In “Where Would We Be? Legacies, Roll Calls, and the Teaching of Writing in HBCUs (2021),” Beverly Moss asserts that “Black rhetorical excellence has thrived at HBCUs. Pedagogical and scholarly creativity in the teaching of writing has excelled” (146). However, it is her critical question that anchors this proposal: “where would we, in composition studies, be without writing and rhetoric faculty who have taught or currently teach at HBCUs and/or scholars in the field who are alumni of HBCUs?” (145). The creation of the HBCU Symposium on Rhetoric and Composition in 2016 helped to bring some of these contributions from the margins into the center of conversations about the teaching of writing that happens on HBCU campuses across the country.
Collaborative research between faculty and their undergraduates is not a new practice, and the pedagogy of collaborative projects has attracted, perhaps more recently, considerable scholarly attention. This roundtable examines the richness in the covenant instructors and their undergraduate research assistants enter when they embark on a scholarly project independent of a course’s requirements and outside the semester’s classroom. Given our undergraduates’ remarkable fortitude, resilient energy, digital literacy, and technological savvy, our work as scholars in our specific disciplines reaps enormous benefit when we harness our students’ creative abilities.
We welcome submissions for a scholarly conference to be hosted online 30 September and 1 October 2022 by the Troy University Department of English.
Papers may address any aspect of teaching composition to ESL/EFL students, including—but not limited to—the following:
- Theory and practical applications
- New strategies
- Development of paragraphs and essays
- Models and modeling
- Writing as a process
- Teaching grammar within the process
- Language development within the process
- Digital and multimodal writing
The West Chester University Poetry Center is pleased to announce this Call for Papers and Poems for our virtual poetry and pedagogy conference,The Dramatic I/Eye: Reflections on Voice and Form in Contemporary Poetry, to be held November 11-12, 2022. Early Twentieth Century African American poet Sterling Brown once said, “every I is a dramatic I.” How many times must we remind our students (and ourselves) not to confuse the speaker with the poet when they are analyzing poetry? How many times do we anticipate that a poet’s work will give voice to a particular subject position, identity, experience, or way of seeing the world simply because we’ve read their bio sketch? What happens when the poet or the speaker pushes the bounds of our expectations?
We are delighted to invite you to contribute a chapter to an upcoming edited volume on English writing programs, such as academic writing courses, communication skills courses, critical thinking and communication courses, English composition courses, writing in the discipline (WiD), writing across the curriculum (WAC), etc. A commissioning editor at Routledge, Katie Peace, has expressed great interest in this volume.
English Language and Communication Classes in Higher Education:
Designs, Methods, Challenges, Evaluations and Outcomes
Twenty-first Claflin University Conference on English and Language Arts Pedagogy in Secondary and Postsecondary Institutions (Virtual)
October 26-27, 2022
THEME: READING, WRITING, DIGITAL LITERACIES, EQUITY, AND ACCESS
Wednesday, Oct. 26, 2022
Concurrent sessions (webinars on Zoom)
Plenary Session 1: 1 PM EST Plenary session speaker: Dr. Maisha Wester, British Academy
Global Professor, School of English, University of Sheffield, Sheffield, UK.
Does peacemaking have a place in our humanities curriculum today and if so, what are some innovative ways to integrate this theme into our literature classes? This panel invites papers that explore representations of peacemaking and conflict resolution in literary texts across genres, languages, and time periods. Papers that discuss methodologies for teaching literature with a focus on peacemaking are especially welcome. Please send inquiries and 300-500 word abstracts to Ici Vanwesenbeeck: firstname.lastname@example.org
This accepted creative panel invites abstracts for the upcoming NeMLA 2023 conference at the University at Buffalo in Niagara Falls, NY from March 23-26, 2023.
As Mad writers, we are called to confess: in the form of scholarship based on disclosing “lived experience,” activism which centers individual stories of trauma and healing, or sanitized “mental health” narratives which point only toward a legible life. Amidst the ever-growing demand for “mental health awareness” and concomitant psychiatrization of everyday life, Mad writers face increasing pressure to plate recovery-oriented stories for sane consumers. In the face of this pressure, I ask, where do we go? What do we write? And how do we know?
What is the state of diversity, decolonization, and the curriculum in the various Modern Languages and Literatures? How can we organize for collective action and change across the different contexts and language systems? How do we connect with critical race, gender, sexuality, migration, Indigenous, and disability studies, and how does this shape our curriculum design, pedagogy, and praxis so they are relevant to and transformational for our students?
Roundtable on “Cross-pollination and Collective Action: Diversity and Decolonization across MLL”
Northeast Modern Languages Association (NeMLA) annual convention
Niagara Falls, NY
March 23 - 26, 2023
Submission Deadline: September 30, 2022
ADEFFI ASMCF Teaching and Learning Series
Wednesdays and Fridays from 15 June 2022- 1 July 2022
Registrations are now open for the ADEFFI ASMCF Teaching and Learning Series!
This training series has been jointly organised by the Association for the Study of Modern and Contemporary France and the Association des études françaises et francophones d'Irlande.
This indispensable series is aimed at new lecturers, postgraduate students who have teaching time, Graduate Teaching Assistants, part-time tutors and demonstrators, as well as experienced teaching staff who may feel it’s time to review their skills in teaching and learning.
The 2023 NeMLA conference will take place on March 23 - 26, 2023 in Niagara Falls, New York. Abstracts can be submitted at the link below.
This collection serves to extend current conversations of games studies beyond the existing, status quo of postmodern influenced discourses through offering an integrated, multiperspectival approach that emphasizes the production, consumption, and formal analysis of interactive digital games. Included chapters will respond to the acknowledgement and integration of online and virtual learning spaces, particularly those that value social interactions and experiences within the various fields of game studies (e.g.
Resilience and Collective Action Versus the Empowered Neoliberal Self
[A Panel at NeMLA 2023, Niagra Falls, NY: March 23-26, 2023]
Public and private life in the 21st Century hurts. Our daily doomscroll informs us that our sense of belonging in the world, our values as scholars are fading away from the larger public discourse. Mark Fisher’s notion of “the slow cancellation of the future” echoes a collective feeling that doing just about anything is an act of tremendous resilience. The question is how does resilience echo neoliberalism or reject it?
Dear all, we're delighted to share this call for presentation papers for NeMLA 2023 (March 23-26), which will take place at the Niagara Falls Convention Center in Niagara Falls, New York. Abstracts to be submitted at the link below, with a due date of September 30, 2022.
Robert Glick and Lillian-Yvonne Bertram, co-moderators
Call for International Symposium on Educational Research (ERL2022)
The Educational Research Lab (ERL) at Prince Sultan University, Riyadh, Saudi Arabia, is pleased to invite you to join us for the 2nd International Symposium on Educational Research (ERL2022)as a Journal Partner.
Please submit a 250-word abstract related to Education, the teaching of language & literature, TESOL, ESL and pedagogy subjects and you will get the acceptance/rejection notification within 2 weeks of submission. There is no fee for presenting/attending at this symposium.
Leah Lakshmi Piepzna-Samarasinha's Care Work: Dreaming Disability Justice (2018) details, through a series of essays, the disabled queer community's knack for finding "ways to keep each other alive when the state is fucked, and community is fucked and inadequate too" (63). From care webs to mutual aid to political organizing, Piepzna-Samarasinha both champions and advocates for a care-taking by and for the communities it aims to serve, one that fosters self-determination, legibility, and resiliency. This panel invites proposals that center in their research and analysis the doing of queer and queer crip care work.
NeMLA 2023: Niagara Falls, NY. March 23-26, 2023.
As we continue to transition our daily lives “back to normal”—or rather to our understanding of “normal” from a pre-pandemic perspective—how do we negotiate the lessons learned during the pandemic? Quarantine, lockdown, self-isolation, social distancing, and the many other necessary health measures we have taken, currently take, and may continue to take, have forced a reconsideration of how we work and how we teach. What are our key pedagogical takeaways to help build and foster resiliency during these times?
In her most recent book, Posthuman Feminism, Rosi Braidotti calls on posthumanist educators to develop “an affirmative ethics that acknowledges the shared desire of all entities to persevere in their collaborative interdependence and to increase it for the common good” (118). She advocates for pedagogical praxis as a methodological innovation (and challenge) that draws on new materialism as a foundational theory and carnal empiricism as a method.
We hope to consider the following questions with a collaborative group of participants:
*What are concrete, shareable ways to put posthumanist/feminist/new materialist theory into practice (praxis) in the everyday higher ed classroom?
CFP – Roundtable
Creativity and Innovation in French and Francophone Curricula
54th Northeast Modern Language Association (NeMLA) Convention
Niagara Falls, NY
March 23-26, 2023
Deadline for abstracts: September 30, 2022
This roundtable engages what Dylan Rodríguez coins the “Carceral Dilemma of Asian American Studies,” wherein the discipline and the parallel social formation of the “model minority” figure have expanded anti-Black state violence under the guise of a multicultural civil society.
An interdisciplinary invitation and gathering, this roundtable is a space for diasporic academics to reflect on how abolitionist theory and practice informs their scholarship and pedagogy, and how this political orientation is conducted and constrained within the neoliberal university.
We are pleased to announce we are accepting abstracts for chapters for our tentatively titled book, Teaching Black American Speculative Fiction & Beyond: Equity, Justice, and Antiracism. This proposed collection is based on our popular 2021 NCTE Assembly on American Literature (AAL) session, which focused on American speculative fiction and issues of social justice. The collection will focus on equity, justice, and antiracism within different genres/modes of speculative fiction (e.g., science fiction, fantasy, horror) and various formats (e.g., short and long fiction, film, graphic novels, comics, and plays).
Trauma Informed Pedagogy for LGBQT+ Students in Higher Education
We are seeking an essay on trauma informed pedagogy in higher education specifically responsive to the traumas experienced by LGBTQ+ students. The essay will become a chapter in a collection on trauma informed pedagogy for higher education. The book is currently under contract to be published by Routledge. The collection is nearly complete, and a chapter addressing this topic will round out the book. The deadline for a draft of the completed essay is rather tight—August 1, 2022. If you are interested in submitting, please contact Ernest Stromberg at email@example.com.
Women, “Failure” and Academia Post-2020, a Kick Ass Project - Edited collection
We invite chapter contributions to the edited collection Women, “Failure” and Academia Post-2020, a Kick Ass Project:
The online peer-reviewed journal Teaching American Literature: A Journal of Theory and Practice (TALTP) is seeking articles for its Fall issue. Deadline for article submission is August 15. Visit the web site at https://www.cpcc.edu/teaching-american-literature-journal-theory-and-pra... for submission guidelines and send manuscripts to Patricia Bostian at Patricia.Bostian@cpcc.edu.
Since the turn of the twenty-first century, scholars and educators working in interdisciplinary fields connected to multilingualism, have been developing new conceptual theory and applied pedagogy. These areas include history, culture, linguistics, literary and media phenomena, as well as technological and pedagogical approaches to multilingualism, and the study of multilingual communities in the United States. Immigration, globalization, the mechanization of language diversity, translation tools, social media, and universal streaming platforms have contributed to the rapid progression of multilingualism.
The ERASMUS+ “Strategic Partnerships” project Short Forms Beyond Borders (2020-2023) is presently organising a “Multiplier Event” to be hosted by the University of Santiago de Compostela (Spain), 4 to 5 July 2022. This event aims at offering interdisciplinary reflections on the use of short forms –which also include promoting innovative pedagogical uses of short forms for educational purposes– while also being conceived of as an international forum to disseminate the project’s ongoing research and its present results on this topic.
Pasados: Recovering History, Imagining Latinidad
This program is designed to advance the academic and professional careers of Ph.D. holders through collaboration with experienced research advisers and participation in multidisciplinary and international research groups together with other post-doctoral fellows.
The language of the program is English and Spanish.
This session deals with American Literature from 1865 to 1945, exploring a wide variety of topics, including race and ethnicity, gender and sexuality, decoloniality, spirituality, class and power dynamics, environmental issues, and pedagogical and digital innovations in American literature and culture.