pedagogy

Teaching Travel Writing

The Society for the Study of American Travel Writing seeks abstracts for a session on “Teaching Travel Writing” for the American Literature Association annual conference in Boston, Massachusetts, May 25-28, 2017.

As a genre of Literary and Rhetorical study, Travel Writing generally occupies a marginal status in most curricula. The same might also be said of Travel Writing as a practice. Confronting this, we welcome papers on the specific challenges and rewards of travel-writing pedagogy, either as a study in itself or as a practice.

Proposals might consider the following questions:

Brief abstracts are invited for a volume of essays about the uses of poetry in pedagogical contexts.  We are seeking essays that reflect innovative practices.  We are negotiating with a major academic publisher and there will be a peer review process.  At this point, we are just seeking 500 word abstracts for original scholarly essays.  Please email 500-word abstracts, with cv, to Sandra Lee Kleppe, Hamar University College, sandra.kleppe@hihm.no, by December 31, 2016.

Association of Canadian College and University Teachers of English (ACCUTE) 

Ryerson University

Toronto, Ontario

May 27-30, 2017

Roundtable format

While labor economics and political theory regularly engage the phenomenon of class conflict, literary study often glosses over it. This roundtable seeks to resuscitate the vexed question of class-bias in the academy, as reflected in the absence of or meager attention given to literary representations of working class consciousness. Papers drawing from any literary chronology and any genres are welcome.  The purpose of this roundtable is  first to explore the marginalization of working class life but then to  propose a remedy. How can literary studies acquire cross-class agency, recognizing  working class subjectivity within a traditional literary canon?  This will be the roundtable's culminating question for presenters and attendees.

Second and Final Call

for chapters to be included in a book contracted to be published in 2017, entitled:

Diversity, Equity and Inclusion in Honors Education (CSP, 2017)

Each chapter will be 4000 words in length and a next to final draft would be required by December 18 2016; with final drafts, following a reading, by February 18 2017.

Closing date for chapter abstracts (150 words) is September 30 2016 - gharper@oakland.edu

This panel seeks to bring together teacher-scholars who utilize the philosophical tradition of American Pragmatism in teaching literature, writing, digital media, cultural studies or rhetoric and composition.

This includes those who teach the work of William James, John Dewey and their progeny directly, and those who use pragmatist thought to inform broader pedagogical or theoretical projects.  Whether interested in the semiotics of C.S. Peirce, the neo-pragmatism of Richard Rorty or Stanley Fish, the “prophetic pragmatism” of Cornel West, or any other branch of the pragmatist tradition, all are welcome.

Major and Minor Works in World Literature--a roundtable at the annual NeMLA convention 

March 23-26, 2017, Baltimore 

This roundtable is organized by NeMLA world literature working group as a yearly forum for discussing theoretical and historical issues, pedagogy and curriculum, and new directions in the field of world literature. We invite world literature scholars and practitioners to take part in the meaningful dialogue on the term "world literature" and its relation to the fields of postcolonial and comparative literature, as well as to share their approaches to teaching specific courses or curriculum building. This year's theme is "major and minor works in world literature," but proposals on other topics are welcome as well. 

There is a subtle irony in the fact that Thomas Hoccleve, whose corpus of early fifteenth-century poems is saturated with the concepts of recovery and rehabilitation, has been at the center of a decades-long process of poetic and pedagogic rehabilitation in university English departments. No longer brushed aside as a mere epigone of Geoffrey Chaucer, the traditional nucleus of Medieval English literature syllabi, Hoccleve now claims a legitimate place in the late medieval canon.  But what is that place exactly, as far as college classrooms go?

Dear Colleagues, 

Please consider submitting an abstract for the proposed session below to be held at the NeMLA Convention in Baltimore, March 23-26, 2017.

The session aims to reimagine the fundamental pedagogical role of foreign language and culture courses in the college curriculum in the era of globalization. The interdisciplinary approach should be based on content to create opportunities to reflect on culture and cultural values essentially intrinsic in language and language learning.

Evil Children: Children and Evil

1st Global Conference
Call for Participation 2017

Friday April 7th – Sunday April 9th 2017
Lisbon, Portugal

The idea of the child as innocent, as pure, the ‘little angel’ in need of protection from the harsh realities of life and the corrupting influences of the world around us has come to dominate our thinking, language, values, social policies and educational philosophies in the past few decades. Children are seen as ‘little people’, ‘blank slates’, works in progress who are loved, nurtured and guided as they grow to become mature, rational and responsible adults.

Submission deadline: Currently ongoing until full

Creative writing found a home in universities in the United States in the early part of the twentieth century and grew in popularity in the postwar era. Hundreds of creative writing programs now exist across the nation, both at the undergraduate and graduate levels, as writers earn any one of a number of degrees: BAs, BFAs, MAs, MFAs, and Ph.Ds.

Rhetorics of Scientific Objects

Application deadline: 1 October 2016 at: http://associationdatabase.com/aws/RSA/pt/sp/institute_application

Workshop to be held 25-27 May in Bloomington Indiana

Workshop Leaders:

John Lynch, University of Cincinnati
Lisa DeTora, Hofstra University

Roundtable: “On Reading and Re-Reading Literature”

Northeast Modern Languages Association

23-26 March 2017

Baltimore, MD  

Richard Johnston, United States Air Force Academy

NeMLA 2017 in Baltimore, MD

March 23-26

Writing Beyond the Language Requirement 

Recently, scholars have recognized that “L2 writing is not only an ability to acquire, teach, and assess—as is conventionally assumed—but L2 writing is also a means, context, and basis for learning, both of language and of writing” (Manchón, 2011, x). That is, second language writing involves both learning to write and writing to learn. What does this mean for our curricula?