Call for Papers
Modern Language Association Convention
Seattle, 9 – 12 January 2020
Deadline for submission: March 25th, 2019
Margaret Fuller’s Ecologies
This panel seeks contributions that explore ecology, environment, and the natural world in relation to any aspect of Margaret Fuller’s writings. We also welcome proposals that approach Fuller along with other writers, and we encourage international perspectives.
Presentations might consider (but are not limited to):
Fuller as ecotheorist
Teaching ecology with Fuller
Being human with nature
If interested, please send a 300 word paper proposal and a short Vita by March 25, 2019 to Sonia Di Loreto: email@example.com
SSAWW Triennial Conference
Graduate Student Paper Award
Thank you to all who submitted papers for this award and to the SSAWW reviewers who carefully read each submission.
Of the twenty-six entries received, the reviewers have awarded the following:
1st Place: Lauren Kimball, Rutgers University
2nd Place: Meagan Solomon, Texas Christian University
Honorable Mention: Hannah Champion, Universite Bordeaux Montaigne and University of Eastern Finland
Honorable Mention: Genevieve Hay, Tufts University
Congratulations to all the award recipients and honorable mentions!
Every three years, after the SSAWW Triennial Conference, we invite submissions to be considered for the SSAWW Graduate Student Paper Award, awarded to the best paper presented by a graduate student at the conference. This award brings public recognition (on the SSAWW website) as well as a monetary prize for the first-place ($250.00) and second-place ($150.00) winners. Note that this award is separate from the Legacy awards
The SSAWW is seeking nominations for two officer positions:
Vice President, Membership and Finances
Vice President, Development
Please consider nominating yourself and/or deserving colleagues (nominees must be current SSAWW members). These positions are not elected offices according to the SSAWW constitution but appointed positions by the executive committee and advisory board, so there will be no general vote among the members.
The SSAWW constitution defines these positions as follows:
- The Vice President, Membership and Finances shall be appointed by a majority vote of the Executive Committee and shall serve a three-year term. The Vice President, Membership and Finances shall maintain the membership of the Society; provide reports on finances to the President, Advisory Board, Press, and others as required; shall maintain the Society’s funds and distribute those funds as required for routine expenses, conference costs, and other expenses as approved by the President and/or the Advisory Board.
- The Vice President, Development shall advise the Executive Committee on new, long-term projects for the Society and shall be appointed by the President, with the advice of the Advisory Board, for a three-year term in the first instance, with the option for renewal for a second three-year term.
Click on this link to record your candidates: SSAWW Nominations Form
The window for collecting nominations is three weeks. Please contact any of us if you have questions.
Thank you on behalf SSAWW!
Christine Grogan, Advisory Board, firstname.lastname@example.org
Maria Sanchez, SSAWW Vice-President, email@example.com
Sandy Zagarell, SSAWW President, firstname.lastname@example.org
Call for Papers: Women’s Friendships in 20th- and 21st-century Literature and Culture
We are seeking scholarly essays (7000-9000 words) for an edited book collection on portrayals of women’s friendship in 20th- and 21st-century American literature and culture.
While much scholarship on women’s literature has addressed motherhood, sisterhood, and sexual relationships, less has focused on women’s friendships. The 2016 special issue of Feminist Studies devoted to women’s friendships situated literary portrayals of female friendship within the contexts of classical models of male friendship and real-world accounts of women’s relationships, but much work remains to be done. Friendship itself has been under-theorized and narratives of women’s friendships often repeat static tropes. They are romanticized as sources of always-available support, minimized as precursors to the ultimate fulfillment of heterosexual marriage, and demonized as facades masking envy and competition. Systemic patriarchal structures can impede and restrict women’s friendships and our interpretations of them. The book will explore cultural portrayals of women’s friendship in fiction, women’s life writing, nonfiction, film, poetry, and women’s popular culture and seeks to address the complexities of how 20th and 21st century cultural texts construe women’s friendships.
We seek essays that disrupt or write in opposition to patriarchal heteronormative tropes of women’s friendships extant in contemporary American literature and culture. Such tropes include the marriage plot, Boston marriages, and black women’s salons during the Harlem Renaissance. We pose the following question: What does women’s friendship look like beyond the gaze and imagination of this patriarchal heterosexist metanarrative?
- Possible topics include but are not limited to
- Friendships across differences of race, class, age, or politics
- Power dynamics in women’s friendships
- Friendship and adolescent identity formation
- Adult women’s friendships
- Envy and competition in women’s friendships
- Friendships at work
- Friendships formed through political activism
- The role of friendship in coming-of-age stories
- Friendship as acts of resistance
- Friendships arising out of shared political commitment
- The failure of the racial ally as a model of female friendship
- How women interpret and relate to each other’s bodies
Send 500-word abstracts and a brief biographical statement (fewer than 60 words) to email@example.com or firstname.lastname@example.org by April 1, 2019. We will respond by the first week in May. Completed essays will be due September 1, 2019.
Call for Nominations: Lydia Maria Child Social Justice Award
In keeping with our society’s goal of honoring and continuing Lydia Maria Child’s vision of and work toward social justice, the Lydia Maria Child Society is pleased to offer three awards recognizing scholarship, pedagogy, creative work, and/or activism that furthers social change: one for faculty, independent scholars, and other professionals; one for scholars, artists, and activists at the graduate level; and one for high school and undergraduate students. Child routinely wrote on behalf of the marginalized, emerging as a passionate advocate for slaves, Native Americans, prisoners, prostitutes, and even animals, among a host of others. Our society aims to recognize academic writing, pedagogical endeavors, creative projects, and social outreach that, like Child’s work, speaks to pressing social causes and/or foregrounds the voices of (oftentimes neglected) authors who have worked to produce socially-conscious writing. Winners will receive a monetary award of $100 and may be featured in our society’s newsletter or other programming.
To apply for any of the three awards or to nominate a colleague or student, please send to email@example.com by April 1st a letter detailing the ways in which your own or your nominee’s work engages with current social justice concerns, with “Social justice award” as the subject line of your email. If you nominate someone else, please include their contact information so that they may be notified. You are also welcome, though not required, to include a writing sample that demonstrates this engagement. These samples may take the form of essays (or essay excerpts), course syllabi, or descriptions of projects that explore the intersections between American literature/history and social justice outside the academic classroom. Applications should be sent as Word documents and should not exceed 15 pages. While we will be happy to receive submissions that consider Child directly, Child need not be included in order for projects to be eligible; we welcome projects on a variety of authors, genres, periods, and/or concerns.
Winners will be recognized at the upcoming American Literature Association conference in Boston (May 2019), though they need not be present at the conference in order to be eligible for the award. To read about past winners, visit https://lydiamariachildsociety.wordpress.com/2016/07/13/social-justice-award-winners/ andhttps://lydiamariachildsociety.wordpress.com/2018/06/28/congratulations-to-our-lydia-maria-child-society-social-justice-award-winners-and-nominees/. We look forward to reading your submissions.
CFP: Recovery from the Margins a Digital Poster Session
MLA 2020, Seattle, WA
Well-funded digital archives have energized the field of scholarly editing, yet the recovery of texts by women and people of color has suffered setbacks since the 1990s; in effect, the revitalization of marginal figures has been hampered by a canon that privileges particular genres over “messy” texts, scholarly rationales and digital encoding predicated on a model of single-author agency and the existence of multiple versions of a single text, and granting agencies that favor large-scale initiatives. The Committee on Scholarly Editions solicits presentations for a digital poster session on digital recovery efforts of rare or marginalized texts, texts by women and people of color, texts that dislodge the single author model, and the exploration of the ways in which scholarly editions can avoid replicating colonization/marginalization.
CFP: Early American Forum
at MLA 2020, Seattle, Wa
American Settler Colonialisms
Settler colonialism transformed American ecologies, lifeways, cultural exchange, and aesthetic forms. How can this concept in indigenous, environmental, and CRT reorient American studies?
Please send 250-word abstracts to Monique Allewaert (firstname.lastname@example.org) by March 15
Vast Early America
How does “Vast Early America,” a historiographical orientation from the Pacific and the continental West, change the spatial, temporal, and linguistic coordinates of the field?
Please send 250-word abstracts to Kirsten Silva Gruesz (email@example.com) by March 15th.
Decolonizing Pedagogies in Early American Studies
What pedagogical strategies, methodological orientations, counter-geographies, canonical interventions, digital platforms, and/or critical fabulations best position the field to decolonize the early American classroom?
Please send 250-word abstracts to Duncan Faherty (firstname.lastname@example.org) by March 15