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Editors:
Aaron Angello, Hood College, angello@hood.edu
Corey Campion, Hood College, campion@hood.edu
Description of Project
The editors of this special issue are seeking contributions on teaching critical theory in the global present. What is the relevance of teaching theory in the era of globalization, and what is at stake? What are the challenges and unavoidable paradoxes of teaching theory at a time when global classrooms are geared toward both neoliberal information/skills acquisition and conservative knowledge accumulation?
The thirteenth annual meeting of the Georgia Philological Association (GPA) will convene at the Middle Georgia State University Conference Center at 100 University Parkway, Macon, Georgia on Friday, May 18, 2018. We invite proposals for session topics, panel discussions, and scholarly papers in English on any subjects relating to American, British, French, Hispanic, Russian, German, or Slavic literature or language, as well as composition, philosophy, history, translation, the general humanities, interdisciplinary studies, and pedagogy. Reading times for individual paper presentations are limited to 15 minutes.
The National Network for Educational Renewal Journal
Editors: Rhonda Jeffries, Toby Jenkins & Lemuel Watson
CALL FOR MANUSCRIPTS
Manuscripts are currently being sought for review and potential publication in the 2018 edition The National Network for Educaional Renewal (NNER) Journal. This national peer-reviewed journal is published annually in an online format with a limited number of hard copies distributed.
The purpose of the journal is to foster inquiry related to the Agenda for Education in a Democracy (AED) and support the mission of the National Network for Educational Renewal (NNER) which is to:
The Journal of South Texas English Studies is accepting submissions for its Summer 2018 issue, themed “Confronting and Combatting Othering in English Studies.” Submission deadline: May 20, 2018.
In his seminal work The Souls of Black Folk, W.E.B. Du Bois wrote that the single most pressing issue facing the United States was the color line. More than 100 years later, the issue of race remains a pressing one for the U.S. and research suggests that the racial divide permeates our culture. Furthermore, numerous studies have found that today’s college students are not sufficiently prepared to interact and communicate effectively in a culturally-diverse and globalized workplace and do not possess many of the 21st century competencies necessary for success and engagement in such diverse environments. But in comparison, we wonder how prepared are faculty, administrators, and staff to cultivate a space where these skills can develop?
Writing Across the Curriculum
At its most basic, Writing Across the Curriculum is founded on the core belief summarized by Chris Anson in The WAC Casebook that “writing belongs in all courses in every discipline” (ix). While guided by this central value, WAC programs must also be inherently flexible, individually designed to best meet the needs of their specific students, faculty, programs, and institutions. This diversity of possible approaches gives us the opportunity to share ideas, techniques, and experiences to explore the flexibility and adaptability of the larger WAC pedagogy.
The Writing Across the Curriculum section welcomes all submissions. Possible topics include but are not limited to:
CFP: Teaching with Material Texts Participants in this interactive poster session will demonstrate classroom lessons and/or assignments that interrogate material-textual objects using those same objects.
This is a guaranteed session sponsored by MLA's Forum on Bibliography and Scholarly Editing. 250-word abstract due to Ryan Cordell (r.cordell@northeastern.edu) by 15 March 2018.
MLA 2019 - Chicago
Session sponsored by the Forum on Bibliography and Scholarly Editing
Participants in this interactive poster session will demonstrate classroom lessons and/or assignments that interrogate material-textual objects using those same objects.
250-word abstracts due to Ryan Cordell (r.cordell@northeastern.edu) by 15 March 2018.
The Journal of Pedagogic Development invites your submissions for the July 2018 issue.
Submissions in the 2000-8000 word range will be considered, with a focus on teaching, learning and pedagogy necessary for inclusion. There is no preference for any particular academic subject, and all papers will be peer reviewed.
Please see the weblink for more details: https://journals.beds.ac.uk/ojs/index.php/jpd/index
We are happy to discuss your submission if you have questions.
The Journal of Pedagogic Development publishes three times a year -- in March, July and November -- in hard copy and online.
Dr David Mathew