Professors have been advised to “publish or perish” for nearly 100 years. First coined in 1927, this phrase warns professors that in order to maintain their jobs, they must publish their work. Publishing has always been central to academia, as it is the primary vehicle through which scholars share their research with a larger audience. Yet, in recent years, academia has changed so that publishing is not reserved for those who are already professors. Instead, publishing has become a requirement for any one who is applying to become a professor, with PhD students being encouraged to publish their research before they have finished their degrees.
RiDE Call for Papers: Teaching Shakespeare: Digital Processes
“Moving In and With the Gaps”
Second Annual TAMUG Conference on Inclusion and Diversity in Higher Education
Department of Liberal Studies
Texas A&M University at Galveston
September 12-13, 2018
Moody Gardens Hotel and Conference Center
Open Call for Papers, Issue 3.2 (Winter 2018)
Roundtable on present and future directions of Affect Studies and History of Emotions, including contributions of affective science approaches to pedagogy, interpretation, redefinitions of periodization, genres, and canons. Organizer: Giovanna Faleschini Lerner (Franklin & Marshall College). Respondent: Stefania Porcelli (CUNY). This is a non-guaranteed session.
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?
Call for Submissions: Teaching Thoreau
In 2018, the Thoreau Society Bulletin will begin publishing a series of essays on the subject of “Teaching Thoreau.” This new regular feature will focus on strategies for teaching the life and works of Henry David Thoreau while giving educators the opportunity to share their expertise and experiences with an audience of fellow teachers and students of Thoreau.
We are currently accepting submissions for next year. We invite educators of all levels and subjects to submit short essays (1,000-1,500 words) on their pedagogical methods both inside and outside of the classroom. The series will explore the value of teaching Thoreau from many different perspectives. Possible topics include:
This edited anthology explores the nexus between violence and carcerality within the discursive order of state practices. Scholars within humanities, engaging with critiques of carcerality in relation to state violence from different global contexts are welcome to contribute to this anthology. This volume aims to align with the larger objectives envisioned by activist groups such as M4BL (Movement for Black Lives): building alliances with indigenous people’s struggles, political prisoners’ solidarity work, and activists resisting violence against women and LGBTQIA communities. It explores the potential to forge a global discursive order oriented toward anticolonial liberation struggles.
We invite contributions for Playing with the Rules: The Ethics of Playing, Researching, and Teaching Games in the Writing Classroom