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pedagogy

Academic Freedom and Society: A one-day conference

updated: 
Monday, March 13, 2017 - 1:20pm
University of Warwick
deadline for submissions: 
Wednesday, April 5, 2017

Deadline for abstracts:

April 5 2017

Confirmed Keynote:

Prof. Bruce Gilbert (Bishop’s University, Canada)

 

ASLE Panel at Midwest MLA (11/9-11/12)

updated: 
Thursday, March 9, 2017 - 3:56pm
ASLE / MMLA
deadline for submissions: 
Wednesday, April 5, 2017

Association for the Study of Literature and the Environment Panel at MMLA 2017

This year’s Midwest Modern Language Association Convention will be held in Cincinnati, OH November 9th-12th.  Please see the conference website for details: http://www.luc.edu/mmla/convention/.

Religion and the Formation of US Literary Histories (Roundtable)

updated: 
Monday, March 13, 2017 - 9:28am
MLA 2018
deadline for submissions: 
Wednesday, March 15, 2017

In The Islamic Lineage of American Literary Culture (Oxford UP, 2016), Jeffery Einboden writes that his "excavat[ion]" of "Arabic and Persion precedents that shaped U.S. authorial lives and letters" rests on the ongoing "remappings of U.S. literary origins" which have redefinined the ways we think about authorship, nation-states, and literary texts in the wake of the transnational turn.

Critical Theories of Education Today

updated: 
Thursday, March 9, 2017 - 3:54pm
Critical Theories in the 21st Century Conference
deadline for submissions: 
Saturday, July 1, 2017

Date: November 3-4, 2017,

Location: Philadelphia, PA 

Conference themes: Given the current political climate, what role should critical theories of education play? The Critical Theories in the 21st Century conference will feature presentations by researchers and student activists. Papers and workshops addressing any of the following are welcome:

Critical pedagogy, history of education, education and social change, movement pedagogy, philosophy of education, critical theory, Marxist educational research, race and education, gender oppression, or other related themes.

CFP: The third International Conference on Popular Culture and Education

updated: 
Tuesday, April 18, 2017 - 11:08pm
Centre for Popular Culture in the Humanities, The Education University of Hong Kong
deadline for submissions: 
Sunday, April 30, 2017

Abstract sumission deadline is now extended to May 15th, 2017

submission via email: cpch.notice@eduhk.hk (Mr. Manni Cheung, Centre for Popular Culture in the Humanities, The Education University of Hong Kong)

 

The Centre for Popular Culture in the Humanities and the Department of Literature and Cultural Studies at The Education University of Hong Kong is pleased to announce The Third International Conference on Popular Culture and Education, which will take place in Hong Kong, July 20th-22nd, 2017.

MLA 2018: Blurring Boundaries: Designing Interdisciplinary Humanities Curriculum

updated: 
Tuesday, February 28, 2017 - 2:03pm
Claire Sommers/The Graduate Center, CUNY and NeMLA
deadline for submissions: 
Wednesday, March 15, 2017

Academic institutions are structured so that different disciplines are housed in different departments. However, in recent years, there has been a call to augment the interdisciplinary scope of the humanities curriculum at both the undergraduate and graduate levels. This push for greater interdisciplinarity in the humanities has resulted from many factors including the need to recruit students to increase humanities enrollments, a desire to sustain student interest in the humanities, better employment opportunities for those on the academic job market, and the production of unique, multi-faceted scholarship.

Bridging Cultural Divides through Integrative Learning

updated: 
Tuesday, February 28, 2017 - 2:04pm
Terry Novak/Atlantic Center for Learning Communities
deadline for submissions: 
Friday, June 2, 2017

The 17th annual Atlantic Center for Learning Communities (ACLC) Curriculum Planning Retreat* will be held October 18-20, 2017, at Holy Family Passionist Retreat Center in West Hartford, CT.** We are seeking proposals for workshops that fall within the general theme of “Bridging Cultural Divides through Integrative Learning.” How do practitioners of learning communities consciously address and actively seek to help bridge political, economic, racial, ethnic, gender, religious and other “divides”? What successes and challenges do we face when encountering such divides in our learning communities? How do faculty, staff and administrators model community that is committed to bridging such divides?

To Be of Use: The Challenges and Rewards of Writing Center Work

updated: 
Tuesday, February 28, 2017 - 2:05pm
Department of English & Writing, Houghton College
deadline for submissions: 
Friday, March 17, 2017

Writing Center directors and consultants, including student tutors, are welcome to join us on Saturday, April 22, 10:00 a.m.-3:00 p.m., as presenters or attenders of this research- and experienced-based conference.

In her poem "To Be of Use," Marge Piercy simultaneously acknowledges the commonness and affirms the importance of “work that is real.”  With this poem in mind, numerous questions about the work of our Centers can be entertained, including but not limited to these:

--Who uses our Centers, and why?  Alternatively, who doesn't use our Centers, and why not?  To what extent is data collection helpful here, yielding what observations and resulting in what changes?

International Higher Education: Forces Working Against a Global-Local English Department

updated: 
Tuesday, February 28, 2017 - 2:09pm
Panel for 2018 MLA convention
deadline for submissions: 
Wednesday, March 15, 2017

The intersection of globalization and American style higher education is perhaps most keenly expressed in the necessity of the English language as a connecting force. However, as the lingua franca of many ‘global’ or ‘international’ liberal arts programs, it is more than just a medium of instruction. English operates as the defacto language of globalized higher education, with the assumption that it can be dehistoricized and value-free. Yet faculty teaching in international contexts know that English medium education biases many higher education practices, including text selection, the subordination of other languages, and often an associated second class treatment of non-Western cultures.

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