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CALL FOR PAPERS AND SEMINAR PAPERS
CFP: Genealogies of Homonationalism
Homonationalism has typically been used to name a late-twentieth and twenty-first century phenomenon in which gay and lesbian rights discourse has achieved power, in part, by donning the rhetoric of U.S. exceptionalism. Yet Jasbir Puar’s 2013 re-articulation of homonationalism as a “facet of modernity and a historical shift” also points to an underexplored set of questions pertinent to nineteenth-century American Studies: What are the deeper genealogies of homonationalism? What forms does it take in periods prior to the popularization of the “homosexual” as a type in Euro-American sexology? What earlier iterations of nationalist homosociality also comprise something like a sexual politics? In what contexts does the homo- of homonationalism become useful for describing non-sexual social formations? What affinities exist between histories of homosociality—erotic, intellectual, aesthetic, literary, militaristic, class-based, or otherwise—and the machinations of white supremacy and settler colonialism?
Scholars of sexuality such as Carroll Smith-Rosenberg, Peter Coviello, and Samaine Lockwood have paved the way for this work to be done, attesting to the fact that national belonging in the United States has long taken shape through the cultivation of same-sex intimacy and homosocial attachment. At the same time, scholars such as Mark Rifkin, Siobhan Somerville, and Leela Gandhi have urged scholars to look to the nineteenth century to explore intersections between queer sexualities, deviant racial formations, and anti-colonial politics. Building on this work, “Genealogies of Homonationalism” will interrogate where and how homonationalism takes shape in the 19th century, and in what contexts homonationalism becomes useful, as a category of analysis, for describing intersections between race, citizenship, and socialities oriented toward “sameness.”
We invite 300-word abstracts pertaining to any of the themes and questions addressed above. Please direct these and short CVs to Travis Foster (firstname.lastname@example.org) and Don James McLaughlin (email@example.com) no later than September 5th, 2017.
Call for Seminar Proposals
CFP: Feminist Regionalism and the Climate of Western Literary Studies
(if you are leading a seminar and would like to send out an individual call for paper proposals, please email firstname.lastname@example.org)
We are delighted to announce the nine seminars that will be featured at the fifth biennial C19 conference, “Climate.” The conference will take place March 22-25, 2018, in Albuquerque, NM, and is hosted by the University of New Mexico.
8. Feminist Critical Regionalism and the Climate of Western Literary Studies
Seminar Leaders: Jennifer S. Tuttle and Jean Pfaelzer
South Atlantic Modern Language Association, Atlanta, GA, November 3-5, 2017
The Emily Dickinson International Society welcomes projects that explore Emily Dickinson and popular culture. Topics can include but are not limited to: cinematic or dramatic representations of Dickinson’s life and work; Dickinson and music; realities versus popular myths; pop culture references within Dickinson’s work; Dickinson’s reception in popular culture in the nineteenth, twentieth, or twenty-first century. Creative works are encouraged. By June 20, 2017, please submit a CV, 250-word project description, and A/V requirements to Dr. Trisha Kannan at email@example.com.
Call for Proposals: C19 Podcast Episodes
C19: The Society of Nineteenth-Century Americanists is pleased to announce the launch of an official C19 podcast. The podcast will be a stage for public scholarship on American literature, history, and culture that can engage an audience of C19 members, students, alt-ac professionals, researchers, teachers, librarians, enthusiasts, the public, and friends. We invite proposals for individual podcast episodes from organization members. Suggested initial deadline for proposals: June 16. After this date submissions will be open and considered on a rolling basis to accommodate for C19 members’ work schedules and to allow for timely episode proposals in response to developing events.
No previous experience podcasting required. Resources and guides will be provided by the C19 Podcast Subcommittee.
We seek proposals on any topic relating to long nineteenth-century American literature, culture, and history. Episode topics might include
– Archival discoveries (such as the recently recovered new Walt Whitman autobiographical novel The Life and Adventures of Jack Engle );
– Discussions of new books in the field, new scholarly trends, or new J19 issues;
– Appearances by granting agency officers or editors of journals or presses;
– Previews of upcoming conferences or symposia;
– Resources and/or workshops on conference proposals, writing a dissertation, or applying to a conference, or starting a newbook project;
– NTT scholarly life and resources;
– Reports on academic activism, pedagogy, and inclusion, past and present;
– Considerations of current political, cultural, and social developments in the context of the nineteenth century; for instance, the president’s recognition of the contributions of Frederick Douglass or comments about the Civil War
– Discussions of pedagogical approaches in the classroom
– Tips for undergraduates, graduates, and/or junior faculty on navigating the academic or alt-ac landscape.
Possible formats may include narrative exposition, interviews, readings and analyses of underrepresented texts, and panel discussions. While individuals may produce episodes, we also encourage collaborative work. We invite submissions from all ranks including graduate students and non-tenure track faculty as well as collaborations between senior and junior scholars. Although the C19 Podcast Subcommittee will assign producers to help guide the technical development of episodes, applicants will be expected to produce their own audio files; any requirements for significant production assistance from the Subcommittee should be noted in the proposal. Episodes should be about half an hour in length. The projected launch date for the start of the first season is Fall 2017.
Proposals should be no longer than 250 words and should include the topic of the episode; the episode format (such as interview or narrative history); additional participants (if any); and relevant scholarly and technical qualifications related to the subject. Please email proposals and a CV (2 pages max) to firstname.lastname@example.org. Please place C19podcast along with the title of the proposal in the subject line of the email.
Questions? Contact Xine Yao, Subcommittee Chair (email@example.com).
CALL FOR SUBMISSIONS FOR
TRANSFORMATIONS: The Journal of Inclusive Scholarship and Pedagogy
Deadline: May 31, 2017 All Topics Welcome
Guest Editor: Jason Martinek
Transformations: The Journal of Inclusive Scholarship and Pedagogy opens the gates for this issue to jargon-free pedagogy-related articles on all topics. Transformations is a peer-reviewed journal which invites college teachers to take pedagogy seriously as a topic of scholarly articles. It is an interdisciplinary forum for pedagogical scholarship exploring intersections of identities, power, and social justice.Ordinarily, we publish themed issues, but this issue is open topic.
Submissions should explore strategies for teaching in the classroom and in non-traditional spaces (such as the media and public discourse). We welcome jargon-free essays from all disciplinary and interdisciplinary perspectives. We seek articles (5,000-10,000 words) and short essays for the “Methods and Texts” section (1500-3000 words).
Transformations is available on JSTOR and Project Muse.
For author instructions and submissions guidelines go to: www.editorialmanager/transformations
Deadline: May 31, 2017
Topics for pedagogy-related articles might revisit themes of past Transformations issues, or might include:
· The politics of teaching
· The role of internationalization, globalization, transnationalism in teaching
· The politics of education
· Teaching social justice and/as activism
· Changing relationships between K-12 and the university
· The status of interdisciplinary programs and teaching
· Teaching in historical perspective
· Teaching and gender, sexuality, and race
· Educating communities
· Connections between classrooms and communities
· Reflections on change in literary canons or historical periodization
· How “de-professionalization” affects teaching: reliance on adjunct faculty, student debt, etc.
· Changing relationships between and status of teaching and research
· Technology in teaching
· Teaching controversies
· The statuses of STEM, STEAM, and the humanities
· Changing role of the government in teaching
Past issues of Transformations include: Teaching Community, Teaching Disability, Teaching Popular Culture, Teaching and Religion, Teaching Food, Teaching Feelings, Teaching Digital Media, Teaching Sex, and Teaching Earth. Please familiarize yourself with the journal before submitting. Read articles in previous journals. You can find them online via Project Muse and JSTOR.
To submit an article to Transformations, please visit http://www.editorialmanager.com/transformations and create an author profile. The online system will guide you through the steps to upload your article for submission to the editorial office: Please use MLA format (7th edition). If you have an idea for an article, but want advice in advance, please send inquiries to Jacqueline Ellis and Ellen Gruber Garvey, Editors, firstname.lastname@example.org.
2017 – Pauline Hopkins Scholar Award
The Pauline Hopkins Society (http://www.paulinehopkinssociety.org) is pleased to announce its second bi-annual competition for the best essay or book chapter on Pauline Elizabeth Hopkins published between January 1, 2013 and December 31, 2016. If you have published an essay or chapter that discusses Hopkins and/or her work, we invite you to consider entering before the April 15, 2017 deadline.
Because entries will be judged through a system of blind reviewing we recommend that any self-citation, either in the body or in notes, be reworked to the third person.
How to Enter:
Essays should be double-spaced throughout, with your name appearing only on the cover sheet, along with your institutional mailing address and e-mail address.
Please send essay as a pdf email attachment by April 15, 2017 to: PHSscholaraward@gmail.com
The award of a $100 cash prize will be presented during a special ceremony commemorating Hopkins and her work in Boston during the American Literature Association annual conference in May 2017.
We invite abstracts for a proposed collection of critical essays focused on historical and contemporary representations of rural women in North America.
We are interested in interdisciplinary topics and theoretical approaches that help provide new understandings of the lives and experiences of rural women. We are seeking contributors from English, American studies, history, women’s and gender studies, ethnic studies, popular culture studies, communication, film and media studies, sociology, anthropology, political science, and other relevant disciplines. Contributions may include, but are not limited to, the following topics:
- Representations of rural women in literature, film, and television
- Rural women and poverty
- Race, racism, and immigration among rural women
- Rural women and the environment
- Rural women and health
- Government policies and programs that impact rural women
- Collective organizing among rural women
- Rural women and the use of social media
- Rural women in Trump America
The collection will be organized into thematic sections around these topics or others that emerge from submissions. Feel free to contact the co-editors with questions about the project and share the announcement widely with colleagues.
Please submit a 300-word abstract, or manuscript of previously unpublished work, plus a 150-word biographical sketch to the co-editors of the volume: Margaret Thomas Evans, Chair, Department of English, Indiana University East (email@example.com); H. Louise Davis, Department of Interdisciplinary and Communication Studies, Miami University (firstname.lastname@example.org); and Whitney Womack Smith, Chair, Department of Languages, Literatures, and Writing, Miami University (email@example.com).
The deadline for receipt of abstracts is 31 March 2017. We anticipate that complete chapters of 4000-6000 words will be due 30 November 2017.
CFP: Transformations of Gertrude Stein (MLA 2018)