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dominant culture that values the written word over knowledge transmitted through the oral tradition or held by living, unpublished knowledge keepers.
As scholars’ engagement with media-archaeological study have increased, so have students’ interest in the field’s approaches, methods, and philosophies. Many courses on media history and theory today include sessions focused on media archaeology.
*** FINAL CALL ****
*** Contributors are asked to provide an Abstract of their proposed contribution (250 words) and a short Author bio (100 words) by 31 July 2023. ***
This call for chapters is open to academic and non-academic contributors and we especially welcome early career scholars and practitioners. There is also an opportunity for additional co-editor roles and membership of the Editorial Board.
Call for Abstracts - Edited Volume
RuPedagogies of Realness 2: The Shequel!
Essays on Teaching and Learning Under Attack with RuPaul’s Drag Race
Eds. Lindsay Bryde (Empire State University) and Tommy Mayberry (University of Alberta)
Indiana English, a peer-reviewed journal sponsored by the Indiana College English Association, encourages submissions on the role of English studies in the Midwest but will consider submissions on any topic related to English literature and criticism, linguistics, or pedagogy. We are particularly interested in narratives that explore the recent struggles our colleagues have had with AI. We also publish original creative work (fiction, poetry, creative or literary nonfiction, and photography).
Scholarly articles should be between 4,000-10,000 words, include an abstract of no more than 300 words.
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.
Ever since the early days of applied linguistics, LSP studies, and functional approaches, the notion of text genre has been pervasive in translation studies. However, it is only in recent years that generic features and their treatment in translation have gained a more prominent position among the researchers’ interests (e.g. B.J. Woodstein, Translation and Genre, Cambridge University Press, 2022).
The Creative Writing Studies Organization (CWSO) is now accepting proposals for the 8th Annual Creative Writing Studies Conference (CWSC) – our first in-person conference since 2020! The conference offers an exciting opportunity to rebuild past connections and create new ones. It will be held the weekend of October 20-22, 2023 at Shenandoah University in Winchester, Virginia.
Proposals for papers and workshops will be accepted through August 16, 2023.
We would love to see you in person. However, our world is different now, so with this conference we will continue to offer virtual options for both presenters and attendees to increase access and expand our community.
Updated topic and due date!
The global and digital connectivity of recent years has transformed creative writing infrastructure and practice around the world. Recent decades have seen a number of critical and popular publications exploring the history and practice of creative writing, from Marc McGurl’s “The Program Era: Postwar Fiction and the Rise of Creative Writing” (2011) to Lisa Jaillant’s Literary Rebels: A History of Creative Writing in Anglo-American Universities (2022). Yet, as these titles suggest, the critical focus has been on US and UK courses.
Call for Proposals
We invite you to submit your work on any aspect of pop culture and pedagogy to Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. Dialogue is the first open-access, peer-reviewed journal focused on the intersection of popular culture and pedagogy.
Panel - No Critique Left Behind: Learning to Read in a Postcritique Era
Chairs: Abigail Culpepper (Brown Univeristy), Andrew P Clark (Brown University)
Teaching the Literature Survey Course
This roundtable invites teachers/ scholars who have been incorporating African texts into their curriculum to discuss successful pedagogical strategies for teaching postmillennial African narratives. Many of these texts have continued to garner international attention by winning prestigious literary prizes. While there are several pedagogical texts on older-generation African texts, there is a dearth of resources focused on teaching these newer texts. Our goal as organizers of this roundtable is that these initial discussions will blossom into an edited volume on teaching postmillennial African narratives.
PAMLA 2023 RHETORICAL THEORY PANEL
CALL FOR PAPERS -- EXTENDED DEADLINE
Portland, October 26-29th
Chair: Dr. Ryan Leack (USC)
This panel will explore recent movements in rhetorical theory writ large, either in connection with or apart from composition theory and practice. Special attention will be given to proposals that engage with the conference's theme.
Ableism and Neurodivergence in Creative Writing
Call for Contributions
Dr. Christie Collins, Mississippi State University
Dr. Saul Lemerond, Hanover College
The work of creating a socially just classroom is often one of balancing a pedagogical surplus of initiatives, directions, and possibilities. Expanding the literary canon, pushing back against white supremacist norms of classroom discourse and production, and creating accessible assignments, materials, and activities all involve research, restructuring, and integration that can be labor-intensive and potentially overwhelming. Additionally, instructors often have to balance between the goals of their own classroom and institutional imperatives, ensuring students gain the preparation and cultural capital that will enable them to succeed in classrooms with traditional academic expectations.
The growing potential of artificial intelligence to generate content undetectable to plagiarism checkers has created a sense of urgency across higher education. What are the pedagogical and curricular implications of artificial intelligence for writing and critical thinking? What are the pedagogical and curricular responses to this rapidly advancing technology that is both widely available and affordable?
Double Helix: A Journal of Critical Thinking and Writing invites submissions for a special volume on Artificial Intelligence, Writing, and Critical Thinking.
Deadline for submissions: August 15, 2023.
*** DEADLINE EXTENDED TO JULY 20 ***
PAMLA Annual Conference
October 26-29, 2023
“Culture Wars 2.0” (Roundtable / Special Session)
Undisciplining the Victorian Classroom (UVC) announces a call for assessments that model inclusive, antiracist, antiableist, and anticolonial assessment practices for teaching the nineteenth century. Anyone with relevant professional interests is encouraged to apply, but the organizers are especially interested in submissions from early-career scholars and those with backgrounds that are underrepresented in Victorian Studies.
Novitas-ROYAL is open access, peer-reviewed, international journal operated by the Children’s Research Center-Türkiye.
The journal has been publishing research since 2007 and is devoted to promoting scholarly exchange among researchers who are academically interested in the education of youth with a focus on teaching, learning, acquisition, and use of second/foreign languages, any issues related to linguistics and language sciences, cultures, and literatures.
The primary aim of the journal is to help accumulate knowledge of how foreign languages, cultures, and literatures have the potential to change the lives of children and students.
A professional career in the academy is perceived as a desirable, if not the only, outcome of doctoral study. Many students in the humanities are, however, keen to leverage the skills they acquire during graduate study to identify and apply to jobs in the creative and cultural industries. Lately, even students who are determined to become academics have been forced to reevaluate their plans owing to lack of adequate faculty positions for recent PhDs in academia and systematic attacks on pay as well as working conditions. Falling enrollment in the humanities has exacerbated precarity in the form of a below-inflation pay rise and increased casualization.
The decline of the humanities in recent years triggered by falling enrollment numbers and coupled with pandemic-induced budget crunches have ushered in various forms of economic precarity for graduate students across North America, Europe, and beyond. The importance of securing funding to finish a dissertation, a master’s thesis, and miscellaneous short-term and long-term research projects cannot, therefore, be overstated for graduate students across the board. As such, this GSC-sponsored roundtable will attempt to answer some pressing questions about mastering grant-writing and fellowship-application writing, a genre of academic writing about which graduate students often receive very little formal training at a departmental level.
Many graduate students within the broader humanities and social sciences want to pursue a teaching career either inside or outside the boundaries of higher education. As such, the time they spend working as teaching assistants and instructors of record in the college classroom constitutes valuable experience to them in many ways. In the absence of insufficient pedagogical resources and curricular training, the processes of developing and creating original courses and assignments aside from working through classroom management issues become difficult for graduate students.
Educational commitments to anti-oppressive practices and transformative pedagogies are under fire as we witness the escalation of neoliberal political interventions into higher educational institutions. Many of us work to create more inclusive understandings of the classroom community and challenge our students to engage in difficult conversations at the same time that “anti-woke” legislation and conservative politicians promote hegemonic views of the higher education classroom and privilege certain communities. Unlearning and challenging systems of power, as bell hooks notes, are important aims in transformative pedagogies that encourage critical thinking and responsible engagement with learning.
This roundtable welcomes educators whose teaching and scholarship focus on Latinx Peoples and Popular Culture.
Invite to submit to an upcoming in-person conference session, "Rethinking Critical Thinking and the Humanities." (October 2023, Portland OR; PAMLA)
I have organized a round-table session to be held at the PAMLA 120th Annual Conference (Portland, OR) – October 26-29, 2023.