Teaching While Queer: Call for Abstracts / Call for Action
Teaching While Queer: Stories, Strategies, and Radical Possibilities
Call for Abstracts / Call for Action
In the current sociopolitical climate what does it mean to teach while identifying as queer? What does it mean to teach queerly, to teach queer content, and to teach queer students? Could the classroom stand as a queer space that offers possibility of civil discourse, or affirming and accepting both beings and becomings that are silenced or erased in public spaces? These questions—amongst others—animate this call for abstracts for essays that bridge or erase the gap between queer theory and practice in the classroom. We’re open to essays that will blend personal narrative and theoretical frameworks, that will employ hybrid forms to explore the function of queerness in the classroom, that will offer strategies for creating queer-affirming lessons and praxis, that will offer queer-identified educators insights and inspiration for continuing the necessary work of imagining and working towards a more just, inclusive world.
Editors Jaime Harker and Douglas Ray invite abstracts and / or queries to be submitted to firstname.lastname@example.org by Jan. 25. After Jan. 25, the editors will review abstracts and contact writers with further guidelines for full essays.
Submit abstracts of 150-300 words outlining the vision for a full-length essay. The abstract could include question(s) the author wants to explore, experiences they want to unpack, strategies they'd like to highlight, frameworks that they've employed, stories of how they've bridged theory and practice, etc. Upon receiving the abstracts, editors will contact writers for more details regarding full-length (10-15 pages, double-spaced) essays and the deadline (June 15, 2019).
About the Editors
Jaime Harker is professor of English and the director of the Sarah Isom Center for Women and Gender Studies at the University of Mississippi, where she teaches American literature, LGBTQ literature, and gender studies. She has published essays on Japanese translation, popular women writers of the interwar period, Oprah’s book club, William Faulkner, Cold War gay literature, and women’s liberation and gay liberation literature. She is the author of America the Middlebrow: Women’s Novels, Progressivism, and Middlebrow Authorship Between the Wars and Middlebrow Queer: Christopher Isherwood in America, and the co-editor of The Oprah Affect: Critical Essays on Oprah’s Book Club, 1960s Gay Pulp Fiction: The Misplaced Heritage, This Book Is an Action: Feminist Print Culture and Activist Aesthetics, and Faulkner and Print Culture. Her third monograph is The Lesbian South: Southern Feminists, the Women in Print Movement, and the Queer Literary Canon. email@example.com
Douglas Ray is author of He Will Laugh (Lethe, 2012), a collection of poems, and editor of The Queer South: LGBTQ Writers on the American South (Sibling Rivalry Press, 2014), which was a finalist for the Lambda Literary Award. He holds a B.A. and M.F.A. from the University of Mississippi. His writing has appeared in The Advocate, Entropy, The Gay and Lesbian Review Worldwide, The Kenyon Review, Independent School Magazine, Iron Horse Literary Review, The Los Angeles Review of Books, The New Orleans Review, PBS Newshour, Pleiades, and Southern Humanities Review amongst others. He was named a Klingenstein Fellow by Teachers College, Columbia University, and a Teacher of the Future by the National Association of Independent Schools. He holds The Waring Chair at Western Reserve Academy, an independent boarding school in Hudson, Ohio. firstname.lastname@example.org