For 152 years, H.G. Wells has been part of our literary cannon in science fiction, criticism and utopian projections. Fiction writers have the latitude to focus on current issues of their time, often in the guise of fictional places and/or unusual characters. H.G. Wells did exactly that in his science fiction as well as his fiction stories. Wells’ vision of an “open conspiracy of intellectuals and willful people” to build Cosmopolis occurs regularly in most of his fiction, and appears prominently in his major prophetic writings before 1914: in Anticipations, in A Modern Utopia, and elsewhere (W. Warren Wagar 40-42). The focus of this roundtable is to discuss the techniques H.G.
In our current climate of fake news from seemingly authoritative sources, and high journalistic integrity from formerly discounted sources, it is clear that our criteria for evaluating the reliability of sources is shifting. I propose that a lack of news literacy is part of a larger literacy problem: readers need to understand tone from context and form. For as long as we have been assigning our composition or literature classes to read "A Modest Proposal" or anything else with an unreliable narrator, and as long as we have been explaining to potential book banners that a book with blatantly racist characters is not inherently racist, we language and literature instructors have been developing strategies to teach tone.
CFP: Global Studies of Childhood
Special Issue: Children and Popular Culture
Guest Editor: Patrick Cox, Rutgers University
Call for Papers
Approaches to Teaching and Learning with Urban Spaces
49th Northeast Modern Language Association (NeMLA) Convention
Global Spaces, Local Landscapes and Imagined Worlds
April 12-15, 2018, Pittsburgh, Pennsylvania
NeMLA Web Site: http://www.buffalo.edu/nemla/convention.html
Navigate to https://www.cfplist.com/nemla/Home/S/16777 to submit your abstract to this panel, which is part of next year's NeMLA Convention in Pittsburgh, PA.
Abstracts will not be accepted via email, but you may contact the panel chair, Laura Feibush, at the email address listed above with any questions.
Go to https://www.buffalo.edu/nemla/convention.html for more information about the 49th Annual NeMLA Convention.
Beginning June 15, 2017, submit abstract to: http://www.buffalo.edu/nemla/convention/callforpapers.html
Abstracts will not be accepted via email, but please feel free to contact the panel chair, Rachelann Copland, at the listed contact email with questions, etc...
We're looking for papers that demonstrate tools, techniques, or actual assignments that increase student success, enhance students' critical thinking, or encourage student involvement through unusual teaching methods (this can include flipping the classroom, interdisciplinary modes of rhetoric, or simply other types of ideas, projects, and assignments that have proved effective). We are interested in papers focused on means of engaging students in different ways of thinking about their own position in society and in understanding other communities.
For this roundtable discussion panel, participants will be asked to prepare a very brief, five-minute presentation of their work as it pertains to digital feminisms, social justice activism, social justice pedagogy, or community engagement. In addition to these topics, other topics may include digital teaching tools (websites, blogs, geo-mapping, podcasts, videos, web-archives, etc.), digital activism and critical media, experimental pedagogy, and collaborative, inter-university projects. Presentations may reflect on theoretical contexts for intersections between these topics, or they may demonstrate actual hands-on projects that exemplify those intersections for use in teaching and research.
This session will explore the practice of teaching, on the K-12 level, at community colleges, or at universities, as a tenure track faculty member, visiting professor, or adjunct professor, as a distinct culture, subculture, or cultural milieu. We welcome interdisciplinary papers that address the profession from psychological, structural, ethnographic, folkloric, historical, or cultural studies perspectives. Presentations on literary, filmic, or other cultural representations of teaching are also welcome.
The session is focused on the themes of visibility, visuality, and ways of seeing, and we are also interested in receiving submissions addressing other aspects of children's literature (including forms such as folktales, fables, fairytales, and nursery rhymes; conduct books, spelling books, school books). Please feel free to share the general call for papers with anyone who might have a paper to contribute: Paper proposals must be made via the online system found here: