Transnational Writing Program Administration - Call for submissions for the edited collection - Deadline 12.1.01
This edited collection, Transnational Writing Program Administration, aims to focus wide-spread disciplinary attention to the issues of transnational writing program administration. The number of US based colleges and universities that have established relationships with internationally-based universities has increased significantly since the late 1990s. In February, 2008, the New York Times presented a Global Classrooms series beginning with the article, "U.S. Universities Rush to Set Up Outposts Abroad." Fourteen higher education institutions were mentioned as having established or begun talks to establish international branch campuses. Further elaboration of this trend toward globalized, transnational, and multi-national relationships among colleges and universities can be seen in organizations like Universitas 21 and the Worldwide University Network. In the fields of Education, Linguistics, Literacy, and Composition Studies, scholars voice their interests and concerns about the implications of globalizing US-based educational and literacy practices. The Norton Book of Composition Studies (2007), for example, shows a rich selection of articles under the heading "Worldwide Projects." Those anthologized articles, along with recent work by Horner and Lu (2007) reveal a commitment to understanding the politics and pedagogy, the theory and practice, and the technologies and languages of literacy education conceived in globalized terms.
This edited collection continues these ongoing conversations by examining the assumptions that structure transnational, globalized writing program administration (broadly conceived to include, for example, writing programs, writing centers, and writing across the curriculum programs). The collection also explores the practices and theories in writing and literacy studies that hinder or enable our ability to think about writing program administration as transnational and globalized.
Text-based and digital-media articles are solicited that fit into at least one of the collection's themes: Theoretical Exploration, Case Study, and Primary Research. The following examples are offered as suggestions.
Theoretical Exploration – analyses, critiques, or arguments about theoretical approaches influencing globalized, transnational writing program administration. Possible issues for reflection include but are not limited to:
• the assumptions that structure transnational, globalized writing program administration,
• the assumptions that exist in our current theoretical frameworks that hinder or those that facilitate our thinking about writing program administration as transnational or globalized,
• the approaches to writing pedagogy that address and feature globalized relations among students and faculty,
• the role of new and emergent technologies in shaping teaching and research in global contexts and their influence on writing practices and pedagogies,
• the role a critical transnational analysis plays in disrupting or reinforcing corporatizing gestures of knowledge-making and literacy sponsorship,
• critiques of institutionalized discourse that see writing practices, student populations, faculty alliances, or linguistic differences in nationalistic terms.
Primary Research – presentations of research at sites characterized by their transnational, higher-educational contexts. Possible research topics include but are not limited to:
• how current approaches to writing instruction developed within US university contexts translate—or don't—across transnational institutional relationships,
• the approaches to assessment made possible by transnational writing programs,
• the use of technology to promote strong and sustained linkages in classroom or university communities,
• the impact on learning outcomes of specific approaches to writing instruction within transnational contexts.
Case Studies – descriptions of the work from "Writing Program Administrators" at multi-national campuses that highlight issues including but not limited to:
• the collaborative work on writing instruction between faculty and administrators at campuses in different countries,
• the material conditions in which administrators of writing programs conduct their work,
• the logistic and infrastructural requirements for transnational writing program administration,
• the role of technology in transnational writing program administration, teaching, research, and assessment,
• the rhetoric of institutions with globalized, transnational relationships,
• the migration shifts in student and faculty populations and the ways these shifts are being acknowledged and addressed in pedagogy, curriculum, and the workplace,
• the increased mixing of native/non-native English-speaking students in classrooms,
• the efforts to globalize the curriculum for students and faculty at each of the institutional sites.
Faculty, administrators, and graduate students at US-based and International campuses interested in contributing to this edited collection should contact David S. Martins at: DSMGLA@rit.edu.
Proposals for this edited collection must be submitted by 12/1/2010 for full consideration to DSMGLA@rit.edu, and include the following:
• working title
• abstract (600-1000 word statement that clearly states the focus and purpose of the essay and outlines, in as much detail as possible, the working structure of the piece)
• author bio (100-150 word)
• brief explanation of planned mediation of text, in as much detail as possible, if proposed submission is in a digital-media format (250 words).