Affect and Emotion in the Writing Center
Call for Proposals—Affect and Emotion in the Writing Center
Deadline for Chapter Proposals: December 15, 2018
Stories shape the work that we do, producing both reassurance and dissonance as we reconcile lore to lived reality in writing center scholarship and practice. This edited collection seeks to disrupt our understandings of how narratives are constructed, circulated, and utilized in writing center scholarship and practice by attending to the affective dimensions of writing center work. Multiple scholars have examined how stories are utilized in the writing center for our current and future practices (Briggs and Woolbright; Boquet; Nicolas). For example, in Peripheral Visions, Jackie Grutsch McKinney contends that “writing center work is complex, but the storytelling of writing center work is not” (3). She argues that the “grand narrative” of writing center work disallows for alternative perspectives and narratives, thereby re-inscribing particular ways that writing center work happens. Following her work, our collection seeks to bring together multiple perspectives on how emotion and affect in writing centers contribute to our lived practices and the stories we tell.
Emotions play an ever-present, but under-discussed role in the interactions, work, and relationships that form in writing centers. While emotional labor features prominently in Nikki Caswell, McKinney, and Rebecca Jackson’s study of new writing center directors, they found that there are “no other writing center studies addressing emotional labor and only a few mentions of emotional labor elsewhere in writing studies” (186). Apart from the limited scholarship on emotion in writing centers, emotion was the topic of the May/June 2018 issue of WLN, and theorists and practitioners have studied emotion’s role in administrative and consultant work (Caswell; Jackson et. al; Rowell; Taylor), and in the ways consultants respond to student writing (Fiesthumel; Follett; Meuse; Mills; Praxis Admin).
Building on this scholarship, we are interested in exploring how emotions function in writing center narratives and how the circulation of emotions affect the lived realities and everyday interactions taking place in writing centers. Adopting both Sara Ahmed’s view on emotions as circulatory, and Laura Micciche’s stance on emotions that “stick” we will argue that emotions are “lived, embodied, and social,” and augment the complexity of the stories we tell. This collection seeks to make intelligible emotions and affect in the material realities of writing center scholarship.
We invite proposals that address affect and emotion in the work of administrators, consultants, tutors, and students in the writing center. We are particularly interested in work that addresses the following questions:
· How are emotions connected to writing center narratives and stories in the center?
· How can we use emotion to problematize or support narratives of writing center work?
· How do emotions allow us to reframe our experience and attend to possibilities in writing center work?
· How do things like emotional intelligence and emotional labor affect the work we do?
· How do lived, embodied, and material experiences of emotion affect writing center work?
· How can emotional research and scholarship from other disciplines inform what we do in writing centers?
· How do we study, theorize, and research emotions in writing centers?
· How does attention to emotion relate to social justice work?
300-500 word chapter proposals due December 15, 2018
Contributors will be notified by February 1, 2019
Completed 6,000-7,000 word chapter submissions will be due August 1, 2019
Revised chapter submissions tentatively due December 1, 2019