CFP: Where’s Wellness? Finding It in the Geography of our Lives, Pedagogy, Literature and/or Culture

deadline for submissions: 
July 10, 2022
full name / name of organization: 
Marja Mogk/Pacific Ancient and Modern Language Association (PAMLA)
contact email: 

This session will be held at the Pacific Ancient and Modern Language's (PAMLA) 119th Annual Convention in Los Angeles at UCLA, November 11th-13th, 2022. 

Paper proposals must be submitted using PAMLA's online submission form. Go to to login or create an account first. Decisions on proposals will be made directly after the May 15th deadline so that all proposals are considered at the same time.

Papers should be 15-20 minutes in length, depending upon the number of papers accepted for the session, with additional time for questions and discussion. 

Academics from any discipline, graduate students and independent scholars and creators are welcome. The conference is expected to be fully in-person. 

If you have any questions or encounter any difficulties submitting your proposal, please contact Marja Mogk at For more information on the conference and PAMLA, please visit their website at 

Session description

The geography of wellness in our lives and in the lives of our students, colleagues and campus communities is fraught these days. Many of us are witnessing and/or experiencing significant levels of stress, a dynamic that was increasing even before the pandemic. Stress and stress-sensitive behaviors and conditions are intersecting with and impacting teaching, learning, retention, relationships, and community, including reported rises in anxiety, depression, insomnia, exhaustion, difficulty focusing, absenteeism, and distracted thinking, particularly among students. Wellness in various ways is now more widely, if informally, regarded as a component of the educational mission than it was in previous generations.

New pedagogies, such as trauma informed teaching, have emerged. Faculty are experimenting with new course policies, approaches and assignments aimed at supporting or integrating wellness practices into the classroom. Campus wellness programming remains visible. All of these developments raise many questions: what is our geography of wellness? where is wellness? what is it? How do we map it in a particular context, like our classrooms or our own writing practices? How do we locate it and experience it as teachers, mentors or colleagues? How is it articulated in literature, the arts, religion and/or culture? Is it changing the profession or our professional lives? Should it? In what ways?

In the larger American landscape, the literature of wellness is robust in publishing and in social media, including personal reflections, memoirs, self-help books, podcasts, and influencer tweets and posts, alongside literature and film. The geography of its dismantling is also evident, including educational, economic, online, and in-person cultural realities and pressures. This panel invites papers on any aspect of the geographies of wellness we navigate, including in the profession, pedagogy, educational or policy initiatives, literary and film studies, cultural studies, and personal reflections or creative work.