There is a subtle irony in the fact that Thomas Hoccleve, whose corpus of early fifteenth-century poems is saturated with the concepts of recovery and rehabilitation, has been at the center of a decades-long process of poetic and pedagogic rehabilitation in university English departments. No longer brushed aside as a mere epigone of Geoffrey Chaucer, the traditional nucleus of Medieval English literature syllabi, Hoccleve now claims a legitimate place in the late medieval canon. But what is that place exactly, as far as college classrooms go?
ROUNDTABLE: Must We Mean What We Read? A Practical Discussion of the Possibilities of Reading
NeMLA 2017, Baltimore, MD, March 23-26, 2017
Reading and Writing in the Twenty-First-Century Literary Studies Classroom: Theory and Practice
The University of Queensland
6-8 July 2017
Deadline for submissions: Extended to 10 February 2017
Contact for general queries: Judith Seaboyer email@example.com
David Aldridge, Reader in the Philosophy of Education, Brunel University London
Dr Tully Barnett, Flinders University
Professor Karen Manarin, Mt Royal University
Professor Helen Sword, University of Auckland
NEMLA 2017 panel CFP--Literature, writing, and the Promise of the Public Humanities--Many humanists seize on the “public humanities” to address the public relevance of the humanities in general. Public humanities programs offer students experiential learning that will lead to a deeper knowledge of both their world and their subject matter. For educators, public work promises to “make a difference,” by having humanities learning engage directly with public needs. For departments, the public humanities offer a justification for their fields in an era of declining resources and public interest.
NeMLA's 2017 Annual Convention in Baltimore, Maryland
March 23-26, 2017
Click and Read: Computation and Text Analysis in the Post-print Era
The Graphic Panel Review is an online journal that publishes original short comics, articles and materials regarding comic pedagogy, and articles about all facets of comic scholarship. Our goals are to provide a space where quality original short comics can be shared while fostering an appreciation of comics and promoting comics as a serious artistic form.
We are seeking submissions in both comics and written form for our first issue.
The aim of this roundtable is to present possible guidelines and book selections for a hypothetical undergraduate course in “Novels of the Holocaust.” The panel will be resolutely international and open to books originally published in any language. As this roundtable is sponsored by NeMLA’s comparative literature director, participants are not obliged to use or refer to English translations if they wish to use original texts. The course that might be called the “target course” may be for any undergraduate level and for any country.
While this is roundtable is meant to follow the interests of its participants and not impose any institutional rigidities, seven particular themes or questions seem especially important.
Supernatural Studies seeks contributions for a themed issue on teaching (and) the supernatural to be published in Summer 2017 as a special, open-access electronic issue. Supernatural Studies is a peer-reviewed journal that promotes rigorous yet accessible scholarship in the growing field of representations of the supernatural. The breadth of “the supernatural” as a category creates the potential for interplay among otherwise disparate individual studies that will ideally produce not only new work but also increased dialogue and new directions of scholarly inquiry.
The Journal of the Georgia Philological Association is now accepting submissions for its annual publication. Submissions requirements can be on any area related to language, literature, and philology from any time period and discipline. In fact, previous issues have included everything from ancient to postmodern works of literature, pop culture, history, religion, and even politics. The deadline for submissions is September 1, 2016. Those accepted for publication must be/become members of the Georgia Philological Association. Manuscripts should be no more than 8,000 words.
“[M]edievalism now features in hundreds of currently taught university and college-based courses, especially in English Literature departments across and beyond the English-speaking world...” writes Louise D’Arcens in the introduction to the new Cambridge Companion to Medievalism (2016). This session will explore the implications of teaching medieval studies through or alongside medievalism(s). How do students—many of whom are newly engaged with studies of medieval topics—perceive the distinction between medieval and medievalism? To what degree does medievalism affect/inflect non-literary studies of the Middle Ages (in history or art history courses, for example)?