CFP: Representing the other (11/30/04; journal issue)
Litteralis: Studies and debates in literature, linguistics and arts
seeks submissions for a special issue devoted to the representation of the
other.

Who is the "other"? In general terms, simply the one whose existence is
separated from one´s self. Even when thought in such simplistic terms,
the other is crucial in the construction of the concept of the self, both
defining one´s location in the world and being a reference in the
formulation of what constitutes normalcy.

Open Call: Agora 4.1 (2005)

:: http://www.humanities.ualberta.ca/agora/
:: http://collection.nlc-bnc.ca/100/201/300/agora/

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STORIES THRU THEORIES/THEORIES THRU STORIES :

NATIVE AMERICAN STORYTELLING AND CRITIQUE

Papers are invited for a volume on the creative relationship between =
Native American storytelling and literary critique.=20

 Storytelling, Self, Society:
An Interdisciplinary Journal of Storytelling Studies

Call for Proposals

Subject CFP: Medieval Electronic Media Organization
CALL FOR PAPERS – KALAMAZOO 2005 (and edited
collection)

We are still looking for participants for the Medieval
Congress at Kalamazoo in 2005. Selected papers in the
two sessions are expected to be published in books
forthcoming by editing members of MEMO (MEDIEVAL
ELECTRONIC MEDIA ORGANIAZATION).
The Rountable Discussion is open to others who are
publishing on this very exciting topic.

I. The Medieval in Motion: Negotiating
Definitions of "Neomedievalism"
II. Video Game Pedagogy: Theory and Cases
III. Book Publishing in a Neomedieval Universe: A
Roundtable Discussion

Announcing a new series from Ashgate Publishing

Studies in Childhood: 1700 to the Present

Series Editor: Claudia Nelson, Texas A&M University

Announcing a new series from Ashgate Publishing

Studies in Childhood: 1700 to the Present

Series Editor: Claudia Nelson, Texas A&M University

The online repository of invention exercises for composition and creative
writing classes being compiled by the University of Nevada, Reno Core Writing
Program is now up and running. The project as well as updated submission
guidelines can be found at the following link:
http://www.unr.edu/cla/engl/cwp/InventionProject/index.html. Please contact
Steven Stewart at stevenj1_at_unr.edu with any questions.

Theorizing Fan Fiction and Fan Communities (edited volume; completed papers
due 4/1/05)

Overview

Lore: An E-journal for Teachers of Writing seeks submissions for the
Digressions section of the Fall 2004 issue. In the past year or so,
blogging has become something of a national pastime with academics becoming
a core group using blogs for personal and professional reasons. Yet even
though many people embrace blogging, many others have no idea what it is or
why anyone would do it. In this issue of Lore, we want to explore the roll
that blogging plays for compositionists and the composition classroom.

CHILDREN'S LIT & THE LEFT
Special Issue, CHILDREN'S LITERATURE ASSOCIATION QUARTERLY

CALL FOR SUBMISSIONS

Transformations explores and promotes inclusive pedagogy and curriculum
transformation. Representing a variety of cross-disciplinary interests,
both theoretical and practical, the journal is designed to create a dynamic
exchange among diverse scholars. A variety of approaches, from theoretical
essays to short descriptions of pedagogical innovations, will assist
teachers and scholars at all levels who are committed to integrating recent
scholarship on gender, race/ ethnicity, class, sexuality, and other identity
positions. Original submissions are sought as follows:

Writing Macao:
creative text and teaching

New Deadline for Second Number:
Submissions are now sought for the second number of Writing Macao:creative
text and teaching, to appear in November of 2004. Contributions are
particularly sought in the area of theory and practice relating to the
teaching of creative writing in English in non-native contexts. The
deadline for papers is extended to the end of October, 2004. Submissions of
creative work will also now be accepted.

Lore: An E-journal for Teachers of Writing seeks submissions for the Job
Strategies section of the Fall 2004 issue. Almost everyone who chooses to
teach composition does so because of a drive to teach, whether that drive
comes from enjoyment, a sense of purpose, or something else. Even when we
love teaching, however, we often face a challenge when we try to describe
what forms the foundation not only of why we teach but also how we
teach. For many job applicants, one of the most stressful documents to
create is the teaching philosophy. How do we articulate principles that
have often remained unspoken, ideas that also represent core beliefs that
shape one of our primary identities: composition instructor?