Roundtable on present and future directions of Affect Studies and History of Emotions, including contributions of affective science approaches to pedagogy, interpretation, redefinitions of periodization, genres, and canons. Organizer: Giovanna Faleschini Lerner (Franklin & Marshall College). Respondent: Stefania Porcelli (CUNY). This is a non-guaranteed session.
The editors of this special issue are seeking contributions on teaching critical theory in the global present. What is the relevance of teaching theory in the era of globalization, and what is at stake? What are the challenges and unavoidable paradoxes of teaching theory at a time when global classrooms are geared toward both neoliberal information/skills acquisition and conservative knowledge accumulation?
Call for Submissions: Teaching Thoreau
In 2018, the Thoreau Society Bulletin will begin publishing a series of essays on the subject of “Teaching Thoreau.” This new regular feature will focus on strategies for teaching the life and works of Henry David Thoreau while giving educators the opportunity to share their expertise and experiences with an audience of fellow teachers and students of Thoreau.
We are currently accepting submissions for next year. We invite educators of all levels and subjects to submit short essays (1,000-1,500 words) on their pedagogical methods both inside and outside of the classroom. The series will explore the value of teaching Thoreau from many different perspectives. Possible topics include:
This edited anthology explores the nexus between violence and carcerality within the discursive order of state practices. Scholars within humanities, engaging with critiques of carcerality in relation to state violence from different global contexts are welcome to contribute to this anthology. This volume aims to align with the larger objectives envisioned by activist groups such as M4BL (Movement for Black Lives): building alliances with indigenous people’s struggles, political prisoners’ solidarity work, and activists resisting violence against women and LGBTQIA communities. It explores the potential to forge a global discursive order oriented toward anticolonial liberation struggles.
We invite contributions for Playing with the Rules: The Ethics of Playing, Researching, and Teaching Games in the Writing Classroom
We are pleased to announce the 12th annual NFEAP summer conference, which will take place on Thursday the 7th and Friday the 8th of June 2018 at Oslo and Akershus University College of Applied Sciences (Høgskolen i Oslo og Akershus), Oslo, Norway.
The theme for the 2018 conference is The Future of Genres.
Or, to put it another way, “The Futures of Genre” …
Anthologies are a profoundly pedagogical genre. However, while anthologies are often constructed specifically for classrooms, as scholars such as Kenneth Warren (1993) and Cynthia G. Franklin (1997) have argued, their making is typically removed from the site and sight of the classroom. While this suggests a unilateral and hierarchical pedagogy of knowledge transmission from expert to student, this panel explores what other, more empowering praxes emerge around what we are calling “the anthological impulse”: a desire to write and think with others and collect and share that work.
14th ESSE Conference, Brno, Czech Republic
29th August – 2 September 2018
Call for papers – Seminar 50:
English beyond England: the elaboration/dissemination of ‘English’ as a literary discipline in the British Isles, the US and Commonwealth countries
GRAND VALLEY SHAKESPEARE FESTIVAL CONFERENCE
“My Crown is in My Heart, Not on My Head” –3 Henry VI 3.1
Thursday, September 27 and Friday, September 28, 2018
Grand Valley State University, Allendale, Michigan
CALL FOR PAPERS – Submission Deadline JUNE 1, 2018
*Rolling acceptances for proposals received between Feb 1 and June 1. Final acceptances sent out first week of August.
~ Visit gvsu.edu/shakesconference for proposal submission, registration and conference deta
In an introduction to a 2017 special issue of American Literature, Carol Batker, Eden Osucha, and Augusta Rohrbach ask how our current political moment gives rise to new questions about the role of teaching and scholarship in American literary studies. The issue calls for the radical potential of intertwined scholarship and teaching that makes literary studies necessary to the work of unmasking the asymmetrical relations of power that persist in the academy. In response, our roundtable proposes an examination of feminist pedagogy practices, or a pedagogy that privileges collaboration and resists canonical syllabi to engage students in interdisciplinary projects of recovery and resistance.