Hybrid Symposium: Decolonising Women’s Studies (31st May – 21st June)

The Department of English and Creative Writing at Lancaster University is hosting an events series, “Decolonising Women’s Studies” from 31st May – 21st June. This series celebrates the political, literary, spiritual and reformist achievements of women of colour, especially those who are affiliated with other marginalised communities, such as the disabled, or LGBTQ+ communities: Decolonising Women’s Studies | Lancaster University

The series begins with a hybrid interdisciplinary symposiumBearing Untold Stories, celebrating the lives and works of forgotten women from 31st May – 1st June. The event will take place at Lancaster University Management School LT17 – livestreamingfacilitated through MS Teams. It will feature presentations from Lancaster students and postdoctoral fellows, as well as from delegates from across the UK and North America. Registration is free and includes a complimentary lunch with refreshments on 31st May, and a complimentary breakfast with refreshments on 1st June, for those attending in-person.

The symposium is followed by a three-week exhibition, “Queering the Dream”, at the Lancaster Priory from 11th – 21st June, sponsored by the Lancaster Friends. The exhibition is free and will feature the work of Rev. Dr Angela Yarber, a leading LGBTQ+ theologian and artist from Florida. It will consist of 14 paintings of revolutionary women of colour from history and myth, who inspired the artist’s queer spiritual journey.

The exhibition will be launched by a one-day retreat/workshop“Decolonising Women’s Spirituality”, with Rev Dr Yarber. It will take place on 11th June at the Lancaster Priory and is sponsored by the FASS Decolonising Lancaster Events Fund. Admission is £5.98 and all profits will go the non-profit Tehom Center for Art, Spirituality and Social Justice – for which Rev. Dr. Yarber is the Founder and Executive Director. The event will explore what it means to engage in spirituality alongside otherwise underrepresented perspectives, in addition to exploring understandings of queerness and queering. It includes lunch and refreshments.

If you would like to register or learn more about any of these events, please visit: https://www.lancaster.ac.uk/english-literature-and-creative-writing/decolonising-womens-studies/

Flyers for the exhibition and workshop are below.

Scholarly Editing – Call for contributions (Deadline: 6.1.2022)

Dear colleagues, and with apologies for cross-posting— 

The editors of Scholarly Editing have extended our deadline for contributions for volume 40 to June 1, 2022  Please consider contributing! In addition to our several sections of the journal, I’d like to highlight “Uncovering and Sustaining the Cultural Record” (see below), as the word count is quite brief (1,250-4,000 words). You can see examples of this section in our recently published volume 39.

With all kind wishes,

Noelle A. Baker, Ph.D. (she/her/hers)

Independent Scholar

Co-Editor in Chief, Scholarly Editing

Uncovering and Sustaining the Cultural Record

Editing primary sources for publication has extensive origins in multiple disciplines, as is evident from the membership of the Association for Documentary Editing, a multi-disciplinary organization that includes scholars from history, philosophy, literature, and musicology in the United States and abroad. We invite scholars, digital humanists, librarians, students, archivists, educators, and community members from outside these groups to contribute brief essays (1,250-4,000 words) about their experiences of uncovering and sustaining the cultural record as a set of practices, as a field, or as an act of recovery of silenced voices.

In issuing this invitation, we look forward to publishing a set of short essays that will demonstrate diversities of practice, perspective, and emphasis. Our goal is to explore capaciously the contexts of knowledge production as theorized by Roopika Risam in New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy (2019). Central questions include “how projects are designed, how material in them is framed, how data in them is managed, and what forms of labor are being used to create them.”

CFP for Edited Collection: Transgressive Teaching & Learning – Critical Essays on bell hooks (Abstracts due: 5.2.2022)

Transgressive Teaching & Learning: Critical Essays on bell hooks’ Engaged Pedagogy

Almost thirty years after the publication of Teaching to Transgress: Education as the Practice of Freedom (1994), bell hooks’ theory of radical engaged pedagogy continues to offer vision and hope for students and pedagogues who find themselves navigating insurgent antiblackness, the ongoing pandemic, and the quotidian violence of the state. For hooks, “education as the practice of freedom,” as she describes it, informs and animates her critical pedagogical praxis—what does it mean to lead others toward freedom, to encourage freedom as an intellectual practice, to practice freedom ourselves as teachers and learners? hooks’ collection of pedagogical strategies and reflections on the practice of freedom works to counter the devaluation of pedagogy, particularly in relation to the teaching of writing, embraces the possibilities of an informed and critical classroom praxis, and centers pleasure in communal learning as an act of resistance. What strategies does hooks offer us to engage the possibility—or even necessity—of pleasure and freedom in classroom spaces, from face-to-face to online to community? In our current era of social distancing, ceaseless intra- and interpersonal anxiety, and political apathy, what does hooks teach us about pedagogical praxes that can help us survive these moments?

Hooks’ subsequent collections—Teaching Community: A Pedagogy of Hope (2003) and Teaching Critical Thinking: Practical Wisdom (2010)—shift the mode to personal reflections on teaching outside of academia and brief “teachings” that center action and activity. By urging us to (re)commit to making revolutionary ideas accessible and “expand our communities of resistance,” hooks reminds us of our imperative to engage with and in public narratives concerning the development of critical ethnic and cultural studies programs that promote justice in education. Framing the exigent need for practical wisdom in our time, hooks’ recollections of her own foray into college education during the civil rights struggle remind us that, even in moments that foment equality in education, old hierarchies of race, class, and gender remain. We recognize this continuing paradox, particularly as our universities scramble to respond to student demands for access, equity, and justice. hooks’ recognition of teaching as a fundamentally political act, and her call for the creation of transformative learning spaces that center counter-hegemonic and anticolonial praxis provides educators with the roadmaps to co-create participatory spaces of self-recovery and collective liberation.

Transgressive Teaching & Learning: Critical Essays on bell hooks’ Engaged Pedagogy is the first sustained collection of critical essays to engage hooks’ teaching trilogy. This volume seeks to explore how teachers and learners across all educational levels and disciplines, in locations inside and outside of the university, employ hooks’ engaged pedagogical praxes. We seek contributions from both learners and practitioners who actively resist antiblack, imperialist, white supremacist, capitalist, abled, cisheteronorative patriarchal pedagogical praxes, and who remain deeply committed to the work of “educat[ing] people to heal this world into what it might become.” In the spirit of hooks’ trilogy, crafted in community across decades with people who inhabit various positionalities within both academic and public learning communities, we invite learner-scholars and teacher-scholars alike to submit proposals for critical chapters on educational praxes (3000-5500 words), personal reflections on pedagogy from learners and practitioners (1500-3000 words), and “teachings” describing pedagogical activities designed to facilitate dialogue following hooks’ idiom in Teaching Critical Thinking and Teaching Community (1000-2000 words).

We especially welcome submissions from emerging and multiply-marginalized learners and scholars; work from community educators and learners in underserved communities; and co-authored essays with students and/or community education justice collectives.

Possible topics include:
● Pedagogiesofhope

● Theory as liberatory practice
● Engaged pedagogies
● Anticolonial pedagogies and practices
● Intersectional feminist pedagogies
● Teaching and learning communities
● Eros and pedagogy
● Pedagogies of (self-)care
● Critical thinking & democratic education
● Teaching as “Prophetic Vocation”
● Spirituality and pedagogy
● Feminist/queer pedagogies
● Antiracist praxis
● Affective pedagogies and the politics of emotion

● Pedagogies of love, sorrow, grief, and joy
● Practical wisdom of pedagogy
● Conflict, aggression, fear
● Resistance and revolution
● Disability politics in the classroom

Please send abstract (300 words) and a short author bio (150 words) by May 2nd, 2022 to: bhookscollection@gmail.com. Notification of accepted essays by June 3rd, 2022. Completed pieces due by January 15th, 2023.

Please email bhookscollection@gmail.com if you have any questions.


Megan Feifer is a Teacher-Scholar in Residence at the bell hooks center at Berea College. She is coeditor of a volume titled Narrating, History, Home, and Dyaspora: Critical Essays on Edwidge Danticat, forthcoming from University Press of Mississippi (2022).

Maia L. Butler is Assistant Professor of African American Literature at University of North Carolina Wilmington in the Department of English. She is also affiliate faculty in Africana Studies and Women’s and Gender Studies. She is coeditor of a volume titled Narrating, History, Home, and Dyaspora: Critical Essays on Edwidge Danticat, forthcoming from University Press of Mississippi (2022).

bh collection CFP

Joanna Davis-McElligatt an Assistant Professor of Black Literary and Cultural Studies at the University of North Texas, where she is also affiliate faculty in Women’s and Gender Studies. She is coeditor of Narratives of Marginalized Identities: Inside and Outside the Academy (2019) and Narrating History, Home, and Dyaspora: Critical Essays on Edwidge Danticat (2022).

CFP: SAMLA 2022 (Deadline: 6.30.2022)


SAMLA 2022, November 11-13, 2022 in Jacksonville, Florida

This traditional panel session intends to examine the works of lesser-known authors or obscure works by canonized authors during the era known as the Lost Generation. We welcome submissions exploring multiple genres in American literature during the period after World War I and through the 1930s. Since the theme of SAMLA 94 is “Change,” papers could consider how examining lesser-known Lost Generation authors or obscure works can enhance our perspective of the Lost Generation’s approach to shifts in writing, art, culture, and socio-economic issues. Panelists could also explore how the writers during the lost generation experimented with various forms of writing to shape modernity. Submissions should consist of a 150-200-word abstract, a one-page CV including preferred pronouns, and A/V requirements to Nicole Musselman nmusselman@usf.edu by June 30, 2022.

CFP: Dissident Feminisms – Inaugural bell hooks center Symposium (Deadline: 9.15.2022)

Dissident Feminisms CFP

Sponsored by the bell hooks center and the Department of Women’s, Gender, and Sexuality Studies at Berea College

June 16th-18th, 2023 Berea College Berea, KY

bell hooks’s life and works engage in feminist thought and action that disrupts hegemonic systems of domination, including the cultural norms that hold these systems in place. She calls this dissident feminism a “talking back,” a “moving from silence into speech,” a “stand[ing] and struggl[ing] side by side [as] a gesture of defiance that heals, that makes new life and new growth possible” (Talking Back 9). Her writings envision feminist theory and praxis as transformational politic and movement–one that demands the provocation and audacity that hooks also represented in her person. Beverly Guy-Sheftall describes the oppositional voice of bell hooks as “loud and unrelenting” in her keynote address for the bell hooks center launch in September 2021. Indeed, hooks’s radical thought and action reimagine feminism as a sociopolitical movement that is “fundamentally anti-racist,” which “has no gender,” and which “is for everybody.”

Dissident Feminisms CFP

hooks’s naming of “imperialist white supremacist, capitalist, patriarchy,” which she later, in conversation with Laverne Cox, revised as “imperialist white supremacist capitalist cis-hetero patriarchy,” pointedly critiques the politics of domination that govern this world. hooks’s ordinary upbringing as a young Black girl in Appalachia, specifically, in the “Kentucky backwoods,” grounds her critique in space and place. It animates her radical interventions and deep commitment to liberatory world-making. While maintaining the connection between a love ethic and critical consciousness, hooks calls on us to cultivate visionary spaces, beloved communities, outlaw cultures, and radical undercommons in which oppositional worldviews are rooted in the experiential.

In honor and celebration of her life, works, and legacy, the Inaugural bell hooks Symposium at the bell hooks center at Berea College holds collective space for continued engagement with dissident feminisms. This symposium encourages theory, praxis, poetics, and aesthetics that move hooks’s interventions into the present moment while challenging the co-optation and de-politicization of her work.

Please see the PDF for additional information and how to submit proposals:

Reminder: Call for Proposals “Bearing Untold Stories” Symposium (Hybrid Event) – Deadline Today, April 1st

A reminder that the deadline for proposals for the “Bearing Untold Stories” symposium at Lancaster University is 1st April.

The symposium will showcase scholarship on the lives and works of women recovered from any time-period, and will also feature creative work that celebrates the lives of forgotten women in the form of visual art, music and creative writing. It is open to academics, independent researchers and university students (both undergraduate and postgraduate).

It will now be a hybrid event. 

The CFP is below and attached.

Best wishes,

Azelina Flint

Call for papers: Bearing Untold Stories Symposium, 31st May 2022

“There is no agony like bearing an untold story inside you”. So wrote Zora Neale Hurston in her 1937 novel, Their Eyes Were Watching God, a story of the untold lives of three generations of African American women.   

Responding to the growing movement to decolonise the curriculum, this event will endeavour to “allow space to what would otherwise be hidden, crossed out, mutilated” (Meena Alexander) by promoting the untold stories and forgotten works of female practitioners whose contributions to influential creative and cultural movements have been obscured on account of their race, sexuality, economic background, or disability, as well as their gender. 

Participants are invited to give 15–20-minute presentations on the lives and works of women they have recovered in creative non-fiction, life-writing and biographical projects; the forgotten women they have encountered in art history, history, music, and literary studies, and to share their commemorative acts of storytelling in written and visual media, curation, and syllabi design.   

Proposals on female civil rights activists, the forgotten women of foundational artistic and cultural circles, women who have been overshadowed by male relatives, and women who have intervened in male artistic traditions, especially iconography, are particularly welcome.   

This event is open to creative practitioners, researchers, and students of all levels, who are committed to sharing the untold stories of forgotten women whose lives bear testament to the important contributions of marginalised communities both to history, and the world as we know it today.   

Please send 300 word abstracts and a 100-200 word bio to Dr Azelina Flint at: bearinguntoldstories@gmail.com. The deadline for proposals is 1st April 

Call for Conference Reviewers – Early American Literature

Early American Literature seeks conference reviewers for the following conferences.  Conference reviews cover panels relevant to EAL’s readership, encompassing the overall range of the event and addressing key themes of particular interest to the reviewer. Conference reviews are generally 1500-2000 words in length, but they can be longer or shorter depending on the scope of the event.

We welcome reviewers at all ranks who study early American literature and encourage recommendations for other conferences with an early American literature presence.  We welcome reviewers for conferences, even if the event will be held virtually.EAL also welcomes proposals for digital conferences, symposia, and/or panel series.  If you are interested in participating, please send an email to Katy Chiles at kchiles1@utk.edu.  Please include the conference you’d like to review and a brief description (50 words) of your scholarly interests.


Collecting, Curating, and Consuming American Popular Graphic Arts Yesterday and Today.  Library Company of Philadelphia, March 2022

The African American Intellectual History Society (AAIHS), March 2022

C19: The Society of Nineteenth Century Americanists Seventh Biennial Conference, March 2022

Native American and Indigenous Studies Association (NAISA), Regional gatherings, March-June 2022

Interdisciplinary Nineteenth-Century Studies, March 2022

Pursuing Wellness: Medicine and Healing in New England, Historic Deerfield, Inc. and the Grace Slack McNeil Program for Studies in American Art at Wellesley College, March 2022

The Society for the Study of Multi-Ethnic Literature of the United States (MELUS), April 202

SEA Seminar Series: Early American Studies Scholarship Beyond The Book; Friday, April 15

American Society for Eighteenth-Century Studies (ASECS), April 2022

Organization of American Historians (OAH), April 2022

The Fifth International Edgar Allan Poe Conference, April 2022

“New Worlds, Old Worlds, Lost Worlds: Picturing Prehistory in American Art and Visual Culture,” Institut national d’histoire de l’art. The conference is organized by Jonathan Dentler, Terra Foundation for American Art Postdoctoral Teaching and Research Fellow, and by the Université Paris Nanterre (HAR) and the Université de Paris (LARCA). April 2022.

“Indigenous-Mennonite Encounters in Time and Place,” University of Waterloo, May 2022

BrANCA 5th Biennial Symposium: Opening Up; King’s College London and online, Friday 13th – Saturday 14th May 2022

Research Society for American Periodicals, May 2022

Annual Meeting of the French Colonial Historical Society, May 2022

American Literature Association, May 2022

Bearing Untold Stories Symposium, Lancaster University, May 2022

“Open Data: Reuse, Redistribution, and Risk,” American Philosophical Society, June 2022

American Comparative Literature Association (ACLA), June 2022

Omohundro Institute of Early American History and Culture (OIEAHC), June 2022

The Society for the History of Authorship, Reading and Publishing (SHARP), July 2022

Fifth International Conference of Thomas Paine Studies, September 2022

Meeting of the American Society for Ethnohistory, September 2022

American Studies Association (ASA), October 2022

British Association of Nineteenth-Century Americanists (BrANCA), December 2022

Virtual Event(s): Recovery Hub for American Women Writers – April 6th and May 4th

Thanks to all who joined us for our first Recovery Hub tech hour! Based on that conversation, we’ve developed a schedule of themed tech hours for the Spring 2022 semester. These tech hours will be led by Recovery Hub team members and explore different dimensions of digital recovery. While these have guiding themes and will sometimes include brief presentations, the format is still informal, and we encourage you to bring your thoughts, questions, and projects to discuss!

To receive the Zoom link, please visit this page here to register.

  • “Doing Feminist DH”
    Margaret Smith (Southern Illinois University Edwardsville)
    April 6, 3:30 PM (Central)

  • “DH in the Classroom”
    Kristen Lillvis (St. Catherine’s University) and Etta Madden (Missouri State University)
    May 4, 3:30 PM (Central)

Job Posting: Coordinator of Special Collections and Digital Humanities – University of Delaware (4.17.2022)

The University of Delaware Library, Museums and Press, in partnership with the College of Arts and Sciences, invites applications for a Coordinator of Special Collections and Digital Humanities. We seek a scholar in the humanities who will take a lead role in partnering with Library, Museums and Press staff, University faculty and community partners to foster the use of Library and Museum collections for digital humanities projects, both in and beyond the classroom.

Full position description is available here:

University of Delaware compensation information is available here:


Applications close April 17, 2022