CONFERENCES
Trump, Television and the Media: From Drama to "Fake
News" to Tweetstorms
Friday 30 October 2020, London Metropolitan University
This one-day virtual conference seeks to explore both the
influence of the media on the Trump presidency, and the impact of the Trump era
on a variety of media forms. The aim is to bring together scholars from a
variety of fields for interdisciplinary discussion of this extraordinary era in
American politics and culture. Contributors may choose to address the
conference theme by, for example, considering American TV’s fictional
depictions of the era, exploring the relationship between Trump and the news
media, or examining the political impact of this media presidency, amongst
other topics. It is envisaged that the breadth of papers will go beyond the
specific realm of the presidency to encompass the political and cultural
backdrop of racial and gender divisions and of protest movements.
The deadline for submission of proposals is: Wednesday 29
July 2020.
WE ARE HERE: WOMEN IN ART SYMPOSIUM
6 daily sessions from Monday to Friday, 22-26 June 2020
WE ARE HERE looks at how women, both as subjects and makers
of art, have made their way into College art collections and explores the
transformative power of art in making spaces more inclusive and accessible. In light of current restrictions, the
symposium will be held as a ZOOM webinar.
Register and review the schedule here: https://www.eventbrite.co.uk/e/we-are-here-women-in-art-symposium-tickets-107560486310
Contact Email: gallery@dow.cam.ac.uk
NeMLA 2021: Philadelphia, PA. March 11-14, 2021
Trauma and Academia, approaches to graduate study
NeMLA 2021 Philadelphia March 13-15 2021
Trauma Informed Care is a term initiated within mental
health practices and especially prevalent within work that aims to support
vulnerable populations like LGBTQIAP,
sexual harassments and domestic violence survivors, indigenous peoples,
people of color and more. How, in the wake of immense collective and personal
trauma, can graduate students, especially in humanities, arts and literature
navigate a space that, more often than not, is not structured to engage with,
support, or heal students with trauma? How can and do graduate students
navigate spaces that are notorious for enacting their own forms of trauma? Ultimately,
the goal of this roundtable is not only to share techniques of survival in the
wake of (re)traumatization, but to push for new possibilities for graduate
education—ones that, rather than mitigating or dealing with trauma, work
towards processes of healing, however that may look.
Please submit up to a 300 words proposal along with a brief bio to NeMLA submission
portal no: 18684: https://cfplist.com/nemla/Home/S/18684.
For questions and inquiries, please send us an e-mail: Elif Sendur: esendur1@binghamton.edu and Isabel
Felix Gonzales isabelfg@uci.edu.
Deadline for submission September 30, 2020
What Is Academia Good For? Experiential Learning and
Community Engagement
This panel seeks to explore the discussions—if not
tensions—in and around academia concerning its impact and how it can possibly
help shape, effect the “real” life, a discussion that further escalates/reaches
a peak particularly in the arts and humanities. This panel seeks contributors
who can speak to the ways in which this can be made possible through
experiential learning and community engagement, where students undertake
projects which have real world implications and turn theory into praxis.
Please create a user account, and submit a 300-word abstract
before September 30th, 2020 through the NeMLA submission page:
email: bcopurog@uwo.ca
; jkomoro2@uwo.ca
The Grad Student’s Guide to Intersectionality in the
University
Drawing from Kimberle Crenshaw’s concept of
intersectionality, this roundtable proposes a holistic approach to understanding
and navigating the interpersonal, logistical, and ideological tensions within
the university. We seek a diverse group of participants with insights on how to
negotiate these issues in life-affirming ways and promote efforts toward
greater diversity, inclusion, and equitability in the academe. As a Graduate
Student Caucus-sponsored session, we are particularly interested in proposals
that address graduate student concerns, but welcome insights from and about
tenure-track faculty, contingent and adjunct faculty, undergraduate students,
and staff.
For inquiries, please email Kristin Lacey at klacey@bu.edu OR Christian Ylagan at cylagan2@uwo.ca OR gsc@nemla.org.
Making the Most of Mentorship as a Graduate Student
This Graduate Student Caucus-sponsored round table invites
participants to address the role of mentorship for graduate students. While
this session is focused on graduate student issues, we eagerly welcome scholars
from all demographics, including contingent and independent scholars as well as
full-time faculty and graduate students, to address these topics.
Please forward queries to Dana Gavin (NeMLA GSC President) dgavi001@odu.edu
How Do I Learn What They Don’t Teach?: Critical
Supplements to Graduate-School Curricula
Building off GSC’s successful 2019 session, “Bridging the
Praxis Gap,” which largely addressed pedagogical issues, this session aims to
address an even wider variety of gaps in what is taught in graduate school and
the critical skills needed to survive in academia and professional life beyond.
We are particularly interested in ways to bridge traditional notions of
graduate school with active leadership training frameworks that seek to develop
engaged graduate students who could take the reins and influence positive
change in various contexts in and out of academia.
Please forward queries to Dana Gavin (NeMLA GSC President) dgavi001@odu.edu
Intersectional, Innovative, Digital: Whither the New
Humanities?
Some have lamented the fact that the digital humanities
‘canon’ reflects early humanities scholarship in being predominantly white and
upper class, calling instead for a more intersectional approach. Others have
celebrated the very expansion of the term ‘humanities’ to include fields closer
to social science, law, and technology. And others still have pointed to the
great potential of digital humanities in engendering collaborative endeavors
that enrich and maintain longevity for this field of knowledge. How do these
debates play out across cross-cultural contexts, whether in world languages,
literatures, or cultural studies? Papers are invited that frame the debates,
propose innovative approaches, or critique the state of the humanities.
Submit abstracts by 9/30 at: http://www.buffalo.edu/nemla/convention/callforpapers/submit.html
Contact Email: st521@nyu.edu
Effective and Affective Teaching in the Time of
Coronavirus
The purpose of this seminar is to reflect on how educators
teach in an effective and affective way in educational environments transformed
by the Covid-19 pandemic. The transformation of face-to-face courses into
courses taught online has altered teaching methodologies and how instructors
interact with their students. In the humanities, the interpersonal interaction
between the instructor and students is an important determining factor to
ensure that subject matter is effectively assimilated by students. With this
seminar we want to open a dialogue to reflect on the educational practices
carried out during this period to encourage interaction among students,
instructors, and the subject matter.
Please send a 250-word abstract and a short bio by September
30th, 2020 via NeMLA.
Contact Email: aisimon@adelphi.edu
Critical Digital Art History
We invite paper proposals for our session at the Association
for Art History’s 2021 Annual Conference.
In this session, we seek to theorise and critically analyse
the implications of digitisation for our discipline. We particularly invite
papers that address these issues from a general, theoretical and critical
perspective. This might entail cultural and ideological effects of digital
access or the lack thereof, philosophical and theoretical reflections on the
epistemologies of digital tools, critical perspectives on digital interfaces
for art-historical artefacts, or examinations of specific digital tools and
their art-historical contexts.
Paper proposal deadline 19 October 2020.
PUBLICATIONS
A Socially Just Classroom: Transdisciplinary Approaches
to Teaching Writing Across the Humanities
Vernon Press invites proposals that focus on
transdisciplinary approaches to the teaching of writing across the Humanities
through the lens of inclusion and equity in higher education. We invite
chapters that focus on both triumphs and challenges in the classroom, learning
objectives and best practices, theories and their in-class applications, as
well as concrete examples of campus action. Chapters written in collaboration
with students are especially welcome.
Please send a 200-word abstract and a brief biography by
August 1st, 2020 to coffeyk@evergreen.edu &
katsaniv@evergreen.edu.
Relations
Comparative Media Arts Journal, Issue 9
Relations exist in both affinity and disparity. They soften
and solidify; destruct and reconcile. They emerge from succession, or perhaps
even isolation. They are catalysts of becoming – a process that defines the
territory of our being, yet transcends it over time. The world is always in
transformation, and art responds to the drastic transformations through
creatively examining unfolding relations. From the Fluxus, performance art to
interactive media, phenomenology, post-colonialism to environmental care, we
are more than ever, aware of relations. During this critical moment of global
pandemic, a time when our freedom of physicality is restrained to
less-than-ever, we speculate the existing relations with others, the
environment, non-beings, beings, and even with our own mind and body. This
issue invites thoughts driven by relational thinking.
Submission Deadline: August 31, 2020
email your submission to cma_journal@sfu.ca
When We Were Fathers: Black Fatherhood Through the
Turbulent Twentieth Century
Despite recent data to the contrary, the national
conversation on Black fatherhood continues to trend towards conversations on
absenteeism. This obscures diverse narratives on Black fatherhood, and Black
masculinity more generally, that have always existed. When We Were Fathers:
Twentieth Century Black Fatherhood is a collection of stories by Black scholars
which seeks to disrupt this narrative by offering poignant reflections on the
nature of Black Fatherhood through a personal and scholarly lens. Contributors
to this volume will reveal the diversity of backgrounds Black men have emerged
from, show their survival through difficult periods in American history, and
allow such facts to attest to the historical fortitude of Black fathers.
Deadline for the abstract (max. 500 words) is September 18,
2020.
Please send abstracts and other correspondence to Ntare Ali
Gault at ngault@email.arizona.edu.
Black Women’s Literature: Violence & the COVID-19
Moment
Special Issue of MELUS
This issue concentrates on the work of three renowned
writers, Paule Marshall, Toni Morrison, and Ntozake Shange, which collectively
spans over fifty years and embraces the diversity of black lives. With both
universal and culturally specific themes, the work of these writers—including
their novels, short stories, plays, poetry, essays, lectures, and other
nonfiction—remains significant even in this moment that has outlived them as it
connects to contemporary debates relevant to our lives. In essence, this
special issue explores the overarching question: how does the work of Marshall,
Morrison, and Shange speak to contemporary affairs and concerns? Scholars have
anthologized and lauded these writers’ work for its contributions to the fields
of African American, American, and Caribbean literary studies as well as
Africana studies and women’s studies.
Please submit 250 to
300-word abstracts (and any inquiries) by July 31, 2020 to BlackLitCOVID@gmail.com.
Postcritique and the Event of Literature: Exploring the
Limits of Subjectivity
The proposed anthology of essays attempts to unravel the
implications of thinking of the event of the literary and postcritique on
subjectivity. This includes engaging with questions such as ‘What does it mean
for the transcendental subject that the literary is a singular event?’, ‘How
does the event of the literary underline the limits of the subject’s being?’,
‘Can the subject be said to (re)act to the event in affective but
non-reflective ways?’, ‘How does the literary text perform the limits of
subjectivity —in language, form, and style?’, and ‘In what way do the various
limits of the human(ist) subject call forth the reimagination of critique?’.
The overall attempt in the proposed collection is thus to push the subject into
ontological crisis and explore the various inflections of such crisis.
Send abstracts/chapter-proposals of 400-500 words to postcritiqueandliteraryevent@gmail.com.
The deadline is Sunday, the 6th of September.
Possibilities and complexities of decolonising higher
education: Critical perspectives on praxis
Teaching in HIgher Education Special Issue
This special issue aims to engage critically in the gap
between high theory and its practical realisations by calling for contributions
that detail the design, implementation, outcomes and short-comings and
limitations of planned and actual decolonising policies and practices at
institutional, disciplinary, curriculum, programme or classroom levels. We are
interested in how, through actual practice and strategic action,
decolonial/postcolonial shifts can both interrupt Western hegemony, and open up
spaces in which other ways of knowing, being, and relating can thrive. At the
same time, we recognize that decolonisation is messy, contextual, and emergent.
This means that we are interested in contributions that address the full
complexity of efforts to transform higher education – including not only viable
possibilities and success stories, but also the challenges, limitations and
complexities of such decolonizing moves.
Abstracts of up to 500 words due by 5pm (BST) 30 June 2020
URL: https://think.taylorandfrancis.com/special_issues/decolonising-higher-education-policy/?utm_source=TFO&utm_medium=cms&utm_campaign=JPE14633
URL: https://think.taylorandfrancis.com/special_issues/decolonising-higher-education-policy/?utm_source=TFO&utm_medium=cms&utm_campaign=JPE14633
Contact Email: kathy.luckett@uct.ac.za
Indigenous Governance and Development: How Do Community
Members Respond?
The journal Ethnologies special issue
The current era of reconciliation and unprecedented
challenges is epitomized by the 2015 landmark report of the Truth and
Reconciliation Commission in Canada; the Aborigines’ shared effort with Parks
Australia to close Uluru to tourism in 2019; the current COVID-19 pandemic that
has caused comparable crises in Indigenous communities, such as the Navajo in
the U.S. and the Yanomami in Brazil, and non-Indigenous communities worldwide;
and the decades-long threat that oil development has posed to Indigenous health
and land rights in Ecuador. These dynamics, which have developed as reactions
to and/or in collaboration with non-Indigenous international, national,
regional, and local political bodies, have often affected or altered the social
and cultural contexts and daily experiences of Indigenous community members.
Keeping the political aspect of these processes as a backdrop, this special
issue of Ethnologies aims at exploring how members of Indigenous communities
worldwide have maintained and/or adjusted their social and cultural practices
to tackle such developments in current times.
Proposals for articles (title, author’s name and short
biographical statement, and a 150-word abstract) must be sent by September
7, 2020 to the issue editor Simone Poliandri at spoliandri@bridgew.edu.
In/Exclusions. Social Responsibility of Institutions
What, in the time of Anthropocene, is the role of
institutions that determine the well-being of society? How to think social
responsibility of the institutions shaping policies of education, public health
and spatial design of the environment? How do they condition one another? How,
and to what extent, can spontaneous outbursts of social resistance influence
the dynamics and trajectory of those institutions? And, finally, how can we
think a world where 1) the institutions of education motivate humans to live
lives founded on social responsibility, social equality and identity
liberation; 2) depression and life anxiety in society remain as low as
possible, and (3) the space we inhabit and share contributes to our well-being?
Full manuscripts should be submitted by 31 July 2020.
Contact Email: publikacje@wse.krakow.pl
COVID19 and the Plague Year
This Special Issue of Angles would like to delve into the
pandemic provoked by COVID-19, and its effects on the Anglophone world. As
schools and universities are still reeling from weeks of lockdown and emergency
distance-learning, plans are already underway to cope with an expected Second
Wave when classes resume in the Fall. This issue invites writers, artists and
academics to reflect on what has occurred in the wake of the COVID-19 pandemic,
on historical, political, institutional, artistic, and personal levels. To make
sense of exceptional circumstances and put them in perspective, this issue
would like to incorporate formats which are also personal and experimental.
Complete proposals must be submitted by October 3, 2020.
Contact: covid@yanb.eu
Social and Cultural Aspects of Circular Economy
“The Circular Economy, however, is virtually silent on the
social dimension, concentrating on the redesign of manufacturing and service
systems to benefit the biosphere. While ecological renewal and survival, and
reduction of finite resource use clearly benefits humankind, there is no
explicit recognition of the social aspects inherent in other conceptualisations
of sustainable development.” (Murray, Keith Skene, Kathryn Haynes, 2015). It is
the main goal of this publication project to explore how the concept of
circular economy may include social and cultural dimensions beyond the
engineering, environmental, and economic aspects. It is our understanding that
trash making is not solely a technocratic question and it cannot be detached
from human societies and human culture.
Contributors are expected to present their draft papers at a
ZOOM (online) workshop organized by the University of Helsinki Environmental
Humanities Hub in January 2020. Final manuscript submissions to book editors
are expected in June 2021, with submission to press in September 2021.
Submissions should include a 300 words abstract and short
author bio and should be sent by September 30 to editors viktor.pal@helsinki.fi and idunmade@mtroyal.ca
Latinx Identities
The Journal of Interdisciplinary Humanities invites
abstracts on the status of academic research and interest regarding individuals
and communities that identify as Latinx, for consideration in a special issue
focused on Latinx identities. This scope of this special issue is intended to
be broad and inclusive of diverse methodologies, theories, and approaches.
Abstract Due: August 15, 2020
The guest editors of this special issue are Dr. Bonnie
Lucero (lucerobo@uhd.edu), Dr. Orquidea
Morales (moraleso@oldwestbury.edu),
and Dr. Ed Cueva (cuevae@uhd.edu). Do not
hesitate to contact us if you have any questions.
Disability and Antislavery Activism Anthology
We are pleased to introduce a project examining historical
intersections between disability and antislavery activism, both broadly
defined. The goal of this edited volume is to revisit the history of
antislavery movements with a focus on disability, thereby illuminating patterns
and interactions that have been largely overlooked in cultural assumptions as
well as scholarship. In many ways, constructs of disability and ableism were
prominent in antislavery discourse throughout Europe and the Americas for
centuries, even if many participants in that discourse did not question their
own assumptions about disability, racial constructs, and enslaved bodies.
Please email proposals to Dea Boster (dboster2@cscc.edu) by September 1, 2020
Doing Academic Careers Differently: Portraits of academic
life
Academic career trajectories have for some time been
becoming more normative and prescribed. Ideals of what makes a good or
successful academic are increasingly seen through the achievement of various
institutionally set targets such as publications in top journals and high
teaching scores, and through performance management systems which routinely
review individuals across a considerable number of pre-determined criteria. In
this climate, normative advice is given to prospective academics as to how to
enter and survive academic life: you have to ‘play the game’, to have senior
(often male) champions and mentors, you need to be well networked and ‘known’,
you need to be visible both internationally at conferences and on social media.
Such requirements imply global mobility and assume Western, masculinist
interactive norms. How many of the current academic bodies fit, or wish to
comply to such norms? The exclusionary nature of such expectations, practices
and assumptions needs now to be critically interrogated.
This book aims to add to and develop critical academic
career studies and critical university studies by challenging orthodoxies and
power relations in academic career trajectories.
Please submit expressions of interest in the form of a
500-word abstract to: sarah.robinson.2@glasgow.ac.uk;
alexandra.bristow@open.ac.uk;
olivier.ratle@uwe.ac.uk
Abstract Deadline: 1st July 2020
Poetics and Politics of Trauma: Regional Wounds,
Universal Traumas, and the Possibility of Empathy
Vernon Press invites chapter proposals for the collected
work Poetics and Politics of Trauma: Regional Wounds, Universal Traumas, and
the Possibility of Empathy. We aim to ask whether, in a globalizing world
grappling with copious forms of traumatizing grievances (including terrorism,
wars, massive displacements of refugees, rise of far-right sentiments, police
violence, etc.), both deconstructivist and pluralist theories could merge to
provide an understanding of trauma, its narrative, and sociopolitical
dimensions. How can we consider the ongoing nature of suffering experienced by
traumatized subjects and yet develop a more humane way of representation that
could lead to what Dominick LaCapra termed as “empathic unsettlement”?
Please submit a chapter proposal of 300-500 words to Rachel
Dale (rdale@brandeis.edu) and Maryam
Ghodrati (mghodrati@umass.edu).
Proposals due: August 1, 2020
Crisis and Possibility
Social Possibility Lab’s Essay Contest and Contributor Call
We seek thoughtfully crafted contemporary essays on the
connections between crisis and possibility.
The crises of the moment are multiple. Nonetheless, crises and turmoil
do spark change, for good as well as for ill.
We believe it important to consider the types of possibilities that
might be needed, desired, and realized. We welcome both conceptual and creative
submissions as well as those that employ specific example, research findings,
or thick description to share in some part a story of a community,
organization, or individual.
All submissions become eligible for website publication and
we will also select a 1st, 2nd, and 3rd place winner. Winners are guaranteed featured publication
status and the 1st place winner will receive a $500 cash prize, the 2nd place
winner $250, and the third place winner $100.
Deadline: August 1,
2020
email: scott@socialpossibility.org
The Global South and/in the Plantationocene
The plantationocene, defined by Donna Haraway as a way of
drawing attention to the planetary effects of extractive practices, monoculture
development, and coercive labor structures that have undergirded modernity and
climate change since at least the 1600s, can provide a useful rubric for
thinking through human-agented ecological change, especially as these changes
unevenly affect different populations and regions. This special issue of The
Global South examines the productive tensions created by the operative phrase
“and/in” when thinking, writing, and living through climate change from the
perspective of the global south and/in the plantationocene.
Please send abstracts of up to 500 words (in MLA style) and
a 100-word biographical statement to guest editors Isadora Wagner and Natalie
Aikens, at isadora.wagner@westpoint.edu
and nmaikens1@gmail.com, by August 21,
2020
According to nature
In which political and social theories or artistic and
cultural expressions has nature represented a central issue? When has nature
played a key role, how has this role been characterized? Active or passive?
Positive or negative? Utopian or dystopian? Has nature been seen as a
submissive instrument or as an uncontrolled force? Is it a friend or an enemy? Suite
française invites everyone to reflect on this very current topic mainly
through a historical perspective. As usual, the call is focused on the French-speaking
domain, but at the same time it is open to comparison with other cultures.
The proposals, not exceeding 2.000 characters, accompanied
by a temporary title and a brief biographical note, have be sent to redazione@suitefrancaise.it
not later than December 31, 2020.
Contact Email: redazione@suitefrancaise.it
The Best Side of Capitalism? The Life, Death, and
Afterlife of the Record Store
This book explores, from a variety of perspectives and
methodologies, how record stores became such important locales. As an agora, a
community center, and a busy critical forum for taste, culture, and politics,
the record store prefigured social media. Once conduits to new music,
frequently bypassing the corporate music industry in ways now done more easily
via the Internet, independent record stores (in direct opposition to rock radio
programmed by corporate interests), championed the most local of economic
enterprises, allowing social mobility to well up from them in unexpected ways.
In this way, record stores speak volumes about our relationship to shopping,
capitalism, and art.
The editors are open to a myriad of approaches charting the
various histories of record stores and the cultures they created, and encourage
contributors to use media/textual analysis to explore how record store culture
is portrayed in both fictional and documentary film.
Authors are invited to submit a 300-word proposal (including
a brief biography) by August 15, 2020 to John.Dougan@mtsu.edu
African Cultural Heritages: The Political Performances of
Objects
This special issue is devoted to a study of the entire
spectrum of official actors, from civil servants to heads of state, interacting
with entities or individuals outside the state sphere (kings, non-governmental
organizations, donors, citizen associations, etc.), who develop gestures,
conceptions and narratives that create or reshape, assign or promote singular,
political uses of objects in Africa. Our interest lies in what the political
investment of objects produces in terms of uses, meanings, imaginaries or
“counter-gestures”. In short, we aim to denaturalize the meanings of these
objects in order to show how these artefacts are constantly (re)produced,
(re)shaped and (re)signified.
1st November 2020: Deadline for submission
of paper proposals (in French or English) to Alexandre Girard-Muscagorry (girardmuscagorry@gmail.com) and
Marian Nur Goni (m.nurgoni@gmail.com)
Leading & Listening to Community: Facilitating
Qualitative, Arts-Based & Visual Research for Social Change
What does ethical research facilitation look like beyond
institutional guidelines? What might deep, ethical, meaningful or useful
facilitation look like in qualitative, participatory visual, and
community-based research? The complexities of how scholars make decisions
within their research with people and communities have an effect not only on
how they construct their participants and communities, but also on their
projects, the ways their projects are shared and disseminated, and what is
learned in the doing of facilitation. This edited collection asks: what does
ethical research facilitation look like in projects that seek to move toward
social change? How can scholars weave political and social justice through
multiple levels of the research process?
Deadline for chapter proposals: September 1st, 2020
Black Girl Magic: Redefining Black Feminist Thought
This edition of Open Cultural Studies Journal seeks essays
as innovative and thought-provoking as the writings from the Crunk Feminist
Collective. The primary theme for exploration is representation: How is a new
generation of black feminists representing a black feminist agenda? How are
artists and writers subverting definitions of black womanhood represented in
media and scholarship? Finally, how are marginalized groups within communities
of color fighting for recognition?
Deadline for extended abstracts: 15 September 2020
Contact Email: Katarzyna.Grzegorek@degruyter.com
The Great Dis-Equalizer: the Covid-19 crisis
PORTAL: Journal of Multidisciplinary International Studies
As the Covid-19 pandemic spread to communities across the
globe, governments reacted to the crisis in various ways, often enforcing
various iterations of a lockdown. The crisis – as much economic and political
as biological and affective – was quickly branded the “great equalizer” and a
shared global event that made present the fragility and vulnerability of the
human body and mind. The tendency to universalize the lived experience of the
crisis and living in lockdown rested on underlining the affective bonds between
peoples and societies and their shared suffering. This special issue aims to
unsettle the narrative of the Covid-19 crisis as the “great equalizer” by
presenting diverse accounts of living in lockdown that foreground the pandemic
as the great dis-equalizer. We invite short submissions (up to 3000 words).
Please email your expressions of interest to Nicholas.Manganas@uts.edu.au and
alice.loda@uts.edu.au by Monday
July 13, 2020.
Latina Media Histories
Feminist Media Histories: An International Journal - Special
Issue
We invite proposals for a special issue on Latina Media
Histories. In the spirit of Emma Pérez’s call to decolonize history by shining
a light on Latina contributions, this issue of Feminist Media Histories
considers how Latinas have contributed to and intervened in film and media
histories in a range of contexts and time periods.
Interested contributors should contact guest editors Mary
Beltrán and Mirasol Enríquez directly, sending a 300-word proposal and a short
bio no later than August 1, 2020 to mary.beltran@austin.utexas.edu and mirasol.enriquez@austin.utexas.edu.
(Re)imagining body work
https://networks.h-net.org/node/73374/announcements/6203813/call-book-chapters-reimagining-body-work
Where is the researcher’s body in all the describing and
interrogating talk about the body? Such a starting point involves an
understanding of the human body by undertaking the lived experiences that
permeates it. We title this call for proposals ‘(Re)imagining body work’ as a
moniker to capture researchers who fully engage with their participants and
their activities. Far from having an absent presence, this book foregrounds
current embodied fieldwork of sociologists who discuss and explore the lived
body as a topic of, and resource in, empirical social science.
Please send proposals to Cornelia Mayr (cornelia.mayr@aau.at)
Deadline for proposals: 30th September, 2020
Drawing Intersectionality: Intersections of Gender and
Other Marginalized Identities in Transnational Comics
In recent years, following the success of the culturally and
critically renowned Maus and Persepolis, the non-superhero comic scene has seen
the rise of intimate graphic memoirs that deal with an intersection of
marginalized identities arising from diaspora, war, disability, invisible
illnesses, and/or queerness. In these works, we do not simply read about
marginalized lives, instead the comic form opens a window into the
author-protagonist’s life—which diminishes the gap between readers and the
minority subjects. The latter’s struggles are explicated via intimate pictorial
narratives that solicit deeply affective responses. This edited collection
seeks to examine how Graphic Narratives can be utilized to subvert the
domination of popular discourse by existing power structures, and,
consequently, to decolonize crip, queer and diasporic spaces.
Please submit a proposal of no longer than 500
words, and a short biographical note, to Kay Sohini at sohini.kumar@stonybrook.edu by July
31, 2020.
Gamification in the RhetComp Curriculum
As the 21st century has become increasingly defined by
social and interactive New Media, the importance of gamification theory in
pedagogic practices needs to be continually re-evaluated and emphasized, especially
in Rhetoric and Composition curricula that form the basis of first-year
academic experiences and expressive skill development. What are the rhetorical
properties of gameplay, and how can we adopt them into successful Composition
classroom pedagogy?
Please submit your proposal to chrismcgunnigle@gmail.com by September
30, 2020
Geographia Literaria: Studies in Earth, Ethics and
Literature
This volume by sensing the fundamental ideas of space and
place on the earth seeks to negotiate with and react to the underlying
semasiological or psycho-geographical principle of Geopoethics which cuts
across all these varied and at times conflicting schools. It tries to
understand how we poetically exist with-the-earth. We believe that literature
exemplifies a geographical consciousness— an “intimate and subjective”
experience of the earth. And this book is an attempt to conceive this eclectic
infusion of art and earth, so that we are able to ensure that the world of the
art always remains in touch with the earth of the world.
Chapter abstracts may be sent to Jagannath Basu at dyukrish@gmail.com by 15 August 2020.
The Civic and
Political Participation of Young People
Special Topic on "The Civic and Political Participation
of Young People: Current Changes and Educational Consequences" to be
published in Frontiers in Political Science - Political Participation
Our focus will be two-fold:
(i) In our globalized, digitalized and polarized societies,
how are young people participating politically, how are their forms of
participation changing, and how are they becoming political subjects, and
politically educated, through these actions?
(ii) What kind of opportunities for political engagement and
learning are educational contexts and initiatives (e.g. schools, community
organizations) promoting and how do they contribute to the education of active
and critical young citizens committed to social justice.
Abstract Submission
Deadline: 31 July 2020
A Quit Lit Reader
This volume will use academic “quit lit” as a lens through
which to examine the present situation and possible futures of doctoral
education. It will include classic pieces of quit lit, commentary on the genre,
and reflections on the difficult state of the academic career path that
significantly inform the larger discussion. The collection will be useful to
students and early-career academics in thinking about the challenges inherent
in academic careers, while affording senior academics, higher ed
administrators, and the public a window on the realities of the academic job
market and working conditions. The editors welcome contributions from graduate
students, faculty, and administrators working within academia, while especially
seeking reflections of those pursuing careers mostly or wholly outside it.
Please submit an abstract (<400 words) and resume or
brief CV to Chris Flanagan (cjflanag@syr.edu)
by July 15, 2020.
FUNDING
RSAP Early Career
Research Grants
The Research Society for American Periodicals (RSAP) invites
applications for grants of between $250 and $1,000 to enhance research
activities in American periodicals. These grants are intended for early career
scholars – graduate students and those who have received their doctorate within
the last five years – and are open to those who are “researching in place” in
the midst of the ongoing pandemic. The funds may be used in a variety of ways,
including but not limited to: a subscription to an online database or resource;
reproduction or copyright/use fees for brick-and-mortar archival materials or
digital database materials; travel to archives; childcare to enable travel or a
concentrated period of research/writing; computer software.
The deadline for applications is August 1, 2020.
email: kirsten.macleod@ncl.ac.uk
Afro-Latinx
Fellowship
The Latinx Project at NYU will offer its inaugural
Afro-Latinx Fellowship for advanced doctoral students and assistant professors
whose research advances the study of Afro-Latinx communities in the U.S. The
fellowship is open to all fields. The selected candidate will spend a semester
or a year with the NYU Latinx Studies academic community. This fellowship has
no teaching requirement. The aim of the fellowship is to allow the fellow to
complete a doctoral dissertation, a major publication, or research project
during the fellowship year.
Please send you CV and a one-page statement outlining your research,
work in progress and any ideas for programming you would like to explore that
are related to your work to latinxproject@nyu.edu by July 25, 2020.
COVID-19 GRANTS FOR HISTORY IN THE PUBLIC INTEREST
The Albert Lepage Center for History in the Public Interest
at Villanova University is pleased to announce a new funding opportunity to
support historical projects related to the Covid-19 pandemic that advance the
public interest. The Center will fund up to 10 projects that creatively engage
with the broad range of questions, concerns, policies and practices raised by
the study of how past pandemics have affected the course of history and how
historical study can further public understanding of the current Covid-19
crisis.
The Center is particularly interested in proposals that
adopt a global approach and highlight issues of race, gender, power and
structural inequality. We strongly encourage BIPOC and members of minority and
underrepresented populations to apply.
Deadline: August 15, 2020
Proposals should be emailed as a single attachment (PDF or
Word document) to lepage@villanova.edu
Summer Research Grant on Women’s Suffrage
A major grant from the Andrew W. Mellon Foundation has
allowed the Schlesinger Library to launch the Long 19th Amendment Project
interrogating the centennial of American women’s suffrage. The grant will fund
up to three eight-week residencies June–July, 2021 for researchers doing advanced
work on gender and suffrage, voting rights, citizenship, or other related
topics. Successful projects will draw in meaningful ways on Schlesinger Library
collections. The stipend for each award is $15,000.
The deadline for submission is November 16, 2020.
Contact Email: slgrants@radcliffe.harvard.edu
Migration
Five Andrew W. Mellon Postdoctoral Fellowships in the
Humanities are available for the 2021-2022 academic year on the general topic
of Migration. The Wolf Humanities Center's Postdoctoral Fellowships are open to
junior scholars in the humanities who are no more than five years out of their
doctorate. Preference will be given to candidates not yet in tenure track
positions, whose proposals are interdisciplinary, who have not previously
enjoyed use of the resources of the University of Pennsylvania, and who would
particularly benefit from and contribute to Penn's intellectual life.
Application Deadline: October 15, 2020
email: saravarney@sas.upenn.edu
URL: https://wolfhumanities.upenn.edu/fellowships/andrew-w-mellon-postdoctoral-fellowship-humanities
JOB/INTERNSHIP
Postdoctoral Scholar- Public Humanities
The Penn State Humanities Institute (H.I.) has embarked on a
Public Humanities Initiative that aims to bring humanities ideas to bear on
issues of public concern in ways that facilitate deeper discussion of those
issues. As part of this initiative, the Penn State H.I. seeks a Post-doctoral
Scholar who will serve as a co-instructor for these classes and help organize
and conduct these public discussions. The Post-doctoral Scholar will have a
background in the humanities, preferably emphasizing public engagement (“public
philosophy”, “public (or oral) history”, etc.). Experience with community-based
learning projects and demonstrated commitment to building collaborative
partnerships with on- and off-campus groups will be a plus. In addition,
successful candidates must either have demonstrated a commitment to building an
inclusive, equitable, and diverse campus community, or describe one or more
ways they would envision doing so, given the opportunity.
For more information email:
humanities@psu.edu.
Review of applications will begin immediately and continue
until the position is filled.
Black Music History Researchers
Black Music History Researcher
The HistoryMakers seeks to hire full time Oral History Researcher
to complete in-depth research for its video oral history interviews and its
subject matter categories in the area of the history of black music in all
kinds of genres(i.e. classical, jazz, R&B, folk, blues, hip hop, etc.) .
History of African Americans in the Arts Researcher
The HistoryMakers seeks to hire full time Oral History
Researcher to complete in-depth research for its video oral history interviews
and its subject matter categories in the area of the history of African
Americans in the Arts.
National Humanities Alliance Jobs
The National Humanities Alliance (NHA) is a nationwide
coalition of organizations advocating for the humanities on campuses, in
communities, and on Capitol Hill. Founded in 1981, NHA is supported by over 200
member organizations, including: colleges, universities, libraries, museums,
cultural organizations, state humanities councils, and scholarly, professional,
and higher education associations. It is the only organization that brings
together the U.S. humanities community as a whole.
Research Fellow, Community Initiatives
The National Humanities Alliance invites applications for a
research fellow with qualitative research experience and an interest in
community-based humanities work. The fellow will work primarily on our efforts
to document the value of the humanities in communities around the country.
These efforts include (1) in-depth case studies aimed at illuminating how
humanities education, organizations, and programs can collectively foster more
just, inclusive, and flourishing cities, towns, and rural communities and (2)
our NEH for All initiative, which documents and communicates the impact of
National Endowment for the Humanities (NEH) funding on communities,
organizations, and individuals. This position is supported by a grant from the
Andrew W. Mellon Foundation.
Project Director, Humanities for All
As a part of its ongoing work to promote the public value of
the humanities, NHA seeks a project director to work on the Humanities for All
initiative. Humanities for All documents and promotes publicly engaged
humanities work in U.S. higher education, including research, teaching, preservation,
and programming conducted with and for diverse public partners. It is a
resource for scholars carrying out their own publicly engaged work, educators
teaching on the public humanities, and scholarly societies and funders looking
to support public engagement efforts in the humanities
Applications will be reviewed as they are received until the
position is filled.
Humanities
Perspectives on the Pandemic
The coronavirus pandemic has rapidly changed our world. In
response to this challenge, we are offering the pamphlet 13 Perspectives on The Pandemic: Thinking In A State Of Exception.
This free publication provides a virtual space for thinkers in the humanities
to historically embed and critically interrogate our response to the Covid-19
crisis.
Furthermore we are happy to announce our digital lecture
series De Gruyter Corona Talks, Thinking
in a State of Exception: https://cloud.newsletter.degruyter.com/humanities_perspectives_on_the_pandemic#Corona%20Talks
African American LGBTQ+ U.S. History Chronology
Along with the inspiring, hopeful history of resistance,
this chronology sometimes includes extremely offensive, racist language because
documenting oppression is important to the work of remembering the past,
understanding the present, and creating a free future.
Help OutHistory add to this chronology! Email Jonathan Ned
Katz at outhistory@gmail.com.
American History
Association Pedagogy Resources
Online Teaching Forum
The AHA is excited to announce the AHA Online Teaching
Forum, a series of virtual events, from webinars to workshops, designed to help
historians plan for teaching in online and hybrid environments.
Upcoming Virtual
Event:
June 25, 2020 at
2:00PM ET - “Engaging Students Online: Using Digital
Sources and Assignments in Virtual Classrooms” with Dr. Steven Mintz (Univ. of Texas,
Austin) and Dr. Laura McEnaney (Whittier College; VP of AHA Teaching Division)
Remote Teaching
Wiki Project
Here, historians who
have resources useful for remote teaching can share them, and those racing to
adapt courses can search for materials instead of working from scratch. To find
materials to help you teach, just browse the wiki (http://www.ahadigital.org/wiki/index.php?title=Main_Page). To add materials to the wiki contact us at:
team@ahadigital.org
Transcripts: A
podcast about how trans people are remaking the world.
Transcripts is a new
podcast that puts the transgender movement in context. Using oral histories
from the Tretter Transgender Oral History Project at the University of
Minnesota Libraries, hosts Andrea Jenkins and Myrl Beam introduce listeners to
the trans activists who are changing our world.
Episode 1: Even though transgender-themed TV shows like
Transparent and Pose have achieved mainstream popularity, trans people still
face huge barriers to employment, housing, and safety. The hosts investigate
how trans activists are grappling with those contradictions - and what they’re
doing to change the system.
Visit our website to
learn more about the Tretter Transgender Oral History Project: https://www.lib.umn.edu/tretter/transgender-oral-history-project.
Call for
Participants: attitudes towards open access publishing among Black, Indigenous,
and POC faculty study
A research team is
seeking participants interested in joining a focus group about attitudes
towards open access publishing among faculty who identify as Black, Indigenous,
and/or people of color. This survey is intended to identify participants
interested in participating in a small, online focus group exploring attitudes
towards open access publishing. The online focus group will last 90 (ninety)
minutes. This survey is completely voluntary. All responses will be kept
confidential and only the two member research team will have access to
responses.
If you have any
questions regarding this survey or the larger study, please contact the
principal investigator, Tatiana Bryant (Asst. Professor, Adelphi University,
(516) 877-3555, tbryant@adelphi.edu). URL:
https://bit.ly/oabipocrecruitmentsurvey
WORKSHOPS
Worrying the Mask: The Politics of Authenticity and
Contemporaneity in the Worlds of African Art
Jun 29, 2020 04:00 PM
In this uniquely curated Performance-Lecture-Film, artist
Zina Saro-Wiwa navigates the moral, philosophical and cultural conundrums that
arise from the very existence of contemporary traditional African art.
Please join us for this remarkable tour-de-force by
registering at: https://ucla.zoom.us/webinar/register/WN_17YyyFulTD27IOHG0NsxUw
Contact Email: aapter@history.ucla.edu
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