What does it mean to feel precarious? Which bodies, subjects, and communities are more precarious than others? Is precarity a political-economic condition (the "precariat") and/or an affective, ethical, and psychoanalytical condition? Is there a social identity to "the precarious" in Canadian literature and culture, and is this identity entirely new or the renaming of an older category? To what extent does recent theoretical interest in precarity by European and U.S.-American scholars (Berardi, Berlant, Butler, Harvey, Lorey, Power, Puar, Standing) hold promise for Canadian cultural critics?

As 'World Literature' continues to move beyond traditionally conceived boundaries, how do we think of it as an object of study? What are some new methodologies, foci of study, literary self-conceptions, and interdepartmental or interdisciplinary possibilities for its teaching to undergraduates? This roundtable seeks to open a dialogue on these and other matters of teaching world literature beyond the boundaries. We invite papers on such topics as, broadly, conceiving of syllabi to constructing courses; classroom practices to departmental—and interdepartmental—efficacy instituting world literature course; and any other practice that extends 'world literature' past the more traditional boundaries.

For the forthcoming issue planned for December 2014, the editors of artciencia.com invite essays and artwork with original approaches to the topics of Art and Education, History, Aesthetics, and/or Technology, in Cinema, Literature, Music, Video Art, Theatre, Performance, Photography, New Media, Painting, etc., as well as e-Learning, English Studies, Law and Communication Sciences.
We are especially interested in essays and artwork that address the convergence of studies in social sciences and/or cultural studies with those in art, or reconsider the encounter of art and culture with specific historical or scientific events (i.e. new discoveries, technological development, political and social change etc.).

One of the most effective ways of learning is to immerse ourselves in the cultures we study; yet, we often encounter problems when these cultures are separated from us by constraints such as geography or time. When studying various people, places, events, and works, students and teachers rarely have the resources to visit each (if any) historical landmarks pertaining to their subject matter, restricting both research and teaching to textbooks and/or an amalgam of materials from various resources. The Virtual Education Project (VEP) is a large-scale pedagogical undertaking directed at providing both students and teachers with visual introductions to historical and contemporary landmarks (worldwide) relevant to the study of the humanities.

WRECK PARK
A Journal of Interesting Fictions, Interested Criticism

Wreck Park is a double-blind, peer reviewed publication run out of Binghamton, New York. The journal publishes prose, poetry, criticism, and interviews, and is particularly interested in conceptual frameworks and developments that set to disrupt canonical and standardized discourses of the contemporary academic and literary landscapes. The journal welcomes authors, poets, researchers, and thinkers whose work reflects an interrogation of engendered norms and traditions within societies, cultures, intellectual circles, and beyond.

We are seeking proposals for submissions to a collection of essays devoted to the theoretical and historical elaboration of the concept of rural modernity as it is worked out in literary, artistic, and other cultural objects and movements in early twentieth-century Britain.