UPDATE: AEQ: Social Awareness and the Writing Classroom (8/30/03; journal issue)

full name / name of organization: 
Natalie Friedman

UPDATE: Social Awareness and the Writing Classroom deadline extended for
Acaemic Exchange Quarterly!

The peer-reviewed journal, Academic Exchange Quarterly, will devote part of
its Winter 2003 issue to the topic of Social Awareness and the Writing
Classroom. The deadline has been extended to August 2003. See below for a
description of the topic, and visit the AEQ website for information on
submissions, and the formal call for papers.

In recent years, schools and communities across America have experienced
crises with increasing frequency. These events take a variety of forms,
ranging from tragedies within the school to occurrences outside of the
classroom that directly affect the school community. While schools have
historically responded to all manner of tragedies, the growing complexity
and severity of contemporary crises raise a unique set of issues for
instructors to confront. Besides the most evident recent tragedy concerning
the terrorist attacks on the World Trade towers, communities are facing
student violence, school shootings, teacher and student suicides, accidental
deaths, discrimination or violence against targeted groups, and many; other
localized issues. All teachers share a responsibility for helping students
come to terms with and sometimes act on; these events, but teachers involved
with a “writing classroom” of any kind have a unique stance from which to
engage; students in critical thought and discussion of the crises. What are
some of the ways an instructor can use the writing; classroom to promote
constructive thought, discussion, and awareness of the issues surrounding a
crisis? What are some of the considerations an instructor must explore
before delving into these activities—personal feelings, student
sensitivities, and; community or school views?

Who May Submit: All writing teachers with experiences responding to crisis
in the classroom, whether positive or negative. Raising sensitive or
volatile issues in the classroom is a tricky business, and learning from
others’ trial and error experiences is an effective way to develop a strong
approach. Contributors are not limited to Composition or Literature
instructors; anyone who teaches a class with a writing emphasis is
encouraged to submit.

Please visit the AEQ website for more information - the address is
rapidintellect.com, and you want to find the Summer '03 issue. Deadline has
been extended to August 30, 2003.

Please identify your submission with keyword: WRITING

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          or write Erika Lin: elin_at_english.upenn.edu
Received on Tue May 13 2003 - 12:43:32 EDT