pedagogy

NeMLA 2022: Baltimore, MD. March 10-13, 2022

Roundtable: Pedagogy & Professional

Notes from the Field, a publication of the TPS Collective, is now accepting submissions about teaching with primary sources for two series of peer-reviewed blog posts: “Teaching through the Pandemic: Challenges, Triumphs, and the Next Chapter” and “Practical Pandemic Instruction.”  These series are intended to highlight a broad range of voices in reflective practice from all sectors of the TPS community.

Series Two: Practical Pandemic Instruction

PAMLA Nov 11-14, 2021

https://www.pamla.org/conference/

Virtual (online) panel:

French and Francophone Film and Media in the Classroom

This virtual (online) panel is open to contributions from a broad range of disciplines, including but not limited to French, Modern Languages, Film Studies, History, Humanities, Communication, etc. Papers may focus on teaching strategies, pedagogical innovations, practical tools and resources for teaching film, or discuss curricular challenges and solutions, exploring the place and uses of French and Francophone film and media in the changing Liberal Arts Curriculum. Papers in French or English are welcome.

ABSTRACT

We are currently seeking craft essays, personal essays, and more for a creative panel entitled "'It's Dangerous to Go Alone': Building Community Beyond the Workshop" at the Northeast Modern Language Association's 2022 conference in Baltimore, MD, from March 10-13, 2022.  

deadline for submissions: 

August 15, 2021

full name / name of organization: 

Jessica McKee

contact email: 

feministplaybook@gmail.com

We seek submissions for The Feminist Playbook: Classroom Activities for Intersectional Pedagogy­­—an edited book collection of  interdisciplinary, feminist lesson plans intended for any higher-eduction class where learning happens outside of the gender box. We are currently in discussion with Routledge and CRC press about publishing this professional resource for faculty and instructors teaching in colleges and universities. 

We envision this seminar as an opportunity to further reflect on the changes in pedagogy and performance praxis that have germinated from the changes brought about by the global health crisis and social justice movements. As Shakespeareans working across the disciplinary lines of literary and theatre pedagogy and performance, we invite colleagues to present papers critically discussing the experience of reading, teaching, performing, and appreciating Shakespeare in text and in performance.

The Interdisciplinary Journal of Leadership Studies is seeking submissions for its inaugural volume, themed around “Leadership, Pandemic, and Disease.” We welcome submissions from any discipline in the social sciences, humanities, sciences, arts, or cross-disciplinary studies that address questions of leadership, justice, policy, and/or society relating to the concepts of illness, disease, and pandemic (taken literally or metaphorically). 

       Call for Papers

Twentieth Claflin University Conference on English and Language Arts Pedagogy in Secondary and Postsecondary Institutions (Virtual)

October 27-28, 2021

THEME: READING AND WRITING ACROSS THE CURRICULUM:  

DIGITAL LITERACIES, EQUITY, AND ACCESS

Wednesday, Oct. 27, 2021                                                                              

Concurrent sessions (webinars on Zoom)

April Baker-Bell’s landmark study Linguistic Justice: Black Language, Literacy, Identity and Pedagogy challenges English, writing and literature faculty to re-examine the ways the required use of “Standard” American English (SAE) impacts African-American learners. Baker-Bell’s critique extends and complicates our discipline’s ongoing work to ensure that composition, literature, and language classrooms are equitable spaces for all learners, not just those whose linguistic skills and goals align with SAE. It calls on us to consider how implicit or explicit expectations for language use might silence and disadvantage speakers of Black English while privileging speakers of SAE.

Description:

The ubiquity of social media and technology affects how people perceive and care for the world (digital and physical) around them. This panel engages scholars on how a seemingly endless stream of information causes readers to waffle on the precipice of fake news and misinformation, creating a threat to cultural representations, critical literacy, discourse, and cultural misinformation in virtual spaces. Scholars will explore the impacts of or potential means of combating increasingly pervasive fake news in a society reliant on digital information.

Abstract:

Mental health related challenges among graduate students have long been known as a serious concern across universities throughout the world. Findings from a recent survey of graduate students across numerous fields of study, countries, and institutions suggest that graduate students are over six times more likely to experience anxiety and depression than the general population (Evans et. al 2018). Women, LGBTQ students and graduate students from other, minoritized, underrepresented groups in universities are even more vulnerable to such issues.

How does one prepare for a comprehensive exam? Who would make for the best members of a dissertation committee, and how should one ask them for help? What kind of relationship should one have with other graduate students? How does one move from being an undergraduate to a graduate student?

Equipping undergraduate students with the skills to express themselves and communicate their research results effectively has far-ranging impacts, from providing a measurable outcome of undergraduate research in coursework and programs to building interpersonal experience for college graduates as they pursue further education or professional paths where they will discuss complex subjects with nonspecialist audiences.