pedagogy

The College Language Association Journal invites submissions for a special issue inspired by Adam J. Banks’s 2016 CLA Journal essay, “Dominant Genre Emeritus: Why It Is Time to Retire the Academic Essay.” In that essay, Banks challenges writing teachers to reconsider the privileged position of the academic essay and to imagine alternative forms of composing, meaning-making, and knowledge production.

Submission Link: https://tinyurl.com/cwsc26cfp

"How come we can’t be together and think together in a way that feels good, the way it should feel good?"

- Fred Moten in The Undercommons: Fugitive Planning and Black Study (117) cited in Emilio Carrero’s 2025 CWSC talk “The Creative Writer’s Unpayable Debts”

Accepting Submissions for NeMLA 2027 Roundtable:

In this in-person roundtable conference session, we are looking to open conversation about the unique ways that educators are innovating with forms of gaming, play, and playfulness in the classroom. We are interested in discussing the incorporation of any and all forms of games and gaming, including, but not limited to:
- board, tabletop, and card games
- social deduction games
- tabletop role-playing systems such as Dungeons and Dragons
- invented role-playing scenarios
- gamification of in-class activities
- video and digital games

Abstract / Overview

As Sidonie Smith and Julia Watson argue, “autobiographical storytelling is a performative act through which narrators construct rather than simply describe selves.” In recent times, “life writing” has become a familiar term in literary and cultural studies, encompassing a range of written texts, including autobiographies, biographies, letters, memoirs, slave narratives, prison narratives, captivity narratives, travel narratives, confessionals, conversion narratives and even in recent times, personal diaries. However, rather than remain transparent records of lived experience, life writings actively shape identities, produce historical knowledge, preserve cultural memory, and intervene in social and political worlds.

Inclusive teaching and digital accessibility are two important concepts that align with Universal Design for Learning (UDL) principles; they move away from "retrofitting" (i.e., fixing a problem after a student struggles) toward a "proactive” design (e.g., building a system that works for everyone from the start). Inclusive teaching is a pedagogical framework that focuses on designing a learning environment where every student (regardless of race, gender, socioeconomic status, or learning style) feels valued and has an equal opportunity to succeed. Whereas digital accessibility is a technical standard that ensures that digital tools, documents, and platforms are usable by everyone, regardless of ability.

Call for Papers

Encountering the Human(ities): Anxiety, Storytelling, Futurity

Department of English and Modern Languages

North South University

Dhaka, Bangladesh

30-31 October, 2026 (Friday-Saturday)

Hybrid Event

As Artificial Intelligence becomes an integral part of higher education, AI literacy is increasingly recognized as a foundational competency for students, educators, researchers, and institutions. This seminar explores the knowledge, skills, values, and ethical considerations required for responsible and effective engagement with AI in academic contexts.

Guided by the UNESCO AI Competency Framework for Teachers and informed by the United Nations Sustainable Development Goals (SDGs), this seminar invites proposals addressing topics including, but not limited to:

Please note: This CFP is for the SAMLA Conference in Atlanta, Georgia Nov. 5-7, 2026.

Host Institution: Sapienza University of Rome (Scientific Director: Prof. Federico Batini)

Conference Dates: December 2–3, 2026 (Rome) & December 4, 2026 (Perugia, Italy)

Official Website: www.sharedreadingaloud.com

The Teaching with Media and Technology session welcomes proposals on any topic related to the use of media and technology in any modern language, composition, or literature classroom. Papers that engage with this year’s conference theme, "Our Ruling Classes: Culture, Power, Conflict," are welcome but not required.  PAMLA's annual conference is being held in Seattle, WA, 12-15 November 2026. 

 For submissions and more information, please visit https://pamla.ballastacademic.com/Home/S/20030

Historically, researching and teaching the different art forms took place in a well-sealed vacuum: for example, using literary theory to decipher one of the great texts, visual and compositional analysis to examine a sublime painting, or montage splicing to perceive the nuances of film. However, it is becoming more difficult to recognize the borders that separate cinema, literature, and the visual arts. Factors including the rise of globalized societies and the emergence of new technology have forced us to reconsider medium specificity and our relationship with creative expressions and works of art.

Maybe no one has ever looked at a pile of papers with unbridled joy, but in a time of university-subsidized LLMs, instructors are more likely view a stack of papers with a mix of dread and horror. How many made up quotations will I have to check? How many fake citations? How many versions of “it’s not ___, it’s ___” can I read before my soul leaves my body?

This panel invites theoretical and pedagogical explorations of experiential approaches to teaching environmental studies in higher education through the frameworks of new materialism, transcorporeality, affect theory, and embodied pedagogy. Aligning with NeMLA 2027’s theme, “Empowering Communities,” the panel examines how environmental learning can move beyond hierarchical and text-centered models toward collaborative, community-oriented, and experiential forms of knowledge production.

Today's ecological problems demand not only ecological awareness but also a fundamental rethinking of the human-nature relationship with the more-than-human world. Increased climatic change, species extinction, ecological degradation, and planetary instability. Challenge anthropocentric assumptions where humans are seen as separate from, superior to, or sole interpreters of nature.