search the archive
search the archive
[UPDATE] Approaches to Teaching Ethnic American Literatures in the 21st Century
full name / name of organization:
Helane Adams Androne, PhD/Miami University of Ohio, Middletown campus
Call for Papers: Approaches to Teaching Ethnic American Literatures in the 21st Century [Update]
Contemporary ethnic American award winning authors like Edwidge Danticat, Junot Diaz, and Jhumpa Lahiri have interpreted and provoked self-legitimization of the varied realms of ethnic experience and memory in American society. Ethnic American literatures present an ongoing dialogue between ethnic individual and mainstream culture, history, class, religion, politics and sexuality. All of these issues are at play for teachers attempting to establish ethnically inclusive literary curriculums.
Teaching ethnic American literatures in the new millennium requires that instructors acknowledge the contemporary contexts and technologies to which students are exposed as they develop the pedagogical framework for their literature classrooms. For 21st century instructors, this necessarily means the adjustment of certain traditional teaching practices and formats, the application of interdisciplinary pedagogies and literary theories in the teaching of both classic and more contemporary texts, and the recognition of an ever-diversifying, technologically advancing, globalized student body.
Approaches to Teaching Ethnic American Literature in the 21st Century is an edited collection of previously unpublished essays designed to acknowledge the changing landscape of teaching ethnic American literature. A 21st century student body is more diverse in background, experience and professional goals, and its accompanying needs and contexts necessitate instructors are theoretically grounded with practical methodologies for teaching ethnic American literatures in secondary, post-secondary, and online education courses. We seek essays that examine meaning and craft in works predominately published after 1995. Essays should reflect on objectives, how instructors situate themselves and their students to acknowledge theirs and the contexts of others, even as they provide clear examples and resources for other teachers who seek innovation and opportunities to transform the formats and structures of their literature classrooms.
The essays requested for this volume should connect the scholarship of teaching and learning with interdisciplinary theories to show, by example, approaches available for a 21st century audience and literary atmosphere. We are interested in essays from a variety of U.S. literary traditions: African American, Latino/a, Asian American, Native American, Arab American, Jewish American, Caribbean American, immigrant and other groups, individually and comparatively, that have been historically considered “ethnic” within their historical context in the United States (eg., Italian American, Irish American). This text is designed to provide a much-needed resource for teachers who wish to augment their teaching with contemporary literature, methods, and discussions.
In particular, we seek chapters that address award winning works, such as: Edward P. Jones’ The Known World, Junot Diaz’s The Brief Wondrous Life of Oscar Wao, Jhumpa Lahiri’s Interpreter of Maladies, Edwidge Danticat’s The Farming of Bone, The Dew Breaker, and Krik? Krak!, Ha Jin’s Waiting and War Trash, Don DeLillo’s Underworld, Denise Chavez’ Face of an Angel, Abraham Rodriguez, Jr.’s Spidertown, Sherman Alexie’s The Absolutely True Diary of a Part-Time Indian and Reservation Blues, Chitra Banerjee Divakaruni’s Arranged Marriage, Lucille Clifton’s The Terrible Stories and Blessing the Boats, Gayl Jones’ The Healing, Ai’s Vice: New & Selected Poems, Clarence Major’s Configurations, Sherod Santos’ The Pilot Star Elegies, Agha Shahid Ali’s Rooms are Never Finished, Harryette Mullen’s Sleeping with the Dictionary, Alberto Rios’ the Smallest Muscle in the Human Body, Naomi Shihab Nye’s 19 Varieties of Gazelle, Wanda Coleman’s Mercurochrome, Maria Espinosa’s Longing, Kimiko Hahn’s The Unbearable Heart, Chang-rae Lee’s Native Speaker, Arthur Sze’s Archipelago, Robert Viscusi’s Astoria, Alurista’s Et Tu…Raza.
Deadline: January 18, 2010.
Please send completed essays of 15-25 pages in MS Word to email@example.com OR send hard copies with SASE to:
Helane Androne, PhD