CFP: Uncovering Recovery: The Therapeutic as Resistance in American Women’s Writing at SSAWW 2018
In the over twenty years since Judith Herman published Trauma and Recovery (1997), many have argued effectively that the very writing of memoirs and telling of pain through fiction creates a sense of agency and serve as an act of resistance. However, literary studies’ emphasis on narrative’s relationship to processing trauma has led to the neglect of other therapeutic methods suggested by the content of the narratives themselves. Studying women’s narratives as primarily stories of therapeutic methods, not testimonies of trauma, does not negate the damage of trauma nor the role of narratology or memory in recovery; rather, it allows for a more complete understanding of how we might continue confronting, resisting, and processing the traumas of the past and today. This panel aims to highlight overlooked therapeutic methods of recovery within larger stories of trauma and seeks to more fully understand and appreciate survival practices, which provide us with insight to the human drive to create meaning and connection even in the most chaotic and abusive settings.
How can work in the archives serve as an act of resistance? What does American women’s writing tell us about survival practices and obtaining agency? How does recovery (in the sense of surviving and processing trauma) serve as a form of resistance? In what ways do women’s writing suggest a privileging of certain acts of recovery or resistance over others? How have evolving conceptions of trauma and therapy changed our understanding of women’s writing? How can teaching women’s stories of trauma in the classroom serve as an act of resistance?
Please send abstracts of 150-250 words, along with a brief bio, to Paula Rawlins at Paula.Rawlins25@uga.edu by Friday, February 9th.
CFP: Fleshly Resistance: Women Writing the Body in the Contemporary American Memoir at SSAWW Triennial Conference
Abigail G. H. Manzella
Migrating Fictions: Gender, Race, and Citizenship in U.S. Internal Displacements
The Ohio State University Press, 2018.
The book is available in hardback, paper, and digital editions: https://ohiostatepress.org/books/titles/9780814213582.html
Migrating Fictions analyzes the role of race, gender, and citizenship in the major internal displacements of the twentieth century in history and in narrative. Surveying the particular tactics employed by the United States during the Great Migration, the Dust Bowl, the Japanese American incarceration, and the migrant labor of the Southwest, Abigail G. H. Manzella reveals how the country’s past is imbued with governmentally (en)forced movements that diminished access to full citizenship rights for the laboring class, people of color, and women.
This work is the first book-length study to examine all of these movements together along with their literature, including Zora Neale Hurston’s Their Eyes Were Watching God, Sanora Babb’s Whose Names Are Unknown, Julie Otsuka’s When the Emperor Was Divine, Helena María Viramontes’s Under the Feet of Jesus, and Jesmyn Ward’s Salvage the Bones. Manzella shows how the United States’ history of spatial colonization within its own borders extends beyond isolated incidents into a pattern based on ideology about nation-building, citizenship, and labor. This book seeks to theorize a Thirdspace, an alternate location for social justice that acknowledges the precarity of the internally displaced person.
CFP: Women’s Friendships in 20th– and 21st-century Literature and Culture
We are seeking one additional paper for a proposed panel on cultural portrayals of women’s friendship for the SSAWW Conference in Denver, CO November 7-11, 2018.
While much scholarship on women’s literature has addressed motherhood and sexual relationships, less has focused on women’s friendships. 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 impede and restrict women’s friendships. The panel will explore cultural portrayals of women’s friendship in fiction, memoir, women’s life writing, nonfiction, and poetry and seeks to address the complexities of how 20th and 21st century cultural texts construe women’s friendships.
We seek papers 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
CFP: Syllabus/Assignment Exchange for Social Justice Pedagogy at SSAWW
Organized by the Lydia Maria Child Society
The Society for the Study of American Women Writer’s 2018 Triennial Conference: “Resistance and Recovery”
November 7-11, The Westin Denver Downtown, Denver, CO
The Lydia Maria Child Society seeks participants for a roundtable exchange on pedagogy, social justice, and American women writers. Considering contemporary social justice concerns ranging from the Black Lives Matter movement to the Dakota Access Pipeline controversy to persistent gender inequities and the xenophobia made all too apparent by the 2016 presidential election and the resulting anti-woman and anti-immigrant policies, the Child Society feels strongly that many of the issues for which Child fought so passionately remain deeply relevant today. To honor her lifelong commitment to both education and writing as ways to attain social change, we ask that our selected panelists share a syllabus, assignment, or lesson plan that addresses the above issues and/or others within the literature classroom. We are especially interested in materials that engage the following concerns regarding teaching and pedagogy as articulated by the SSAWW:
· Women scholars’ resistance and work to change academic institutions
· Resisting the canonical syllabus by diversifying the field of women writers taught in the classroom
· Teaching beyond traditions by transcending traditional theoretical lenses, engaging new approaches to student research/scholarly production, etc.
· Encouraging thinking beyond traditional academic silos by engaging the intersection of art, music, literature, etc. for a more interdisciplinary approach
We welcome both syllabi/assignments/lesson plans that have already been taught and those that are being planned or drafted for future use. We will ask our selected panelists to bring copies of these materials to share at the roundtable exchange, before engaging in what we hope will be a fruitful and wide-ranging discussion on social justice pedagogies and American women’s literature, recovery, and resistance.
Please send 200-word abstracts of your proposed contribution, as Word documents, to email@example.com by February 9, 2018. Please describe the materials you wish to share as well as a brief explanation of how those materials fit the theme of social justice pedagogy, resistance, and/or recovery. Note that while we, of course, welcome proposals that engage with Child’s work, Child need not be included for your proposal to be considered.
Sarah Olivier, President
Sandy Burr: VP of Programs
Tracey-Lynn Clough: VP of Comm. & Digital Dev.
Lucy Sirianni: VP of Inclusive Excellence and Social Action