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Call for papers
National Conference on Challenges/Strategies in Teaching English for Academic Purposes (EAP) in Higher Education in India
organised by the Centre for Writing & Communication, Ashoka University
16-17 April 2020, Ashoka University, Sonepat
The Blended Learning in the Liberal Arts Conference is a forum for scholars and academics to present and share their practices, methods, experiences, and findings related to blended learning. We understand blended learning as any combination of online and face-to-face instruction that is intended to support, enhance, and develop high-impact learning experiences that embody the values of a liberal arts education.
Please visit https://www.brynmawr.edu/blendedlearning/conference for more information and to submit a proposal (link at bottom of webpage)
We invite proposals on topics including, but not limited to:
Call for Papers
Book:
What’s in a Word?: Literature in Language Learning
Editors: Rogério Miguel Puga (NOVA FCSH), Ana Gonçalves Matos (NOVA FCSH) and Ana Bela Almeida (University of Liverpool).
Publishers: CTELL (University of Liverpool, United Kingdom) and CETAPS (NOVA FCSH, Portugal).
“Other Voices: Redefining the Humanities”
Proposed chapter abstracts are invited for a volume entitled Teaching English Language Variation in the Global Classroom: Ideas and Activities from Teachers and Linguists. This collection is a follow-up to the 2019 Routledge volume Teaching Language Variation in the Classroom: Strategies and Models from Teachers and Linguists (https://www.routledge.com/Teaching-Language-Variation-in-the-Classroom-S...).
Resources for American Literary Study, a biannual journal of archival and bibliographical scholarship, 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.
Disability has functioned historically to justify inequality for disabled people themselves, but it has also done so for women and [other] minority groups. That is, not only has it been considered justifiable to treat disabled people unequally, but the concept of disability has been used to justify discrimination against other groups by attributing disability to them.
- Douglas C. Baynton, Disability and the Justification of Inequality in American History
Abstract:
Working Through and Beyond the “Global Turn” in Medieval Studies
The 15th Annual Pearl Kibre Medieval Study Graduate Student Conference
Date: May 1, 2020
Location: The Graduate Center, CUNY
Keynote Speaker: Kathleen Davis, University of Rhode Island
Out of the Classroom and into the Wild: Ecopedagogies for the Anthropocene
We boast of our system of education, but why stop at schoolmasters and schoolhouses? We are all schoolmasters, and our schoolhouse is the universe. To attend chiefly to the desk or schoolhouse while we neglect the scenery in which it is placed is absurd. If we do not look out we shall find our schoolhouse standing in a cow-yard at last. ---Henry David Thoreau, “Huckleberries”
I'll be submitting a proposal for a panel on *Medieval Neurodiversity* to the Annual meeting of the Canadian Society of Medievalists conference, to be held at the 2020 Congress in London, Ontario, at the University of Western Ontario, June 3-5. Discussions could tie in to medieval disability studies in a number of ways, including:
- medieval mental states/mental health, queer minds, nonbinary minds, anxious minds
- depictions of radical introversion (e.g., Diogenes)
- mental complexity in Middle English (e.g., Hoccleve)
- medieval social anxiety (e.g., Merlin and social exile in Monmouth, de Boron, et al.)