CFP: Hawthorne and the environment, Hawthorne and nature (Special Issue, NHR, Spring 2023)

CFP Hawthorne and the Environment, Hawthorne and Nature: I’ve posted this on other websites but am interested in finding contributors who will focus on women and nature connected to Hawthorne’s life and works:  as, for example, the Alcotts and Hawthorne in Concord, Margaret Fuller and her views of nature as connected to Hawthorne’s (e.g. in their travels to Niagara Falls/the Great Lakes). See also, below (in bold). Contact me if you have questions.  Prof. Monika Elbert (elbertm@montclair.edu), Editor of Nathaniel Hawthorne Review.

Environmental studies have become popular, and Steven Petersheim’s excellent recent book, Rethinking Nathaniel Hawthorne and Nature:  Pastoral Experiments and Environmentality (2020), was the first book-length study to engage completely with this topic in connection to Hawthorne.

A special issue on Hawthorne and the environment is planned for an upcoming Nathaniel Hawthorne Review. Please send proposals/abstracts of 250-400 words to Monika Elbert (elbertm@montclair.edu) and CJ Scruton (cj.scruton.writes@gmail.com) by July 25, 2022. Final essays should be 6,000-7,500 words, and will be due by January 15, 2023.

Essays are welcome on any topic related to the theme, including:

Hawthorne’s Gothic outdoor landscapes/Ecogothic

Hawthorne’s travels through New England and to Niagara Falls in his bachelor days

Tainted nature, as in his science fiction stories

Old Manse (honeymoon) gardening and its effect on Hawthorne’s writing; finding “home” in nature

Distrust of commercialism, as impinging on natural or national beauty, as

     Erie Canal (visit to NY State and Niagara Falls, journal entries)

Superstitions in the mountains, as in his travels in New England  (N.H., Maine)

Decaying nature, as in The Marble Faun

Hawthorne and Thoreau, farming in Concord

Imagining the life of the farmer in The Blithedale Romance/Phoebe’s life in farming in The House of the Seven Gables

Dangerous natural landscapes, Zenobia’s drowning

British factory life vs. country life, in Our Old Home

Pure vs. adulterated nature in The Scarlet Letter

Utopianism and agrarian experiments, The Blithedale Romance,

Shakers and Quakers, on nature  (See Hawthorne’s American Notebooks)

Gems, magic, great carbuncle

Creativity in nature, as in “The Artist of the Beautiful”

Nature as home to Native Americans, (H7GSL, “Young Goodman Brown”)

Hawthorne’s disagreements with Transcendentalists on Nature

Hester as maternal image in nature connected to Margaret Fuller and her views of nature goddesses

Hawthorne’s scientists’ attempts to control Nature through control of women (“The Birthmark,” “Rappaccini’s Daughter,”/ revisiting Judith Fetterley); comparison with Thoreau’s “Nature is hard to overcome, but she must be overcome”)

Hester’s natural landscape home (peninsula cottage) and her being at home in nature/the forest

Hawthorne’s bachelor-style traipses or jaunts through New England in his American Notebooks vs. his married-life travels through England (countryside and industrial sites) in the English Notebooks

 Non-Western approaches to Hawthorne’s depictions of nature and environment

The importance of nonhuman nature in Hawthorne (animals, natural resources, weather)

Black and Native relationships to land in Hawthorne’s New England.  One might think of Elise Lemire’s Black Walden as a compelling eco-literary-history of the sort that would be good to explore further in Hawthorne.

Chat with an Editor – Council of Editors of Learned Journals, Monday 6.27.2022

The Council of Editors of Learned Journals (CELJ) invites early-career scholars to sign up for a 20-minute 1:1 Zoom meeting with a journal editor on Monday, June 27, 2022, 12:00-2:00pm EST. Chat with an Editor is an opportunity for authors to receive free editorial mentoring and have their publishing-related questions answered by editors who are CELJ members. Participating journal editors of particular interest to SSAWW members are Thomas Beebee (Comparative Literature Studies), Eileen Ewing (Contemporary Literature), Lisa Ortiz-Vilarelle (a/b: Auto/biography Studies), Gary Totten (MELUS), and me (Legacy: A Journal of American Women Writers).

To schedule a meeting, go to the SignUp Genius page:

https://www.signupgenius.com/go/10c0f4aa4ac22a1f8c25-chat1

The deadline for signing up is Friday, June 24. Come chat with one of us about your work and how to get it published!

—–

Susan Tomlinson

Associate Professor of English

Editor, Legacy: A Journal of American Women Writers

University of Massachusetts Boston

Call for Submissions: Emerging Scholars and Article Prize (Deadline: 7.1.2022)

The following calls for submissions from the Nineteenth Century Studies Association (NCSA)  may be of interest to you:

Call for Submissions for Emerging Scholars and Article Prize
Nineteenth Century Studies Association

Emerging Scholars Award
The work of emerging scholars represents the promise and long-term future of interdisciplinary scholarship in nineteenth-century studies. In recognition of the excellent publications of this constituency of emerging scholars, this award recognizes an outstanding article or essay published within six years of the author’s doctorate or other terminal professional degree. Entrants must have less than seven years of experience either in an academic career, or as a post-terminal-degree independent scholar or practicing professional. For more information, visit: https://ncsaweb.net/ncsa-emerging-scholars-award/

Emerging Scholars Award Contact:

Dr. Emily Gephart, Chair of the Emerging Scholars Committee   Emily.Gephart@tufts.edu  or  EmergingScholarsNCSA@gmail.com

Article Prize
The Article Prize recognizes excellence in scholarly studies from any discipline focusing on any aspect of the long nineteenth century (French Revolution to World War I). For more information, visit: https://ncsaweb.net/ncsa-article-prize/

Submissions to the Emerging Scholars Award and the Article Prize are due July 1, 2022. Winners will each receive a cash award of $500 to be presented at the Annual NCSA Conference. The 2023 conference, Discovery, will be held in Sacramento, California. Winners are encouraged to attend.

For the 2023 CFP, visit:  https://ncsaweb.net/2023-conference-information/

Article Prize Contact:

Dr. Susan Jaret McKinstry, Chair of the Article Prize Committee
sjaret@carleton.edu/ ArticlePrizeNCSA@gmail.com

New Book: Teaching Edith Wharton’s Major Novels and Short Fiction

Editors: Ferdâ Asya

Teaching Edith Wharton’s Major Novels and Short Fiction

Palgrave Macmillan, 2021

Offers essays that will guide current and new instructors of Wharton’s fiction. Designed to spark new and creative approaches to teaching Wharton’s well-known yet highly complex body of fiction. Brings a number of approaches to Wharton into one volume.

This book is available for purchase: https://link.springer.com/book/10.1007/978-3-030-52742-6

Margaret Fuller Society at ALA 2022

Please join the Margaret Fuller Society at ALA this Saturday in Chicago for two terrific panels on the under-appreciated, often invisible, work of women editors:

Saturday, May 28, 10:00-11:20

Session 15-E Breaking the Editorial Ice: The Work of Women Editors (Salon 7)

Organized by the Margaret Fuller Society
Chair: Jana Argersinger, Independent Scholar
1. “Labor-Centered Data Creation: Mary Ann Shadd Cary and Fostering Black Community,” Demetra McBrayer, University of Delaware
2. “Printers’ Devil, Circulation Liar, and the Whole Shebang: Zoe Anderson Norris’s One-Woman Magazine, 1909–1914,” Eve Kahn, historian and journalist

3. “Stubbornness and Sustainability: Why Harriet Monroe’s Poetry Outlasted the Little Magazine Movement,” Windy Counsell Petrie, Azusa Pacific University

4. “The Uses of Great Women: The Revolution and the Canonization of Margaret Fuller,” Todd H. Richardson, Univ. of Texas, Permian Basin

5. Respondent, Susan Tomlinson, University of Massachusetts, Boston

Saturday, May 28, 11:30 AM – 12:50 PM

Session 16-E Making and Using Scholarly Editions of Women Writers (Salon 7)
Organized by the Margaret Fuller Society
Chair: Mollie Barnes, University of South Carolina, Beaufort
1. “Her Great-Grandmother’s Diary: Editing the Diary of Frances (Frank) Rollin (Whipper),” Jennifer Putzi, The College of William & Mary
2. “Editing Margaret Fuller’s Woman in the Nineteenth Century for the Next Generation(s),” Leslie Eckel, Suffolk University
3. “Helen Deese and Daughter of Boston: Editing Caroline Healey Dall’s Diary,” Lydia Willsky-Ciollo, Fairfield University

Looking forward,

Jana Argersinger

First Vice President, Fuller Society

Call for Proposals: Maine Women Writers Collection Research Support Grant Program (Deadline: 9.1.2022)

The Maine Women Writers Collection at the University of New England is excited to resume our Research Support Grant Program for 2022-23. We therefore invite proposals for research on site during the 2023 calendar year. Application deadline: 1 Sept. 2022.

MWWC Research Support Grants are intended for faculty, independent researchers, and graduate students at the dissertation stage who are actively pursuing research that requires or would benefit from access to the holdings of the Maine Women Writers Collection.

Grants range between $250 and $1,500 and may be used for transportation, housing, and research-related expenses. For more information, submission instructions, and a list of prior grant recipients, please visit https://library.une.edu/mwwc/ and click on “Research Support.”

The MWWC is located at the University of New England’s Portland Campus at 716 Stevens Ave., Portland, Maine 04103.

Please direct any questions to the MWWC Curator, Sarah Baker, at sbaker8@une.edu / (207) 221-4334.

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.

Editors:

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)

CFP: THE “LOST” LOST GENERATION 

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.