The Prizes Sub-Committee is delighted to announce that it has awarded two bursaries for attendance at the annual Postgraduate Symposium.

 

The bursaries have been awarded to Jennifer Gouck (independent scholar) for her paper, “‘Welcome to Your Tape’: Union and Disunion in Jay Asher’s Thirteen Reasons Why,” and to Annette Skade (DCU) for her paper “Clive’s Song by Anne Carson: Pushing the Limits.” The Prizes Sub-Committee and everyone at the IAAS would like to extend their sincere congratulations to the winners.

 

The 2017 IAAS Postgraduate Symposium is hosted by the Trinity Long Room Hub in Trinity College Dublin, on 25th November. This is an annual event designed to foster and promote the work currently being undertaken in American Studies by postgraduate students and early-career scholars, throughout Ireland and beyond.

 

For information on the range of other bursaries and prizes on offer from the IAAS, please see our Funding Opportunities page.

CFP: Transoceanic American Studies

by Benjamin Fagan

Transoceanic American Studies

May 17-18, 2018

Conference at the German Historical Institute, Washington, DC

Conveners: Juliane Braun (University of Bonn/GHI Washington); Benjamin Fagan (Auburn University/GHI Washington)

“Transoceanic American Studies” seeks to bring together scholars working in Atlantic, Pacific, and Transoceanic Studies in order to develop a set of practices and principles for exploring the interconnectedness of the Americas to the Pacific and Atlantic oceans, and of those oceans to one another. Such a transoceanic approach brings together two major strains of American Studies scholarship. Scholars have explored the multiple ways in which the United States shaped and was shaped by happenings in and across the Atlantic Ocean, while recent has also focused on the influence of transpacific networks on the United States. Work connecting the United States to happenings in either the Atlantic or Pacific worlds has decisively upended the vision of an American nation isolated from its neighbors by two oceans, but Atlantic and Pacific studies remain largely separate endeavors. Bringing together the insights of scholars working in these fields, “Transoceanic American Studies” will stimulate conversations exploring how events in the Atlantic and Pacific worlds influenced one another.

 

In addition to hosting a conversation between scholars working at the intersections of Atlantic and Pacific Studies, this conference will explore the particular methodological underpinnings and opportunities of a transoceanic approach by considering some of the following questions:

 

What are the key differences between Atlantic Studies and Pacific Studies approaches? What are the key similarities between Atlantic Studies and Pacific Studies approaches? What are the strengths and weaknesses of these two approaches? How might we combine Atlantic Studies and Pacific Studies approaches into a transoceanic methodology? What are the benefits, and the potential costs, of such a combination? What are the primary topics or subjects that would especially benefit from a transoceanic approach (i.e. the China trade, the slave trade, the overlap of the East and West Indian Companies)?

 

We invite papers showcasing a transoceanic approach to American Studies, as well as work explicitly interested in the methods of transoceanic studies. The conference will be conducted in English, and the organizers expect to be able to cover the transportation and accommodation costs of conference participants.

 

The deadline for proposals is December 15, 2017. Please send a short abstract of your proposed contribution (no more than 500 words) together with a brief academic CV in a single PDF file to Susanne Fabricius at fabricius@ghi-dc.org If you have questions concerning the conference, please contact Benjamin Fagan at fagan@auburn.edu.

CALL FOR PAPERS

Teaching and Resistance in the Age of Trumpism

Radical Teacher: A Socialist, Feminist, Anti-Racist Journal

https://radicalteacher.library.pitt.edu/

The 2016 election of Donald Trump has brought with it a wave of dangerous, reactionary developments, including an emboldened white supremacy; brazen sexism; a belligerent foreign policy posture; an ever-more punitive stance on “law and order”; racist, xenophobic immigration and border policies; denial of scientifically-proven climate change; an augmented neoliberal, “business” approach to social problems; an assault on truth in favor of “alternative facts”; the elevation of hate and bigotry in public discourse and attitude; and more. While many were shocked by the election results, the Alt-Right, authoritarian forces and sharply regressive ideas that carried Trump into office have deep historic roots and broad support.

For many people, including the electoral majority who voted against Trump and those who are targeted by Trumpism, these are dark, distressing times. And yet, recent years have witnessed the rise of resistance movements—from Black Lives Matter and NoDAPL to the 2017 Women’s March on Washington (and affiliate marches around the country and the world) and nationwide demonstrations against the new administration’s bigoted immigration restrictions, among others. Left educators at all levels are active in the struggle, and have created networks to share pedagogical and activist strategies – see for instance: http://www.radicalteacher.net/trumpism/

Radical Teacher invites submissions that address how progressive educators are teaching about, working within, and resisting Trumpism. Potential topics include:

–teaching the dynamics of white supremacy and anti-blackness in the context of a resurgent white nationalism

–teaching about revisionist history and the meanings of memory and commemoration (eg Confederate monuments, the rewriting of the causes of the Civil War, etc)

–teaching about and against “fake news”

–teaching about (and/or doing) labor organizing in an openly anti-union climate

–teaching indigenous sovereignty and the history of settler colonialism

–teaching to challenge sexism and the culture of sexual assault

–fighting for educational funding in the context of neoliberal privatization

–teaching climate change and scientific fact in the context of Presidential denial and obfuscation

–teaching about economic injustice, exploitation, class, and the concentration of wealth in the context of a billionaire presidency and extreme wealth consolidation

–teaching LBGTQIA issues in the context of toxic masculinity and violence against queer, trans, and gender non-conforming people

–teaching about US empire in the context of a reinvigorated American exceptionalism

 

Address inquiries to Sarah Chinn (sarah.chinn@hunter.cuny.edu) and Joseph Entin (jentin@brooklyn.cuny.edu). Complete manuscripts due January 31st, 2018. Submission guidelines: https://docs.google.com/document/d/1molCRrgNZEyfKqqdWqQiInvgCvrRuryqrXHhqWumJDw/edit

Terra Foundation for American Art Paris Center — April 5, 2018

Deadline: December 29, 2017

The Terra Foundation Research Workshops represent an opportunity for doctoral candidates and scholars at the postdoctoral level to informally present and discuss their research on American art with their peers. For this second edition, we are inviting presentations on research topics that explore the relationship between the visual arts and changing notions of the environment. This may include, for instance, recent works on ecocriticism, weather and climate, physical boundaries, landscape, or cartography. Each participant (up to four per workshop) will give a fifteen-minute presentation, followed by a collegial one-hour discussion. Papers will be circulated in advance.

Eligibility: Open to Europe-based PhD candidates and postdoctoral scholars having completed their PhD in the last four years in art history, aesthetics, or American studies, insofar as the proposal mainly pertains to American art and/or visual culture from the colonial period to 1980. Applicants to the workshop are invited to submit their abstracts (up to 250 words) and CV by December 29, 2017 to:moreteau@terraamericanart.eu

Travel and accommodation in Paris for one night will be reimbursed upon presentation of receipts (up to 540 €).

Workshop language: English

Abstract submission for the two-day international conference “ExRe(y) 2018: Exhaustion and Regeneration in Post-Millennial North American Literature and Visual Culture” is fast approaching. Abstract submission is open until 15 November.

Please visit exrey.umcs.lublin.pl for further details.

Call for Papers

A century and a half after the abolition of slavery in the United States, the Underground Railroad, the formal and informal network of routes and people that helped fugitive slaves escape from the slaveholding South to freedom between the end of the 18th century and the Civil War, still draws considerable scholarly attention, whether it be through investigating its history or debating its many representations in public memory, literature and various art forms (Schulz, 2016). Considered “a model of democracy in action,” “the nation’s first great movement of civil disobedience since the American Revolution,” and “an epic of high drama” (Bordewich, 2005, p. 4-6), the Underground Railroad has offered many fruitful opportunities for scholars and artists to deepen, question and even contest knowledge of the institution of slavery and understanding of abolitionism, as well as the representations of various aspects of the “color line” in the United States and North America more generally. In this issue of LISA-ejournal, we would like to survey the ongoing research on the Underground Railroad since the turn of the 21st century, in order to highlight the plurality of the concept itself by encouraging transdisplicinary dialogue between history, memorialization strategies and fictionalization in the arts and literature. The history of the Underground Railroad has long been characterized by its permeability to mythic language. Early works on the issue, often written by abolitionists, evinced an interest in showcasing the heroic acts of men (and sometimes women) involved in a network primarily depicted as focusing on helping fugitive slaves escape from the slaveholding South to reach the Northern free States or Canada. Wilbur H. Siebert’s groundbreaking /The Underground Railroad from Slavery to Freedom/ (1898) is a case in point: its approach emphasized a national conception of the network, glorified white abolitionists by collecting their personal memories, and promoted the view of an essentially northward route of the Railroad. When, in 1961, Larry Gara published /The Liberty Line: The Legend of the Underground Railroad/, the book was hailed as a successful attempt to alter this perception by establishing more firmly the mythical dimension of the Underground Railroad, which basically relied on the supremacy of white heroes to the detriment of free Blacks and the fugitive slaves themselves, on a tendency to overestimate the number of fugitives who actually fled using the Railroad, and on the silencing of the voice of the slaves who remained captive in the South. Forty years later, David W. Blight’s /Race and Reunion: The Civil War in American Memory/ expanded on Gara’s argument by presenting the history of the Underground Railroad as told by Siebert and his disciples as an opportunity for white abolitionists in the Northern United States to seek an “alternative veteranhood,” while their “homespun tales of helping slaves escape may have been a kind of white alternative slave narrative” (Blight, 2001, p. 234). In 2015, Eric Foner’s masterly /Gateway to Freedom/ on the Underground Railroad in New York State was published to critical acclaim, as its author’s historical expertise “dispels the lingering aura of myth surrounding the Underground Railroad” (Varon, 2015).

We thus encourage contributions dealing with the historiography of the Underground Railroad, by showing the various ways in which history and myth have continued to interact or, conversely, disassociated themselves in the past fifteen years, through renewed interest from historians in writing a history of the Underground Railroad that is altogether more complex, nuanced, and ostensibly more scholarly. The following list provides possible topics for discussion, including:

– an evaluation of how historians have recently reassessed the role of the Underground Railroad both inside the major centers of abolitionism like Philadelphia, Boston or New York as well as outside, in a periphery that proved essential over such a vast territory;
– an appraisal of the current trend toward a more transnational perception of the Underground Railroad, as exemplified by the publication in 2016 of The Fluid Frontier which focuses on the borderland between Detroit and Canada;

– an assessment of the efforts recently made to document other “geographies” of the Underground Railroad, which include Florida, Mexico and the American West for example;

– an analysis of new insights into unconventional guises of the Underground Railroad, such as the “reverse Underground Railroad” that sent kidnapped Northern free Blacks to Southern slavery or, for example, the early escape of fugitive slaves from Upper Canada towards the Northern United States between 1770 and 1793 (Simcoe’s Bill);

– a review of how gender issues as well as issues related to intra- and inter-ethnic relationships have altered the more recent writing of the history of the Underground Railroad.

Meanwhile, we invite submissions that will explore the ways in which the evolution of historiography mentioned above has influenced or not memorialization strategies regarding the Underground Railroad and its various representations in literature and the arts. Though David W. Blight’s Passages to Freedom (2004) has already tackled some aspects of this question, new material and new topics have emerged since then and remain to be addressed. We thus welcome any scholarly writing on research dealing with: – the heroes and heroines of the Underground Railroad and their role in shaping the United States’ collective memory, with special emphasis laid on the many implications of the induction into the Underground Railroad’s hall of fame of its most famous “conductor”, Harriet Tubman. We welcome scholarly work on her many biographies (from Sarah Hopkins Bradford’s 1869 version to Seith Mann’s upcoming biopic), the various versions of her story published in YA literature in both the United States and Canada, the string of memorials dedicated to her, the diverse works of art her life has inspired, and the forthcoming reproduction of her portrait on the back of the $20 bill;
– recent documentaries dealing with the Underground Railroad such as Underground Railroad : The William Still Story (Laine Drewery, 2012) or Dawn of Day : Stories from the Underground Railroad (Rusty Earl, 2016); – TV series like The Book of Negroes (Clement Virgo, 2015) and Underground (Misha Green and Joe Pokaski, 2016);
– recent literature like The Underground Railroad by Colson Whitehead (2016, National Book Award), Underground Airlines by Ben H. Winters (2016), The Last Runaway by Tracy Chevalier (2013) or Song Yet Sung by James McBride (2008). Though belonging to genres as diverse as sci-fi, roman noir, romance and historical fiction, these works all use the Underground Railroad as a powerful motif to reinvent and distort the past while inviting contemporary North American readers to face the dark sides of their common history and confront the moral, social and political ambivalences apparent in the ways in which diversity is perceived and practiced there today.

Proposals (abstract and bio, not exceeding 500 words) should be sent to Sandrine Ferré-Rode (sandrine.ferre-rode@uvsq.fr) by January 10, 2018 (extended deadline).  The deadline for completed articles will be May 1st, 2018.

Articles should be between 6,000 and 8,000 words in length and follow the editorial style presented on the peer-reviewed Revue LISA / LISA e-journal website (https://lisa.revues.org), ISSN: 1762-6153, Presses Universitaires de Rennes, Revues.org.

University of Birmingham – Department of English Literature
Location: Birmingham
Salary: £39,993 to £47,722 With potential progression once in post to £53,690 a year
Hours: Full Time
Contract Type: Permanent
Placed on: 9th November 2017
Closes: 1st December 2017
Job Ref: 58352

The University of Birmingham wishes to appoint a Lecturer in Popular Fiction with effect from 1st August 2018. We seek an early career academic with a completed and successfully examined PhD, evidence of teaching experience, and a developing record of outstanding research that will complement and enhance existing Department strengths.

The successful candidate will have research expertise in popular genre fiction (with Horror, the Thriller, Noir, Mystery, or Young/New Adult as areas of research interest that would be particularly desirable). They will be interested in developing innovative approaches to research and teaching. They will be expected to create and disseminate knowledge through initiating and conducting original research, through publication and through developing and delivering undergraduate and postgraduate programmes. An interest in research impact and public engagement activity would also be an advantage. In addition the post holder will contribute to the department and school by undertaking academic administration as appropriate to the appointment.

 

To download the details and submit an electronic application online please click on the Apply Online button below; please quote Job Reference in all enquiries. Alternatively information can be obtained from 0121 415 9000 or visit www.birmingham.ac.uk/jobs.

‘Valuing excellence; sustaining investment’

Apply.

Deadline for submissions: December 11, 2017
Full name/name of organization: Ryan Edel – DFW Conference
Contact email: rjedel@ilstu.edu

The Fifth Annual David Foster Wallace Conference on Contemporary Literature and Culture, June 7-9, 2018

The Fifth Annual David Foster Wallace Conference on Contemporary Literature and Culture will be held at Illinois State University, June 7-9, 2018. The conference invites both critical scholarship and creative writing. Papers and panels should focus on literary works published since the 1950s and/or in the works of David Foster Wallace. Creative writing proposals in all genres are welcome.

Proposals are due by December 11, 2017.

Critical Papers and Panels

Topics for critical papers on Wallace or contemporary literature might include, but are not limited to:

· A Decade without Wallace: Legacy, Absence, and/or Contemporary relevance

· “The Long 1990s” and (Post) Millennial Culture

· Writing after Wallace: Influence, the “Post-Wallace Novel,” Memorialization, and/or Backlash

· Global Influences: Non-American Influences, Readings and/or, Contexts

· The “Post-Critical” Turn in Literary Studies

· Location/the Local: Institutions, Environment, the Midwest and/or, Boston

· The Body and Embodiment

· Neoliberalism, Freedom, and/or Politics

· Modes of Difference: Gender, Race, Sexuality, and/or Disability

· The State of the Field: Where Are We Now?

Special Sessions

In conjunction with the David Foster Wallace Society, we will be conducting special sessions on teaching David Foster Wallace and diversity in DFW Studies. We will also hold special sessions on interdisciplinary approaches to DFW Studies and academic freedom. Please visit our website at WallaceConference.com for more information.

Submission Guidelines

Please submit your proposals for critical, creative writing, and special session submissions through our online proposal form at WallaceConference.com. We require a 150-300-word proposal, a 50-word program abstract, and a 50-word bio. For creative works, we require submission of a current draft of the full text. Presenters may take part in up to two panels. Please submit by December 11, 2017.

Inquiries

In case of questions, please e-mail Ryan Edel via our Contact Page at WallaceConference.com.

Social Media

For regular updates, please Like us on Facebook and Follow Us on Twitter.

Proposals are due by December 11, 2017.

Deadline for submissions: January 19, 2018
Full name/name of organization: Gregory Eiselein / Louisa May Alcott Society
Contact email: eiselei@ksu.edu

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 at eiselei@ksu.edu and Anne K. Phillips at annek@ksu.edu. The deadline for proposals is Friday, January 19, 2018. Early submissions welcome.

Deadline for submissions: December 18, 2017
Full name/name of organisation: Community Change Journal
Contact email: maryryan@vt.edu

Special Theme Issue
Pursuing Democratic Community Change in the Time of Trump

Issue Topic:

The 2016 presidential election has brought changes and challenges to the United States. During his campaign, then-candidate Donald J. Trump declared that Mexican migrants were criminals, called for a ban on Muslims entering the United States, and told supporters to engage in violence against opponents. In these ways, Trump brought xenophobia, nativism and political violence directly into the nation’s political discourse. Hate crimes have spiked since Trump’s narrow electoral victory and neo-Nazis and white supremacists have been emboldened to mount a number of very public displays and rallies. This heightened level of activity has pressed fringe groups into broader public consciousness. Executive actions and legislative attempts by the Republican-controlled Congress have tried to roll back health insurance for millions, civil rights protections, environmental safeguards and regulatory oversight of the banking and securities industry. Against this backdrop, we conceive of democratic community change as progressive, emancipatory, and liberatory in character.

Community Change’s second issue invites articles that explore new ways of thinking to maintain exiting protections as well as analyze popular, community, and legal responses to Trump’s claims and activities. We solicit scholarly articles (4,000-6,000 words), book reviews (1,000-1,500 words), multimedia, and artwork that analyze responses to the evolving political and social landscape since the 2016 election. These might include, but are not limited to: 1) explorations of new initiatives, on-going activism, and community organizing and how they have changed since the 2016 campaign and election; 2) analyses of historical movements that have informed or might inform current responses; and 3) pieces on tactics and strategies employed to resist, counter and educate citizens concerning the dangers for democracy and self-governance of nativism, xenophobia, white supremacy and other reactionary ideologies or political doctrines.

Key Dates:
Call for submissions open – October 11, 2017
Submission deadline – December 18, 2017
Author notification of selection – January 8, 2018
Online publication – May 2018