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.
A special issue of Integrite: A Faith and Learning Journal will be devoted to Country Music and Jesus.
All the articles are scheduled. But the editor's now looking for 4-6 poems or song lyrics that address the same theme.
Send to Dr. Darren Middleton: firstname.lastname@example.org on or before July 15, 2019.
We are currently soliciting unpublished, quality research articles/case studies in the fields of ELT, Linguistics, Literature, Discourse and Translation Studies for Volume: 07, Issue: 03 [July-September, 2019 Issue] of IJ-ELTS.
The papers can address issues in/related to the following research disciplines-
Trauma, Narratives, Institutions: Transdisciplinary Dialogues
A Special Issue of the Journal of Trauma & DissociationSpecial Issue Guest Editors: Michael Salter, PhD & Iro Filippaki, PhD
SPECIAL ISSUE: CALL FOR SUBMISSIONS AND PEER-REVIEWERS
This special issue of the Journal of Trauma and Dissociation aims at bringing together socio-historical, anthropological, psychological, and cultural theorizations of institutional roles and narratives and the ways that they impact the lives of traumatized individuals.
ECOTHEE-2019: 6TH INTERNATIONAL CONFERENCE ON ECOLOGICAL THEOLOGY AND ENVIRONMENTAL ETHICS
September, 23-26, 2019, Orthodox Academy of Crete (OAC), Chania, Crete, Greece
CALL FOR PAPERS
We, as humans, are beginning to re-envision ourselves as part of this glorious creation, a member of an Earth community, at the same moment as Earth is entering a severe ecological crisis. This growing crisis leads more and more people to cry out in agony (cf. Psalm 103/104:29).
In “Dreaming of the Middle Ages,” Umberto Eco asks the question: “What would Ruskin, Morris, and the pre-Raphaelites have said if they had been told that the rediscovery of the Middle Ages would be the work of the twentieth-century mass media?”
Indeed, the twentieth-century mass media has disseminated what Eco calls, “escapism à la Tolkien” which has influenced many modern writers and cultural producers in other mass media such as films and video games. Although such “escapism à la Tolkien,” or “Tolkienesque” fantasy, seems harmless as pure entertainment, its consumption is massive, and many picture the Middle Ages not as it actually was, but how it is depicted through medievalist fantasy.
This panel is focused on the employment of fashion by female-identifying authors to discuss issues of inequity, specifically surrounding the themes of gender, sexuality, race, and class in their writing. In this panel, the relationship between text and the sartorial and the capitalization on this relationship by female-identifying authors will be explored. Given the focus of this panel on centering voices across cultures, we especially welcome papers discussing global texts, authors writing in all languages, and analyzing works written from non-Western perspectives.
Time is of the essence, and academia has responded accordingly. From measuring objectives and outcomes, to the shortening of course sequences, and from the promotion of multimodal learning and multitasking, to the emphasis on testing over slower, but pleasurable, processes of meaning-making, teaching and learning in the classroom has become rushed and fraught, especially in areas such as composition and the study of literature, where teachers and students struggle to keep up. Keep up or fail: a false dilemma now normalized, forcing itself upon us. In The Slow Professor: Challenging the Culture of Speed in the Academy (2016), however, Maggie Berg and Barbara K.
Space in what we today call Latin America has been increasingly contested since 1492. As a result, many critics have argued that Latin American spaces are constantly subject to rearticulations. Latin American artists have produced poems, novels, short stories, songs, still art, theatre, movies, and other cultural manifestations as vehicles of rearticulation, especially in relation to natural and built environments. Indeed, an especially rich vein of contemporary Latin American cultural production embeds an active ecological awareness. A considerable part of recent ecocriticism addresses how the symbolic potential of art conveys the urgency of environmental concerns.
The International Virginia Woolf Society is pleased to host its twenty-first consecutive panel at the University of Louisville’s Conference on Literature and Culture Since 1900, scheduled for February 18-21, 2021. We invite proposals for critical papers on any topic concerning Woolf’s work. A specific panel theme may be decided upon depending on the proposals received. Previous IVWS panels have met with great enthusiasm at Louisville, and we look forward to another successful session.
UPDATED and EXPANDED CFP - Veterans Studies is a growing field of research that addresses the significant impact of military personnel transitioning from active duty to civilian life. This session invites papers that explore any aspect of military service in literature, including those that reflect the conference theme of “Send in the Clowns” or humor. Outside the trauma of military existence is the rich sense of community that exists in the humorous aspects of providing service to one’s country. These stories and experiences have provided mass media laughs in periodicals like Reader’s Digest and in television shows like Gomer Pyle and Mash. No tragedy is complete without inferences of comedy.
A playwright has to build their story within their allotted two hours of stage traffic. We are taken on a guided ride from which we glimpse what the playwright chooses, forming our layers of knowledge through which we are manipulated. Often we are privy to the internal thoughts of a character which contrast with their public utterances: e.g., Rosalind/Ganymede, Angelo, or Richard III. Our prescient view makes Macduff's seemingly banal inquiry about his wife and children emotive fire. Our own knowing is challenged just by taking in a play as we know it is not real, yet we embrace the illusion.