CFP: Routledge Comic Studies

by Dr Davis on June 12, 2017

Routledge Advances in Comics Studies Series.

The series promotes outstanding research on comics and graphic novels from communication theory, rhetorical theory and media studies perspectives. Additionally, the series aims to bring European, Asian, African, and Latin American comics scholarship to the English speaking world. The series includes monographs and themed anthologies.

For proposal guidelines contact:

Randy Duncan
Henderson State University
[email protected]
or
Matthew J. Smith
Radford University
[email protected]

Available Now

Reading Art Spiegelman By Philip Smith

The Modern Superhero in Film and Television By Jeffrey Brown

The Narratology of Comics Art By Kai Mikkonen

Coming Soon

Empirical Approaches to Comics Research: Digital, Multimodal, and Cognitive Methods Edited by Alexander Dunst, Jochen Laubrock and Janina Wildfeuer

Batman and the Multiplicity of Identity: The Contemporary Comic Book Superhero as Cultural Nexus By Jeffrey Brown

Immigrants and Comics: Graphic Spaces of Remembrance, Transaction, and Mimesis Edited by Nhora Lucía Serrano

For more information on any of these books or to place an order, please visit: https://www.routledge.com/Routledge-Advances-in-Comics-Studies/book-series/RACS

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CFP: Currents in Teaching and Learning

by Dr Davis on June 12, 2017

Currents in Teaching and Learning
Currents in Teaching and Learning, a peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines, welcomes submissions for its Fall 2017 and Spring 2018 issues (Volume 10, Numbers 1-2), and looks ahead to the special themed issue for Spring 2019. We consider all submissions that address new approaches to theories and practices of teaching and learning.
Each year we release two issues of Currents, an open-ended Fall issue and a themed issue in the Spring. We welcome all teaching and learning-related submissions for the Fall Issues.

The following are the themes for the Spring 2018 and Spring 2019 issues:

The theme for the Spring 2018 issue is “theories and practices of project-based and problem-based learning.” Project-based learning has been described as “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.” Problem-based learning has been defined as a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem.” We invite submissions that address any or all aspects of these approaches to teaching and learning. Some questions that might be addressed include (but are not limited to):

· What kinds of knowledge and skills should educators be cultivating inside and outside the 21st century classroom?

· How do long-term projects and open-ended problems fit into curricula that are often content-driven?

· How do (or should) educators guide students who are frequently risk-averse toward taking on “authentic, engaging and complex questions, problems, or challenges”?

Looking ahead, the theme for the Spring 2019 issue is “Globalizing learning.” With the intensifying clash between nationalism and globalization, the issue of how to incorporate consciousness of global issues and trends into college education has become ever more critical. For this issue, we invite submissions that address this issue from theoretical and/or practical perspectives. Some questions that might be addressed include (but are not limited to):

· What constitutes “global learning”, and what implications might this have for the nature, substance, content, and methods of tertiary education?

· What kinds of approaches can be used to integrate global knowledge and skills into teaching and learning across the disciplines?

· In what ways can global and local forms of knowledge construction be related in classroom and extra-curricular modes of teaching and learning?

Submissions may take the form of:

· Teaching and Program Reports: short reports from different disciplines on classroom practices (2850–5700 words);
· Essays: longer research, theoretical, or conceptual articles and explorations of issues and challenges facing teachers today (5700 – 7125 words);
· Book and Website Reviews: send inquiries attn: Book Review Editors. No unsolicited reviews, please.

We welcome both individual and group submissions. All submissions must be original, previously unpublished work and, if based in a particular academic discipline, must explicitly consider their relevance and applicability to other disciplines and classroom settings.

Submissions Deadlines:
Fall 2017 issue: August 15, 2017
Spring 2018 issue: December 1, 2017

Submissions received after these dates will be considered for the following issue and on a rolling basis.

Currents in Teaching and Learning is a peer-reviewed electronic journal that fosters non-specialist, jargon-free exchanges among reflective teacher-scholars. Published twice a year and addressed to faculty and graduate students across the disciplines, Currents seeks to improve teaching and learning in higher education with short reports on classroom practices as well as longer research, theoretical, or conceptual articles, and explorations of issues and challenges facing teachers today.

Send all inquiries to Editor Martin Fromm or Editorial Assistant Kayla Beman at [email protected] For submission guidelines, visit our website at www.worcester.edu/currents.

Currents in Teaching and Learning is a publication of Worcester State University, Worcester, Massachusetts, USA. ISSN: 1945-3043

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CFP: Engineered Humans

by Dr Davis on June 11, 2017

Organic Machines/Engineered Humans: (Re)Defining Humanity

deadline for submissions:
November 15, 2017
full name / name of organization:
Special Issue of Interdisciplinary Humanities
contact email:
[email protected]
Now that school is OUT, it’s time to do some writing for yourself – and if you are a fan of scifi, or intrigued by the singularity, or the human/machine interface that is currently underway, this is the topic made for you!

From E.T.A Hoffmann’s Tales of Hoffmann and Philip K. Dick’s Do Androids Dream of Electric Sheep to Isaac Asimov’s I, Robot and Vernor Vinge’s Rainbows End, authors have been exploring the human/machine interface since before the computer age. Today we stand on the threshold to the lab as the government contemplates microchipping all U.S. military personnel and Swedish office workers are already implanting themselves for convenience ala M.T. Anderson’s Feed. A 2014 study conducted by Cisco System found approximately one-quarter of the white-collar professionals surveyed “would leap at the chance to get a surgical brain implant that allowed them to instantly link their thoughts to the Internet”. We are already experimenting with gene therapy, cybernetics via cochlear implants and many other technical organic enhancements, autonomous self-replicating robots, nanotechnology, mind uploading, and artifcial intelligence.

The Spring 2018 edition of Interdisciplinary Humanities wants to consider topics focused on transhumanism, the singularity, and the arrival of the bio-engineered human/machine interface and what it means for the humanities as we redefine identity, pedagogy, humanity, class structure, literature (past, present, and future) and the diversity of our species. We also want to consider papers on the future of recreation, literature, music, and art. We invite papers in disciplines and areas of study that include but are not limited to Aesthetics, Anthropology, Architecture, Art, Classics, Communication Studies, Composition, Cultural Studies, Dance, Design, Digital Technology, Disability Studies, Education, Environmental Issues, Esthetics, Ethics, Ethnic Studies, Family, Film Studies, Gender Studies, Geography, Geology, Globalization, History, Languages, Law, Literature, Media, Museum Studies, Music, Pedagogy, Performance Studies, Philosophy, Political Science, Psychology, Religious Studies, Sexuality, Sociology, Theater, Women’s Studies, and all sciences relevant to the topic. These disciplines will help us understand and grapple with how we will redefine identity and the diversity of our species through the dynamic interplay of humanity and the acceleration of technology.

The Humanities Education and Research Association, Interdisciplinary Humanities’ parent organization, requires that authors become members of HERA if their essays are accepted for publication. Information on membership may be found at: http://www.h-e-r-a.org/hera_join.htm.

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CFP: Review Articles on American Studies

by Dr Davis on June 10, 2017

Seeking Review Articles for Canadian Review of American Studies

deadline for submissions:
August 31, 2017
full name / name of organization:
Canadian Review of American Studies
contact email:
[email protected]
Canadian Review of American Studies, a journal published by the University of Toronto, is seeking review articles for upcoming issues. Typically, a review article surveys three recently published books that explore similar or intersecting themes, summarizing the main issues raised between texts and offering a critical perspective of the given field. If interested, please provide a brief paragraph (250 words max) outlining your review article including the three books intended for review. Editors will make selections based on these proposals following the submission deadline. If selected, the Reviews Editor will provide desk copies from the publisher for your review article.

CRAS is currently accepting review article submissions on a wide range of topics in the context of American literature, culture, and politics.

Please contact the Reviews Editor, Chris Vanderwees, with any questions or suggestions pertaining to review articles.

Canadian Review of American Studies is the leading American Studies journal outside the United States and the only journal in Canada that deals with cross-border themes and their implications for multicultural societies. Published three times a year, the journal aims to further multi- and interdisciplinary analyses of the culture of the US and of social relations between the US and Canada. CRASis a dynamic and innovative journal, providing unique perspectives and insights in an increasingly complex and intertwined world of extraordinarily difficult problems that continue to call for scholarly input.

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Essays on Pokémon Go

by Dr Davis on June 9, 2017

Seeking Essays on Pokémon Go

updated:
Thursday, June 8, 2017 – 6:06pm
Kristopher Purzycki
deadline for submissions:
Sunday, August 13, 2017
In July of 2016, Niantic Inc. released Pokémon Go in the United States to unanticipated public interest. In one of the hottest summers on record, millions took to the streets to search for charmanders and dragonites, overwhelming both servers and public spaces. While interest in the mobile application has subsided, Pokémon Go remains a cultural artifact that demands further analysis. Opening conversations on public and civic rhetorics through play, the phenomenon of this simple game exposes critical intersections of race, gender, ability, and class as technological concerns over access, privacy, and privilege.

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CFP: Life Writing, Women and Ageing

by Dr Davis on June 8, 2017

“Women and Ageing: Private Meaning, Social Lives” – Special Issue of Life Writing (journal)

deadline for submissions:
September 30, 2017
full name / name of organization:
Guest editors: Dr Margaret O’Neill (UL); Dr Michaela Schrage-Frueh (NUIG)
contact email:
[email protected]

The editors of this Special Issue of Life Writing seek original articles on aspects of women and ageing as related to life writing. Submissions may take the form of academic articles or critically informed reflective essays. Contributions might focus on all forms of life writing, including older women’s diaries, journals, memoirs, letters, autobiography, biography as well as digital forms of life writing.

Essays should be 7,000-8,000 words, including all quotations and bibliographic references. Each article should have an abstract of about 200 words and four or five keywords. The form of referencing should follow MLA guidelines, and authors should use endnotes rather than footnotes. Please submit your essay, or send any queries, to [email protected]

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CFP: Nasty Women in Popular Culture

by Dr Davis on June 6, 2017

Nasty Women in Popular Culture

deadline for submissions:
August 1, 2017
full name / name of organization:
Dr Alexia L. Bowler/ Swansea University
contact email:
[email protected]

CFP: Nasty Women in Popular Culture

Editors: Dr Alexia L. Bowler, Dr Adele Jones & Dr Claire O’Callaghan

Donald Trump’s now infamous phrase ‘such a nasty woman’, uttered about his then rival Hillary Rodham Clinton in the 2016 U.S. presidential debates, was rudely used to patronise and belittle Clinton, who is known for being a strong, independent (and feminist) politician.

In reality, Trump is not the only figure to characterise today’s women in this manner. Indeed, the alt-right commentator and Trump supporter, Milo Yiannopoulos, argues that feminism is ‘a cancer’ and suggests that fixing the so-called online gender wars is merely a matter of women exiting public space. Similarly, in the ‘community beliefs’ section of his Return of the Kings site, the neo-masculinist, self-styled pick-up artist and infamous internet misogynist, Roosh V, suggests that the elimination of traditional sex and gender roles increases female promiscuity and diminishes the rightful centrality of the nuclear family, for which he blames, among other things, women and feminism.

Nonetheless, in a demonstration of the power of the internet, the phrase was rapidly taken up (and continues to be used) by social media as a rallying cry for feminists, women’s rights groups and their supporters. The result of Trump’s comment was a spectacular subversion of his attempts to discredit Clinton and marginalise women’s voices. Alongside existing feminist slogans such as the Fawcett Society’s ‘this is what a feminist looks like’ and Laura Bates’s the #everydaysexism project, the ‘nasty woman’ slogan has gone viral; used in Twitter hashtags, on a range of merchandise, and as memes. It has inspired poems, theatre, exhibitions, music and collected responses, as well as sparked political activism, visible in the global Women’s Marches that took place across the globe in 2017 at which banners celebrating feminist ‘nastiness’ could be seen: ‘Stay Nasty’, ‘The Future is Nasty’, and ‘I am a Nasty Woman’

Alongside this, the rise in visibility of strong, complex and vocal women in popular media, including television and film, suggests that the time of the ‘nasty woman’ is not over but about to begin. This collection will interrogate and contribute to this ongoing debate by bringing together new scholarship focusing on the idea of the ‘nasty woman’, and the embrace of this label, in late 20th and 21st century popular media and culture. The collection will ask how can we best theorise ‘the nasty woman’? What characterises or who is the ‘nasty woman’ and where can we find her? Is her central characteristic anger, strength, crudity, power, or all of these things? Finally, it will consider the question of whether she bears responsibility for others and what, if anything, makes her different to previous iterations of the arguably feminist female figure?

The collection will both celebrate and problematise the application and endorsement of the term, considering recent debates, responses and trends in popular culture and feminist scholarship.

We seek contributions that engage with the notion of the ‘nasty woman’ in all forms of media (including recent film and television) and popular culture in late 20th and 21st century sex and gender politics.

Possible topics could include but are by no means limited to:

Theorising the ‘nasty woman’
Television and Film (e.g. Furiosa in Mad Max: Fury Road, Claire Underwood in House of Cards, Waller-Bridge’s Fleabag)
Relationship with other feminist movements such as ‘this is what a feminist looks like’ movement and everyday sexism projects, among others
Nasty women and bad language
The ‘nasty woman’ of comedy (e.g. Amy Schumer, Melissa McCarthy, Tina Fey, Amy Poehler, Sharon Horgan, Phoebe Waller-Bridge)
Nasty women of pop (e.g. Madonna, Lady Gaga, Miley Cyrus)
Nasty women of fashion, TV, film, theatre, gaming
Nasty women of history as viewed by contemporary culture
Issues of responsibility and shared identity
Politics, the media and the nasty woman
Controversial commentators and the idea of the nasty woman (e.g. Roosh V, Milo Yiannopoulos, Katie Hopkins, Ann Coulter, Camille Pagilia)
Nasty women in different global contexts
Please address any enquiries and expressions of interest to the editors, Dr Alexia L. Bowler ([email protected]), Dr Adele Jones ([email protected]), and Dr Claire O’Callaghan ([email protected]).

Abstracts of 500-600 words, for chapters of between 6,000-7,500 words, along with a short biographical note, should be emailed to both editors by 1st August 2017. Successful proposals will be notified by 1st September 2017. Completed chapters will be due by 31st January 2018.

A full proposal will be submitted to I.B. Tauris’s Library of Gender and Popular Culture series in autumn 2017.

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CFP: Children and Pop Culture

by Dr Davis on June 2, 2017

Children and Popular Culture

deadline for submissions:
December 1, 2017
full name / name of organization:
Global Studies of Childhood
contact email:
[email protected]
CFP: Global Studies of Childhood

Special Issue: Children and Popular Culture

Guest Editor: Patrick Cox, Rutgers University

Childhood and youth are always contested notions, but perhaps nowhere more than in popular culture. Popular culture offers representations of children and youth as, among other things, wise, dangerous, evil, innocent, sexual, doomed, and in various states of “in progress.” Popular culture is also the broad site of much child agency, where children and youth produce texts from novels to YouTube channels to websites, blogs, and zines, frequently outstripping their adult contemporaries in technological savvy and communicative capability. Popular culture for children is by turns condescending to the youngest audience, crass, pedantic, and appropriated by adults for their own pleasure. Elements of popular culture are designed to educate and socialize children; others are manipulated by children as political activism. These turns call into question and trouble conceptions not only of “the child” but of “popular culture” itself and propose a compelling nexus of questions befitting both Childhood Studies and Popular Culture Studies.

In this special issue, authors are invited to consider intersections of popular culture by, for, and about childhood, both broadly construed. We will explore both the impacts of popular culture on youth and childhood and the very real impacts of children and youth on popular culture. All disciplinary approaches are welcome, including but not limited to textual and visual analysis, ethnographic work, studies of children’s popular material culture, historical readings, comparative analysis of texts, and consumer and communication studies.

Additionally, contemplations of the interstices between Childhood Studies and Popular Culture Studies as academic endeavors are encouraged. The two fields have been in limited conversation with one another, perhaps separated by epistemological and methodological concerns, yet the available data seems like a rich vein for insight. While both fields are multi-disciplinary and continuously evolving, Childhood Studies maintains very clear traces of its roots in social sciences, while Popular Culture Studies is still found more often housed in the Humanities. The two fields each have at their center subjects that have at times made it difficult for them to be taken seriously as sites of academic inquiry. With different questions at their core, how can the two fields interact? Put another way, how do we study this multitude of texts?

Topics for this special issue might include:

Popular culture and education, whether intentional or inadvertent;
Children’s popular culture as grown-up nostalgia;
Youth vs. adult perspectives on popular culture;
Children and youth as producers of popular culture;
New media as empowering or oppressive;
Capabilities for communication and interconnectivity;
Adult consumption of children’s popular culture;
Children’s consumption of decades-old popular culture;
Definitions of youth in popular culture;
Nostalgia through revivals and reboots;
Social media;
Diminishing space between children’s and adult popular culture.

The guest editor welcomes submissions of articles via the journal submission system on its SAGE Publishing site. See “Submission Guidelines” here: https://us.sagepub.com/en-us/nam/journal/global-studies-childhood#description.

Deadline for submissions: December 1, 2017.

Please send any queries to guest editor Patrick Cox at [email protected]

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CFP: Trump, Rhetoric, and Twitter

by Dr Davis on June 2, 2017

President Donald Trump and his Political Discourse: Ramifications of Rhetoric via Twitter

deadline for submissions:
June 25, 2017
full name / name of organization:
Michele Lockhart
contact email:
[email protected]
Call for Proposals

President Donald Trump and his Political Discourse: Ramifications of Rhetoric via Twitter

Michele Lockhart seeks contributors for her fourth collection of essays, which analyzes a segment of language used by the 45th President of the United States, Donald John Trump.

Having published three co-edited collections, Political Women: Language and Leadership (September, 2013), Global Women Leaders: Studies in Feminist Political Rhetoric (September, 2014), and Hillary Rodham Clinton and the 2016 Election: Her Political and Social Discourse (November, 2015), she is shifting her focus from the language used by women in politics and leadership positions to examine how various audiences are instantaneously affected, for better or worse, by President Trump’s rhetoric via Twitter.

The book, tentatively entitled President Donald Trump and his Political Discourse: Ramifications of Rhetoric via Twitter, will demonstrate the ways in which the following areas have been the subject of President Trump’s tweets:

International & U.S. Relations; Government Affairs
Economies and Financial Markets
Industries
Media & “Fake News”
Marginalized Groups
Tangible effects and post-tweet evidence should be included and explicit. Qualitative-quantitative analyses of these chapters should focus exclusively on language via Twitter; analytics and visualization tools for both the text and Twitter trends are encouraged. While the collection will focus primarily on President Trump’s rhetoric as president, a broader lens may be used to capture pre-presidential language shifts and/or patterns of tweets.

Chapters should delve into the psychology of the speaker (or writer, in this case), which may consider personality traits, socialization, and/or cognitive performance. The interdisciplinary approach lends itself to: rhetoric; political rhetoric; political discourse; leadership studies; psychology; neurolinguistics; computational linguistics; media; international relations; sociology.

Proposals of approximately 300 words must be submitted no later than June 25, 2017, but acceptance into the collection will be based on completed essays of approximately 20-25 double-spaced pages submitted no later than September 24, 2017. Include contact information, previous publications, and academic affiliation, if any. Please title the e-mail subject line of the proposal “Trump Tweets” when e-mailing the proposal.

CFP Released: May 20, 2017

Deadline for Proposals: June 25, 2017

Notification will be no later than July 2, 2017

First Complete Draft due: September 24, 2017

Various Draft Revisions: October 15 through December 3, 2017

Final Draft due: January 14, 2018

Estimated publication date: June 2018

Prospective contributors may send proposals to:

[email protected]

Michele Lockhart, Ph.D.

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Devil’s Advocate

by Dr Davis on March 15, 2017

huge file Old_book_with_gilded_page_edges by Anonimski WC CC3

For nearly four centuries, the Roman Catholic Church relied on the Advocatus Diaboli, or devil’s advocate, to investigate and to present to the Church all the negative aspects of the life and work of a candidate for sainthood. In what might be referred to as a form of saintly due diligence, the ideas was that if there were a thorough investigation that uncovered all the unfavorable information concerning the candidate and presented it to the Church leadership, the decision-making process would be more informed and would profit considerably from the diversity of ideas, perspectives, and sources of information.

Goldstein, Noah J., Steve J. Martin, and Robert B. Cialdini. Yes! 50 Scientifically Proven Ways to Be Persuasive. Simon & Schuster, 2008.

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