This is a call for abstracts for the Roundtable session: "High-impact practices for the 21st century engaged learner" at the upcoming Northeast Modern Language Association (NeMLA), Baltimore, Maryland, 23-26 March 2017.
Researcher and social activist Jean Anyon, in her investigations of social class reproduction in education, suggests "there is a ‘hidden curriculum’ in school work that has profound implication for theory—and practice—in education” (“Social Class” 67). By making class unhidden in the curriculum, students no longer feel they must "hide" themselves, and allows faculty to foster more honest conversations and writing about such issues.
What does it mean to be working class? How do languages spoken, values held, and cultural representations vary given one’s class position? Though 62% of the country is working class (Zweig), the answers to these questions are left largely unclear and unspoken. Among others, these questions will be addressed via reflection and exploration from individuals from the working class, or who many call “working-class academics.”
Medieval Race and the Modern Scholar: Fear, Theory, and the Way Forward (A Roundtable)International Congress on Medieval Studies, 2017Organized by: Cord Whitaker, Sierra Lomuto, Shokoofeh Rajabzadeh Thomas Hahn’s 2001 JMEMS special edition, Race and Ethnicity in the Middle Ages, spearheaded a critical discussion on race in the medieval period; one that Cord Whitaker continues in the 2015 postmedieval edition,Making Race Matter in the Middle Ages. While the articles included in Hahn’s edition explore the question he poses in his introduction— “What, if anything, does medieval studies have to do with racial discourses?” — Whitaker’s edition takes as its starting point “not whether” the Middle Ages was race
Call for Abstracts
Deadline for abstracts: October 31, 2016
Topic and Title: “Teaching Race and Ethnicity in Academia”
The editors, Dwayne Mack and Jason Cohen, seek new contributions for a collection focused on practices and theories related to teaching race and ethnicity in the classroom. Chapters may engage pedagogical or critical approaches that consider teaching race in its relationship with at least one of the following:
Reports From Academic Moms on Life-hacking the Ph.D-Career-Kid Matrix (Roundtable)Submit Abstract
A roundtable discussion on how women with kids manage and thrive in academia. Are women getting support on the road to becoming Dr. and Mom? Or are we ignoring: a chronic lack of mentorship; negative administrative policies; and even outdated, patriarchal, institutionalized expectations of who gets to succeed? Personal experiences good and bad are welcome, as are moms of all backgrounds, ages, and experiences. https://www.cfplist.com/nemla/Home/S/16122
NeMLA Annual Convention - Baltimore, MD 23-26 March 2017
Second and Final Call
for chapters to be included in a book contracted to be published in 2017, entitled:
Diversity, Equity and Inclusion in Honors Education (CSP, 2017)
Each chapter will be 4000 words in length and a next to final draft would be required by December 18 2016; with final drafts, following a reading, by February 18 2017.
Closing date for chapter abstracts (150 words) is September 30 2016 - email@example.com
EXTENSION: Call for Papers
Pedagogy & Popular Culture
Southwest Popular / American Culture Association (SWPACA)
38th Annual Conference, February 15-18, 2017
Hyatt Regency Hotel & Conference Center
Albuquerque, New Mexico
Proposal submission deadline: November 15, 2016
This rountable session will be a part of the Northeast Modern Language Association's annual convention in Baltimore, MD, 23-26 March 2017.
Session Chairs: Nicole Lowman (SUNY University at Buffalo), Claire Sommers (Graduate Center-CUNY)