CFP: Changing the Subject: Praxis and Pedagogy in the Humanities (grad) (2/1/06; 4/22/06-4/23/06)
Call for Panels and Papers: Deadline 2/1/06
The English Graduate Student Organization (EGSO) of the University at Albany, SUNY announces its annual graduate student conference Saturday April 22 and Sunday 23, 2006:
Changing the Subject: Poeisis, Praxis, and Theoria in the Humanities
Robert Scholes is the Keynote Speaker, presenting a paper titled "Changing the Subject: Periodical Studies"
Call for Papers and Panels: Praxis
The Praxis and Pedagogy division of UAlbany's Graduate Conference invites proposals for papers and panels that consider the intersections of theory and practice in our pedagogical approaches and in our roles as intellectuals.
Karl Marx defined PRAXIS as "revolutionary, critical-practical activity," asserting, "The philosophers have only interpreted the world…the point is to change it." A substantial line of thought—including Freire, Giroux, hooks—has argued that teaching is an act and the classroom a space where social change can take place through a politics of resistance and social critique. The word has become so affiliated with the teaching profession that the national system of standardized tests for individuals becoming school teachers is called PRAXIS.
Why is pedagogy almost exclusively linked with the field of rhetoric and composition? Why is pedagogy, and therefore the field of rhetoric and composition, so commonly affiliated with the concept of PRAXIS? What other forms of PRAXIS are alive and well in and around the academy? Is the classroom still, or perhaps more than ever, a site for "revolutionary, critical-practical activity?" As one of the few locales where strangers gather together regularly, is it necessary to rethink the classroom in terms of presence and embodiment, as a place where the "public" comes "inside" the university? What is the reciprocal, then, of the teacher leaving the university? How does she find or shape her public there?
We welcome panels as well as individual papers/presentations. Topics can include:
the status and role(s) of the public intellectual
the division between the teaching of reading literature and writing
development of an academic discourse quite separate from "everyday" writing and speech
forms of action valued and/or overlooked in the academy
curriculum and course design as practice
classroom as a public space
effects of corporatization on pedagogical practices
effects of theory on the teaching of literature
status of speech in the classroom
online classes and universities
theory out of practice
effects of the poststructural turn toward writing/language on concepts of public speaking and teaching
exploration of institutionalized boundaries between artist/academic/activist
Please submit a 250-400 word proposal for papers and/panels by February 1, 2006 to Jennifer Marlowe and Tara Needham at egsoalbany_at_yahoo.com.
For more information visit:
"Avoid the world, it's just a lot of dust and drag and means nothing in the end."
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or write Jennifer Higginbotham: higginbj_at_english.upenn.edu
Received on Mon Jan 02 2006 - 07:16:10 EST