While the literature of decadence often emphasizes the imaginative transgression of borders of all kinds, studies of literary decadence often remain strictly bound by the borders of Europe. Moreover, publishing programs dedicated to anthologizing decadent literature routinely reinforce national paradigms, marketing themselves as collections of the decadent literature of France, England, or Germany, for example. While various studies examine decadent literature's complex temporalities, these studies also focus largely on the usual fin-de-siècle suspects and their immediate predecessors or modernist successors.
This panel seeks papers relating to the construction of friendship in early modern women's writing for a session at the Sixteenth Century Studies Conference (Vancouver, BC, October 22-25, 2015) to be sponsored by the Society for the Study of Early Modern Women. Paper topics might include (though are certainly not limited to) literary representations of friendship; women's epistolary rhetoric; gift exchange between friends; patronage and friendship; networks or communities of female friendship; literary coteries; expectations surrounding women's and men's friendships in the period; notions of privacy and/or publicity in the expression of friendship.
Our proposed collection aims to explore the meanings of crossover in the eighteenth century. The concept of crossover grew out of the uneasy reconcilement between the era's belief in the absoluteness of taxonomical categories and its paradoxical insistence on the potential malleability and manipulability of the same. Sweeping changes in the cultural scene challenged the seeming discreteness between conceptual kinds, and unleashed the possibility of transcending boundaries of all sorts.
Papers are invited for a special session on treatments (and elisions) of racial politics, aesthetics, identities, and experiences in recent conceptual writing and related experimentalisms. If conceptual writing pits itself "against expression," how might its practitioners offer possibilities for challenging and reworking conventional ways of writing racial politics or for entrenching racialized assumptions and racial privilege within the worlds of experimental poetry and poetry studies?
This panel considers the pedagogical challenges of teaching trauma literature and trauma theory to undergraduates and theorizes ways of teaching that can combat—versus exacerbate—depicted catastrophes. Submit 300-word abstracts and a 1-page CV by 13 March 2015 to Eden Wales Freedman (firstname.lastname@example.org).
THE 2015 ELLAK INTERNATIONAL CONFERENCE
"Spaces/Spatialities: Practices, Encounters, and Articulations"
December 10-12, 2015, Busan, Korea
Even after 100 years, debate continues over the meaning, consequences and legacy of the Somme Offensive of 1916.
The traditional view of it is that it was a catastrophe and a failure, but recent works by historians like Gary Sheffield and William Philpott have challenged this view and promoted alternate understandings of the campaign.
Papers should examine literary engagements with the Somme Offensive of 1916, with its legacy, or with its impact on writing about the First World War or war more generally. A 350-word abstract and a 50-word bio should be submitted by March 15, 2015; please send to Nicholas Milne-Walasek at email@example.com.
We encourage papers across all disciplines. Suggested topics include, but are not limited to:
Nancy Fraser has written that, from the perspective of critical theory, "it is by no means clear what it means today to speak of 'transnational public spheres." This special session responds to the 2016 presidential theme, and asks what "the public sphere" means for an age of globalization. How does contemporary literature contribute to public sphere theories that overspill the imagined and material borders of the nation-state? What kinds of publics do these texts address and envision? And how do these texts modify the language of deliberative democracy to incorporate multi-state political bodies?
Proposals invited for MLA roundtable session (Austin, TX; January 2016) on innovative approaches to teaching literature surveys. Papers may encompass the practical (e.g., syllabus design, teaching strategies, assignments/assessment), the institutional (i.e., ways of introducing curricular innovation), and/or the theoretical (i.e., on place of the survey course in our curricula and the discipline). 250-page abstracts and brief CV to firstname.lastname@example.org by March 15.