Teaching Hemingway and Modernism

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Kent State UP (Editors, Joseph Fruscione and Mark P. Ott)
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CFP: Teaching Hemingway and Modernism (Kent State UP essay collection; deadline for abstracts is September 30, 2012; accepted essays due January 15, 2013)

The goal of the Teaching Hemingway series is to present collections of essays with various approaches to teaching emergent themes in Hemingway's major works to a variety of students in secondary and private schools and at the undergraduate and graduate levels. Teacher-scholars who have used Hemingway's work in domestic, international, HBCU, MA/PhD, MFA, and many other settings can apply.

The goal of this particular volume is to take an intertextual/contextual approach to rethinking the author's work in light of current theories and constructions of modernism. We seek to explore Hemingway's place in modernist studies and modernism's place in Hemingway studies. Our central motive is to strengthen and complicate Hemingway's position as a modernist figure, while moving beyond traditional critical narratives of the "lost generation" and the like. How can we view Hemingway's work along a spectrum of modernist avant-gardism? What are the challenges of his stylistic minimalism on its own and in conjunction with the more expansive modes of Woolf, Joyce, or Faulkner? What is his place in contemporary views of Anglophone modernism?

Contributors should anticipate concentrating on topics, specific Hemingway texts, and complementary works of the era. This thematic and contextual approach, we hope, will deepen pedagogical and critical conversations about Hemingway and modernism. Areas of focus could include:

· Early (and Late?) Modernisms: seen through his 1920s–1930s fiction and nonfiction, from in our time to Death in the Afternoon and Green Hills of Africa. What, moreover, is (or is not) modernist about such works as A Moveable Feast and The Garden of Eden?

· Intertextuality: especially teaching Hemingway's work jointly with other modernist figures. Possible authors include (but are not limited to) Eliot, Joyce, Barnes, Faulkner, Toomer, Pound, Stein, Fitzgerald, Hughes, Hurston, Wright, Dos Passos, Ellison, Stevens, Williams, H.D., and Woolf.

· Media and Materiality: examining Hemingway's work in conjunction with visual, musical, filmic, and other art forms, and/or in light of the "little magazines," Double Dealer, Esquire, and other periodicals. How can textual and paratextual approaches help contextualize the cultural and material conditions of publishing in the 1910s–1930s? How can teaching Hemingway with Cezanne, Picasso, Cole Porter, and others enrich pedagogical approaches?

· The Marketing of Modernism: constructions of celebrity, authorship, avant-gardism, and spectacle informing Hemingway's and others' works.

· Discourses of Identity and Otherness: e.g., race, class, sexuality, (trans-)gender, the New Negro, and "renaissances" in New York, Chicago, and Washington, DC.

· Critical Tradition: How (and with whom) is Hemingway anthologized as a modernist? What critical and biographical narratives of Hemingway and modernism need a fresh view?

Although we are stressing an intertextual approach, we will consider proposals focusing only on Hemingway. In this case, such proposals should examine multiple Hemingway texts as part of an approach to teaching the modernism of/in his work. All accepted essays will balance theory/interpretation and concrete classroom practices. We foresee including writing prompts, syllabi, handouts, critical readings, and models for digital pedagogy (e.g., Web resources and Wiki writing).

The editors welcome proposals from both established and emerging teacher-scholars; the volume will reflect a wide range of critical approaches and materials. We are also interested in how teacher-scholars have changed (perhaps dramatically) their ways of teaching Hemingway in a modernist context due to pedagogical, critical, and personal developments.

Proposals of no more than 750 words and a CV should be sent to the volume editor, Joseph Fruscione (josephk@email.gwu.edu; CC: series editor Mark Ott, mott@deerfield.edu) by September 30, 2012, to ensure fullest consideration in the volume. Accepted authors should plan to deliver completed manuscripts (2,500-4,000 words) by January 15, 2013.