Call for Proposals: Special Issue of PedagogyUndergraduate Research as a Future of English StudiesGuest Editors: Kristine Johnson and J. Michael Rifenburg
Special Issue 11.1: Comics and Education
CALL FOR PAPERS (First-Come, First-Served Extended Deadline Period)
Pacific Ancient and Modern Language Association (PAMLA) Conference
Thursday, November 14, 2019 to Sunday, November 17, 2019, Wyndham San Diego Bayside Hotel, San Diego, California
North East Modern Language Association's 51st Annual Convention, March 5-8, 2020
Faculty learning communities offer an environment in which normally isolated spaces, places, and disciplinary-specific language and cultures can interact to produce new insights into members’ professional identity and pedagogy while simultaneously enriching a college’s broader community of ideas. The structure of such groups also has the benefit of being far more flexible than formal or ad hoc committees, which are often constrained by end-oriented goals, college bylaws, and other such protocols.
Theme: The Art of Writing/The Writing of Art
The 2019 SUNY Conference on Writing will take place at Purchase College from November 8-9.
Based on the principle that arts and scholarship are indispensable to each other and to society, Purchase College, SUNY, was envisioned from its founding as a campus where conservatory training in the visual and performing arts would reside alongside programs in the liberal arts and sciences. In this spirit, and in honor of Purchase College’s unusually artistic student body, we invite attendees and presenters to consider the relationship between writing and art.
Issue 13 Call for Submissions
Deadline: December 1, 2019
Submission deadline: August 1, 2019
Expected publication date: February 2020
We are pleased to announce a call for papers for a special issue on the intersection between popular culture texts, broadly conceptualized, and awareness, understanding, and solutions to issues in contemporary society.
How are you using popular culture to understand or teach about the contemporary world? What practices, innovations, and theories are you reinterpreting or creating to better conceptualize the current political climate? In what ways have popular culture texts allowed you to dig deeper, bring awareness, uncover solutions, or highlight contemporary issues, including but not limited to:
RHETORIC SOCIETY OF AMERICA 2020 PANEL PROPOSAL
“Rhetoric: The Art of Persuasion or Response-ability?”
Portland, Oregon (May 21-24)
rhetoric / hospitality
Chair: Dr. Ryan Leack
“Language speaks. Man speaks in that he responds to language. This responding is a hearing. It hears because it listens to the command of stillness.”
—Martin Heidegger, Poetry, Language, Thought (1971)
Submissions are invited for Volume 7 of Double Helix: A Journal of Critical Thinking and Writing. For more information, please visit DH at the WAC Clearinghouse at Colorado State University: https://wac.colostate.edu/double-helix/.
This panel session invites an examination of pedagogical adaptations at the departmental, class, or individual student level, highlighting opportunities to recognize and include different types of learners.
This seminar session is to be held at the 2020 Northeast Modern Language Association annual meeting in Boston, MA, 5-8 March 2020. The session seeks to foster a robust research-informed conversation among five to ten teacher-scholars about teaching undergraduate students in a first-year seminar (or similar curricular offering), employing identity, culture and/or metacognition as thematic content and/or instructional strategies. Successful candidates will submit a an abstract proposing a substantive, research-informed, thesis-driven paper that seeks to promote consequential, transformative learning.
The history of mankind/humanities is marked by intercultural contacts among different societies, be it in development contexts such as trades, business, religious encounters, diplomatic and academic exchanges, or be in conflictual contexts such as war incarceration, human trafficking, forced migration, and annexations.
Propelled by globalization, the first decades of the 21st century witness a growing trend of old (i.e. face to face interactions) and new (i.e. digital/online interactions) forms of intercultural contacts in both development and conflictual contexts. Intercultural contacts consist of an interplay of interlocutors’ interactions, languages, communications, behaviours, and emotions that are dynamic, non-linear, and emergent.
Loose Dresses, Loose Women:nPedagogies of Harlots and Whores from Hogarth to the Haus of Gaga
Chairs Tommy Mayberry (Office of Teaching and Learning, University of Guelph) and Debra Bourdeau (College of Arts and Sciences, Embry Riddle Aeronautical University-Worldwide)
In the recent years, foreign language teaching has advocated for an increasingly intermedial and interdisciplinary approach, one that enables instructors to expand course materials and integrate a wide array of popular and current cultural products. Advanced courses in Italian literature and culture can develop curricula that more liberally incorporate popular culture into teaching. Yet intermediate courses must combine cultural components with the introduction or the review of grammar structures. This session seeks contributions that address the following: What are the challenges of transitioning from grammar-based to culture-based instruction in intermediate language classes?
More than 400 years after his death Shakespeare is still taught in western universities and throughout the world. The number of published books related to his works as well as similarly devoted scholarly conferences seem to increase yearly. This means that what and how to approach teaching Shakespeare is not stagnant as might be imagined, but rather is expanding. The number of plays attributed to Shakespeare have seen some fluctuations, but the theory and scholarly research applied to pinch and prod his works continue to produce new stimulating insights. This gives the teacher more options on what to include in their lessons and by necessity, what to exclude. It is no easy choice deciding what to focus on in the classroom.
This call is for roundtable proposals for NEMLA's 2020 conference taking place in Boston.
How does pedagogical strategizing work in teaching Global South Asian literatures in majority serving institutions located in areas where the student body is mostly white, or lacking in South Asian immigrant groups? How does South Asian literature find a place in general education core courses? What are some current practices and challenges that scholars of color specializing in and including South Asia as a text, experience in their classrooms? We are interested in sharing experiences on teaching, planning courses, writing curriculum development projects including South Asia centric courses both for the major and the general education classes that embrace the inclusion of literatures from the global South, especially from South Asia.
Analyzing the Anthropocene, or the “Age of Man,” poses unique challenges for the classroom context. How does one “teach” the Anthropocene? How might we use the lenses of Rob Nixon’s “slow violence” or Christian Parenti’s “catastrophic convergence” to add a critical dimension to current teaching? Can we envision ways to work around administrative and standardizing obstacles – and even transcend that physical and ideological place we call classroom? This is essential, for, as Paulo Freire asserts, “critical consciousness is brought about not through an intellectual effort alone, but through praxis – through the authentic union of action and reflection.”
Graduate programs are primarily configured to equip students with the tools to thrive within an economy of knowledge production, but such a pedagogical framework takes for granted the structural inclusion of opportunities for developing competencies that are corollary to academic skills. Many of these competencies—planning and organization, collaborative management, transparent communicativeness, fiscal accountability, conflict resolution, stress tolerance, tactful coaching and active mentorship, to name a few—are increasingly being valued as essential for workplace success and leadership.
This panel invites writers as well as literary scholars to address the question of political and literary engagement in our political age. In a political age, what happens to the novel or poem of interiority or introspection? Does literary material have to engage with the political? And if it doesn’t, can the political be read between its lines? What are the possibilities for creative work in an era that is increasingly in a state of emergency? Creative writers of all levels and genres are encouraged to explore these questions in the context of their own work. Paper proposals may be submitted on the NeMLA website. https://www.cfplist.com/nemla/User/SubmitAbstract/18240
While for many years, the literary canon was the province of “dead white men,” the past fifty years have dramatically altered that paradigm. Contemporary creative writers, too, would like their work to reflect the diversity and complexity of human experience in terms of race, gender, sexual identification, ethnicity, nationality, and culture. This panel invites creative writers of all genres, genders, races, sexual orientations, nationalities, cultures, etc., to consider the challenges of being more inclusive in their work. Some questions that will be considered: Is it possible to write from the perspectives of races, genders, etc., of whom one is not a representative?
Over the past few years, graphic narratives as a form of cultural expression have gained positive reception in literary circles, but how does this genre serve the purpose for teaching about race in America? While teaching about race requires “viewing,” using graphic narratives can effectively educate students about race that sometimes traditional prose narratives cannot. However, some argue whether visual representations, like films and mass media, can potentially perpetuate racial stereotypes. Do graphic narratives reinforce or disrupt racial stereotypes? How do we adopt this genre to advance our teaching and promote students’ understanding of Asian America?
Who We Are:
At During Office Hours, we’re a group of like-minded teachers in higher education who want to create an easy to use, open access, nonprofit source for teaching resources.
We want to be able to collect, share, and archive all the ideas, information, best practices, and advice that you’ve accumulated during your teaching careers. Whether you’re a seasoned veteran or a new teacher, a tenured professor or an adjunct or a TA, we hope that everyone can contribute to and benefit from this site.
Throughout the past decades, gamification has become an increasing part of training experiences. To define the term quickly, gamification involves the application of game play mechanics to normally non-game-based activities to increase successful activity and performance. Gamification can involve the use of popular video games, adaptations of game shows like Jeopardy, simple chalkboard games like Hangman, or a variety of rhetorical approaches that introduce gaming components into another field.
English has always been subject to a number of competing agendas, with the result that its purpose within the school curriculum has often been open to contention. From its inception, English has been seen by governments and employers as the subject that teaches literacy and prepares students for the work force. By contrast, other advocates of English have argued its importance in cultivating character and citizenship in students. Yet others have argued the importance of the role that English plays in stimulating the growth of the imagination and enabling students to appreciate the value of literary language.
Print forms of poetry have traditionally been integral to writing and literature classes. However, for many students, especially those in first- or even second-year classes, the written word and the visual layout of poetic form can be foreign, even intimidating. This session will consider the possibilities offered by oral forms such as storytelling and spoken-word poetry. In addition to considering the pedagogical possibilities of oral performance, this session invites poets and storytellers to share their own original work.
Since the development of the Iowa Writer’s Workshop at the University of Iowa in the 1930s, creative writing courses at both the undergraduate and graduate level have proliferated. In 2008, there were 156 MFA programs in Creative Writing in the U.S; in 2016 there were 244. This roundtable will consider the status of international creative writing courses and programs within the context of the evolving picture of higher education. Some questions to consider: What effects might the spread of online education have on creative-writing pedagogy? Is creative writing as a field sustainable? As higher education moves to encompass a variety of formats and economic models, how will creative writing courses have to evolve?
Genre fiction (such as fantasy, sci-fi, suspense and mystery, thrillers, historical romance) has often been discouraged in creative-writing courses, even outlawed. However, in recent years, the popularity of genre fiction in the marketplace has challenged the boundaries of literary writing. This panel will consider some of the following questions: How do challenges to the traditional boundaries of genre impact the teaching of creative writing? How might fiction, drama, and even poetry address these challenges? How can the conventions and tropes of genre fiction be used fruitfully in literary writing? Both writers who work in or with particular genres and writers who have resisted the lure of genre are encouraged to share their work and ideas.
Despite an increasingly grim job market outlook, the humanities continues to produce PhDs in large numbers. Between 2007 and 2017, the number of available Assistant Professor positions in the field of English dropped from 879 to 320. During the same time period, the number of non-tenure-track positions increased from 21% to 34%. Yet in 2016, 5,500 doctorates were still awarded despite the massive post-2008 decrease in obtainable positions. As Vimal Patel wrote in a Chronicle article from September 2018, “The mirage has vanished.
Call for Chapters—Edited Volume
Unfurling Unflattening: Tracing Theoretical, Methodological, and Pedagogical Possibilities
Janine Utell, Widener University, Amanda O. Latz, Ball State University, Andrea Kantrowitz, SUNY at New Paltz, Editors