[UPDATE] Approaches to Teaching American Ethnic Literatures in the 21st Century/edited text/Proposal Deadline: January , 14, 201
I'm seeking contributors to a collection of essays that consider innovative teaching practices for engaging students with American ethnic literatures. The text is approved for contract with a publisher.
Text Summary and Overview
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.
Alongside this reality, 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, 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Approaches to Teaching Ethnic American Literature in the 21st Century is an edited collection of previously unpublished essays designed to acknowledge the changing landscape of teaching ethnic American literature.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. In Approaches to Teaching Ethnic American Literature in the 21st Century, scholar practitioners will examine meaning and craft in classic works with a decided emphasis on works predominately published after 1995; they reflect on their objectives, how they 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. For many teachers, this text will be invaluable for incorporating newer, more relevant and interesting texts into their classrooms to compliment their use of classic texts.
These essays will suggest practices, methods, and philosophies for teaching ethnic American literatures. As teachers discuss their approaches to teaching literature, they also provide discussion questions, writing topics, and pedagogical strategies for enhanced experience of these literatures, including reinventing classic pedagogical methods alongside newer strategies such as problem based learning, service learning, online learning and student centered learning strategies. The essays included in this volume intend to connect the scholarship of teaching and learning with interdisciplinary theories to show, by example, the variety of approaches available for a 21st century audience and literary atmosphere. Included are 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/or discussions.
I am particularly interested in essays on teaching the following authors:
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, 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.
I am also interested in the teaching of non-mainstream texts in other genres such as science fiction and fantasy and more classic ethnic texts using more contemporary technologies and/or academic structures, including: online and hybrid courses, service learning, activities involving performance and/or interdisciplinary methodologies.
Deadline for proposals is January 14, 2013.
Notification of acceptance will be sent no later than February 1, 2013. Accepted articles are to be ready for submission August, 2013.
Please send proposal/abstract to: