The Dangling Modifier Spring 2022
The Dangling Modifier: Call for Papers Spring 2022 Issue
Responding in the Writing Center, the Writing Center Responding
a service provided by www.english.upenn.edu |
FAQ changelog |
The Dangling Modifier: Call for Papers Spring 2022 Issue
Responding in the Writing Center, the Writing Center Responding
Keynote speakers: Avtar Brah and Sophie Chao
Plus a reading from Leone Ross
The Keats-Shelley Association of America (K-SAA) and Romantic Circles Pedagogy (RCP) Anti-Racist Pedagogy Colloquium is soliciting submissions for our new resource on anti-racist teaching, "Towards an Anti-Racist Pedagogy."
This webpage, which will be accessible through the K-SAA and RCP websites, will offer suggested readings, bibliographies of relevant scholarship, sample assignments and syllabi, and guides to use in the classroom. This project will be ongoing: our goal is that each year, a new cohort will develop and expand the resource.
Beyond the Margins.
A Graduate Journal of Literary Scholarship
University of New Orleans
Beyond the Margins is a new annual, online, blind peer-reviewed journal, housed at the University of New Orleans, dedicated to furthering diversity in academia through the publication of graduate student scholarship in the field of English, with a focus on literary and textual studies. The journal's aim is twofold: to broaden opportunities for graduate student scholars to contribute to academic conversations and to provide a platform for alternative forms of scholarship.
IN SEARCH OF EPISTEMIC JUSTICE: A TENTATIVE CARTOGRAPHY
Call for Applications
This seminar aims to explore epistemic inequality and epistemic injustice in a variety of cultural, historical and geopolitical contexts, as well as within the academy. When discussing epistemic inequality or injustice we refer to the marginalization and de-legitimation of ways of knowing and methods of knowledge production and dissemination that stem from non-dominant cultural locations, identities and positionalities.
Concise Collections on Teaching Eighteenth-Century Women Writers and Artists, a new series launched by ABO: Interdisciplinary Journal on Women in the Arts 1650-1830, seeks proposals of 300 to 500 words for brief essays on
Teaching Anne Finch, Countess of Winchilsea
guest editor, Jennifer Keith
The Keats-Shelley Association of America (K-SAA) and Romantic Circles Pedagogy (RCP) Anti-Racist Pedagogy Colloquium is soliciting submissions for our new resource on anti-racist teaching, "Towards an Anti-Racist Pedagogy."
This webpage, which will be accessible through the K-SAA and RCP websites, will offer suggested readings, bibliographies of relevant scholarship, sample assignments and syllabi, and guides to use in the classroom. This project will be ongoing: our goal is that each year, a new cohort will develop and expand the resource.
Drawing on the ASA conference theme “The Roof is on Fire,” this session invokes the phenomenon of book burnings to launch a broader conversation about the politicization of children’s media and the category of childhood itself — especially in debates about what materials children can and cannot encounter in domestic, institutional, and public spaces. For example, how is childhood being deployed in the targeted disinformation campaigns over Critical Race Theory?
Confronting Curriculum Epistemicide within Teacher Preparation: Art, Poetry, and Teacher Resistance
Northwest Journal of Teacher Education
Call for Papers for the Fall 2022 Edition (Volume 17, Issue 3)
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.
CALL FOR PAPERS:
TRANSITIONS AND TRANSACTIONS VI: Teaching Literature in the Time of COVID
Call for Papers: Wisconsin English Journal Spring/Summer 2022 Issue (64.1)
College students with attention-deficit/hyperactivity disorder (ADHD) and/or other learning disabilities are frequently allowed to complete examinations and assignments under separate rules or even in a separate, distraction-reduced setting. For example, although separate room test accommodations are believed to provide students with equal access to testing and thereby improve performance, little experimental research has examined their effects on actual test/essay scores. Even less research and scholarship focus on the location of testing and the impact of testing centers on students with various documented disabilities.
CALL FOR PAPERS: The CEA Critic, Special Issue: “Impediments to Student Success”
For the past year (and more), teachers at all levels, across disciplines, and, indeed, around the globe have been working overtime to ensure their students’ success in the face of the COVID-19 pandemic. COVID presented a set of obstacles new to most of us. At the same time, COVID called our attention to obstacles that have interrupted our students’ paths since long before the pandemic. These obstacles, which have only become more obvious, are what we now wish to explore.
Call for Proposals: Unsettling Poetry Pedagogy
Editors: Caroline Gelmi, UMass Dartmouth and Lizzy LeRud, Georgia Institute of Technology
EXTENDED Proposal deadline: Wednesday December 1, 2021.
A note from the editors about the deadline extension:
We’re so grateful for the many exciting proposals we’ve received so far. Because we’re now inviting additional contributions in a few targeted areas, we’ve extended the deadline to facilitate these new submissions. We’re still happy to accept proposals on a variety of topics (see the original cfp below for a full list of ideas), but we’re especially interested in the following:
This is a call for contributions to a set of articles we aim to submit to a leading peer-reviewed journal as a special issue on “Reorienting the Gulf: Epistemologies, intellectual traditions and new approaches”. The project is organised by Charlotte Lysa (University of Oslo), Marc Owen Jones (Hamad bin Khalifa University), and Fatema Hubail (Georgetown University Qatar). Among possible target journals, the Journal of Arabian Studies has expressed an interest in principle, subject as always to the usual double-blind peer-review process.
CALL FOR ABSTRACTS AND PANEL PROPOSALS
Midwest Popular Culture Association/Midwest American Culture Association Virtual Professional Development Conference
Friday-Saturday, March 11-12, 2022 on Zoom
Submit paper, abstract, or panel proposals (including the title of the presentation) to the appropriate audience area on the Submissions website (https://bit.ly/ProDevSubmit22). Please do not submit the same paper to more than one audience area.
Theme for 2022: Becoming MPCA/ACA: The Virtual Conference for Emerging and Independent Popular Culture Studies Scholars
Deadline for receipt of proposals is Friday, January 14, 2022.
Call for Papers– DEADLINE EXTENDED!
Disability Studies Area
Southwest Popular / American Culture Association (SWPACA)
43rd Annual Conference, February 23-26, 2022
Hyatt Regency Hotel & Conference Center
Albuquerque, New Mexico
Proposal submission deadline: November 14, 2021
ALECC 2022
Association for Literature, Environment, and Culture in Canada
Association pour la littérature, l'environnement
et la culture au Canada
Biennial Conference
June 15-19, 2022
University of Saskatchewan
At the heart of Saskatoon, on Treaty 6 territory and the homeland of the Métis.
Pandemic Pedagogy:
Teaching and Learning During and After COVID-19
Call for Papers:
We seek proposals for contributions to an edited volume on teaching and learning during and after COVID-19.
Context:
This CFP is for a roundtable session sponsored by the Women's and Gender Studies Caucus (WGSC) at NeMLA 2022. The convention will be held from March 10-13, 2022, at the Baltimore Waterfront Marriott.
Mentorship as Intersectional Feminist Practice
CFP Studies in the History of the English Language (SHEL-12)
http://depts.washington.edu/shel12/
Please join us in Seattle for the twelfth meeting of SHEL on May 19-21, 2022. SHEL has been meeting biennially for two decades; it is the preeminent gathering in North America that examines the English language and its history. The conference is returning to the University of Washington after 20 years, and we are excited to welcome you back.
Special Volume on Anti-Ableist Activism:
Volume 4, June 2022
Edited by the Anti-Ableist Composition Collective
with support from Spark
Submission Deadline: 10 January 2022
Call for submissions
Back to “Normal”
The University of Florida’s Writing Program invites proposals for our annual Conference on Pedagogy, Practice and Philosophy. This year, as we approach the tenth anniversary of this conference, we want to recognize the continuing importance of developing practical strategies and approaches for teaching writing while also interrogating universities across the US’ desire to return to “normal” instruction this year, even as the COVID-19 pandemic continues.
Subject: Call for Papers: GRAMMAR and LINGUISTICS at CEA 2022
Call for Papers, Grammar and Linguistics at CEA 2022
March 31-April 2, 2022 | Birmingham, Alabama
Sheraton Hotel, Birmingham | 2201 Richard Arrington Jr Blvd N, Birmingham, AL 35203
The College English Association, a gathering of scholar-teachers in English studies, welcomes proposals for presentations on Grammar/Linguistics for our 52nd annual conference. Submit your proposal at www.cea-web.org
Subject: Call for Papers: Technical Writing at CEA 2022
Call for Papers, Technical Writing at CEA 2022
March 31-April 2, 2022 | Birmingham, Alabama
Sheraton Hotel, Birmingham | 2201 Richard Arrington Jr Blvd N, Birmingham, AL 35203
The College English Association, a gathering of scholar-teachers in English studies, welcomes proposals for presentations on [special topic title] for our 52nd annual conference. Submit your proposal at www.cea-web.org
https://www.acla.org/teaching-fiction-and-immigration American Comparative Literature Association Conference in Taipei, Taiwan: June 15-18, 2022 Seminar Title: Teaching Fiction and Immigration This seminar invites proposals centered on the practice of teaching fictional texts that focus on immigration and immigrant experiences. Proposals may address the teaching of fictional texts of any time period, genre, medium, or geographic/linguistic origin.
Podcasts have left the garage and entered the university. This seminar considers the ever-expanding place of podcasts and podcasting in humanities research, teaching, and scholarship. Are podcasts welcome alternatives to the gatekeeping of academic journals and exclusive conferences? Or is “start a podcast” the new “learn to code,” just another skill that humanities scholars must adopt to stay relevant in a shrinking field? Do podcasts encourage new forms of scholarship, knowledge, and collaboration? What are the intersections between podcasts and the fields of public humanities, digital humanities, and sound studies?
Update: the deadline for this CFP has been changed to October 15, 2021.
This roundtable invites brief presentations of concrete strategies for carrying out undergraduate research in the humanities as well as specific ideas for the application of undergraduate research either inside or outside of the academy. NeMLA's 53rd convention will be held March 10-13, 2022, in Baltimore, MD. Please submit an abstract of 200-300 words through the NeMLA website [https://www.cfplist.com/nemla/Home/CFP] and any questions to Kathryn Hendrickson at kraehendrickson@gmail.com.
This roundtable is a combined showcase of published work that began on a NeMLA panel and an opportunity to extend the conversation from the original panel and publication to look at the increasingly global enterprise of RuPaul’s Drag Race and its pedagogical power. Across its chapters, RuPedagogies of Realness: Essays on RuPaul’s Drag Race and Teaching and Learning (McFarland 2021) tackles issues from heterotopia, pop-linguistics, philosophies of co-productive learning, and televised curricula to cultural appropriation, sports as pedagogy, stand-up as pedagogy, and even digital drag…right into the COVID-19 pandemic.
Girlhood Studies, as an academic discipline, is still growing. Since some educational institutions do include girls’ studies as part of a special curriculum, an academic program, a certificate course, a minor, or as part of Women’s Studies or Gender Studies, Girlhood Studies does have a presence in academia although at this stage rarely in an autonomous department. This interest in the pedagogies and practices of teaching Girlhood Studies is an important aspect of its growth as a field of study at university level, at school, and outside of formal academic settings.