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Are you a graduate student looking for a way to be more involved in the SSAWW conference? The SSAWW Conference committee is seeking graduate students attending the conference who are willing to work the registration desk November 4-8. The position is paid: $15/hour (four hour commitment is required). If you are interested, please email Leslie Allison firstname.lastname@example.org with the subject heading: REGISTRATION. In the email, please include your name, school, paper you are presenting (or other way you are participating in the conference), and days you are available. Graduate students whose schedules align most closely with the registration table’s needs will be notified and contacted with more information.
American Literature Association Symposium
Frontiers and Borders in American Literature
February 25-27, 2016
Sheraton Gunter Hotel
San Antonio, TX
Proposals are welcome for papers and panels on a range of topics related to varied conceptions of the frontier and American borderlands, including but not limited to nineteenth and twentieth-century narratives of the frontier, Western literature, the literature of nature and the environment, the literature of cultural contact, and science fiction.
Send one page proposals or abstracts to Steven Frye at email@example.com by October 15, 2015.
See American Literature Association website for further details on hotel accommodation
CFP: Minor Voices? When Major Literary Authors Write for Children (International Conference; deadline 9.30.15)
Minor Voices? When Major Literary Authors Write for Children
University Bordeaux Montaigne, France
18-19 March 2016
As part of the research project entitled Power in Minor Mode, the research group CLIMAS (Cultures et Littératures des Mondes Anglophones) is holding a two-day symposium on writers who cross the boundary from adult to children’s literature (or vice versa) in the English language. The notion of minor is not here to be seen as a derogatory term indicating the lower rank in a binary hierarchical structure, but as a dynamic space of empowerment bringing new vitality to the notion of major. Although the very concept of major usually centres on the overbearing nature of an established model demanding conformity or the enduring presence of a prescriptive power structure dictating norms and rules, we explore the ways in which the notion of minor may also contribute to the deconstruction of any prevailing system, to its collapse due to internal contradictions. In this respect the minor can be seen as a potentially permanent dynamic process that does not seek to access the field of the major and establish any kind of comfortable status therein, but on the contrary explores the active power concealed in margins, asides, retreats.
CFP: MELUS Call for Papers for Special Issue Teaching Multi-Ethnic Literatures of the United States: Pedagogy in Anxious Times
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:
Fabricating Truths: African-American Women and Clothing in the 19th Century
Proposed Panel for the c19 conference
From runaway slave notices identifying the details of women’s clothing to Elizabeth Keckley’s depictions of dressmaking in Behind the Scenes: Or, Thirty Years a Slave and Four Years in the White House (1868), clothing figures prominently in portrayals of African-American women’s lives in the nineteenth century. However, this aspect of African-American women’s history has yet to be analyzed with the fullness it deserves. This proposed panel for the c19 conference http://c19.psu.edu/conference seeks papers that analyze depictions of clothing in the cultural or literary productions linked to or produced by African-American women during the 19th century. The questions animating the proposed panel are these: How might analyses of the wearing and making of clothing in the American 19th century further or deepen understandings of the issues that were pertinent to African-American women’s lives during this period? What stories does clothing tell about the transitions from enslavement to emancipation, particularly regarding the shifting conditions of African-American women’s work? Given c19’s conference theme of “Unsettling,” are there assumed narratives or histories that analyses of clothing might begin to unsettle? As the title of the panel suggests, we are particularly interested in papers that seek to illuminate the roles clothing has played in African-American women’s efforts to compose visual and material arguments that undo the “truths” enslavement and its aftermaths fabricated about their lives, bodies, and sexualities.
Please submit 250 word proposals and 100 word biographies to Kimberly Lamm firstname.lastname@example.org by August 28th 2015. The c19 conference will take place March 17-20, 2016.
CFP: ESQ: A Journal of the American Renaissance
Special Issue: Dickinson’s Environments
Paul Crumbley, Guest Editor
Ecocritical approaches especially welcomed. Appropriate “environments” may include but are not limited to: geographical, ecological, scientific, artistic, literary, musical, cultural, historical, philosophical, theological, poltical.
Review of manuscripts begins immediately. Final deadline: June 1, 2016.
For this special topic we invite submission of essays between 6,000 and 12,000 words. Electronic submissions are strongly preferred and should be provided in Rich Text or Microsoft Word format; send by email attachment to the Editors at email@example.com. Print submissions should include two copies of the typescript as well as provisions for the return of one copy, if desired; address to the Editors, ESQ, Department of English, P.O. Box 645020, Washington State University, Pullman, Washington 991364-5020. In aid ofESQ‘s commitment to double-blind review, the author’s name should not appear on the essay itself.
Upon acceptance, contributors are asked to submit final versions that conform to The Chicago Manual of Style, 15th edition (you may also consult Turabian’s Manual, 6th edition, chapter 9), with some exceptions covered inESQ‘s House Style Sheet.
Call for Papers
Embodied Readings: Child Readers and Children in Literature
Roxanne Harde and Lydia Kokkola (Eds.)
Submissions are invited for chapters on the theme of the embodied child in relation to children’s literature and other media. The collection will reflect the growing interest in the embodied nature of child both as the reader or consumer of various media and as represented within those media.
Contributions are welcomed from a range of fields, such as literature, postcolonial studies, literacy education, historical and cultural studies, film and media studies, and education.