Critical Insights: Civil Rights
Christopher Allen Varlack, University of Maryland, Baltimore County
From its flawed notion of “separate but equal” to the rampant violence against black bodies throughout the twentieth century, the United States faced a clear racial divide perpetuated by its Jim Crow culture and the disenfranchisement of blacks. In response, on August 28, 1963, noted American civil rights activist, Dr. Martin Luther King, Jr., delivered his iconic “I Have a Dream” speech on the steps of the Lincoln Memorial, urging radical social and political change in a society marred by a rich history of segregation and discrimination. Since then, we have recognized this speech as a symbol of the enduring struggle for equal civil rights and the pursuit of the core values upon which the United States was based. The 2015 Cambridge Companion to American Civil Rights Literature offered an updated examination of works such as King’s, bringing the discussion of the Civil Rights Movement and its seminal texts into the twenty-first century. However, this collection of scholarly essays has not gone far enough.
DUTIES AND RESPONSIBILITIES OF THE POSITION INCLUDE:
Primary responsibility of a Chicana(o)/Latina(o)Studies Instructor is to teach a variety of college-level courses that fulfill either general education requirements or an Associate of Arts degree in Intercultural Studies. Provide classroom instruction in Chicana(o)/Latina(o) Studies courses using student-learning-and-success-centered pedagogies. Primary teaching assignments may include, Introduction to Chicana(o)/Latina(o) Studies, Chicana(o)/Latina(o)Culture, Chicana(o)/Latina(o) History, The Chicana(o)/Latina(o) and the Arts, Chicana(o)/Latina(o) Studies Literature. Secondary course assignments may include: Race, Ethnicity and Inequality; Exploring Race and Ethnic Relations; La Mujer: Latina Life and Experience; LGBTQ Studies; Intercultural Communication and other Intercultural/International Studies Division courses.
CFP: ESQ Special Issue: Paula Bernat Bennett and the Recovery of 19th-Century American Women Poets (Proposals due 5.17.16)
ESQ Special Issue: Paula Bernat Bennett and the Recovery of 19th-Century American Women Poets (Proposals due 5.17.16)
Call for papers for a special issue of ESQ to celebrate the landmark contribution of Paula Bernat Bennett to the recovery of nineteenth-century American women poets and the 20th anniversary of the publication of her ground-breaking anthology Nineteenth-Century American Women Poets (1997). Papers that acknowledge her contribution to the field and both extend and respond to her scholarly recovery work are invited. Essays that focus on writers that she has recovered or explicitly respond to her scholarship would be especially welcome.
Proposals of 250-300 words for finished essays of 7,000 words submitted by May 15, 2016. Final submission of essays will be January 1, 2017. Please send inquiries for papers to Faith Barrett firstname.lastname@example.org, Paraic Finnerty email@example.com Elizabeth Petrino firstname.lastname@example.org
CFP: Edith Wharton’s Summer (MLA 2017; Deadline 3.15.16)
When, towards the end of her life, Edith Wharton named her five favorite works among her fiction, one short novel featured on the list: Summer (1917). To mark the centenary of its publication, we invite papers reconsidering Summer and its place in Wharton’s oeuvre. Themes and approaches might include: a re-evaluation of its critical reception, with Wharton claiming in A Backward Glance that Summer had “shocked” its readers, while T. S. Eliot suggested it would be considered “disgusting” in America; its position in Wharton’s canon, perhaps reconsidering the novel’s links to Ethan Frome and its label as “the hot Ethan.” Also welcome are re-considerations of Summer in the context of the discourses of race and eugenics in the early twentieth-century United States, disability studies, sexual politics, and the motif of incest. Topics might include Summer in the classroom, Wharton’s treatment of unprivileged…
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CFP (Updated Deadline): Teaching Multi-Ethnic Literatures of the United States: Pedagogy in Anxious Times (journal issue; 4.1.16)
Teaching Multi-Ethnic Literatures of the United States: Pedagogy in Anxious Times
Guest Editors: Cristina Stanciu and Anastasia Lin
Updated deadline: April 1, 2016
The 2005 MELUS special issue “Pedagogy, Praxis, and Politics” raised a number of questions about the theoretical implications of pedagogical practices in the multi-ethnic literature classroom. From the state of the field in the academy, debates over the canon, to challenges teachers face in various institutional and political contexts, the essays called into question the assumption that pedagogical praxis is divorced from theory. Building on this foundational special issue on pedagogy, as well as recent MELUS panels, roundtables, and conversations on critical pedagogy, this special issue extends these conversations over the last decade to address theoretical, historical, and practical concerns in the teaching of U.S. multi-ethnic literatures. (more…)
Research Assistant Professor/Assistant Director of the Center for African American Poetry and Poetics (CAAPP) (University of Pittsburgh)
Pending budgetary approval, the newly created Center for African American Poetry and Poetics (CAAPP) at the University of Pittsburgh invites applications for the new position Research Assistant Professor/Assistant Director. The position is a renewable, full-time non-tenure-stream appointment with the opportunity for promotion. The contract term will begin as soon as April 1, 2016.