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.
Nemla Baltimore March 23-26 2017
Call For Abstracts: Fostering Global Competence Through Film: Reimagining the Foreign Culture and Language Class
Please consider submitting an abstract for the proposed session below to be held at the NeMLA Convention in Baltimore, March 23-26, 2017.
The onset of autumn is a solemn reminder that the world lost August Wilson in October 2005. It is also the harvest season--a time for taking stock of his life's work and for promoting new ways of analyzing, teaching, discussing, researching, and, ultimately, safeguarding the rich legacy that he bequeathed to us.
This much-anticipated AUGUST OCCASION and celebration, which also marks the August Wilson Society's 10th Anniversary, will feature an array of panels, roundtables, workshops, creative works, and performance pieces that test new theories and that introduce novel approaches to Wilson's art, his activism, and yet-undiscovered meaning in his ten-play American Century Cycle.
Baltimore, Maryland, has been the home of several important African American authors, including Frederick Douglass and Frances E. W. Harper. In addition to these major writers who influenced the emergence of African American protest literature of the tumultuous nineteenth century, there are several other significant writers of prose and poetry who have lived in the city and created African American literature. Notable examples include Zora Neale Hurston, Countee Cullen, Waters Turpin, Eugenia Collier, and Lucille Clifton.
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.
Call for papers: “Teaching Bandes Dessinées as Literature”
The 48th NeMLA Annual Convention
Baltimore (The Johns Hopkins University) March 23-26
"Translingual and Transcultural Competence: Toward a Multilingual Future in the Global Era"
What does it mean to be working class? How do languages spoken, values held, and cultural representations vary given one’s class position? Though 62% of the country is working class (Zweig), the answers to these questions are left largely unclear and unspoken. Among others, these questions will be addressed via reflection and exploration from individuals from the working class, or who many call “working-class academics.”
Researcher and social activist Jean Anyon, in her investigations of social class reproduction in education, suggests "there is a ‘hidden curriculum’ in school work that has profound implication for theory—and practice—in education” (“Social Class” 67). By making class unhidden in the curriculum, students no longer feel they must "hide" themselves, and allows faculty to foster more honest conversations and writing about such issues.
NeMLA 2017 in Baltimore, MD
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?
Modern Technology in the Composition Classroom Presiding Officer: John Misak, New York Institute of Technology
This session would focus on the implementation of modern technologies (digital texts, smart devices, social media, video games, etc.) in first-year writing and strategies to incorporate them in the classroom. It will explore research, empirical and theoretical, on technology as an aid to writing instruction, and ways to navigate common pitfalls with the practice.
Proposal link: http://www.pamla.org/node/add/proposal