pedagogy

*** 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.

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.

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.

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.

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.

Teaching the Literature Survey Course

PAMLA 2023 RHETORICAL THEORY PANEL

CALL FOR PAPERS -- EXTENDED DEADLINE

“Rhetorical Theory”
Portland, October 26-29th

Chair: Dr. Ryan Leack (USC)

Abstract

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.

Description

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.

*** DEADLINE EXTENDED TO JULY 20 *** 

PAMLA Annual Conference 

Portland, Oregon 

October 26-29, 2023 

“Culture Wars 2.0” (Roundtable / Special Session) 

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.

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.

This roundtable welcomes educators whose teaching and scholarship focus on Latinx Peoples and Popular Culture.