CFP: Pedagogy journal [English: Rhetoric & Composition] due April 2017

Call for Papers:  Special Issue of Pedagogy [journal] — Ideological Transparency in the Classroom and On Campus.  Daniel P. Richards and Louise Wetherbee Phelps, Guest Editors.

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Context

It has been over a decade since Karen Kopelson published her article “Rhetoric on the Edge of Cunning” (2003), in which she proposed the performance of neutrality as a potential strategy to address ideologically-driven student resistance in the writing classroom. Overtly politicized critical composition pedagogies, she argued, might exacerbate student resistance—in particular if those pedagogies are enacted by marginalized teacher-subjects—and thus looks to theories of “radical resignification” to explore the value of performing the type of objectivity many students expect in university classrooms. Situated, as Kopelson’s article is, in Richard Boyd’s (1999) notion that the field of rhetoric and composition has long been preoccupied with student resistance as evidenced by its “incessant return” as a narrative, this special issue asks scholars in the field to do just that: return incessantly to thinking and theorizing about our own ideological commitments and political inflections in our teaching practices and performances.

While we might have consensus in the belief that there simply is no teaching without ideology, indeed that ideology is inherently inescapable, there is ample room for conversation about the degrees to which we make our commitments and political affiliations apparent and what role these various approaches play in the larger conversation of public perception of higher education and, more urgently, the changing nature and forms of student resistance in our current sociopolitical moment. Have the manifestations of student resistance changed, and if so, what does this mean for our own pedagogical performativities? Need they change? In what ways? For whose interests? And for what ends? How much of our own ideological allegiances do we make transparent to our students, and what are the reasons we give? What are the bounds of pedagogical neutrality in the shifting landscapes of higher education and politics?

Guiding Questions

The editors of this special issue invite proposals of full-length articles pertaining to this topic, and are open to various types of methods relevant to pedagogical inquiry and classroom research. The editors are particularly interested in responses to the following questions:

  • How do our pedagogical choices reinforce or challenge the public perception of higher education practices?
  • How has student resistance changed?
  • How do we approach the perception of “ideological bias” by students?
  • How do we make apparent the differences to students between content coverage, pedagogy, and fair assessment practices?
  • What role does political affect play in our pedagogies?
  • What administrative moves could or should be made to address issues of ideological discrimination or invisibility in the classroom?
  • What are the ideological issues facing writing program administrators in terms of curriculum development and teacher training and what are the various approaches available?

Overall, this special issue seeks to re-examine discussions, approaches, and rationales of pedagogical ideological transparency and/or performativity in order to encourage more explicit discussions of how and why teachers do or do not inflect their politics in the classroom, all the while positioning these approaches in the larger topics of student resistance, public perception of higher education, and political surveillance.

Timeline

  • Proposals due: April 7, 2017
  • Decision to authors on preliminary inclusion: May 5, 2017
  • Author drafts to guest editors: November 17, 2017
  • Article revisions (due to guest editors): October 2018
  • Issue to Pedagogy: December 2018
  • Issue mails to readers: December 2019

Submission and Contact Details

Individuals or co-authors should submit a 600-word proposal that indicates type of submission, overall topic, questions addressed, and contribution to the field. Proposals should be submitted as .doc or .pdf files to dprichar@odu.edu and lwphelps@odu.edu. The subject line of the email submission should read “Special Issue Proposal, Ideology in the Classroom.” For more information or queries, email Daniel Richards at dprichar@odu.edu.

Journal Description

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture is an innovative journal that aims to build and sustain a vibrant discourse around teaching in English studies. In spite of the large role that teaching plays in the lives of most English studies scholars, no other mainstream journal in English devotes itself exclusively to pedagogical issues spanning the entire discipline. By contrast, Pedagogy covers all areas of English studies from literature and literary criticism to composition and cultural studies. It seeks to reverse the long history of the marginalization of teaching and of the scholarship produced around it. Fusing theoretical approaches and practical realities, Pedagogy is an essential resources for teachers.

Journal CFP: The Humanities as a Form of Resistance

The first issue of Con Texte, Laurentian University’s interdisciplinary humanities graduate student journal, will explore the various forms of text that ignite revolutionary forms of political and social resistance.

Works should reflect the ever present need for political resistance as expressed through the humanities and emphasize the role and importance of text as a means of pedagogy, revolution, and reformation.  When politics fall into dangerous and threatening forms, many of us have few alternatives for opposition.  This edition will explore the importance of text in maintaining our sense of the world, creating culture and national identity, and centring our communities within their own power.

We are looking for submissions exploring a wide range of topics, including but not limited to:

  • feminist literature, philosophy, and all other forms of text
  • explorations of intersectionality in terms of art, literature and philosophy
  • humour and satire as forms of political commentary
  • explorations of empowerment for community and culture through humanities methods
  • scholarly reflections on music, poetry and prose as forms of resistance

We invite submissions from scholars at all levels and seek a variety of theoretical positions, differing and silenced opinions, and strange perspectives about the value of the Humanities.

Full Submission Due: March 15th 2017
Maximum 3,500 words in Word format.
Citations in MLA, APA, and Chicago.
Prepared for blind review.
In English or French.
Online publication released June 1st 2017.

Please send your submission to contexte.journal@gmail.com.

More information available at contextejournal.ca

CFP: The Rhetoric of Platforms

The Rhetorics of Platforms: Special Issue CFP

[Announcement copied from the Present Tense Journal website.]

For this special issue of Present Tense: A Journal of Rhetoric in Society, we invite proposals that investigate, theorize, and/or analyze the rhetorical work of platforms. By platforms, we draw on Tarleton Gillespie to mean “sites and services that host public expression, store it on and serve it up from the cloud, organize access to it through search and recommendation, or install it onto mobile devices.” Platforms encapsulate a complex assemblage of cultural, political, ideological, and economic practices. We are interested in research and scholarship that untangles such assemblages—that is, work that examines the rhetorics of platforms. Continue reading CFP: The Rhetoric of Platforms

CSSR/SCÉR 2017 Conference Call for Proposals due Jan 15, 2017

CSSR / SCÉR Canadian Society for the Study of Rhetoric / Société Canadienne pour l’Étude de la RhétoriqueThe Canadian Society for the Study of Rhetoric (CSSR / SCÉR) invites scholars and students to submit proposals for presentations in English or French. Our next annual conference will be held at the Canadian Federation of Social Sciences and Humanities’ Congress 2017 (www.congress2017.ca) at Ryerson University, Toronto, ON, Canada, May 30 – June 1, 2017.

Our special theme this year is “Rhetoric and interdisciplinarity/disciplinarity.” However, proposals are not limited to the special theme.

The society welcomes papers on all aspects of rhetoric:

  • rhetorical theory, criticism, and/or history
  • rhetoric in popular culture and everyday life
  • rhetoric and the media, film, gaming, and visual culture
  • rhetoric and the physical environment
  • rhetoric and the body, sports or performance
  • rhetoric in the fine arts and literature
  • rhetoric and identity, women’s/gender studies
  • rhetoric in various disciplines and professions
  • rhetorical discourse analysis and genre studies
  • rhetoric of political, legal or public discourse
  • biographical research on rhetors or rhetoricians
  • rhetorical aspects of sociolinguistics and semiotics

We foster dialogue among scholars from diverse disciplines and professions who are interested in rhetoric. We welcome not only mainstream rhetorical scholarship, but also “rhetoric in/and” a wide variety of domains or disciplines and through interdisciplinary frameworks.

Please distribute this call among your networks.  I look forward to receiving your proposal.

Sincerely,

Dr. Tania S. Smith, CSSR / SCÉR President

CSSR 2017 Call for Papers coming soon

The CSSR 2017 Call for Papers is currently in review & translation.

Please start to plan your presentation proposal. It is due January 15, 2017.

Consider your travel plans to attend the conference at Ryerson University, Toronto, Canada, from May 30 to June 1, 2017.  Congress usually offers low-cost campus accommodation as well as hotel and airline discounts. Congress registration fees will be available at reduced early-bird rates until March 31. 

More information is on our Conference page.