bloom

A Central Valley Interdisciplinary Conference for Graduate and Undergraduate Students on Film, Television, and Media Studies

Sponsored by the Warrior Bookworms & Wordsmiths, the English Club at Stan State

Contact Email: Warriorwordsmiths@gmail.com

Conference Date: March 13th, 2026

Location: Stanislaus State University, Turlock, CA

Deadline for Submissions: January 19th, 2026

ATHE 2026

“ACTIVATING IMAGINATION IN/AND COMMUNITY”
July 22–26, 2026  |  Baltimore, Maryland

This year’s conference theme, "Activating Imagination in/and Community," asks us to think deeply and courageously about the role of theatre and performance in shaping our shared presents and collective futures. It challenges us to contemplate not just what we do, but how and with whom we do it, while recognizing that, in the face of growing political repression and institutional instability, our collaborations—across disciplines, communities, and identities—are simultaneously more vulnerable and vital than ever.

“Neurodivergent just means a brain that diverges.” – Kassiane Asasumasu, Radical Neurodivergence Speaking

The first year of Neurodivergent Studies at the PCA, in New Orleans in 2025, showed that there was marked interest in developing this field and expanding conversations. Neurodivergent Studies, a field that has long been relegated to more scientific study, is ready to move into different spaces as we start conversations about how neurodivergent approaches to popular culture, fandom, academia, and our own experiences can shape the way we approach the world.