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Early Career Scholars in French and Francophone Studies (roundtable)
51st NeMLA Convention
Boston, MA
March 5-8, 2020
For the C19 (Society of Nineteenth-Century Americanists) conference in Coral Gables Florida, April 2-5, 2020 (https://c19conference.wordpress.com), please consider submitting a proposal to this panel.
Call for Proposals: Special Issue of PedagogyUndergraduate Research as a Future of English StudiesGuest Editors: Kristine Johnson and J. Michael Rifenburg
Dear Colleagues,It is with great pleasure that we announce two sessions for NeMLA’s 51st Annual Convention to be held in Boston, MA on March 5-8, 2020. Please find the CfPs below; abstracts may be submitted by September 30, 2019 via the links provided. Feel free to disseminate this invitation and send any questions to the organizers Erin Myers and Kate Bastin (erin.a.myers@gmail.com and bastink@eckerd.edu). Thank you for your consideration!
Vegetative/Meditative States and Other Lessons from Plants in Early Modern Literature and Culture (Seminar)
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
Proposed dates:
10-12 November, 2019
Venue:
Moholy-Nagy University of Art and Design, Budapest, Hungary
Topic:
Interactive Narratives – the Future of Storytelling and Immersion in mixed reality mediums and performing arts. This conference aims to investigate whether XR/extended reality (VR/AR/MR) works will acquire a status comparable to film, performing arts and video games in the near future. On this basis, they are looking forward to papers that address narrative experiences enabled by XR and especially VR technologies. In addition, they want to challenge established storytelling strategies and instead more thoroughly analyse ways of creating engaging experiences.
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.
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.
This panel invites writers as well as literary scholars to address the question of political and literary engagement in our political age. In a political age, what happens to the novel or poem of interiority or introspection? Does literary material have to engage with the political? And if it doesn’t, can the political be read between its lines? What are the possibilities for creative work in an era that is increasingly in a state of emergency? Creative writers of all levels and genres are encouraged to explore these questions in the context of their own work. Paper proposals may be submitted on the NeMLA website. https://www.cfplist.com/nemla/User/SubmitAbstract/18240
Since the development of the Iowa Writer’s Workshop at the University of Iowa in the 1930s, creative writing courses at both the undergraduate and graduate level have proliferated. In 2008, there were 156 MFA programs in Creative Writing in the U.S; in 2016 there were 244. This roundtable will consider the status of international creative writing courses and programs within the context of the evolving picture of higher education. Some questions to consider: What effects might the spread of online education have on creative-writing pedagogy? Is creative writing as a field sustainable? As higher education moves to encompass a variety of formats and economic models, how will creative writing courses have to evolve?
Genre fiction (such as fantasy, sci-fi, suspense and mystery, thrillers, historical romance) has often been discouraged in creative-writing courses, even outlawed. However, in recent years, the popularity of genre fiction in the marketplace has challenged the boundaries of literary writing. This panel will consider some of the following questions: How do challenges to the traditional boundaries of genre impact the teaching of creative writing? How might fiction, drama, and even poetry address these challenges? How can the conventions and tropes of genre fiction be used fruitfully in literary writing? Both writers who work in or with particular genres and writers who have resisted the lure of genre are encouraged to share their work and ideas.
Despite an increasingly grim job market outlook, the humanities continues to produce PhDs in large numbers. Between 2007 and 2017, the number of available Assistant Professor positions in the field of English dropped from 879 to 320. During the same time period, the number of non-tenure-track positions increased from 21% to 34%. Yet in 2016, 5,500 doctorates were still awarded despite the massive post-2008 decrease in obtainable positions. As Vimal Patel wrote in a Chronicle article from September 2018, “The mirage has vanished.
51st Northeast Modern Language Association Convention
March 5-8, 2020
Boston, MA
This lightning roundtable seeks to amplify experiences of emerging women, trans, and non-binary scholars from a range of backgrounds across graduate, contingent, and junior institutional stature as they navigate careers in the academy. Participants will offer 3-5 minute “lightning presentations” that (a) share experience, (b) offer advice, and (c) demand change across micro and macro structures of the academy. Following the presentations will be ample time for open discussion between the participants and audience members.
This panel for NEMLA 2020 (Boston) examines the scholarly, pedagogical, and professional problems posed by current chronological demarcations of “early” and “modern” American literature and seeks to propose viable alternative chronological models. The specific years covered by the traditional undergraduate American literary survey have a lasting impact on the American public’s sense of literary history, the dissertation topics of graduate students, the canonical visibility of authors who span chronological margins, the specific texts that receive attention in an author’s oeuvre, the networking of scholars, the availability of grant money, the publication contracts of major presses, and the creation of tenure-track positions.
This session is a part of the 51st annual NeMLA convention in Boston, MA, to be held March 5-8, 2020.
This session is a part of the 51st annual NeMLA convention in Boston, MA, to be held March 5-8, 2020.
Making Connections, the first Humanities Commons Twitter Conference, will take place July 18th, 2019.
EXTENSION: Proposals are due June 3rd, 2019.
Recognizing the crucial role that community colleges play in the changing landscape of higher education, and the successes that they have had in educating and supporting a diverse student body, the ADE Bulletin calls for papers on two-year and four-year college institutional relations. Papers may treat the need for and reciprocal benefits of developing closer relationships between English departments and divisions of humanities at two- and four-year colleges, as well as the multiple pathways for developing those relationships.
Academic Writing Workshop
The workshop is designed for students, young scholars and independent researchers who would like to improve their academic writing skills in order to succeed in studies and in career.
It is organised to provide maximum hands-on practice for participants. Each session will include explanations, examples, exercises, and texts to help the participants develop techniques for working productively at different stages of the scholarly writing process.
Memory Studies Summer School
“Memory, Shapes of Time and the Writing of History”
13-18 August 2019 – London, UK
organised by
London Centre for Interdisciplinary Research
This summer school will cover topics in memory studies, historiographical reflection on narrative, oral history methods, anthropological studies on myth, memory and rituality and cinematic approach to the processes of memory telling.
Structured over a week, the school courses will explore to the following topics:
Developing Digital Skills Workshop
Digital literacy (digital tool knowledge + critical thinking) is an important set of skills for research. Acquiring it involves mastering several core competencies including, but not limited to:
– Internet searching, hypertextual navigation and content evaluation
– using information in multiple formats from a wide range of sources
– using the Internet as a publishing medium
Gender Research Workshop Oxford
The workshop is designed for students, young scholars and independent researchers with a particular interest related to gender studies. The workshop will allow them to deepen theoretical and methodological knowledge and critical thinking in gender studies.
The changes in the job market and the difficulties for landing a tenure track academic position have been a game changer during the last five years. As many graduate programs in the country have decided to accept lesser students annually, others have devised innovative solutions and have highly engaged in training students beyond academia. This roundtable aims at opening a conversation about professional careers outside academia. The roundtable welcomes speakers who have experience working beyond academia and can guide students and peers towards a professional career path.
The Journal of Veterans Studies (ISSN 2470-4768) is an open-access, peer-reviewed, international journal, aiming to sustain research in veterans studies, facilitate interdisciplinary research collaborations, and narrow gaps between cultures, institutions, experiences, knowledge, and understanding.
NeMLA 2020 Call for Classics Panel Proposals
Conference Dates: March 5-8, 2020 (Boston)
Conference Theme (session and abstract proposals do NOT need to be about the conference theme): Shaping and Sharing Identities: Spaces, Places, Languages, and Cultures
