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CFP: Cross-Currents: the Indian Novels of Elizabeth Oakes Smith (Deadline: 12.28.2017)

 Cross-Currents:  the Indian Novels of Elizabeth Oakes Smith

A Special Session for the American Literature Association Conference, San Francisco May 24-27, 2018

While it remains important to continue to re-locate Oakes Smith’s place in cultural conversations of her time—for example, relating recently recovered novels such as The Western Captive to other representations of Native Americans in the 1830s and 40s, or to other antebellum representations of women—one of the next steps in the full-scale recovery of Elizabeth Oakes Smith is the tracing of a variety of elements within, between or among her own works as they were published in the nineteenth century.   How did Oakes-Smith’s writing change over the course of her career in response to different audiences, changing political conditions, or even stylistically in her development as a prosewriter?

Using Caroline Woidat’s recent work on The Western Captive (1842) as a starting point, the proposed panel would reveal the complexity and development of Oakes Smith’s professional situation, her political aims, and literary strategies in her “Indian” novels, specifically—at least two of which (The Sagamore of Saco and The Bald Eagle) appeared in markedly different forms during her career.   Papers might focus on the following topics, among others:

Representations/Rhetorical Positioning of Native Americans

Figures of Female Adoption/Assimilation

Transcendentalist Philosophy/Representations of Nature

Representations of Masculinity

Writing for the Masses (“Books for the People”/Beadle’s Dime Novel series)

Explorations/Revisions of “American” History

Internal Colonization

Revision/Reprinting/Reimagining

Warring Parties

The Native/American Hero

Frontiers/Liminal Spaces

Novels, Nation and Indian Policy

Maps, Place and Geography

Plots

Marriage and Miscegenation

Women on the Frontier

Animal Symbolism/Animal Violence

Please send 250 word abstracts with relevant portions of your c.v. to Timothy H. Scherman (t-scherman@neiu.edu) by December 28, 2017.   Links to available forms of these texts will be available at our website, www.oakes-smith.org by November 21.  Please circulate this CFP as widely as possible.

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CFP: Catharine Maria Sedgwick Society at ALA, (Deadline 1.15.2018)

Catharine Maria Sedgwick Society

Call for Papers

American Literature Association Conference

San Francisco, CA May 24-27, 2018

SESSION 1: Roundtable: Sedgwick and American Enchantment

The Catharine Maria Sedgwick Society calls for 5-7 scholars to participate in a roundtable discussion of Michelle Sizemore’s recently published American Enchantment: Rituals of the People in the Post-Revolutionary World (Oxford UP, November 2017). Participants do not need to focus on the discussions of Sedgwick in the final chapter but instead can address Sizemore’s treatment of any of the central authors (such as Hawthorne, Irving, Brackenridge, and Brown); the significance of this scholarship on Sedgwick Studies; and/or key issues in Sizemore’s work, such as thinking of “the people” as a process rather than as a substance or understanding “enchantment” as a contingent state of embodied cognition.

A description of the book is as follows: The demise of the monarchy and the bodily absence of a King caused a representational crisis in the early republic, forcing the American people to reconstruct the social symbolic order in a new and unfamiliar way. Social historians have routinely understood the Revolution and the early republic as projects dedicated to and productive of reason, with “the people” as an orderly and sensible collective at odds with the volatile and unthinking crowd. American Enchantment rejects this traditionally held vision of a rational public sphere, arguing that early Americans dealt with the post-monarchical crisis by engaging in “civil mysticism,” not systematic discussion and debate. By evaluating a wide range of social and political rituals and literary and cultural discourses, Sizemore shows how “enchantment” becomes a vital mode of enacting the people after the demise of traditional monarchical forms. In works by Charles Brockden Brown, Washington Irving, Catharine Sedgwick, and Nathaniel Hawthorne–as well as in Delaware oral histories, accounts of George Washington’s inauguration, and Methodist conversion narratives–enchantment is an experience uniquely capable of producing new forms of popular power and social affiliation. Recognizing the role of enchantment in constituting the people overturns some of the most common-sense assumptions in the post-revolutionary world: above all, that the people are not simply a flesh-and-blood substance, but also a mystical force.

Please send a brief abstract (200 words) outlining your intended focus in the roundtable to Lisa West, lisa.west@drake.edu, by January 15, 2018.

 


 

Catharine Maria Sedgwick Society

Call for Papers

American Literature Association Conference

San Francisco, CA May 24-27, 2018

SESSION 2: Panel: Sedgwick (and others) Beyond Unitarianism

The Catharine Maria Sedgwick Society seeks papers that invite discussion of religion in Sedgwick’s life and writing. In particular, the society hopes to complicate an understanding of Sedgwick’s Unitarian beliefs; call attention to her use of a variety of religious affiliations and doctrines; consider the role of secularism in her work; and investigate connections between religion, education, morality, and fiction. Papers that address contemporaries of Sedgwick, particularly other women writers or religious theorists, will also be considered. Please send an abstract of 250 words to Lisa West, lisa.west@drake.edu, by January 15, 2018.

CFP: Witches and “Nasty Women”: Unruly Tongues in American Literature at ALA (Deadline 12.30.2017)

CALL FOR PAPERS: FOR A PANEL at the American Literature Association,

San Francisco, CA, May 24-27, 2018

Witches and “Nasty Women”: Unruly Tongues in American Literature

This panel seeks papers which explore the concept of the “nasty woman” and/or the “witch” as a proto-feminist in American literature. As Martha Cutter has argued, “an unruly tongue” becomes symbolic of an “unruly identity that challenges a woman’s place within […] stereotypes of femininity and structures of patriarchal authority.” Nowhere does this seem more obvious than in the current socio-political environment. And yet, for centuries in the United States, women have been punished, vilified, or marginalized for being outspoken. How do these types of women—from witches in the 17th century to last year’s “nasty woman” type—appear in our national literature? How do authors from the period of colonization to the present day illustrate “unruly women”—women who in Cutter’s words, might be said to evolve their own discourse to counteract the patriarchy?

Please send 250 word abstracts along with a short CV (1-2 pages) to Elif Armbruster at earmbruster@suffolk.edu, by December 30, 2017.  Please be sure to note ALA paper proposal in your subject line. Please feel free to circulate!

CFP: The F. Scott Fitzgerald Society and the Edith Wharton Society at ALA (Deadline: 1.5.2018)

CALL FOR PAPERS

AMERICAN LITERATURE ASSOCIATION

MAY 24-27, 2018

SAN FRANCISCO, CA

 

The F. Scott Fitzgerald Society and the Edith Wharton Society

1)       Comparative Approaches to Fitzgerald and Wharton

The F. Scott Fitzgerald Society and the Edith Wharton Society are collaborating to organize a panel on the two writers at the American Literature Association’s 2018 convention in San Francisco, May 24-27, 2018. We are looking for scholars to present work that pursues comparative approaches to these pivotal twentieth-century literary artists.

Topics could include, but are by no means limited to:

• positioning the two writers within diverse, competing, or overlapping modernisms (“high,” ethnic, nativist, sentimental, etc.)

• questions of gender and sexuality, including explorations of masculinity, femininity, and friendship

• family ecology:  representations and/or life experiences of childhood, marriage, parenthood

• questions of print culture

• issues of film adaptation

• issues of critical reception and popular reputation

• approaches to teaching Fitzgerald and Wharton in the graduate, undergraduate, or secondary school classroom

300-500-word proposals for 20-minute papers, along with a brief vita, should be submitted electronically to Maggie Gordon Froehlich, Department of English, Pennsylvania State University, Hazelton (mgf10@psu.edu), by Friday, January 5, 2018. Please indicate any AV equipment needs.

CFP: Louisa May Alcott Society Roundtable at ALA (Deadline: 1.19.2018)

CALL FOR PAPERS Roundtable: Louisa May Alcott Society

American Literature Association Conference, San Francisco, CA, May 24-27, 2018

The Newness of Little Women

When it initially appeared in 1868, Little Women broke new ground. Fresh, lively, and distinctly American, in the eyes of its first reviewers, the novel offered up singular depictions of young women and men playing, talking, dreaming, creating, and learning in ways that embodied its era and region and that also immediately generated passionate responses. For this roundtable, we anticipate an animated conversation inspired by concise and stimulating perspectives about the newness of Little Women. Proposals might consider questions such as the following: In what ways did Alcott’s book revolutionize the novel as a genre or form? In what ways did Alcott’s slangy diction transform the language of American literary realism? What are Little Women’s most distinctive contributions to the development of literary or popular culture? How did the novel change the ways writers could represent young people, mothers and families, art and ambition? How does Little Women represent in unique or ephemeral ways its own moment in history? We would also welcome emerging approaches to Little Women: What are the newest or most innovative ways of examining and teaching the novel, and how can they help us see it with fresh eyes? Please send 300-word abstracts by email to Gregory Eiselein eiselei@ksu.edu and Anne K. Phillips annek@ksu.edu. The deadline for proposals is Friday, January 19, 2018. Early submissions welcome.

CFP: The Harriet Beecher Stowe Society at ALA and Graduate Student Paper Award (Deadline 12.31.2017 and 12.15.2017)

The Harriet Beecher Stowe Society seeks proposals of approximately 250 words on any aspect of Stowe’s life and writing.  Please send proposals and a brief cv to LuElla D’Amico
at ldamico@uiwtx.edu before December 31, 2017


Harriet Beecher Stowe Up and Coming Scholar Award–ALA

The Stowe Society would like to recognize graduate students who are currently working on scholarship on Harriet Beecher Stowe.  We are sponsoring an outstanding paper award of $100 that will help contribute to conference travel and that will guarantee a slot on our Stowe panel at ALA.  To submit a paper for the award, please send an essay of no more than eight pages to ldamico@uiwtx.edu by December 15, 2017.  Papers should not have your name or any identifying information on them, as they will be anonymously reviewed by Stowe Society members.  We will announce the awards in January on our website as well as via email.  We look forward to reading your submissions!

CFP: Lydia Maria Child Society at ALA (Deadline 1.10.2018)

CFP:  Lydia Maria Child Society
American Literature Association Conference in San Francisco, CA
24 – 27 May 2018 at the Hyatt Regency San Francisco, 5 Embarcadero

(URL: americanliteratureassociation.org/ala-conferences/ala-annual-conference/)

The Lydia Maria Child Society welcomes proposals for a roundtable and for an open-topic panel at the annual American Literature Association Conference in San Francisco, CA, at the Hyatt Regency San Francisco.

Social Justice Pedagogy Roundtable

The Lydia Maria Child Society seeks participants for a roundtable on pedagogy, social justice, and American literature. Considering contemporary social justice concerns ranging from the Black Lives Matter movement to the Dakota Access Pipeline controversy to persistent gender inequities and 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 prepare brief presentations on how they address the above issues and/or others within the literature classroom, before engaging in what we hope will be a fruitful and wide-ranging open discussion on social justice pedagogies and American literature. What texts and social issues have proved particularly pertinent to your students’ lived experiences of activism, marginalization, etc.? How do you productively draw parallels between the concerns of the literary works you teach and those we are facing in the world outside the classroom? What specific lesson plans, textual pairings/groupings, and/or other pedagogical approaches might you recommend to colleagues striving to make their syllabi and classrooms more socially conscious and engaged?

Please send 200-word abstracts of your proposed presentation, as Word documents, to lydiamariachildsociety@gmail.com by January 10, 2018.  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.

Open-Topic Panel on Child

The Lydia Maria Child Society values sharing ideas about Lydia Maria Child and her work, particularly the work that has spoken the most to you.  We therefore welcome for our open-topic panel proposals that engage with any aspect of Child’s personal or professional life and endeavors.  Possible topics include:

·       Child and food/cooking

·       Child and animals

·       Child and the Civil War

·       Child and radical democracy/activism

·       Child and politics, especially in relation to current issues

·       Child’s journalism and editorship

·       Child and education

·       Child and the arts (theater, music, visual arts, etc.)

·       Child’s influence on her contemporaries

·       Child’s influence on later writers

·       Child in the K – 12 classroom, continuing education, and beyond

·       Child in the community (local, state, national, international)

Please send 250-word abstracts and a brief CV, as Word documents, to lydiamariachildsociety@gmail.com and to sburr@nmu.edu by January 10, 2018.