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This panel session invites an examination of pedagogical adaptations at the departmental, class, or individual student level, highlighting opportunities to recognize and include different types of learners.
DECONSTRUCTING DOCTORAL DISCOURSES:
STUDENTS’ STORIES AND STRATEGIES FOR SUCCESS
Edited by
Deborah L. Mulligan and Patrick Alan Danaher
University of Southern Queensland, Australia
FOCUS AND RATIONALE
RESEARCHERS AT RISK:
THE PRECARIOUS POSITIONS OF SCHOLARS CONDUCTING DANGEROUS ENQUIRIES
Edited by
Deborah L. Mulligan and Patrick Alan Danaher
University of Southern Queensland, Australia
FOCUS AND RATIONALE
Call for Papers 51st Annual Convention, March 5-8, 2020Boston, Massachusetts
Marriott Copley Place
Abstract Proposal Deadline: September 30, 2019
http://www.buffalo.edu/nemla/convention.html
Cultural Studies and Media Studies
Pedagogy and Professional
Click here to post your abstract by 9/30/2019
https://www.cfplist.com/nemla/Home/S/17869
Chair
Maryann P. DiEdwardo
Although much has changed in the academy in recent decades, many struggles related to gender and the “traditional notions” of the roles women fulfill and the roles men fulfill in the academy have remained strikingly rigid, to the detriment of individuals as well as to the collective institution. Women still bear a service burden disproportionate to that of their male colleagues. Women in the academy still struggle with childbearing and child rearing choices that men in the academy do not face in the same way. Women still face sexism and sexual harassment that their male counterparts escape. For women of color, the burdens are magnified.
The 26th Annual Gender & Sexuality Writing Collective
Susan B. Anthony Institute for Gender, Sexuality, and Women’s Studies
October 25-26, 2019, University of Rochester, Rochester, NY
The Susan B. Anthony Institute for Gender, Sexuality, and Women’s Studies at the University of Rochester will hold a two-day writing collective on October 25-26, 2019. The writing collective will provide a lively platform for graduate students to workshop a paper with fellow graduate students and faculty from multiple institutions.
From Sue Doe and Seth Kahn, co-editors:
We are excited to offer our first call for proposals for a new book series called Precarity and Contingency, published by the Colorado State University Open Press and sponsored by the CSU Center for the Study of Academic Labor.
Deadline: August 30, 2019
Decisions: Early October 2019
What we want to publish
More than 400 years after his death Shakespeare is still taught in western universities and throughout the world. The number of published books related to his works as well as similarly devoted scholarly conferences seem to increase yearly. This means that what and how to approach teaching Shakespeare is not stagnant as might be imagined, but rather is expanding. The number of plays attributed to Shakespeare have seen some fluctuations, but the theory and scholarly research applied to pinch and prod his works continue to produce new stimulating insights. This gives the teacher more options on what to include in their lessons and by necessity, what to exclude. It is no easy choice deciding what to focus on in the classroom.
How does pedagogical strategizing work in teaching Global South Asian literatures in majority serving institutions located in areas where the student body is mostly white, or lacking in South Asian immigrant groups? How does South Asian literature find a place in general education core courses? What are some current practices and challenges that scholars of color specializing in and including South Asia as a text, experience in their classrooms? We are interested in sharing experiences on teaching, planning courses, writing curriculum development projects including South Asia centric courses both for the major and the general education classes that embrace the inclusion of literatures from the global South, especially from South Asia.
Graduate programs are primarily configured to equip students with the tools to thrive within an economy of knowledge production, but such a pedagogical framework takes for granted the structural inclusion of opportunities for developing competencies that are corollary to academic skills. Many of these competencies—planning and organization, collaborative management, transparent communicativeness, fiscal accountability, conflict resolution, stress tolerance, tactful coaching and active mentorship, to name a few—are increasingly being valued as essential for workplace success and leadership.