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Decency: Interdisciplinary Perspectives

Monday, August 20, 2018 - 9:49am
Progressive Connexions
deadline for submissions: 
Friday, October 12, 2018

Interdisciplinary Perspectives

Saturday 9th March 2019 - Sunday 10th March 2019
Prague, Czech Republic

Decency is still important for the way we live, both in public life and in the private sphere. Yet as we push into the 21st Century, ‘decency’ increasingly appears to be coming under pressure across numerous fronts and on many diverse levels.

Digital Italian

Friday, August 17, 2018 - 10:54am
deadline for submissions: 
Sunday, September 30, 2018

The field of digital humanities is still hard-to-define, and one open to many interpretations and ideas but also criticism. The term made its first appearance in A Companion to Digital Humanities in 2004, and it has become very popular ever since. However, although it is more and more common to see new courses on digital humanities, the application and delivery of this new area in Italian courses on culture, history and literature is rather limited. This panel seeks to fill this gap by seeking papers that explore different methodologies of traditional teaching with the use of digital resources in courses that also promote student acquisition of technology literacy and collaborative projects.

Pedagogy & Popular Culture

Friday, August 17, 2018 - 10:26am
Southwest Popular & American Culture Association
deadline for submissions: 
Thursday, November 15, 2018

Call for Papers


Kurt Depner, Area Chair, Pedagogy & Popular Culture

Southwest Popular / American Culture Association (SWPACA)


40th Annual Conference, February 20-23, 2019

Hyatt Regency Hotel & Conference Center

Albuquerque, New Mexico

Proposal submission deadline: November 1, 2018


Engaging Difference: Supporting LD, ELL, First-in-family and Other Exceptional Learners

Wednesday, August 15, 2018 - 3:06pm
NeMLA, March 2019, Washington D.C.
deadline for submissions: 
Sunday, September 30, 2018

In typical college classrooms, instructors face large groups of highly diverse students. In fact, students are often so diverse that even their diversity is diverse. Differences in educational background, family support systems, English-language proficiency, abilities and disabilities, and more, can strongly impact students' capacities to fulfill course expectations.

But while "differentiation" has become a pervasive buzzword within K-12 pedagogy, in higher education it remains unclear exactly how, where, when, and whose responsibility it is to engage and support students with various learning challenges.

CFP-Digital Humanities in Foreign Languages & Literatures Courses (NeMLA 2019)

Monday, August 13, 2018 - 12:16pm
NeMLA, Washington DC. March 21-24, 2019
deadline for submissions: 
Sunday, September 30, 2018

The objective of this roundtable is to discuss best practices to include, organize, and create digital initiatives (ranging from small assignments to large collaborative projects) in the context of foreign languages and literatures courses across the curriculum. What happens when we bring digital initiatives like wikis, blogs, video and image tagging, social networking, mapping, or annotating texts in foreign languages and literatures courses? What happens when we intersect the principles and methods of Digital Humanities with the teaching of foreign languages and literatures?

Shifting the Absent Present: Pedagogical Approaches for More Inclusive Spaces

Monday, August 13, 2018 - 2:26pm
Northeast Modern Language Association (NeMLA)
deadline for submissions: 
Sunday, September 30, 2018

This session seeks to use the concept of the absent present (that which is embodied by students but unacknowledged) within the classroom as a method of disclosure. Such a method is dedicated to both the literal and figurative spaces that foster agency for students and instructors as they embody and articulate multiple critical identities. Particular focus will be placed on the ways student backgrounds and identities are erased or ignored through various means including syllabi, modeled language, instructor feedback, and assignment and assessment structures. Attention to that which is present within our students but goes unacknowledged or undervalued allows for the exploration of ways to better foster more inclusive spaces.

Critical Hermeneutics, Metacognition, and Writing

Monday, August 13, 2018 - 3:45pm
Northeast Modern Language Association
deadline for submissions: 
Thursday, August 30, 2018

Call for Papers for NeMLA 2019 


Convention Site

Gaylord National Resort Center

Washington, DC

March 21-24, 2019

Convention Theme

Transnational Spaces: Intersections of Cultures, Languages, and Peoples


Session: 17238.

Critical Hermeneutics, Metacognition, and Writing  


Rhetoric & Composition / Cultural Studies and Media Studies

Chair: Maryann DiEdwardo (University of Maryland University College)


Poetry, Pedagogy, and Public Engagement (NeMLA 2019 Roundtable)

Monday, August 13, 2018 - 12:22pm
Nate Mickelson
deadline for submissions: 
Sunday, September 30, 2018

Public humanities scholar Doris Sommer argues that “learning to think like an artist and an interpreter is basic training for our volatile times.” She encourages teachers to involve students and community members in artistic practices—writing poems, performing skits, sharing music—in order to build critical literacy skills. Like many poets, poet-critics, and poet-teachers, Sommer describes aesthetic engagement as a way to produce critical insights and cultivate political community. According to this view, poetry invites or occasions experiences that alter readers’ perspectives. What we experience as we interpret a poem changes the way we interpret elements of everyday life. And these altered or enhanced perspectives open up new political possibilities.

Generating Debate in the Early American Literature Classroom

Monday, August 13, 2018 - 3:06pm
Hugh Egan (Ithaca College)/ NeMLA 2019
deadline for submissions: 
Sunday, September 30, 2018

What issues currently generate debate among our students as they read classic American texts from the pre-Civil War era? Racism in Rowlandson and Jefferson? Toxic economic self-interest in Franklin? Paternalism in Emerson and Thoreau? This pedagogical roundtable will be devoted to a discussion of how we keep the 21st century student engaged with American texts from the 17th, 18th, and early 19th centuries. I am especially interested in the balance (if that is the right word) we strike between encouraging aesthetic appreciation of a work while simultaneously inviting sharp cultural/historical critique.