pedagogy

Twenty-second Claflin University Conference on English and Language Arts Pedagogy in Secondary and Postsecondary Institutions (In-person on the campus of Claflin University) *

November 1-2, 2023

THEME: THE IMPACT OF AI ON WRITING AND READING

Wednesday, November 1, 2023, Concurrent sessions

Thursday, November 2, 2023, Concurrent sessions

11 AM EST Plenary session speaker: Dr. Mona Lisa Saloy, Louisiana Poet Laureate 2021-23, Conrad N. Hilton Endowed Professor of English, Dillard University, New Orleans, LA.

*(Participants not residing in the United States may request a virtual option)

Call for Papers: Composition and Rhetoric: Practice at CEA 2024

March 21-23 Atlanta, Georgia

The Westin Buckhead Atlanta

The College English Association, a gathering of scholar-teachers in English studies, welcomes proposals for presentations on Composition and Rhetoric: Practice for our 53rd annual conference.

The special topics chair for Composition & Rhetoric: Practice invites submissions on a range of topics exploring writing pedagogies and practices focused on the conference theme of Transformations. Proposals may address the following topics:

-       What are successful transformations of your curriculum that have supported student success in writing?

Call for Papers

Children’s/Young Adult Culture

Southwest Popular / American Culture Association (SWPACA)

45th Annual Conference, February 21-24, 2024

Marriott Albuquerque

Albuquerque, New Mexico

http://www.southwestpca.org

Submissions open on September 1, 2023

Proposal submission deadline: October 31, 2023

Dear Colleagues,

Please consider submitting an abstract to the following roundtable at the NeMLA's 56th convention in Boston (March 7-10) by September 30, 2023. Questions on the roundtable can be addressed to Arianna Fognani (afognani@sas.upenn.edu) 

FORMAT: Roundtable. Participants give brief, informal presentations followed by an open conversation and debate.  

****Deadline Approaching****

The next Northeast Modern Language Association (NeMLA) Convention will be held in Boston, MA, from March 7-10, 2024. The roundtable "A Surplus of Options?: Universal Design for Learning (UDL) in the Language and Literature Classroom" is seeking abstracts (200-300 words) consistent with the conference theme of SURPLUS.

Concentration and Distraction: Education,Literature and Mass Communication in the 21st CenturyInternational Conference
4-5 November 2023
(Zoom sessions:2 days/Virtual platform:5 days)  Organizing Committee John Dean  –  Gerhard Finster  –  Laura Gimeno-Pahissa   

Thematic Approach

Call for papers:

Conference in education, linguistics, and digital technology

Possibility for Scopus indexed publication.

Venue: Grigol Robakidze University, Tbilisi- Georgia ( also on-line session)

Date: 22 September 2023

https://emf.euinstitute.net/

 emails: contact@eujournal.org Subject: EMF 2023

Seeking Contributors for MLA volume, Approaches to Teaching the Works of Colson Whitehead

Edited by Stephanie Li

Instrumental curricula focus on direct, concrete, and explicit causal and quantifiable relationships between programs of study and reductive interpretations of the demands of society and the labor market. Within this broadly appealing system, STEM education and professional programs effortlessly justify their value as essential in any formal educational environment. Although societies and labor markets consistently assert the critical importance of and urgent need for people equipped with the knowledge, skills, and dispositions derived from humanistic education, instrumental systems frequently relegate the humanities to a secondary position of positive complementarity, worthy of investment solely when time and budget constraints permit.

When students are given the opportunity to use more than one mode in learning, they are taking a multimodal approach to thinking critically. Multimodality, first addressed by Kress and van Leeuwen (1996), is meaning that is made through multiple representations and communications systems. This session allows the presenters to answer the question: “What happens when students use more than one mode to demonstrate understanding of concepts, texts, and/or literature? While multimodal is a more recently coined term, organizations like The National Council of Teachers of English have traditionally proposed such learning as demonstrated in Kist’s 2011 English Journal article “From Queen Mab to Big Boy: A Century of “New” Literacies.”

This roundtable examines the re-location of Shakespeare in America from the angle of regional production, performance, pedagogy, culture, and impact with a focus on race, class, gender, history, and culture.

Many Indigenous communities have suffered, and continue to suffer, dire consequences from the dominant trend of ascribing primary value to the written word, considering what is not recorded as surplus data. These consequences can result either from what is selected for inclusion in the Written Record, or from what is omitted; in either case, the problem stems from a dominant culture that values the written word over knowledge transmitted through the oral tradition or held by living, unpublished knowledge keepers.

Northeast Modern Languages Association (NeMLA) annual convention

Boston, MA

March 7 - 10, 2024

Submission Deadline: September 30, 2023 through the NeMLA portal: https://cfplist.com/nemla/Home/S/20323

How do contemporary teaching practices shape “poetry” as a genre? In recent years, the new lyric studies has brought to light how Anglo-American university instruction instilled lyric reading as the dominant practice of the 20th century, and in pedagogical terms, the new lyric studies can defamiliarize the protocols of close reading and formalist analysis that promise a standardized poetry classroom. At the same time, critics such as Alan Golding, Natalia Cecire, and Kimberly Quiogue Andrews consider the academic institutional forces at play in the production and reception of difficult, experimental, and avant-garde poetries.