CFP: Teaching Working Class Studies (12/15/05; collection)

full name / name of organization: 
Jonathan William Senchyne
contact email: 

Call For Submissions: Teaching Working-Class Studies

The editors of Living Forge Books seek annotated syllabi, detailed course
assignments, and narratives of teaching experiences from teachers,
instructors, and professors whose
teaching fits under the multi-disciplinary umbrella of "working-class studies.
At the 2005 Working-Class Studies Conference, Paul Lauter proposed such an
edition as a way of
increasing the visibility of WCS, disseminating ideas to other teachers, and
legitimating curriculum
proposals to chairs, deans, and other faculty. He felt it could serve much
the same purpose as his 1983
Feminist Press publication, Reconstructing American Literature: Courses,
Syllabi, Issues. This project is
a response to that call.
One of the challenges of teaching Working-Class Studies is that in our home
departments there is
commonly no course dedicated to the teaching of working-class literature,
culture, and history (labor
history being a notable exception). So, for many of us the challenge is to
integrate WCS into an already
established traditional curriculum. The editors are especially interested in
the solutions that teachers
and scholars have developed to overcome this challenge (paper assignments,
mini-units, issues,
lectures, etc). Needless to say, we are also interested in courses entirely
dedicated to the study of
working-class life and culture.
We are also aware that many of the "foundational resources" in this discipline
(The WCSC website, Janet
Zandy's What We Hold In Common) include syllabi and materials quite like the
ones we are describing.
Our intention is to produce an updated volume centrally organized around
pedagogical resources and
their contemporary applications.
To be considered for inclusion in the edition, your syllabi, assignments, and
other pedagogical
resources should be descriptive, detailed, and where appropriate presented
with a narrative that will
assist other teachers in replicating your successes, avoiding your
non-productive errors, and further
developing the curriculum and field of study. Deadline for submissions is
December 15, 2005 with
publication expected in May/June 2006. Contact with the editor (Jonathan
Senchyne) is welcome and
encouraged before that deadline.
Please direct all inquiries to Jonathan Senchyne electronically via or c/o The
Department of English, Hall of Languages, Syracuse University, Syracuse, New
York, 13244.

Jonathan W. Senchyne
Graduate Student, Department of English
Instructor, The Writing Program
Syracuse University
Office: 012 HB Crouse Hall
Office Hours: Tues, Thurs: 1:00 - 2:00

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Received on Mon Sep 12 2005 - 11:15:22 EDT