CFP: [Gender Studies] Kate Chopin, Pedagogy, and the Secondary Classroom: ALA 2009
Call for Participants and Presenters:
Kate Chopin, Pedagogy, and the Secondary Classroomâ€"Problems and
If you or someone you work with has taught or is considering teaching the
work of Kate Chopin, the Kate Chopin International Society would like to
hear from you and invite you to consider sharing your experiences with
other teachers at the annual conference of the American Literature
Association in Boston, MA, on May 21-24, 2009.
The novels and short stories of Kate Chopin--particularly â€œDesireeâ€™s
Baby,â€ â€œThe Storm,â€ and â€œThe Story of an Hour,â€ and her classic novel The
Awakeningâ€"have become a fixture of American Literature, AP, and College
level Introduction to Literature text books and courses across the
country. Chopinâ€™s sparse yet richly ironic narrative style, as well as
the subject matter of her fiction (race and gender identity and womenâ€™s
sexual and social autonomy in the late 19th-century), often present
challenges to teachers and their students. But studentsâ€™ and teachersâ€™
encounters with Chopinâ€™s work also frequently results in powerful new
insights about our own assumptions about stories, society, and gender.
We seek proposals (especially from secondary classroom teachers, teacher-
educators, post-secondary English faculty involved in teacher preparation,
or even research collaborations of all three) which attempt to understand
both Chopinâ€™s work and literature pedagogy in the context of 21st century
schools. We especially welcome papers that draw from a classroom research
perspective to consider the interpretive discourse by and for secondary
and post-secondary students when they encounter Chopinâ€™s fiction. Papers
might also take up general questions of what happens when students and
Chopin meet (What specific challenges or obstacles have you encountered?
How did you and your students navigate the tricky terrain of Chopinâ€™s
fiction? What discoveries did you make about Chopin, your students, and
your own teaching?) , or pursue the pedagogical traces (or absences) in
the fiction itself.
For more information and guidelines for submitting proposals contact John
Staunton (jstaunto_at_emich.edu) and Kathleen Nigro (nigrok_at_umsl.edu). 250-
word abstracts and brief bio of all presenters should be sent to us no
later than January 9, 2009.
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Received on Mon Oct 20 2008 - 10:31:01 EDT