Session proposals due by new extended deadline, Friday, May 8, 2020, at cfplist.com/nemla. For more information, please visit buffalo.edu/nemla/convention/session or email firstname.lastname@example.org. NeMLA's 52nd Annual Convention is slated to take place March 11 to 14, 2021, and we hope that by then we will all be able to participate in our friendly convention in beautiful Philadelphia, the "Birthplace of America," steps from Independence Hall. Circumstances permitting, important work awaits us in re-shaping the humanities for ourselves, our constituents, and our broader communities.
South Atlantic Modern Language Association
November 13-15, 2020
“Rhetoric and the Public University”
This panel welcomes any and all papers related to the general topic of rhetoric and the public university. Some guiding questions include, but are not limited, to the following:
- What is the relationship between rhetoric and the public university? What should that relationship be or become?
The ongoing COVID-19 pandemic has radically altered all aspects of society in North America and around the globe, including higher education. The Modern Language Association Committee on the Status of Graduate Students in the Humanities invites short reflections from graduate students on how this situation has affected the core aspects of their scholarly lives––from coursework and teaching to research projects and dissertation defenses––as well as the impact on their broader selves: personal well being, physical and mental health, familial and domestic responsibilities, financial and living situations, and any other repercussions of this crisis.
"Narratives of Displacement" International Conference
6 November 2020 - Palma, Spain
London Centre for Interdisciplinary ResearchThe British and Comparative Cultural Studies Research Group (BRICCS), Unversity of the Balearic Islands, Spain
in collaboration with
Research Project RTI2018-097186-B-I00 and RED2018-102678-T (MCI/AEI/ERDF, EU)
The Journal of Creative Writing Studies invites submissions of scholarship that examine the teaching, practice, theory, and history of creative writing. This peer-reviewed, open access journal is a publication of the Creative Writing Studies Organization. Submissions of up to 10,000 words (including Works Cited and Notes) are accepted. While the journal as a whole is committed to supporting submissions in all sections by writers from multiple perspectives, the Diversity and Inclusion section is specifically devoted to works that directly address race, ability, culture, class, language, and gender/sexuality difference as experienced and studied in the creative writing academic arena. Topics might include:
CFP: The Digital Futures of Graduate Study in the Humanitieshttps://dhdebates.gc.cuny.edu/page/cfp-gradstudy
Edited by Simon Appleford (Creighton University), Gabriel Hankins (Clemson University) and Anouk Lang (University of Edinburgh)
**Now extended: Deadline for 500-word abstracts: April 15, 2020**
The idea of an individual’s identity is at the core of many conversations, both currently and historically, and the conversation about veteran identity and how other this identity does (or does not) intersect with other facets of an individual’s identity is just beginning. This special issue invites submissions that work to expand our dialogue and challenge our understanding of veteran identity and representation. The Journal of Veterans Studies invites scholarly articles that pursue questions about veteran identity and invites personal perspectives of veteran identities to complement these scholarly articles. Contributions may explore, but are not limited to the following questions:
This guaranteed session sponsored by the Children’s and Young Adult Literature Forum welcomes proposals for 5-minute lightning talks introducing innovative, irreverent, revolutionary, or downright disorderly approaches to teaching children’s and young adult literature and culture in the college classroom. Scholars from across research areas and disciplines — including English, Education, Library Science, and others — are welcome, as are reflections on teaching young people’s texts and cultures in a variety of class contexts, from the undergraduate survey to the graduate seminar.
New Chaucer Studies: Pedagogy and Profession CFP
The mission of the New Chaucer Society is to “provide a forum for teachers and
scholars of Geoffrey Chaucer and his age.” As the working conditions of those
teachers and scholars change, this forum needs to expand to reflect those changes.
For this reason, NCS is happy to announce the launch of a new on-line venue,
New Chaucer Studies: Pedagogy and Profession, hosted on the New Chaucer Society
website. This peer-reviewed, open access site will offer brief essays on teaching,