Bowdoin College invites applications for a tenure-track appointment at the level of assistant professor in the Department of English to begin in July, 2016. Specialization may be in any subfield of modern and/or contemporary American Literature. Teaching load is two courses per semester. The successful candidate will have a compelling research agenda and demonstrate an interest in and ability to teach beyond their specialization and at all levels of the curriculum. The department welcomes applications from candidates whose research and teaching complement those of department faculty. We further encourage inquiries from candidates who will enrich and contribute to the cultural, socio-economic, and ethnic diversity of our college. Ph.D. expected by the time of appointment.
The Williams College Department of English seeks to appoint a fulltime, tenure-track Assistant Professor specializing in African American literature and culture. In addition to offering courses on African American topics, this professor would be expected to contribute courses reflecting additional scholarly interests. We are particularly interested in candidates whose research in African American literature makes links to adjacent and interdisciplinary fields—especially to Asian American, Latino/a, and Native American literature, to other ethnic, post-colonial, and/or diasporic literatures, and to theoretical approaches to film, media, and popular culture. We would welcome courses that support our long-standing commitments to the college’s interdisciplinary programs, which include Africana Studies, American Studies, Comparative Literature, and Women’s, Gender, and Sexuality Studies. The position begins fall 2016, and we prefer that applicants have the Ph.D. in hand by then. More advanced appointments may be considered, but only in exceptional cases. Continue reading
MELUS Call for Papers for Special Issue
Teaching Multi-Ethnic Literatures of the United States: Pedagogy in Anxious Times
Guest Editors: Cristina Stanciu and Anastasia Lin
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.
In the last ten years, which we might call “anxious times,” many of these concerns have continued to resonate and amplify. In a country where racial and ethnic demographics are changing constantly, where programs like “Mexican American Studies” and “Ethnic Studies” continue to come under institutional and community scrutiny, where growing movements such as “Black Lives Matter,” immigration reform groups, and indigenous activists continue to challenge assumptions about a “post-racial” U.S., we live—and teach—in anxious times. At the same time, more than ever before, technology is now shaping important conversations about race, ethnicity, nationality, or indigeneity both inside and outside the academy. We are seeking essays for a MELUS special issue on Pedagogy in Anxious Times (anticipated publication date 2017) that address, but are not limited to, the following questions and topics:
The department of Humanistic Studies at the University of Wisconsin Green Bay seeks applicants for a tenure-track position. This position will teach a broad array of undergraduate English and Humanities courses at all levels including advanced courses in American literature.
Primary area of specialization is American literature. Applicants with a secondary specialization in early American (pre-1865) literature, general American literature, film studies, screen writing, and editing and publishing are strongly encouraged to apply. Applicants with experience in digital humanities and new media projects as well as digital pedagogy are also strongly encouraged to apply. Continue reading
Dear SSAWW conference participants,
Here is an updated draft schedule: SSAWW 2015 Draft Schedule, August
Please once again check your participation days/times since we have made some changes and configured some panels anew. For those of you chairing, some of the presenters on your panel may vary from when you signed on to chair so please double-check to see who is on your panel.
If you are no longer in a position to attend the conference, please let us know right away so we can adjust the very strong program we have in place accordingly: email@example.com
For those of you who have not yet registered, please do so as soon as possible.
Thanks for all the excellent work that has been put forward to create the conference program. We look forward to a wide range of stimulating and inspiring conversations.
Some things to note on the draft schedule:
The Mentoring Breakfast table topics are now listed and you can still sign up for this event as well as the lunch through the Wisconsin Registration site.
Our Wednesday night welcome sessions are in place.
The Chat with an Editor sign-ups will be available closer to the conference.
Our casual conversations for Sunday morning are a great opportunity for a few final meetings with friends and acquaintances old and new.
We are planning creative writers reading sessions, Philadelphia women writers walks, and working on a few other things.
We very much look forward to seeing you in Philadelphia.
Reminder: the graduate student travel awards are due August 30th, and the child care subsidy awards are due October 15th. And remember to ask your publishers to send books for the exhibit to The Scholar’s Choice.
All conference information is available at:
Best wishes for the coming term.
The individual filling the position will teach undergraduate and graduate courses in English or American Literature and Composition, with an average teaching load of twelve hours per semester, serve on department and university committees, participate in university functions and perform other duties as assigned.
Training and Experience: Applicants for the position should possess a Doctorate degree in English, American Literature or Rhetoric Composition and university teaching experience. Training or experience in critical theory or literacy is also desirable.
Posting Date: 08-21-2015
Closing Date: (Screening of applications will begin at date shown and will continue until the position is filled.) Open Until Filled
Special Instructions to Applicants: Screening of applications will begin September 11, 2015 and continue until the position is filled
Black Print Unbound explores the development of the Christian Recorder during and just after the American Civil War. As a study of the African Methodist Episcopal Church’s official newspaper and so of a periodical of national reach among free African Americans, Black Print Unbound is simultaneously a massive recovery of a publication by African Americans for African Americans, a consideration of the nexus of African Americanist inquiry and print culture studies, and an intervention in the study of literatures of the Civil War, faith communities, and periodicals. Black Print Unbound thus offers a case study for understanding how African Americans (including diverse African American women) inserted themselves in an often-hostile American print culture in the midst of the most complex conflict the young nation had yet seen, and so calls for a significant rewriting of our senses of American literary history.
“Black Print Unbound far exceeds the pages of the printed word. Gardner has meticulously reconstituted a textured history of the Christian Recorder that provides deep insight into nineteenth-century African American literary culture–writers and readers, authorship, literary form and genre–yet also opens a wide window onto black society and activism nationwide. His scholarship is impeccable, the book richly rewarding.”–Carla L. Peterson, author of Black Gotham: A Family History of African Americans in Nineteenth-Century New York City.