How can we make doctoral candidacy/comprehensive/qualifying exams kinder for students? SoTL-based papers on doctoral exam processes that are compassionate, innovative, learner-centred, non-traditional, and aligned with learning outcomes. 250-word abstract, short bio.
Proposals are now being accepted for the Association for the Study of Literature and Environment (ASLE) permanent panel at the Rocky Mountain Modern Languages Association (RMMLA) annual convention. This year’s conference will take place October 8–10 in Boulder, Colorado. Proposals on any topic related to ecocriticism and the environmental arts and humanities are welcome, including pedagogical papers. Proposals of 250–300 words should be sent to Lowell Wyse at Lowell.Wyse@gmail.com by March 31, 2020.
Resources for American Literary Study, the leading journal of archival and bibliographical scholarship in American literature, is inviting submissions for 2020. Covering all periods of American literature, RALS welcomes both traditional and digital approaches to archival and bibliographical analysis. The journal also welcomes pedagogically focused submissions examining archival study in the classroom. Due to the nature of the journal, there is no minimum or maximum length for submissions, and we encourage innovative projects and approaches that will serve as resources for the field.
The Midwest Modern Language Association’s 2020 conference theme is “Cultures of Collectivity.” The conference will take place November 5-8 in Milwaukee, Wisconsin.
The Writing Across the Curriculum permanent session will explore this theme by considering how writing pedagogy can encourage students to make connections between their sense of self and the community at large. Academia is rarely limited to the space of the classroom. Often lines between the individual student, the university space, and the local community blur to facilitate a deeper engagement with learning.
Topics might include, but are not limited to:
This panel, sponsored by the College English Association, explores how the concept of alienation can be applied to a field in which it has not received very much attention: composition pedagogy. Generally meaning an undesirable separation between self and world (i.e., other human beings, nature, and social roles, norms, and institutions), alienation has been analyzed in various contexts by philosophers, psychologists, sociologists, theologians, and critical theorists. While it came to be viewed as problematic and outmoded with the rise of postmodernism, the concept is far from obsolete today. On the contrary, alienation remains both a widely experienced psychosocial issue and a vital theoretical and diagnostic tool.
CFP for Peace, Literature, and Pedagogy Panel
MMLA 2020, November 5-8, Milwaukee, WI
Abstract Deadline: May 31, 2020
General Conference Topic: “Cultures of Collectivity”
The Midwest Modern Language Association welcomes, especially but not exclusively, proposals dealing with any aspect of the theme “Cultures of Collectivity” for the 2020 conference. Please find a general description of this theme here:
CONFERENCE POSTPONED TO SEPTEMBER 2021
Considering the recent global events, we have unfortunately decided to postpone the conference (originally scheduled for September 25-26, 2020) to a further date. The safety of our speakers, staff, and academic cohort has been the decisive argument in this matter.
We will announce a new date as soon as possible, but the most likely period is the second half of September 2021.
CALL FOR PAPERS
Stanley Cavell: A Retrospective
Vita-Salute San Raffaele University
Milan, September 25th - 26th
DEADLINE EXTENDED - NOW MARCH 18, 2020. This panel pursues MSA's conference theme this year, "Streets," by discussing "Street Smarts."
Modernism has its smart sets, not just Mencken’s but in Stein’s salons and Woolf’s Bloomsbury, and in the serious philosophical engagements (and antipathies) of T.S. Eliot, Dora Marsden, Samuel Beckett, and others. But how do “street-smarts” inform conversations about modernism’s epistemological and intellectual positions? How do the streets, with their marginal figures and spaces, refine critical views of what counts as knowing? How do the streets re-orient epistemology with a phenomenology of everyday things?