Rhetoric CFPs & TOCs
Photo: Kristoffer Trolle (creative commons)
Monday, October 31, 2016
Journal of Consumer Culture November 2016; Vol. 16, No. 3
Journal of Consumer Culture
November 2016; Vol. 16, No. 3
Articles
Beyond solitary play in computer games: The social practices of eSports
Yuri Seo and Sang-Uk Jung
Mancaves and masculinity
Risto Moisio and Mariam Beruchashvili
Thirst in the global brandscape: Water, milk and Coke at the Shanghai World Expo
Van Troi Tran
Everyday consumption norms as discourses of the good life in pre-socialist and socialist Hungary
Léna Pellandini-Simányi
Networks of practices in critical consumption
Elisa Bellotti and Emanuela Mora
Curious energy consumers: Humans and nonhumans in assemblages of household practice
Yolande Strengers, Larissa Nicholls, and Cecily Maller
Studying place practices and consumption through volunteer-employed photography
Helene Pristed Nielsen and Karina Torp Møller
Entrapments of consumerism: Adolescent prisoners, cognitive treatment, and consumption
Ronald Kramer, Valli Rajah, and Hung-En Sung
A clash of modernities: Developing a new value-based framework to understand the mismatch between production and consumption
Solveig Wikström, Håkan Jönsson, and Patrick L’Espoir Decosta
Being authentic or being responsible? Food consumption, morality and the presentation of self
Jonas Grauel
The Christmas celebration of secondary consumers: Observations from food banks in Finland
Anna Sofia Salonen
Energy consumption and everyday life: Choice, values and agency through a practice theoretical lens
Catherine Butler, Karen A Parkhill, and Nicholas F Pidgeon
Regimes of healthy living: The reality of ageing in urban China and the cultivation of new normative subjects
Wanning Sun
Animal Cards, supermarket stunts, and the World Wide Fund for Nature: Exploring the educational value of a business–environmental non-governmental organization partnership for sustainable consumption
Helen Kopnina
CALL FOR PAPERS Teaching Rhetoric and Composition Through the Archives
CALL FOR PAPERS
Teaching Rhetoric and Composition Through the Archives
EDITORS: Tarez Samra Graban and Wendy Hayden
Since John C. Gerber’s invitation for readers of College Composition and Communication to come together at the
newly formed CCCC in order to more sustainably “develop[] a coordinated research program” about teaching
college composition (1950, p. 12), the field of Rhetoric and Composition has remained simultaneously
interested in both its knowledge-making and its history-making potential. Unsurprisingly, institutional archives
and repositories have played a critical role, serving as subjects of our graduate seminars, methodologies for our
research, service sites for our composition classes, and agents in our disciplinary identifications. This collection
turns specifically to the ways in which institutional archives have been—or can be—sites for a kind of
instruction that is endemic to Rhetoric and Composition studies.
We seek contributions that theorize, highlight, and illustrate (through syllabi or course artifacts) a pedagogy that
addresses how our approach to teaching about/for/through the archive is specific to—and emerges from—
Rhetoric and Composition as a field. That is, our approach to this collection not only reflects values in the field
that cause us to teach specifically in and through the archives, it also justifies our pedagogy according to the
various archival spaces in which we have taught, the various institutional challenges we have had in proposing
and conducting these courses, the various collaborations we have held, the various inequities we have
encountered due to uneven status or privilege, and the various theoretical questions raised by teaching
with/through various digital and physical sites. To that end, we seek contributions that focus on any of the
following possibilities:
● Ways of teaching about the archives: What do we do when we approach the archive as text, i.e.,
when the whole archive becomes a site for terministic inquiry? How does this approach help foster the
habits of mind that are essential for creating and using archives and for being a good steward of private
and public collections?
● Ways of teaching for the archives: What do we do when we approach the archive as collaboration, i.e.,
when the whole archive becomes a site for methodological reflection, as well as the discovery of
interdisciplinary topics? How do we partner with the university archives and archival studies scholars on
teaching archival theory and interdisciplinary research? How do these projects support curricular and
archival goals simultaneously, enabling students to conduct essential processing or inventorying on
behalf of the archive?
● Ways of teaching through the archives: What do we do when we approach the archive as activism,
i.e., when the whole archive becomes a site for locating epistemic omissions and gaps—gendered,
raced, disciplinary, institutional, and material?
This collection will be in conversation with existing compilations such as Working in the Archives (2010), Beyond
the Archives (2008), and Pedagogies of Public Memory (2016). Southern Illinois University Press has encouraged us
to submit a formal proposal, and we hope to place the collection with them.
Interested contributors should send 50-word biographies and 500-word proposals with a working title for
the chapter as file attachments to tgraban@fsu.edu and whayden@hunter.cuny.edu by January 10,
2017. Notification of acceptance will be provided by March 2017, with initial drafts of submissions due in Fall
2017. Chapter submission guidelines will be forthcoming upon notification of acceptance. To include as full a
range of submissions as possible, chapters will be no longer than 6000 words (including notes, appendix and
bibliography). We especially encourage collaborative submissions that are co-authored or co-prepared with
archivists, librarians, and archival studies scholars.
DIRECT ANY QUESTIONS TO THE EDITORS:
Tarez Samra Graban (tgraban@fsu.edu) and Wendy Hayden (whayden@hunter.cuny.edu)
Teaching Rhetoric and Composition Through the Archives
EDITORS: Tarez Samra Graban and Wendy Hayden
Since John C. Gerber’s invitation for readers of College Composition and Communication to come together at the
newly formed CCCC in order to more sustainably “develop[] a coordinated research program” about teaching
college composition (1950, p. 12), the field of Rhetoric and Composition has remained simultaneously
interested in both its knowledge-making and its history-making potential. Unsurprisingly, institutional archives
and repositories have played a critical role, serving as subjects of our graduate seminars, methodologies for our
research, service sites for our composition classes, and agents in our disciplinary identifications. This collection
turns specifically to the ways in which institutional archives have been—or can be—sites for a kind of
instruction that is endemic to Rhetoric and Composition studies.
We seek contributions that theorize, highlight, and illustrate (through syllabi or course artifacts) a pedagogy that
addresses how our approach to teaching about/for/through the archive is specific to—and emerges from—
Rhetoric and Composition as a field. That is, our approach to this collection not only reflects values in the field
that cause us to teach specifically in and through the archives, it also justifies our pedagogy according to the
various archival spaces in which we have taught, the various institutional challenges we have had in proposing
and conducting these courses, the various collaborations we have held, the various inequities we have
encountered due to uneven status or privilege, and the various theoretical questions raised by teaching
with/through various digital and physical sites. To that end, we seek contributions that focus on any of the
following possibilities:
● Ways of teaching about the archives: What do we do when we approach the archive as text, i.e.,
when the whole archive becomes a site for terministic inquiry? How does this approach help foster the
habits of mind that are essential for creating and using archives and for being a good steward of private
and public collections?
● Ways of teaching for the archives: What do we do when we approach the archive as collaboration, i.e.,
when the whole archive becomes a site for methodological reflection, as well as the discovery of
interdisciplinary topics? How do we partner with the university archives and archival studies scholars on
teaching archival theory and interdisciplinary research? How do these projects support curricular and
archival goals simultaneously, enabling students to conduct essential processing or inventorying on
behalf of the archive?
● Ways of teaching through the archives: What do we do when we approach the archive as activism,
i.e., when the whole archive becomes a site for locating epistemic omissions and gaps—gendered,
raced, disciplinary, institutional, and material?
This collection will be in conversation with existing compilations such as Working in the Archives (2010), Beyond
the Archives (2008), and Pedagogies of Public Memory (2016). Southern Illinois University Press has encouraged us
to submit a formal proposal, and we hope to place the collection with them.
Interested contributors should send 50-word biographies and 500-word proposals with a working title for
the chapter as file attachments to tgraban@fsu.edu and whayden@hunter.cuny.edu by January 10,
2017. Notification of acceptance will be provided by March 2017, with initial drafts of submissions due in Fall
2017. Chapter submission guidelines will be forthcoming upon notification of acceptance. To include as full a
range of submissions as possible, chapters will be no longer than 6000 words (including notes, appendix and
bibliography). We especially encourage collaborative submissions that are co-authored or co-prepared with
archivists, librarians, and archival studies scholars.
DIRECT ANY QUESTIONS TO THE EDITORS:
Tarez Samra Graban (tgraban@fsu.edu) and Wendy Hayden (whayden@hunter.cuny.edu)
CFP: Special Issue of Review of Communication Academic Labor and Communication Studies
CFP: Special Issue of Review of Communication
Academic Labor and Communication Studies
Deadline: January 15, 2017
By some metrics, such as the ratio of new graduates to tenure-track jobs, communication studies is doing better than many of its counterparts in the social sciences and humanities. Despite its relative health, the field faces the same trends—the decline of tenure, loss of state funding, dismantling of academic freedom, and pressure to streamline curriculum—that promise to re-shape higher education altogether.
New educational trends are upending academic traditions, but it is unclear whether those changes leave us in a more or less precarious position. This special issue invites reflection on the current state of higher education and what it means for communication studies, an interdisciplinary field known as a “skills-based” or practical knowledge major.
What are working conditions like in communication departments? Have those conditions compromised our commitments to civic engagement and social justice? How does the disillusionment with higher education (i.e., skepticism over its value and frustration with it cost) manifest in our classrooms? To what extent has it made those spaces uninhabitable or hostile environments? What are our priorities at this stage? How do we make choices when faced with funding cuts and fewer resources?
This special issue seeks submissions that look both inward, at our institutional arrangements, and outward, at the ways in which academic work articulates with what Ronald W. Greene (2009) calls the technological dimensions of communication, or the organization of communication into sites of material and immaterial labor and social control.
With these considerations in mind, we invite submissions on, but not limited to, the following topics:
- Accounts of academic life: What kind of work are we doing? What challenges and changes do we face in our classrooms, campuses, and in our research? How well are we preparing future faculty for the future of academia?
- Valuing communication: The study of communication intersects a wide range of disciplines, and communication departments represent multiple academic traditions. Do our institutions and colleagues recognize our contributions as distinct and significant? Does the general public? What value and meaning do we assign the work we do? How is communication studies positioned in various institutions? With whom do we align ourselves? In what ways is interdisciplinarity now an asset and a liability?
- Ethics and labor politics: Do our professional practices reflect our academic commitments? How do we make decisions about where to invest our time and resources? How is our relationship to our work and to each other changing in response to, for instance, the decline of tenure and uneven access to academic freedom?
- Globalization of US universities: What are labor conditions like at US universities abroad? Are those campuses impacting domestic practices? What does the study of communication look like as an export?
- Advocacy and direct action: How can we better advocate for each other and ourselves? What changes to our professional lives, our departments, and to our campuses are we willing to make to ensure more equitable and just working conditions? What changes are we willing to make to ensure more equitable access to education and inquiry?
Priority will be given to submissions that 1) use alternative “metrics” to evaluate the quality of our work life and the health of our institutions, and 2) that look anew at an old concern: how to articulate and justify our work in order to secure degree programs and resources such as tenure lines, smaller class sizes, and research funding.
SUBMISSION GUIDELINES: HTTP://EXPLORE.TANDFONLINE.COM/CFP/AH/ROC/ACADEMIC-LABOR
GUEST EDITOR: KATHLEEN MCCONNELL: KATHLEEN.MCCONNELL@SJSU.EDU
Academic Labor and Communication Studies
Deadline: January 15, 2017
By some metrics, such as the ratio of new graduates to tenure-track jobs, communication studies is doing better than many of its counterparts in the social sciences and humanities. Despite its relative health, the field faces the same trends—the decline of tenure, loss of state funding, dismantling of academic freedom, and pressure to streamline curriculum—that promise to re-shape higher education altogether.
New educational trends are upending academic traditions, but it is unclear whether those changes leave us in a more or less precarious position. This special issue invites reflection on the current state of higher education and what it means for communication studies, an interdisciplinary field known as a “skills-based” or practical knowledge major.
What are working conditions like in communication departments? Have those conditions compromised our commitments to civic engagement and social justice? How does the disillusionment with higher education (i.e., skepticism over its value and frustration with it cost) manifest in our classrooms? To what extent has it made those spaces uninhabitable or hostile environments? What are our priorities at this stage? How do we make choices when faced with funding cuts and fewer resources?
This special issue seeks submissions that look both inward, at our institutional arrangements, and outward, at the ways in which academic work articulates with what Ronald W. Greene (2009) calls the technological dimensions of communication, or the organization of communication into sites of material and immaterial labor and social control.
With these considerations in mind, we invite submissions on, but not limited to, the following topics:
- Accounts of academic life: What kind of work are we doing? What challenges and changes do we face in our classrooms, campuses, and in our research? How well are we preparing future faculty for the future of academia?
- Valuing communication: The study of communication intersects a wide range of disciplines, and communication departments represent multiple academic traditions. Do our institutions and colleagues recognize our contributions as distinct and significant? Does the general public? What value and meaning do we assign the work we do? How is communication studies positioned in various institutions? With whom do we align ourselves? In what ways is interdisciplinarity now an asset and a liability?
- Ethics and labor politics: Do our professional practices reflect our academic commitments? How do we make decisions about where to invest our time and resources? How is our relationship to our work and to each other changing in response to, for instance, the decline of tenure and uneven access to academic freedom?
- Globalization of US universities: What are labor conditions like at US universities abroad? Are those campuses impacting domestic practices? What does the study of communication look like as an export?
- Advocacy and direct action: How can we better advocate for each other and ourselves? What changes to our professional lives, our departments, and to our campuses are we willing to make to ensure more equitable and just working conditions? What changes are we willing to make to ensure more equitable access to education and inquiry?
Priority will be given to submissions that 1) use alternative “metrics” to evaluate the quality of our work life and the health of our institutions, and 2) that look anew at an old concern: how to articulate and justify our work in order to secure degree programs and resources such as tenure lines, smaller class sizes, and research funding.
SUBMISSION GUIDELINES: HTTP://EXPLORE.TANDFONLINE.COM/CFP/AH/ROC/ACADEMIC-LABOR
GUEST EDITOR: KATHLEEN MCCONNELL: KATHLEEN.MCCONNELL@SJSU.EDU
Oral Communication in the Disciplines: A Resource for Teacher Development and Training
The book, Oral Communication in the Disciplines: A Resource for Teacher Development and Training by Deanna P. Dannels, Patricia R. Palmerton, and Amy L. Housley Gaffney is now available.
http://www.parlorpress.com/oralcommunication
Many of you know us, and have worked with us in the past, so you know our philosophies and approaches -- I hope you find this book valuable in your work. Thanks to all of you for your hard work.
The website (link above) provides a bit of background and description, and a way to order if you are so inclined. I've attached a TOC as well, to give you a better idea of coverage.
Best to all, Pat
--
_________
Dr. Patricia R. Palmerton
Professor, Communication Studies
Dept. of Communication Studies
Hamline University
St. Paul, MN 55104
http://www.parlorpress.com/oralcommunication
Many of you know us, and have worked with us in the past, so you know our philosophies and approaches -- I hope you find this book valuable in your work. Thanks to all of you for your hard work.
The website (link above) provides a bit of background and description, and a way to order if you are so inclined. I've attached a TOC as well, to give you a better idea of coverage.
Best to all, Pat
--
_________
Dr. Patricia R. Palmerton
Professor, Communication Studies
Dept. of Communication Studies
Hamline University
St. Paul, MN 55104
The Working Lives of New Writing Center Directors
by Nicole I. Caswell,
Jackie Grutsch McKinney,
and Rebecca Jackson
"The Working Lives of New Writing Center Directors is poised to make a unique and valuable contribution to the field of writing center studies, as well as to writing program administration.... [I]t gives us a window into the professional lives of writing center directors at institutions that we rarely see in published scholarship."
---Jonikka Charlton,
The University of Texas-Pan American
"These case studies allow us to learn quite a bit about the prevailing views of writing centers within institutions and also within the disciplines in which writing center directors' professional lives nest-rhetoric and composition, education, TESOL, English. This is a study to be admired."
---Anne Ellen Geller, St. John's University
The first book-length empirical investigation of writing center directors' labor,
The Working Lives of New Writing Center Directors presents a longitudinal qualitative study of the individual professional lives of nine new directors. Inspired by Kinkead and Harris's Writing Centers in Context (1993), the authors adopt a case study approach to examine the labor these directors performed and the varied motivations for their labor, as well as the labor they ignored, deferred, or sidelined temporarily, whether or not they wanted to.
The study shows directors engaged in various types of labor-everyday, disciplinary, and emotional-and reveals that labor is never restricted to a list of job responsibilities, although those play a role. Instead, labor is motivated and shaped by complex and unique combinations of requirements, expectations, values, perceived strengths, interests and desires, identities, and knowledge. The cases collectively distill how different institutions define writing and appropriate resources to writing instruction and support, informing the ongoing wider cultural debates about skills (writing and otherwise), the preparation of educators, the renewal/tenuring of educators, and administrative "bloat" in academe.
The nine new directors discuss more than just their labor; they address their motivations, their sense of self, and their own thoughts about the work they do, facets of writing center director labor that other types of research or scholarship have up to now left invisible. The Working Lives of New Writing Center Directors strikes a new path in scholarship on writing center administration and is essential reading for present and future writing center administrators and those who mentor them.
Paper: $27.95
Ebook*: $22.95
ISBN: 978-1-60732-536-9
Pages: 256
Jackie Grutsch McKinney,
and Rebecca Jackson
"The Working Lives of New Writing Center Directors is poised to make a unique and valuable contribution to the field of writing center studies, as well as to writing program administration.... [I]t gives us a window into the professional lives of writing center directors at institutions that we rarely see in published scholarship."
---Jonikka Charlton,
The University of Texas-Pan American
"These case studies allow us to learn quite a bit about the prevailing views of writing centers within institutions and also within the disciplines in which writing center directors' professional lives nest-rhetoric and composition, education, TESOL, English. This is a study to be admired."
---Anne Ellen Geller, St. John's University
The first book-length empirical investigation of writing center directors' labor,
The Working Lives of New Writing Center Directors presents a longitudinal qualitative study of the individual professional lives of nine new directors. Inspired by Kinkead and Harris's Writing Centers in Context (1993), the authors adopt a case study approach to examine the labor these directors performed and the varied motivations for their labor, as well as the labor they ignored, deferred, or sidelined temporarily, whether or not they wanted to.
The study shows directors engaged in various types of labor-everyday, disciplinary, and emotional-and reveals that labor is never restricted to a list of job responsibilities, although those play a role. Instead, labor is motivated and shaped by complex and unique combinations of requirements, expectations, values, perceived strengths, interests and desires, identities, and knowledge. The cases collectively distill how different institutions define writing and appropriate resources to writing instruction and support, informing the ongoing wider cultural debates about skills (writing and otherwise), the preparation of educators, the renewal/tenuring of educators, and administrative "bloat" in academe.
The nine new directors discuss more than just their labor; they address their motivations, their sense of self, and their own thoughts about the work they do, facets of writing center director labor that other types of research or scholarship have up to now left invisible. The Working Lives of New Writing Center Directors strikes a new path in scholarship on writing center administration and is essential reading for present and future writing center administrators and those who mentor them.
Paper: $27.95
Ebook*: $22.95
ISBN: 978-1-60732-536-9
Pages: 256
Thursday, October 27, 2016
Decisions, Agency, and Advising
Decisions, Agency, and Advising
Key Issues in the Placement of Multilingual Writers into First-Year Composition Courses
by Tanita Saenkhum
"I am sure other readers will have the same reaction I had: 'My campus needs documents like this!'"
---Shanti Bruce, Nova Southeastern University
"A comprehensive, well-thought-out study that provides rich pictures of individual students along with practical, concrete suggestions for WPAs."
---Todd Ruecker, University of New Mexico
Decisions, Agency, and Advising considers the role of students' own agency in the placement of multilingual writers-including international students and US residents or citizens who are nonnative users of English-in US college composition programs. Grounded in qualitative research and concerned equally with theory and practice, the book explores how multilingual students exercise agency in their placement decisions and how student agency can inform the overall programmatic placement of multilingual students into first-year composition courses.
Tanita Saenkhum follows eleven multilingual students who made their decisions about placement into first-year composition courses during one academic year at a large public university. She identifies the need for the process of making placement decisions to be understood more clearly, describes how to use that knowledge to improve placement practices for these students-particularly in advising-and offers hands-on recommendations for writing programs.
Decisions, Agency, and Advising is a significant contribution to the field and will be of particular interest to writing program administrators, academic advisors, writing teachers, researchers investigating second language writing and writing program administration, composition and second language writing scholars, and graduate students.
Paper: $22.95
Ebook*: $18.95
ISBN: 978-1-60732-540-6
Pages: 176
Order now!
Key Issues in the Placement of Multilingual Writers into First-Year Composition Courses
by Tanita Saenkhum
"I am sure other readers will have the same reaction I had: 'My campus needs documents like this!'"
---Shanti Bruce, Nova Southeastern University
"A comprehensive, well-thought-out study that provides rich pictures of individual students along with practical, concrete suggestions for WPAs."
---Todd Ruecker, University of New Mexico
Decisions, Agency, and Advising considers the role of students' own agency in the placement of multilingual writers-including international students and US residents or citizens who are nonnative users of English-in US college composition programs. Grounded in qualitative research and concerned equally with theory and practice, the book explores how multilingual students exercise agency in their placement decisions and how student agency can inform the overall programmatic placement of multilingual students into first-year composition courses.
Tanita Saenkhum follows eleven multilingual students who made their decisions about placement into first-year composition courses during one academic year at a large public university. She identifies the need for the process of making placement decisions to be understood more clearly, describes how to use that knowledge to improve placement practices for these students-particularly in advising-and offers hands-on recommendations for writing programs.
Decisions, Agency, and Advising is a significant contribution to the field and will be of particular interest to writing program administrators, academic advisors, writing teachers, researchers investigating second language writing and writing program administration, composition and second language writing scholars, and graduate students.
Paper: $22.95
Ebook*: $18.95
ISBN: 978-1-60732-540-6
Pages: 176
Order now!
NCA Critical & Cultural Studies 2016 awards
It is with great enthusiasm that the Critical & Cultural Studies Division officers announce the 2016 award winners. We look forward to presenting the awards at the Division’s business meeting during the National Communication Association convention. Please join us on Saturday, November 12, from 12:30-1:45pm at the Marriott Downtown in the Grand Salon C-Level 5.
Please join us in congratulating these phenomenal scholars and their contributions to our field!
2016 Distinguished Scholar Award
Dr. Raka Shome
National University of Singapore
2016 Outstanding Scholar-Activist Award
Dr. Suzanne Enck
University of North Texas
2016 Outstanding Article of the Year Award
Southern Paternal Generationalism and the Rhetoric of the Drive-By Truckers
Dr. Jason Edward Black
Dr. Vernon Ray Harrison
2016 Outstanding Book Award
Participatory Critical Rhetoric: Theoretical and Methodological Foundations for Studying Rhetoric In Situ
Drs. Michael Middleton, Aaron Hess,
Danielle Endres, and Samantha Senda-Cook
2016 Outstanding Dissertation Award
A Rhetorical Analysis of George Jackson’s Soledad Brother:
A Class Critical and Critical Race Theory Investigation of Prison Resistance Dr. Nick J. Sciullo
Wednesday, October 26, 2016
Call for Abstracts, Midwest Winter Workshop 2017 @ University of Iowa, Bruce Gronbeck Rhetoric Society
Call for Abstracts, Midwest Winter Workshop 2017 @ University of Iowa, Bruce Gronbeck Rhetoric Society - Due 11/20
After a one-year hiatus, the Midwest Winter Workshop will return to the region and take place on Saturday, January 28, 2017 at the University of Iowa. This year's event is sponsored by the National Communication Association and will be hosted by the Bruce Gronbeck Rhetoric Society with the support of the Department of Communication Studies.
We are now accepting abstracts for graduate student essays at any stage of development, from working papers to polished dissertation chapters (25 page max). Graduate students will have the opportunity to work with faculty members from throughout the Midwest region (and beyond) to workshop their papers, and will also be able to participate in morning panels, afternoon sessions, and the keynote address. The event will also be livestreamed and live Tweeted in order to encourage the broadest level of participation. There is no registration fee, meals will be provided, and we hope to host as many graduate students as possible in our own homes and apartments, although there will also be some reduced-rate hotel options as well. Informal social gatherings will also take place on Friday and Saturday night in downtown Iowa City.
Abstracts for working papers due on 11/20/2016.
Decisions and workshop pod assignments will be posted by 12/5/2016, with full papers due by 1/4/2017.
The abstract submission (and information request) form can be found here: https://goo.gl/forms/ly70nugpIz0mG4z92
Please see below for a list of session and panel topics along with names and affiliations of the participating faculty co-leaders.
**GRONBECK LECTURE/KEYNOTE ADDRESS**
Raymie McKerrow (Ohio University)
**MORNING PANELS**
"Engaging the Archive"
with E Cram (Univeristy of Iowa), Catherine Palczewski (University of Northern Iowa), Leslie Harris (University of Wisconsin-Milwaukee)
"The Role of the Critic in Civic Life"
with Chuck Morris (Syracuse University), David Supp-Montgomerie (University of Iowa), Freya Thimsen (Indiana University)
"Rhetoric and Field Methods"
with Sara McKinnon and Robert Asen (University of Wisconsin)
**AFTERNOON SESSIONS**
"Feminist Rhetorics"
with Natalie Fixmer Oraiz (University of Iowa), Joan Faber McAlister (Drake University), Annie Hill (University of Minnesota)
"Rhetoric, the Internet, Power, and Politics"
with Jiyeon Kang (University of Iowa), Robert Glenn Howard (University of Wisconsin)
"Race, Rhetoric, Resistance"
with Catherine Squires (University of Minnesota), Darrel Wanzer-Serrano (University of Iowa)
"Rhetoric and Mediated Representations"
with Robert Terrill (Indiana University), Jenna Supp-Montgomerie (University of Iowa)
"Foucault, Rhetoric, and Ethics"
with Raymie McKerrow (Ohio University), Kendall Phillips (Syracuse University)
For more information, please email mww.uiowa@gmail.comcom.
On behalf of the Bruce Gronbeck Rhetoric Society and Department of Communication Studies.
After a one-year hiatus, the Midwest Winter Workshop will return to the region and take place on Saturday, January 28, 2017 at the University of Iowa. This year's event is sponsored by the National Communication Association and will be hosted by the Bruce Gronbeck Rhetoric Society with the support of the Department of Communication Studies.
We are now accepting abstracts for graduate student essays at any stage of development, from working papers to polished dissertation chapters (25 page max). Graduate students will have the opportunity to work with faculty members from throughout the Midwest region (and beyond) to workshop their papers, and will also be able to participate in morning panels, afternoon sessions, and the keynote address. The event will also be livestreamed and live Tweeted in order to encourage the broadest level of participation. There is no registration fee, meals will be provided, and we hope to host as many graduate students as possible in our own homes and apartments, although there will also be some reduced-rate hotel options as well. Informal social gatherings will also take place on Friday and Saturday night in downtown Iowa City.
Abstracts for working papers due on 11/20/2016.
Decisions and workshop pod assignments will be posted by 12/5/2016, with full papers due by 1/4/2017.
The abstract submission (and information request) form can be found here: https://goo.gl/forms/ly70nugpIz0mG4z92
Please see below for a list of session and panel topics along with names and affiliations of the participating faculty co-leaders.
**GRONBECK LECTURE/KEYNOTE ADDRESS**
Raymie McKerrow (Ohio University)
**MORNING PANELS**
"Engaging the Archive"
with E Cram (Univeristy of Iowa), Catherine Palczewski (University of Northern Iowa), Leslie Harris (University of Wisconsin-Milwaukee)
"The Role of the Critic in Civic Life"
with Chuck Morris (Syracuse University), David Supp-Montgomerie (University of Iowa), Freya Thimsen (Indiana University)
"Rhetoric and Field Methods"
with Sara McKinnon and Robert Asen (University of Wisconsin)
**AFTERNOON SESSIONS**
"Feminist Rhetorics"
with Natalie Fixmer Oraiz (University of Iowa), Joan Faber McAlister (Drake University), Annie Hill (University of Minnesota)
"Rhetoric, the Internet, Power, and Politics"
with Jiyeon Kang (University of Iowa), Robert Glenn Howard (University of Wisconsin)
"Race, Rhetoric, Resistance"
with Catherine Squires (University of Minnesota), Darrel Wanzer-Serrano (University of Iowa)
"Rhetoric and Mediated Representations"
with Robert Terrill (Indiana University), Jenna Supp-Montgomerie (University of Iowa)
"Foucault, Rhetoric, and Ethics"
with Raymie McKerrow (Ohio University), Kendall Phillips (Syracuse University)
For more information, please email mww.uiowa@gmail.comcom.
On behalf of the Bruce Gronbeck Rhetoric Society and Department of Communication Studies.
Tuesday, October 25, 2016
New Issue of Women’s Studies in Communication
I am delighted to announce that a new issue of Women’s Studies in Communication is now available at www.tandfonline.com/UWSC. This issue contains a special Conversation & Commentary forum on “Voting from the Margins 2016” with authors responding to the following questions:
- How have feminist, queer, Latinx, and Black voters been marginalized in the past, and how has or hasn’t this changed in 2016?
- What images and appeals have been used to draw feminist, queer, Latinx, and Black voters in 2016? What are the possibilities and problems in this discourse?
- What issues are connected to anger or apathy for feminist, queer, Latinx, and Black voters in 2016?
- What internal divisions or debates have occupied feminist, queer, Latinx, and Black voters in 2016?
Women’s Studies in Communication, Issue 39:4
Conversation and Commentary: Voting From the Margins 2016
“Making Feminist, Queer, Latinx, and #Black Votes Matter”
Joan Faber McAlister
“Bernie Bros and Woman Cards: Rhetorics of Sexism, Misogyny, and Constructed Masculinity in the 2016 Election”
Kelly Wilz
“Marginalizing the Queer Vote Post-Marriage: The Challenges of Visibility”
Alyssa A. Samek
“Hostility and Hispandering in 2016: The Demographic and Discursive Power of Latinx Voters”
Claudia A. Anguiano
“'The Year of the Ballot or the Bullet’: A Discussion of Race, Revolution, and the 2016 Election”
Kashif Jerome Powell
“(Re)Imagining Intersectional Democracy from Black Feminism to Hashtag Activism”
Sarah J. Jackson
Essays
“Writing the Desire that Fire Bore: Emergent Motherhood in Hélène Cixous’s The Book of Promethea”
Jaishikha Nautiyal
“Negotiating Contextually Contingent Agency: Situated Feminist Peacebuilding Strategies in Kenya”
Mary Jane Collier, Brandi Lawless, & Karambu Ringera
‘“A Feminist Ventriloquial Analysis of Hao Gongzuo (“Good Work”): Politicizing Chinese Post-80s Women’s Meanings of Work ”
Ziyu Long
“Bantu Sociolinguistics in Wangari Maathai’s Peacebuilding Rhetoric”
Kundai Chirindo
ABOUT THE JOURNAL
Women's Studies in Communication (WSIC) provides a feminist forum for diverse scholarship addressing the relationships between communication and gender. WSIC invites contributions in the form of research, reviews, and commentary with the potential to advance our understanding of the intersections of gender and race, ethnicity, nationality, ability, sexuality, and class, as well as the articulations between gendered performances, power, and representation in public culture. Topically and methodologically inclusive, WSIC publishes quantitative, qualitative, and critical perspectives on areas including but not limited to interpersonal and organizational communication, performance studies, rhetorical theory and criticism, and media and cultural studies. The editor is committed to promoting the best work that falls within these parameters and also to encouraging the development of new voices and new projects that may challenge conventional boundaries, styles, theories, and method!
s of communication scholarship. Feminist studies taking up queer politics, masculinity, critical race theory, transnationalism, postcolonial theory, visual culture, and public memory are especially encouraged at this time.
MANUSCRIPT SUBMISSIONS
Women’s Studies in Communication receives all manuscript submissions electronically via their ScholarOne Manuscripts website located at:
http://mc.manuscriptcentral.com/WSIC. ScholarOne Manuscripts allows for rapid submission of original and revised manuscripts, as well as facilitating the review process and internal communication between authors, editors and reviewers via a web-based platform. ScholarOne Manuscripts technical support can be accessed via http://scholarone.com/services/support/. If you have any other requests please contact the Journal’s Editor-in-Chief, Joan Faber McAlister, at joan.mcalister@drake.edu.
For full instructions for authors, click here (http://tandf.msgfocus.com/c/115yVNltPGipAWGagzhHBrap).
Google Bus: How Growth Became the Enemy of Prosperity
I would like to call attention to a recent book that should be of great interest to many members of the NCA: Douglas Rushkoff's, Throwing Rocks at the Google Bus: How Growth Became the Enemy of Prosperity (2016). This trenchant and highly readable text walks through about 700+ years of Western economic history, reveals the logic underlying economic growth models, documents how new media forms are significantly impacting economic activity, and, all said, provides a radical reconsideration of possible monetary systems. This is a must read book for anyone concerned with the role new media are playing in disrupting and supplanting traditional (i.e. growth-based) economics. It offers realistic and practical resources for today's (and tomorrow's) economic challenges, and it outlines bottoms-up strategies for more democratic societies.
Best,
Corey Anton
Best,
Corey Anton
"Essential Questions in Faith and Communication" webinar series
Please join the Christianity and Communication Studies Network (CCSN) (http://www.theccsn.com), Dr. Mark Fackler (moderator), and Dr. Terje Skjerdal, Associate Professor, NLA University College, Norway, Department of Journalism and Media Studies, for the next installment in the "Essential Questions in Faith and Communication" webinar series on Friday, Oct. 28, 2-3 pm, EST. This webinar is free and open to the public and a great resource for faculty and students. A full description of the webinar is located here: http://www.theccsn.com/essential-questions-series-special-guest-dr-terje-skjerdal/
You may register here: https://attendee.gototraining.com/r/8255309601307890945
Description: this 10th installment in the "Essential Questions in Faith and Communication Series" features Dr. Terje Skjerdal, Associate Professor, NLA University College, Norway, Department of Journalism and Media Studies. Join Dr. Skjerdal as he answers foundational questions such as: How do we define human communication? Why do we communicate? How do we communicate effectively? What's wrong with human communication? What communication challenges does the Church face today? How does social media make communication better and worse? This webinar is free and open to the public.
Learn more about Dr. Skjerdal here: https://nla.academia.edu/TerjeSkjerdal; https://www.nla.no/english/
Previously recorded CCSN webinars by Quentin Schultze, Bill Strom, Kevin Schut, Tim Muehlhoff, Paul Patton, Paul Soukup, Terry Lindvall, Calvin Troup, Bala Musa, Janie Harden Fritz, Diane Proctor-Badzinski, Bill Romanowski, Jen Letherer, Mark Ward, Jenni Sigler, Heidi Campbell, Bob Fortner, Naaman Wood, Stephanie Sandberg, Ken Chase, Gerald Mast, Annalee Ward, Greg Spencer, and Dennis Smith are available for download here: http://www.theccsn.com/category/webinars/webinars-recorded/
Thanks for your support of the CCSN.
Sincerely,
Robert Woods, J.D., Ph.D.
CCSN Network Administrator
You may register here: https://attendee.gototraining.com/r/8255309601307890945
Description: this 10th installment in the "Essential Questions in Faith and Communication Series" features Dr. Terje Skjerdal, Associate Professor, NLA University College, Norway, Department of Journalism and Media Studies. Join Dr. Skjerdal as he answers foundational questions such as: How do we define human communication? Why do we communicate? How do we communicate effectively? What's wrong with human communication? What communication challenges does the Church face today? How does social media make communication better and worse? This webinar is free and open to the public.
Learn more about Dr. Skjerdal here: https://nla.academia.edu/TerjeSkjerdal; https://www.nla.no/english/
Previously recorded CCSN webinars by Quentin Schultze, Bill Strom, Kevin Schut, Tim Muehlhoff, Paul Patton, Paul Soukup, Terry Lindvall, Calvin Troup, Bala Musa, Janie Harden Fritz, Diane Proctor-Badzinski, Bill Romanowski, Jen Letherer, Mark Ward, Jenni Sigler, Heidi Campbell, Bob Fortner, Naaman Wood, Stephanie Sandberg, Ken Chase, Gerald Mast, Annalee Ward, Greg Spencer, and Dennis Smith are available for download here: http://www.theccsn.com/category/webinars/webinars-recorded/
Thanks for your support of the CCSN.
Sincerely,
Robert Woods, J.D., Ph.D.
CCSN Network Administrator
Saturday, October 22, 2016
Communication Monographs, Volume 83, Issue 4, December 2016
Communication Monographs, Volume 83, Issue 4, December 2016 is now available online on Taylor & Francis Online.
This new issue contains the following articles:
Articles
Sojourner reentry: a grounded elaboration of the integrative theory of communication and cross-cultural adaptation
Margaret Jane Pitts
Pages: 419-445 | DOI: 10.1080/03637751.2015.1128557
Meta-analytic evidence for the persuasive effect of narratives on beliefs, attitudes, intentions, and behaviors
Kurt Braddock & James Price Dillard
Pages: 446-467 | DOI: 10.1080/03637751.2015.1128555
Dynamic motivated processing of emotional trajectories in public service announcements
Justin Robert Keene & Annie Lang
Pages: 468-485 | DOI: 10.1080/03637751.2016.1198040
Self-disclosure and relational uncertainty as mediators of family communication patterns and relational outcomes in sibling relationships
Paul Schrodt & Kaitlin E. Phillips
Pages: 486-504 | DOI: 10.1080/03637751.2016.1146406
Make no exception, save one: American exceptionalism, the American presidency, and the age of Obama
Jason Gilmore, Penelope Sheets & Charles Rowling
Pages: 505-520 | DOI: 10.1080/03637751.2016.1182638
The influence of heterogeneous exposure and pre-deliberation queries on pretrial publicity effects
Jon Bruschke, Andrew Gonis III, Sarah A. Hill, Pam Fiber-Ostrow & William Loges
Pages: 521-534 | DOI: 10.1080/03637751.2016.1182639
What is political incivility?
Robin Stryker, Bethany Anne Conway & J. Taylor Danielson
Pages: 535-556 | DOI: 10.1080/03637751.2016.1201207
This new issue contains the following articles:
Articles
Sojourner reentry: a grounded elaboration of the integrative theory of communication and cross-cultural adaptation
Margaret Jane Pitts
Pages: 419-445 | DOI: 10.1080/03637751.2015.1128557
Meta-analytic evidence for the persuasive effect of narratives on beliefs, attitudes, intentions, and behaviors
Kurt Braddock & James Price Dillard
Pages: 446-467 | DOI: 10.1080/03637751.2015.1128555
Dynamic motivated processing of emotional trajectories in public service announcements
Justin Robert Keene & Annie Lang
Pages: 468-485 | DOI: 10.1080/03637751.2016.1198040
Self-disclosure and relational uncertainty as mediators of family communication patterns and relational outcomes in sibling relationships
Paul Schrodt & Kaitlin E. Phillips
Pages: 486-504 | DOI: 10.1080/03637751.2016.1146406
Make no exception, save one: American exceptionalism, the American presidency, and the age of Obama
Jason Gilmore, Penelope Sheets & Charles Rowling
Pages: 505-520 | DOI: 10.1080/03637751.2016.1182638
The influence of heterogeneous exposure and pre-deliberation queries on pretrial publicity effects
Jon Bruschke, Andrew Gonis III, Sarah A. Hill, Pam Fiber-Ostrow & William Loges
Pages: 521-534 | DOI: 10.1080/03637751.2016.1182639
What is political incivility?
Robin Stryker, Bethany Anne Conway & J. Taylor Danielson
Pages: 535-556 | DOI: 10.1080/03637751.2016.1201207
Friday, October 21, 2016
Call for Proposals/Manuscripts: LGBTQ Popular Culture: The Changing Landscape
The Journal of Homosexuality seeks article-length manuscripts for an upcoming special issue, “LGBTQ Popular Culture: The Changing Landscape,” to be published in late-2017/early-2018.
Recent decades have seen remarkable changes in the cultural visibility, legal status, and social acceptance of lesbian, gay, bisexual, transgender, and queer people, from positive representations of queerness in television series like The L-Word and Will & Grace, to films about queer families like The Kids are All Right, to openly-gay and lesbian elected officials and leaders in the business community, to the end of anti-sodomy laws and marriage discrimination.
With these advances have come assimilation of the queer subculture into the mainstream and, with it, loss of both some of the stigmatization of non-heteronormativity and the very cornerstones of the distinctiveness of LGBTQ communities, including queer neighborhoods, bars and nightclubs, bookstores, publications, and other queer businesses. Queer couples and their children are migrating from LGBTQ enclaves to neighborhoods with better schools, queer singles meet in virtual spaces rather than in bars, and LGBTQ bookstores and community centers, once the hub of queer communities, are closing, replaced by Amazon.com and Facebook pages. These changes raise the question of how LGBTQ culture is changes and whether, like many assimilated subcultures before it, it may be in fact endangered.
This special issue seeks essays that examine these seismic changes, their sociological and cultural implications, reminisces of what has been lost and gained, and hints at what the future may hold for LGBTQ people. Can there be a post-gay world or have the challenges to the communities simply entered a new phase?
Submission Guidelines
Proposals of 250 to 500 words should be sent to the special issue editor, Bruce Drushel, Ph.D., Department of Media, Journalism, & Film, Miami University, drushebe@miamioh.edu, by January 1, 2016. Proposals should articulate the issue to be explored, the approach the author intends to use, and the relationship of the essay to the special issue. Authors of successful proposals will be notified by January 15, 2017.
Draft manuscripts will be due by July 15, 2017, and should not exceed 50 pages in length, including references, notes, and figures. Submissions will undergo blind review. Each manuscript must be accompanied by a statement that it has not been published elsewhere and that it has not been submitted simultaneously for publication elsewhere. Authors are responsible for obtaining permission to reproduce copyrighted material from other sources and are required to sign an agreement for the transfer of copyright to the publisher. All accepted manuscripts, artwork, and photographs become the property of the publisher.
All parts of the manuscript should be double-spaced with margins of at least one inch on all sides. Authors should number manuscript pages consecutively throughout the paper and should supply a shortened version of the title suitable for the running head, not exceeding 50 character spaces, as well as an introductory note with authors' academic degrees, professional titles, affiliations, mailing and e-mail addresses, and any desired acknowledgement of research support or other credit. . Each article should be summarized in an abstract of not more than 100 words. Avoid abbreviations, diagrams, and reference to the text in the abstract.
References, citations, and general style of manuscripts should be prepared in accordance with the APA Publication Manual, 4th ed. Cite in the text by author and date (Smith, 1983) and include an alphabetical list at the end of the article.
Illustrations submitted (line drawings, halftones, photos, photomicrographs, etc.) should be clean originals or digital files. Digital files are recommended for highest quality reproduction and should follow these guidelines:
- 300 dpi or higher
- Sized to fit on journal page
- EPS, TIFF, or PSD format only
- Submitted as separate files, not embedded in text files
Tables and figures (illustrations) should not be embedded in the text, but should be included as separate sheets or files. A short descriptive title should appear above each table with a clear legend and any footnotes suitably identified below. All units must be included. Figures should be completely labeled, taking into account necessary size reduction. Captions should be typed, double-spaced, on a separate sheet.
Journal of Homosexuality
The Journal is devoted to scholarly research on homosexuality, including sexual practices and gender roles and their cultural, historical, interpersonal, and modern social contexts. More particularly the Journal has the following purposes:
(a) to serve the allied disciplinary and professional groups represented by anthropology, art, history, the law, literature, philosophy, politics, religion, and sociology, as well as research in the biological sciences, medicine, psychiatry, and psychology;
(b) to serve as a forum for essentialist, social constructionist, and postmodern views of homosexuality;
(c) to serve as the scholarly source of materials for research and educational programs dealing with homosexuality, in particularly gay, lesbian, and queer studies programs;
(d) to serve as a vehicle for the international dissemination of research on homosexuality by scholars throughout the world; and
(e) to confront homophobia through the encouragement of scholarly inquiry and the dissemination of sound research.
Recent decades have seen remarkable changes in the cultural visibility, legal status, and social acceptance of lesbian, gay, bisexual, transgender, and queer people, from positive representations of queerness in television series like The L-Word and Will & Grace, to films about queer families like The Kids are All Right, to openly-gay and lesbian elected officials and leaders in the business community, to the end of anti-sodomy laws and marriage discrimination.
With these advances have come assimilation of the queer subculture into the mainstream and, with it, loss of both some of the stigmatization of non-heteronormativity and the very cornerstones of the distinctiveness of LGBTQ communities, including queer neighborhoods, bars and nightclubs, bookstores, publications, and other queer businesses. Queer couples and their children are migrating from LGBTQ enclaves to neighborhoods with better schools, queer singles meet in virtual spaces rather than in bars, and LGBTQ bookstores and community centers, once the hub of queer communities, are closing, replaced by Amazon.com and Facebook pages. These changes raise the question of how LGBTQ culture is changes and whether, like many assimilated subcultures before it, it may be in fact endangered.
This special issue seeks essays that examine these seismic changes, their sociological and cultural implications, reminisces of what has been lost and gained, and hints at what the future may hold for LGBTQ people. Can there be a post-gay world or have the challenges to the communities simply entered a new phase?
Submission Guidelines
Proposals of 250 to 500 words should be sent to the special issue editor, Bruce Drushel, Ph.D., Department of Media, Journalism, & Film, Miami University, drushebe@miamioh.edu, by January 1, 2016. Proposals should articulate the issue to be explored, the approach the author intends to use, and the relationship of the essay to the special issue. Authors of successful proposals will be notified by January 15, 2017.
Draft manuscripts will be due by July 15, 2017, and should not exceed 50 pages in length, including references, notes, and figures. Submissions will undergo blind review. Each manuscript must be accompanied by a statement that it has not been published elsewhere and that it has not been submitted simultaneously for publication elsewhere. Authors are responsible for obtaining permission to reproduce copyrighted material from other sources and are required to sign an agreement for the transfer of copyright to the publisher. All accepted manuscripts, artwork, and photographs become the property of the publisher.
All parts of the manuscript should be double-spaced with margins of at least one inch on all sides. Authors should number manuscript pages consecutively throughout the paper and should supply a shortened version of the title suitable for the running head, not exceeding 50 character spaces, as well as an introductory note with authors' academic degrees, professional titles, affiliations, mailing and e-mail addresses, and any desired acknowledgement of research support or other credit. . Each article should be summarized in an abstract of not more than 100 words. Avoid abbreviations, diagrams, and reference to the text in the abstract.
References, citations, and general style of manuscripts should be prepared in accordance with the APA Publication Manual, 4th ed. Cite in the text by author and date (Smith, 1983) and include an alphabetical list at the end of the article.
Illustrations submitted (line drawings, halftones, photos, photomicrographs, etc.) should be clean originals or digital files. Digital files are recommended for highest quality reproduction and should follow these guidelines:
- 300 dpi or higher
- Sized to fit on journal page
- EPS, TIFF, or PSD format only
- Submitted as separate files, not embedded in text files
Tables and figures (illustrations) should not be embedded in the text, but should be included as separate sheets or files. A short descriptive title should appear above each table with a clear legend and any footnotes suitably identified below. All units must be included. Figures should be completely labeled, taking into account necessary size reduction. Captions should be typed, double-spaced, on a separate sheet.
Journal of Homosexuality
The Journal is devoted to scholarly research on homosexuality, including sexual practices and gender roles and their cultural, historical, interpersonal, and modern social contexts. More particularly the Journal has the following purposes:
(a) to serve the allied disciplinary and professional groups represented by anthropology, art, history, the law, literature, philosophy, politics, religion, and sociology, as well as research in the biological sciences, medicine, psychiatry, and psychology;
(b) to serve as a forum for essentialist, social constructionist, and postmodern views of homosexuality;
(c) to serve as the scholarly source of materials for research and educational programs dealing with homosexuality, in particularly gay, lesbian, and queer studies programs;
(d) to serve as a vehicle for the international dissemination of research on homosexuality by scholars throughout the world; and
(e) to confront homophobia through the encouragement of scholarly inquiry and the dissemination of sound research.
CFP: SPECIAL ISSUE ON POLITICAL CAMPAIGN DEBATES IN THE 2016 ELECTIONS
CALL FOR SUBMISSIONS: SPECIAL ISSUE ON POLITICAL CAMPAIGN DEBATES IN THE 2016 ELECTIONS
Argumentation and Advocacy: The Journal of the American Forensic Association invites submissions for a special issue devoted to political campaign debates during the 2016 election cycle. Studies may examine debate content and/or effects, and analysis clearly linked to argumentation and advocacy is especially encouraged. Possible areas of examination include: presidential primary debates, general election debates, state and local campaign debates, debates and citizen engagement, analysis of debate formats, comparison of 2016 debates with debates in previous election cycles, comparison of U.S. debates with candidate debates of other nations, and the uses of social media and communication technology in conjunction with debates. Studies employing any appropriate research methodology are welcome.
Questions about the special issue may be directed to the guest editor:
Mitchell S. McKinney
University of Missouri
McKinneyM@missouri.edu
Argumentation and Advocacy submission guidelines apply to the special issue (see www.argumentationandadvocacy.com/guidelines). Essays will be subject to peer review and will be competitively selected. Submissions should be made via the on-line submission portal (see www.argumentationandadvocacy.com). When submitting author information, indicate your study is intended for the special issue on political campaign debates. Also, when uploading your manuscript on the web portal, title the document SIS2012Debates_your title. The submission deadline is February 1, 2017.
Argumentation and Advocacy: The Journal of the American Forensic Association invites submissions for a special issue devoted to political campaign debates during the 2016 election cycle. Studies may examine debate content and/or effects, and analysis clearly linked to argumentation and advocacy is especially encouraged. Possible areas of examination include: presidential primary debates, general election debates, state and local campaign debates, debates and citizen engagement, analysis of debate formats, comparison of 2016 debates with debates in previous election cycles, comparison of U.S. debates with candidate debates of other nations, and the uses of social media and communication technology in conjunction with debates. Studies employing any appropriate research methodology are welcome.
Questions about the special issue may be directed to the guest editor:
Mitchell S. McKinney
University of Missouri
McKinneyM@missouri.edu
Argumentation and Advocacy submission guidelines apply to the special issue (see www.argumentationandadvocacy.com/guidelines). Essays will be subject to peer review and will be competitively selected. Submissions should be made via the on-line submission portal (see www.argumentationandadvocacy.com). When submitting author information, indicate your study is intended for the special issue on political campaign debates. Also, when uploading your manuscript on the web portal, title the document SIS2012Debates_your title. The submission deadline is February 1, 2017.
Study Popular Culture at Comic-Con 2017
Since 2007, members of this list have been graciously helping recruit undergraduate and graduate students interested in popular culture, marketing, and the media industries to participate in The Experience at Comic-Con. I am writing to ask you to invite interested students to visit www.powerofcomics.com/fieldstudy for information about the field study at next summer's Comic-Con International in San Diego, CA.
The one-week program (July 18-24, 2017) engages students as participant-observers of Comic-Con International, studying the intersection between mass marketing and fan cultural practices through ethnographic methods. Comic-Con is the perfect backdrop to delve into this crossroad as hundreds of vendors and over 125,000 fans gather there to exchange symbolic meaning - and currency! And while Comic-Con features comic books, manga, and graphic novels, students interested in all manner of popular culture can find something of interest to study at the Con, including anime, sci-fi, gaming, film, television, and much, much more. You can see more information about the Con itself at http://www.comic-con.org/cci/.
Students will also have the rather distinct opportunity to make a public presentation of their observations and tentative conclusions at the end of the week as a part of the Comics Arts Conference held in conjunction with Comic-Con. The field study is now sponsored by Radford University and taught by Matthew J. Smith, Professor of Communication, who can be reached at msmith455@radford.edu.
The deadline for applications this year is October 31. Thanks for your continued support!
Wednesday, October 19, 2016
Theory, Culture & Society November 2016; Vol. 33, No. 6
Theory, Culture & Society
November 2016; Vol. 33, No. 6
Articles
Facebook and Finance: On the Social Logic of the Derivative
Adam Arvidsson
Meaningful Objects or Costly Symbols? A Veblenian Approach to Brands
Noam Yuran
Philosophy against and in Praise of Violence: Kant, Thoreau and the Revolutionary Spectator
Avram Alpert
Powers of the Mask: Political Subjectivation and Rites of Participation in Local-Global Protest
Lone Riisgaard and Bjørn Thomassen
Notes & Commentary
Heidegger, McLuhan and Schumacher on Form and Its Aliens
Graham Harman
The Psychic Life of Neoliberalism: Mapping the Contours of Entrepreneurial Subjectivity
Christina Scharff
Interview
An Interview with Philip Mirowski
Scott Lash and Bogdan Dragos
November 2016; Vol. 33, No. 6
Articles
Facebook and Finance: On the Social Logic of the Derivative
Adam Arvidsson
Meaningful Objects or Costly Symbols? A Veblenian Approach to Brands
Noam Yuran
Philosophy against and in Praise of Violence: Kant, Thoreau and the Revolutionary Spectator
Avram Alpert
Powers of the Mask: Political Subjectivation and Rites of Participation in Local-Global Protest
Lone Riisgaard and Bjørn Thomassen
Notes & Commentary
Heidegger, McLuhan and Schumacher on Form and Its Aliens
Graham Harman
The Psychic Life of Neoliberalism: Mapping the Contours of Entrepreneurial Subjectivity
Christina Scharff
Interview
An Interview with Philip Mirowski
Scott Lash and Bogdan Dragos
Human agency in the broader social context
More on Agency (from Susanne Eichner, Agency and Media Reception: Experiencing Video Games, Film, and Television)
Practice theories locate human agency in the broader social context. Agency is therefore always related to context, whether in terms of Bourdieu’s habitus and the practical sense or through Giddens’ more self-conscious stratification model, allowing for a discursive consciousness. The latter treatment of agency articulates a more independ- ent and powerful subjective engagement with agency, since humans maintain a continuing theoretical understanding of the ground of their activity. As Giddens demonstrates, agency is not necessarily intentional, but agency does rely on what he calls the could have acted differently sensibility at its core. Nor is agency considered a fixed possession to be obtained (or not) by members of society, although agency is related to and determined by resources such as knowledge resources, a theme significantly developed by Foucault with his theoretical relation power/knowledge. Perceiving power and agency as interrelated concepts allows both to be considered without the ethical bias with which these ideas are often encumbered (e.g., as sources of oppression, coercion and/or liberation). The pragmatic conception of creativity of action, finally, introduces the notion of radical contextualisation, which is a re-framing of agency in terms of pragmatically meaningful situations rather than the intentions of actors, revealing their ability to adapt social actions based on past experience to new situa- tions with creative agency.
Communication & Sport December 2016; Vol. 4, No. 4
Articles
Soccer Players and Their Media-Related Behavior: A Contribution on the Mediatization of Sports
Thomas Birkner and Daniel Nölleke
Sports Organizations in a New Wave of Mediatization
Kirsten Frandsen
Women Training to Coach a Men’s Sport: Managing Gendered Identities and Masculinist Discourses
Beth Fielding-Lloyd and Lindsey Mean
No Room for Racism: Restoration of Order in the NBA
Katherine L. Lavelle
“The Mother of All Comebacks”: A Critical Analysis of the Fitspirational Comeback Narrative of Dara Torres
Matthew R. Hodler and Cathryn Lucas-Carr
Does the Game Really Change? How Students Consume Mediated Sports in the Age of Social Media
Jan Boehmer
Tuesday, October 18, 2016
In Memoriam: Lloyd Frank Bitzer
In Memoriam: Lloyd Frank Bitzer
Lloyd Frank Bitzer died October 13, 2016, at the family home at age 85. From 1961 to 1994, he was a professor at the University of Wisconsin, specializing in the history and theory of rhetoric.
Dr. Bitzer was born January 2, 1931, in Wapakoneta, Ohio. He was an undergraduate at Southern Illinois University from 1950 to 1952, then served two years in the U.S. Navy, after which he completed his B.S. and M.A. degrees. He earned his Ph.D. in rhetorical studies from the University of Iowa, and joined the University of Wisconsin-Madison as an assistant professor in 1961.
In 1976, Dr. Bitzer served as President of the National Communication Association. He also won the NCA Distinguished Scholar Award in 1997, the James A. Winans-Herbert A. Wichelns Memorial Award in 1968, and the Golden Anniversary Monograph Award in 1979. As a professor in the humanities, in which scientific method, evidence and precision are never decisive, he wrote essays and books that came as close to truth as he could manage. As a teacher, he supplied students with original writings by the best authors.
He is survived by his wife of 63 years, Jo Ann (Eblen) Bitzer; daughter Jo Claire and her husband Herman Tucker; son Evan; two grandchildren, Danny (Kimberly) and Jolene Bitzer, and their mother Kim; great-grandson Lincoln Eric Bitzer (son of Danny and Kimberly); and brother James Mark Bitzer. Two sons predeceased him: Eric T. Bitzer (father of Danny and Jolene), and Jeffrey C. Bitzer. Of his siblings, those deceased are Clarence William Bitzer and Helen (Bitzer) Sheets.
------------------------------
John Waite Bowers (submitter), johnwaitebowers@gmail.com
Obituary: Lloyd Bitzer
I just learned that Lloyd Bitzer died on October 13. He and I were graduate students together at Iowa in the early sixties, and he was my closest friend in the discipline. He stayed with my older children while my youngest was being born, and I helped him move some heavy furniture from Iowa City to Madison. I remember when he patiently explained to me the meaning of "enthymeme." I was the first house guest in the distinguished structure he and Jo built.
A couple of months ago, he emailed me a note about his health, commenting that he'd fallen several times recently. The only thing golden about golden aging, he said, is the color of one's urine.
--John Waite Bowers
------------------------------
Lloyd Frank Bitzer died October 13, 2016, at the family home at age 85. From 1961 to 1994, he was a professor at the University of Wisconsin, specializing in the history and theory of rhetoric.
Dr. Bitzer was born January 2, 1931, in Wapakoneta, Ohio. He was an undergraduate at Southern Illinois University from 1950 to 1952, then served two years in the U.S. Navy, after which he completed his B.S. and M.A. degrees. He earned his Ph.D. in rhetorical studies from the University of Iowa, and joined the University of Wisconsin-Madison as an assistant professor in 1961.
In 1976, Dr. Bitzer served as President of the National Communication Association. He also won the NCA Distinguished Scholar Award in 1997, the James A. Winans-Herbert A. Wichelns Memorial Award in 1968, and the Golden Anniversary Monograph Award in 1979. As a professor in the humanities, in which scientific method, evidence and precision are never decisive, he wrote essays and books that came as close to truth as he could manage. As a teacher, he supplied students with original writings by the best authors.
He is survived by his wife of 63 years, Jo Ann (Eblen) Bitzer; daughter Jo Claire and her husband Herman Tucker; son Evan; two grandchildren, Danny (Kimberly) and Jolene Bitzer, and their mother Kim; great-grandson Lincoln Eric Bitzer (son of Danny and Kimberly); and brother James Mark Bitzer. Two sons predeceased him: Eric T. Bitzer (father of Danny and Jolene), and Jeffrey C. Bitzer. Of his siblings, those deceased are Clarence William Bitzer and Helen (Bitzer) Sheets.
------------------------------
John Waite Bowers (submitter), johnwaitebowers@gmail.com
Obituary: Lloyd Bitzer
I just learned that Lloyd Bitzer died on October 13. He and I were graduate students together at Iowa in the early sixties, and he was my closest friend in the discipline. He stayed with my older children while my youngest was being born, and I helped him move some heavy furniture from Iowa City to Madison. I remember when he patiently explained to me the meaning of "enthymeme." I was the first house guest in the distinguished structure he and Jo built.
A couple of months ago, he emailed me a note about his health, commenting that he'd fallen several times recently. The only thing golden about golden aging, he said, is the color of one's urine.
--John Waite Bowers
------------------------------
Discourse & Society November 2016; Vol. 27, No. 6
Discourse & Society
November 2016; Vol. 27, No. 6
Articles
Visually negotiating hegemonic discourse through Photovoice: Understanding youth representations of safety
Nick Malherbe, Shahnaaz Suffla, Mohamed Seedat, and Umesh Bawa
‘I was just gobsmacked’: Care workers’ responses to BBC Panorama’s ‘Undercover Care: The Abuse Exposed’; invoking mental states as a means of distancing from abusive practices
Anne Patterson and Rachel Fyson
‘You who are an immigrant – why are you in the Sweden Democrats?’
Katarina Pettersson, Karmela Liebkind, and Inari Sakki
Peter Black, Christopher Stevens, class and inequality in the Daily Mail
Michael Toolan
Book reviews
Book review: Michael Hanne, William D Crano and Jeffery Scott Mio (eds), Warring with Words: Narrative and Metaphor in Politics
Oana-Celia Gheorghiu
Book review: Bronwen Thomas and Julia Round (eds), Real Lives, Celebrity Stories: Narratives of Ordinary and Extraordinary People Across Media
Laura Teichert
Book review: Tommaso Milani (ed.), Language and Masculinities: Performances, Intersections, Dislocations
Georgios Kesisoglou
Book review: Lesley Jeffries, Opposition in Discourse: The Construction of Oppositional Meaning
Brendan K. O’Rourke
Book review: Johann Wolfgang Unger, The Discursive Construction of the Scots Language
Rowan R Mackay
Book review: Luke Collins, Language, Corpus and Empowerment: Applications to Deaf Education, Healthcare and Online Resources
Kristin Snoddon
New Book: The Rhetoric of American Civil Religion: Symbols, Sinners, and Saints
New Book
Title: The Rhetoric of American Civil Religion: Symbols, Sinners, and Saints
Edited by Jason A. Edwards and Joseph M. Valenzano, III
Publisher: Lexington Books
Abstract
The tie that binds all Americans, regardless of their demographic background, is faith in the American system of government. This faith manifests as a form of civil, or secular, religion with its own core documents, creeds, oaths, ceremonies, and even individuals. In The Rhetoric of American Civil Religion: Symbols, Sinners, and Saints, contributors seek to examine some of those core elements of American faith by exploring the proverbial saints, sinners and dominant symbols of the American system.
Reviews
The symbols and rites of organized religion are the warp and woof, not only of America's political culture, but of language itself. Wherever there is the desire to obtain the elusive political ideal, there too we will find saints, sinners, and rest assuredly, dynamic symbols ready to unite, divide, and if necessary, conquer. "The Great Stereopticon" is no match for either the awe-inspiring god-term or the cultural demands of civic piety. The authors of this timely collection do a fine job reminding us that this remains the case, today more than ever. Well done. (Joseph Rhodes, University of Nevada, Las Vegas Honors College)
Anyone interested in exploring the historical, political, and rhetorical manifestations of American civil religion should start with this volume. It covers significant moments in the shaping of a unique and fascinating phenomenon. (Dennis Cali, The University of Texas at Tyler)
Edwards and Valenzano bring together a palette of fresh faces and ideas in this edited volume. Collectively the authors answer well the questions concerning the contemporary epistemological status of American Civil Religion, and then posit further questions that arise from their nuanced understandings. This is an important contribution to the literature on American Civil Religion. (Jim A. Kuypers, Virginia Tech)
https://rowman.com/ISBN/9781498541480/The-Rhetoric-of-American-Civil-Religion-Symbols-Sinners-and-Saints
Title: The Rhetoric of American Civil Religion: Symbols, Sinners, and Saints
Edited by Jason A. Edwards and Joseph M. Valenzano, III
Publisher: Lexington Books
Abstract
The tie that binds all Americans, regardless of their demographic background, is faith in the American system of government. This faith manifests as a form of civil, or secular, religion with its own core documents, creeds, oaths, ceremonies, and even individuals. In The Rhetoric of American Civil Religion: Symbols, Sinners, and Saints, contributors seek to examine some of those core elements of American faith by exploring the proverbial saints, sinners and dominant symbols of the American system.
Reviews
The symbols and rites of organized religion are the warp and woof, not only of America's political culture, but of language itself. Wherever there is the desire to obtain the elusive political ideal, there too we will find saints, sinners, and rest assuredly, dynamic symbols ready to unite, divide, and if necessary, conquer. "The Great Stereopticon" is no match for either the awe-inspiring god-term or the cultural demands of civic piety. The authors of this timely collection do a fine job reminding us that this remains the case, today more than ever. Well done. (Joseph Rhodes, University of Nevada, Las Vegas Honors College)
Anyone interested in exploring the historical, political, and rhetorical manifestations of American civil religion should start with this volume. It covers significant moments in the shaping of a unique and fascinating phenomenon. (Dennis Cali, The University of Texas at Tyler)
Edwards and Valenzano bring together a palette of fresh faces and ideas in this edited volume. Collectively the authors answer well the questions concerning the contemporary epistemological status of American Civil Religion, and then posit further questions that arise from their nuanced understandings. This is an important contribution to the literature on American Civil Religion. (Jim A. Kuypers, Virginia Tech)
https://rowman.com/ISBN/9781498541480/The-Rhetoric-of-American-Civil-Religion-Symbols-Sinners-and-Saints
Monday, October 17, 2016
Call for Manuscripts: Radical departures: Ruminations on the purposes of higher education in prison
Call for Manuscripts: Radical departures: Ruminations on the purposes of higher education in prison
http://ices.library.ubc.ca/
Series Editors:
Erin L. Castro, University of Utah
Mary Rachel Gould, Saint Louis University
Higher education in prison is experiencing a moment of increased attention throughout the United States. The Second Chance Pell Program, an Experimental Sites Initiative facilitated by the U.S. Department of Education, has helped to propel access to education inside prisons into mainstream discourse. The commonsense justification provided for increasing access to higher education in prison, a bipartisan language spoken across the political landscape, hinges on a compelling rationale: access to higher education in prison reduces recidivism, lowers cost, and increases safety and security. Departing from conventional logic regarding the rationale for higher education in prison, this special edition considers possibilities and futurities regarding postsecondary educational opportunity made available inside prisons.
The volume aims to explore how various educational theories and theorists can inform understandings of and desires for higher education in prison. We invite manuscripts that provide imaginative and theoretically grounded visions for postsecondary education inside prisons that are disentangled from the logics of the carceral state and the afore mentioned commonsense rationales for higher education in prison. Authors are invited to put on hold narrow discourses of recidivism to explore higher education inside prison through conceptual, empirical, theoretical, pedagogical, narrative, and poetic articles that approach this topic from a variety of perspectives, frameworks, and positionalities.
In considering higher education in prison, we especially seek manuscripts authored and/or co-authored by currently incarcerated and formerly incarcerated people, co-written essays among diverse stakeholders, and other creative configurations.
Manuscripts may examine, but are not limited to, the following questions:
- What does it mean to teach and/or learn on inside prisons?
- How can educational theory inform possibility inside prison classrooms?
- What does/should education mean inside prisons during hyperincarceration?
- What should be the purposes of higher education in prison?
- How can/do various educational theories take root inside prison classrooms?
- Which theoretical bodies are useful in (re)imagining and (re)engaging higher education in prison?
- How do examples in practice provide potential for re-theorization?
Manuscripts due: May 1, 2017.
For details on manuscript submission see: CE Information for Authors
Additional questions can be directed to Erin L. Castro: erin.castro@utah.edu.
Sunday, October 16, 2016
Agency: iteration (habit), projectivity (imagination) and practical evaluation (judgement)
More on Agency (from Susanne Eichner, Agency and Media Reception: Experiencing Video Games, Film, and Television)
Iteration (habit), projectivity (imagination) and practical evaluation (judgement) are constitutive elements of human agency. Iteration refers to the learning effect and historical embededness of agency. “Past experiences condition present actions” as Emirbayer and Mische (1998: 975) put it. The recurrence of knowledge – either in forms of mental concepts, embodied practices or social or- ganizations – as Sewell (1992) suggested, is fundamentally necessary for any occur- rence of agency. However, agency is not merely employing the same schema over and over again. Projectivity refers to the “creative character” of agency (Joas 1996: 15), entailing “the capacity to transpose and extend schemas to new contexts” (Sewell 1992: 19), making agents “inventors of new possibilities” (Mische/Emir- bayer 1998: 984) through various creative tactics, such as anticipatory identification or experimental enactment (cf. ibid: 989ff.). Practical evaluation, finally, refers to the real life circumstances with which an agent contextualizes social experiences, which might be ambiguous and even contradictory. Practical evaluation requires an agent to recognize a given situation adequately in order to decide on appropriate actions, and to execute those actions accordingly. The cognitive dimension of agency clarifies an agent’s general ability to perform with agency, and is therefore not to be understood simply in terms of possessing agentive abilities, but as the ability to acquire them; cognitive agency refers to the process of “achieving agency” (Biesta/Tedder 2006: 18). Rather than an attribute possessed, agency is something which evolves in “transaction with a particular situation” (ibid: 19). With regard to media reception, this signifies that certain specific textual characteristics might allow for more agency than others.
Saturday, October 15, 2016
The Journal of Religion and Popular Culture CFP: Religious dimensions of the Star Wars universe
The Journal of Religion and Popular Culture invites submissions exploring the religious dimensions of the Star Wars universe, including the religious and mystic symbols that have been extensively used in developing the varied elements of the Star Wars franchise. Papers exploring the religious dimensions and implications of the animated series', the third trilogy, the Star Wars legends material, fans, conventions, theme parks, and other Star Wars material are particularly welcome.
This special issue will provide an up-to-date reflection on the topic of religion and Star wars, and will investigate some of the most recent avatars of the Star Wars saga through the lens of religion.
Interested authors, and book reviewers should contact guest editor, Matthieu Guitton atmatthieu.guitton@fmed.ulaval.ca
DCQR Special Issue on Black Feminist Thought Available!
The Special Issue of Departures in Critical Qualitative Research "Cultivating Promise and Possibility: Black Feminist Thought as an Innovative, Interdisciplinary, & International Framework" is now available online via the link below! Populated by four essays, four forum essays, and a reflective Afterword authored by Patricia Hill Collins, the contributors are united by their commitments to critical and qualitative research and use of Black Feminist Thought as a catalyst for theorization, advocacy, and alliance. These essays offer nuanced interpretations of the value of black women and black girls and black feminists and black feminist epistemologies.
http://dcqr.ucpress.edu/
Table of Contents
INTRODUCTION
Cultivating Promise and Possibility: Black Feminist Thought as an Innovative, Interdisciplinary, & International Framework by Rachel Alicia Griffin, Guest Editor
ESSAYS
Cracking Up Time: Black Feminist Comedic Performance and Queer Temporalities in the Standup of Wanda Sykes by Katelyn Hale Wood
The Shape of Angels' Teeth: Toward a Blacktransfeminist Thought Through the Mattering of Black(Trans)Lives by Marquis Bey
Black Feminist Thought as Methodology: Examining Intergenerational Lived Experiences of Black Women by Ashley Patterson, Valerie Kinloch, Tanja Burkhard, Ryann Randall, and Arianna Howard
The Ekwe Collective: Black Feminist Praxis by Joelle Cruz, Oghenetoja Okoh, Amoaba Gooden, Kamesha Spates, Chinasa A. Elue, and Nicole Rousseau
FORUM
Spiritual Activism, Visionary Pragmatism, and Threshold Theorizing: An Anzaldúan Meditation with Black Feminist Thought by AnaLouise Keating
A Journey from Willful Ignorance to Liberal Guilt to Black Feminist Thought by Kristin Waters
Arab and Black Feminisms: Joint Struggle and Transnational Anti-Imperialist Activism by Nadine Naber
Black Feminist Reflections on Activism: Repurposing Strength for Self-Care, Sustainability, and Survival by Karla D. Scott
AFTERWORD
Black Feminist Thought as Oppositional Knowledge by Patricia Hill Collins
Foucault on the Discursive Construction of Agency
More on Agency (from Susanne Eichner, Agency and Media Reception: Experiencing Video Games, Film, and Television)
Discourses construct subject positions, which enable relative forms of agency. Provided the adequate discourse, agency can be thus regarded as a discursive creation, constituting a pro- ductive (rather than exclusively repressive) disposition of power.
Philosophy & Social Criticism November 2016; Vol. 42, No. 9
Articles
Elements of a theory of global governance
David Held
Racist habits: A phenomenological analysis of racism and the habitual body
Helen Ngo
Governing (through) religion: Reflections on religion as governmentality
Muhammad Ali Nasir
Real utopias, reciprocity and concern for others
Hannes Kuch
Is there (or should there be) a right to basic income?
Jurgen De Wispelaere and Leticia Morales
Rethinking nihilism: Rorty vs Taylor, Dreyfus and Kelly
Tracy Llanera
Environmental Communication, Volume 10, Issue 6, December 2016: Special Issue: Spectacular Environmentalisms: Media, Knowledge and the Framing of Ecological Politics.
Environmental Communication, Volume 10, Issue 6, December 2016 is now available online on Taylor & Francis Online.
Special Issue: Spectacular Environmentalisms: Media, Knowledge and the Framing of Ecological Politics. Guest Editors: Jo Littler, Michael K. Goodman, Dan Brockington and Maxwell Boykoff
This new issue contains the following articles:
Introduction
Spectacular environmentalisms: media, knowledge and the framing of ecological politics
Michael K. Goodman, Jo Littler, Dan Brockington & Maxwell Boykoff
Pages: 677-688 | DOI: 10.1080/17524032.2016.1219489
Articles
Belligerent broadcasting, male anti-authoritarianism and anti-environmentalism: the case of Top Gear (BBC, 2002–2015)
Philip Drake & Angela Smith
Pages: 689-703 | DOI: 10.1080/17524032.2016.1211161
Charismatic life: spectacular biodiversity and biophilic life writing
Cheryl Lousley
Pages: 704-718 | DOI: 10.1080/17524032.2016.1205644
Greenwashed sports and environmental activism: Formula 1 and FIFA
Toby Miller
Pages: 719-733 | DOI: 10.1080/17524032.2015.1127850
Graphs of grief and other green feelings: the uses of affect in the study of environmental communication
Alex Lockwood
Pages: 734-748 | DOI: 10.1080/17524032.2016.1205642
Beyond the money shot; or how framing nature matters? Locating Green at Wildscreen
Sian Sullivan
Pages: 749-762 | DOI: 10.1080/17524032.2016.1221839
Translocal celebrity activism: shark-protection campaigns in mainland China
Elaine Jeffreys
Pages: 763-776 | DOI: 10.1080/17524032.2016.1198822
Celebrity vegans and the lifestyling of ethical consumption
Julie Doyle
Pages: 777-790 | DOI: 10.1080/17524032.2016.1205643
Containing spectacle in the transnational public sphere
Libby Lester
Pages: 791-802 | DOI: 10.1080/17524032.2015.1127849
Commentaries
Hello from the other side: popular culture, crisis, and climate activism
Phaedra C. Pezzullo
Pages: 803-806 | DOI: 10.1080/17524032.2016.1209325
Apocalyptic imaginings
Gill Branston
Pages: 807-810 | DOI: 10.1080/17524032.2016.1209320
Celebrities and the environment: the limits to their power
Graeme Turner
Pages: 811-814 | DOI: 10.1080/17524032.2016.1209327
Book Reviews
Chaos and cosmos: literary roots of modern ecology in British nineteenth century
Bridie McGreavy
Pages: 815-816 | DOI: 10.1080/17524032.2016.1196537
Voice and environmental communication
Salma Monani
Pages: 817-818 | DOI: 10.1080/17524032.2016.1196538
The marvelous clouds: towards an elemental theory of media
Melody Jue
Pages: 818-820 | DOI: 10.1080/17524032.2016.1198460
Strange natures: futurity, empathy, and the queer ecological imagination
T. Jake Dionne
Pages: 821-822 | DOI: 10.1080/17524032.2016.1198461
Editorial Board
Editorial Board
Pages: ebi-ebi | DOI: 10.1080/17524032.2016.1238671
Special Issue: Spectacular Environmentalisms: Media, Knowledge and the Framing of Ecological Politics. Guest Editors: Jo Littler, Michael K. Goodman, Dan Brockington and Maxwell Boykoff
This new issue contains the following articles:
Introduction
Spectacular environmentalisms: media, knowledge and the framing of ecological politics
Michael K. Goodman, Jo Littler, Dan Brockington & Maxwell Boykoff
Pages: 677-688 | DOI: 10.1080/17524032.2016.1219489
Articles
Belligerent broadcasting, male anti-authoritarianism and anti-environmentalism: the case of Top Gear (BBC, 2002–2015)
Philip Drake & Angela Smith
Pages: 689-703 | DOI: 10.1080/17524032.2016.1211161
Charismatic life: spectacular biodiversity and biophilic life writing
Cheryl Lousley
Pages: 704-718 | DOI: 10.1080/17524032.2016.1205644
Greenwashed sports and environmental activism: Formula 1 and FIFA
Toby Miller
Pages: 719-733 | DOI: 10.1080/17524032.2015.1127850
Graphs of grief and other green feelings: the uses of affect in the study of environmental communication
Alex Lockwood
Pages: 734-748 | DOI: 10.1080/17524032.2016.1205642
Beyond the money shot; or how framing nature matters? Locating Green at Wildscreen
Sian Sullivan
Pages: 749-762 | DOI: 10.1080/17524032.2016.1221839
Translocal celebrity activism: shark-protection campaigns in mainland China
Elaine Jeffreys
Pages: 763-776 | DOI: 10.1080/17524032.2016.1198822
Celebrity vegans and the lifestyling of ethical consumption
Julie Doyle
Pages: 777-790 | DOI: 10.1080/17524032.2016.1205643
Containing spectacle in the transnational public sphere
Libby Lester
Pages: 791-802 | DOI: 10.1080/17524032.2015.1127849
Commentaries
Hello from the other side: popular culture, crisis, and climate activism
Phaedra C. Pezzullo
Pages: 803-806 | DOI: 10.1080/17524032.2016.1209325
Apocalyptic imaginings
Gill Branston
Pages: 807-810 | DOI: 10.1080/17524032.2016.1209320
Celebrities and the environment: the limits to their power
Graeme Turner
Pages: 811-814 | DOI: 10.1080/17524032.2016.1209327
Book Reviews
Chaos and cosmos: literary roots of modern ecology in British nineteenth century
Bridie McGreavy
Pages: 815-816 | DOI: 10.1080/17524032.2016.1196537
Voice and environmental communication
Salma Monani
Pages: 817-818 | DOI: 10.1080/17524032.2016.1196538
The marvelous clouds: towards an elemental theory of media
Melody Jue
Pages: 818-820 | DOI: 10.1080/17524032.2016.1198460
Strange natures: futurity, empathy, and the queer ecological imagination
T. Jake Dionne
Pages: 821-822 | DOI: 10.1080/17524032.2016.1198461
Editorial Board
Editorial Board
Pages: ebi-ebi | DOI: 10.1080/17524032.2016.1238671
Wednesday, October 12, 2016
WALTER ONG’S WORLD OF WARCRAFT ORALITY-LITERACY THEORY AND PLAYER EXPERIENCE
From http://www.firstpersonscholar.com/walter-ongs-world-of-warcraft/
WALTER ONG’S WORLD OF WARCRAFT
ORALITY-LITERACY THEORY AND PLAYER EXPERIENCE
WALTER ONG’S WORLD OF WARCRAFT
ORALITY-LITERACY THEORY AND PLAYER EXPERIENCE
Unfortunately, Walter Ong, S.J., an important rhetorical scholar, died on 12 August 2003, slightly more than one year before the 23 November 2004 initial release of Blizzard Entertainment’s MMORPGWorld of Warcraft (WoW). Thus, we will never know whether Father Ong would have rolled a holy paladin or a discipline priest. Despite this, orality-literacy theory, of which he was one of the primary architects, can illuminate the player experience of WoW just as much as it shed light on the Homeric and other oral-traditional epics to which it was originally applied. The connection is through similarities in how audiences encounter what scholars refer to as “tradition” and players as “lore”. In this essay, I will show that the mechanisms by which players encounter lore in games follows a narrative and experiential pattern similar to how audiences encountered traditional mythology in oral societies, a subject on which Walter Ong did pioneering work. For the purposes of this essay, references to World of Warcraft are to Patch 6.2.3 of the Warlords of Draenor expansion. Much of this analysis would apply to similar game universes, but given the sheer size of its subscriber base and traction in popular culture, WoW is a useful example.
Inquis Journal - an online graduate journal of literatures in English
INQUIS JOURNAL
deadline for submissions:
November 15, 2016
full name / name of organization:
Inquis Journal - an online graduate journal of literatures in English
contact email:
inquisjournal@gmail.com
CALL FOR PAPERS FOR THE SECOND ISSUE
We would like to invite you to submit your manuscripts for the second issue of Inquis, an online graduate journal of literatures in English, which will be published in December 2016. The journal welcomes critical and scholarly works of graduate students of literatures in English. The journal is devoted to encouraging contemporary literatures in English as well as canonical works with a contemporary perspective and related interdisciplinary studies which may be extended, but not limited, to:
British-American literatures
Critical Theory
Cultural Studies
Gender Studies
Adaptation Studies
Commonwealth literatures
Colonial / Postcolonial Studies
Poetry Studies
Drama Studies
Novel Studies
Short Story
Travel literature
Deadline of submissions for the second issue is November 15, 2016
Submissions should be sent to : inquisjournal@gmail.com
Submissions guideline can be found at Guidelines section.
https://inquisjournal.wordpress.com/
deadline for submissions:
November 15, 2016
full name / name of organization:
Inquis Journal - an online graduate journal of literatures in English
contact email:
inquisjournal@gmail.com
CALL FOR PAPERS FOR THE SECOND ISSUE
We would like to invite you to submit your manuscripts for the second issue of Inquis, an online graduate journal of literatures in English, which will be published in December 2016. The journal welcomes critical and scholarly works of graduate students of literatures in English. The journal is devoted to encouraging contemporary literatures in English as well as canonical works with a contemporary perspective and related interdisciplinary studies which may be extended, but not limited, to:
British-American literatures
Critical Theory
Cultural Studies
Gender Studies
Adaptation Studies
Commonwealth literatures
Colonial / Postcolonial Studies
Poetry Studies
Drama Studies
Novel Studies
Short Story
Travel literature
Deadline of submissions for the second issue is November 15, 2016
Submissions should be sent to : inquisjournal@gmail.com
Submissions guideline can be found at Guidelines section.
https://inquisjournal.wordpress.com/
Special Issue on Boredom, Pleasure, Narrative
deadline for submissions:
January 11, 2017
full name / name of organization:
Papers on Language and Literature
contact email:
wescottusc@gmail.com
Papers on Language and Literature Special Issue: Boredom, Pleasure, Visual Narrative
6,000 – 11,000 words, plus abstract 150 words
To be bored is to be without pleasure, inattentive; to bore is to deny pleasure, fail to be interesting. The etymology of boredom remains unknown, although its first use in English is cited by the Oxford English Dictionary as referring to one of the quintessential bored ladies of the Victorian novel: Lady Dedlock and her “chronic malady of boredom” as described in Charles Dickens’ Bleak House. Before the form of the novel began coalescing in the eighteenth-century as the dominant narrative form, the ballad and the epic were there to entertain; nineteenth-century serial novels took the suspense and sensationalism of narrative to new extremes and took the pleasure of novel-reading away from bored, bourgeois women and into the hands of the people. Today, thousands of TV channels and traditional, satellite and internet radio stations have given rise to a seemingly limitless number of options to occupy our free time; social media, video streaming, and podcasts and the ubiquity of cellular and smart phones provides us with sources of entertainment to stave off boredom that can be accessed from anywhere with cellular service or wireless access. To be a narrative text in the contemporary moment – visual and otherwise, popular or unpopular – is to frantically engage the relationship between boredom and pleasure, working under the compulsion to be “endlessly interesting.”
The proliferation of seemingly endless entertainments and mechanisms of delivery have not, of course, resulted in the end of boredom. The easily-consumed emptiness of pastiche that has replaced formal or political experimentation in popular culture, to recall Fredric Jameson’s theorization of post-modernism, has not made boredom less frequent; it has resulted, for some, in a desire for “endless interest” in the form of “the new.” We witness such concerns in questions such as “What claims on our interest can the novel make now?” that associate “interest” with experimentation; a deviation from the repetitive, unoriginal, and re-made narratives, forms, and styles that, some suggest, over-saturate our cultural present-tense. While we might typically associate boredom with a lack of things to do and those efforts to forestall, interrupt, or eliminate it, it is important to remember, as music critic Simon Reynolds notes, that “Today’s boredom is not hungry, a response to deprivation” but rather a “response to the surfeit of claims on [our] attention and time.” Although boredom has been theorized in relation to the tedium of repetition, this boredom also may give way to pleasure: we might consider here the pleasure of binge- or re-watching a television show or movie, re-reading a favorite novel, or listening to a song on repeat. Ongoing debates regarding the fidelity of adaptations suggest a desire for repetition and the pleasures to be found therein.
Boredom as a condition of tedium and fatigue—“I’m tired of this!”—and pleasure as a sensation of excitement and gratification—“How fun!”—have particular manifestations when posed through questions of difference, and this special issue is interested in the particularities of boredom and pleasure as they can be understood and complicated by considerations of gender and sexuality. Boredom and pleasure are a central relation of bourgeois culture and the “good life,” and when taken to textual analysis, open up a complicated terrain in which to understand the relationships among and between texts, audiences, and cultures. A consideration of boredom and pleasure also complicates gender and sexual politics. Patricia Meyer Spacks, for example, makes a classed and gendered distinction between ennui and boredom, the former being an existential leisure distinct from the tedium of tasks assigned to wives, servants, subordinates. We might consider here the oft-repeated narrative of the “bored housewife,” a figure that has been deployed not only to undermine the significance and hard-work that must go into domestic and affective labors but also to expose feelings of dissatisfaction with the mundane reality of an idealized heteronormative family life, challenging the notion of “domestic bliss.” Guilty pleasures may be a source of shame and embarrassment not only due to matters of “taste” but also due to those pleasures we gain from texts and objects that may seem incongruous with our politics and identities.
Theories of boredom are numerous and often contradictory. Yet what many of these theories make apparent, intentionally or not, is a recurring connection between boredom, pleasure, and narrative. Walter Benjamin’s theories of boredom, temporality, and commodity culture are useful in thinking about when/if we consume narrative texts in order to pass/fill/kill time. Roland Barthes’ classic formulation of the text of pleasure as one “linked to a comfortable reading practice” is differentiated from the text of bliss that “discomforts (perhaps to the point of a certain boredom), unsettles.” Laura Mulvey’s objective “to make way for a total negation of the ease and plenitude of the narrative fiction film” and its gendered visual pleasures not only gives expression to a desire for a feminist visual culture but also a frustration and boredom with the politics of patriarchal looking. Jennifer Doyle calls our attention to boredom because it troubles the concept of the “detached observer,” whose “body [is] both less committal (always ready to walk away) and more promiscuous (or go straight to bed).” Adam Phillips defines boredom as “that state of suspended anticipation in which things are started and nothing begins, the mood of diffuse restlessness which contains the most absurd and paradoxical wish, the wish for desire” and argues that the imperative to be endlessly interested “is one of the most oppressive demands” made on us because boredom is essential to the crystallization of “real desire.” And Sianne Ngai writes that “astonishment and boredom ask us to ask what ways of responding our culture makes available to us, and under what conditions . . . prompt[ing] us to look for new strategies of affective engagement and to extend the circumstances under which engagement becomes possible.” Ngai’s attention to what is made available to us in relation to “new strategies” is particularly useful in thinking about expressions of boredom and pleasure as they relate to texts, audiences, and cultures; that is, rather than searching for “the new” we might consider how boredom may prompt a search for what is “new to us,” the exposure to which may be minimized or prevented by, but also made available through, the popular.
We solicit scholarly submissions that engage this complicated relationship between boredom, pleasure, and narrative as inflected by questions of gender and sexuality in visual narrative. What can popular and unpopular, visual narratives—in the form of film, television, video and computer games, and online media—tell us about the gendered and sexual desires of audiences, players, and readers: the pleasures they pursue or long for, the boredom with the normative “good life” that might inspire such pursuits and longings, and the boring-for-some, exciting-for-others, articulations and representations of pleasure we consume? Possible topics and themes, derived from the above question, include but are not limited to:
Boredom/pleasure as a topic/theme in narrative content
Boredom/pleasure as a structuring relationship of narrative forms
Texts that are boring/bore
Boredom/pleasure in narrative as particularized by gender, sexuality, and normativity: “mommy-porn,” the tear-jerker, the bromance, etc...
Representations of boring sex or the results of boring sex: infidelity, open-marriages, swinging, lesbian bed-death, gay male consensual nonmonogamies
Excesses and saturations of pleasures that bore
Tangents, descriptions, catalogues, monologues, mechanics, repetitions, the predictable
Shocks, surprises, cliff-hangers, suspense, happy-endings, the unpredictable
Commonplaces: bored to death, at your pleasure, etc...
Revisiting major theories of boredom through analyses of contemporary narrative
Reader-response and phenomenological approaches to boredom, pleasure, narrative
Connections between historical and contemporary representations of boredom/pleasure
Guilty pleasures
Submit essays to coeditors Mary Ann Davis (madavis@antiochcollege.edu) and Alex Wescott (wescottusc@gmail.com) by January 11, 2017. Essays should be sent as Microsoft Word attachments with subject heading “Boredom, Pleasure, Visual Narrative” Special Issue. Submissions must not be under consideration elsewhere. Articles should fall between the ranges of 6,000 and 11,000 words; images count as 450 words. Please include a 500 word abstract at the beginning of your submission. To maintain anonymity in the review process, put names, affiliations, and mailing addresses on a separate title page. Citations to an author’s own work should be made in a way that does not compromise anonymity. PLL uses The MLA Style Manual (2008). For inquiries about the content of the issue, please contact Mary Ann Davis and Alex Wescott.
cfp Rejoinder Web Journal (Institute for Research on Women, Rutgers University)
Bodies, Borders, Homes
deadline for submissions:
December 9, 2016
Rejoinder Web Journal (Institute for Research on Women, Rutgers University)
contact email:
stobias@rci.rutgers.edu
We live in a world of migratory population flows, resurgent nationalisms, and state-sanctioned violence. The next issue of Rejoinder web journal will explore the theme of bodies and borders in the context of these geopolitical phenomena. We invite submissions that focus on how the relationship between borders and bodies shapes our understandings of selfhood, exile, and home. Writing (including essays, commentary, criticism, fiction, and poetry), and artwork should address these relationships from feminist, queer, and social justice-inspired perspectives. We particularly welcome contributions at the intersection of scholarship and activism. For manuscript preparation details, please see our website at: http://irw.rutgers.edu/about-rejoinder. Rejoinder is published by the Institute for Research on Women at Rutgers University. Please send completed written work (2,000-2,500 words max), jpegs of artwork, and short bios to the editor, Sarah Tobias (stobias@rci.rutgers.edu) by December 9, 2016.
deadline for submissions:
December 9, 2016
Rejoinder Web Journal (Institute for Research on Women, Rutgers University)
contact email:
stobias@rci.rutgers.edu
We live in a world of migratory population flows, resurgent nationalisms, and state-sanctioned violence. The next issue of Rejoinder web journal will explore the theme of bodies and borders in the context of these geopolitical phenomena. We invite submissions that focus on how the relationship between borders and bodies shapes our understandings of selfhood, exile, and home. Writing (including essays, commentary, criticism, fiction, and poetry), and artwork should address these relationships from feminist, queer, and social justice-inspired perspectives. We particularly welcome contributions at the intersection of scholarship and activism. For manuscript preparation details, please see our website at: http://irw.rutgers.edu/about-rejoinder. Rejoinder is published by the Institute for Research on Women at Rutgers University. Please send completed written work (2,000-2,500 words max), jpegs of artwork, and short bios to the editor, Sarah Tobias (stobias@rci.rutgers.edu) by December 9, 2016.
Giddens on Social Agency
More on Agency (from Susanne Eichner, Agency and Media Reception: Experiencing Video Games, Film, and Television)
According to Giddens, obtaining social agency and being “able to act” means “being able to intervene in the world” to influence or change current states of af- fairs (Giddens 1984: 14). Some agents have more possibilities for action than oth- ers, depending on social circumstances such as available communications technol- ogy, their acquired knowledge, social status and/or commodities and their gender, nationality or race. Agency, in other words, is differentially distributed across soci- ety according to power, since “action logically involves power in the sense of trans- formation capacity” (ibid: 15). Analyzing human agency necessarily requires exam- ining the balance (or imbalance) of power between processes of social reproduction and of social transformation (cf. ibid: 22).
HASTAC Scholars
LAST CHANCE to apply for HASTAC Scholars! Deadline October 15
Dear HASTAC Members,
Now is the time to apply for HASTAC Scholars, or encourage your students to apply! The application period closes on October 15. Please apply here or share this link with interested colleagues and students: bit.ly/apply-to-hastac-scholars.
All graduate and undergraduate students are welcome to apply. Scholars who identify as members of historically underrepresented or marginalized groups are especially encouraged to apply, as are groups of students who are part of the same program. The application is not lengthy, and the program connects students with a valuable network of peers across the country.
Beginning this year, Scholars will be admitted for a two-year cycle. During their second year, Scholars will be encouraged to take on greater leadership and peer mentoring roles. We think that this extended timeline will go a long way toward building peer mentorship structures and keeping consistent activity and energy on the site year-round.
Please don't hesitate to email us with any questions at scholars@hastac.org.
Our very best,
Allison Guess and Kalle Westerling
HASTAC Scholars Co-Directors
Tuesday, October 11, 2016
Telepresence in 1918: A Mediated (Mapped) Experience of the War in 1918
THINK WITH ME, PLEASE...
Is this a kind of 1918 "telepresent" experience?
Does it serve to bring the home front to the war and the war to the home front?
What was the rhetorical and psychological effect of this media on the purchaser?
Obituary: Carol Berkenkotter (Obituary by Thomas Wright)
Two weeks ago today, Carol Berkenkotter, one of the world's most highly respected scholars of scientific genres, signed the last of the papers needed for me to receive my PhD. One week ago, she underwent a medical procedure at the Mayo Clinic. She did not survive.
I knew of Carol's work before I enrolled at the University of Minnesota, and I mentioned when I applied that I wanted to work with her. I'd been thinking she might be my professor for a class or two. Like so much else about her, I got far more than I expected.
She attended a talk I gave in San Antonio two months after I joined the RSTC program. I didn't expect her to know me. She did, and made clear that she liked my work.
After I took a class from her in the rhetoric of science, she hired me to help her wrap up a book she was working on. The book had been written; all she needed was a copy editor. But we spent many hours and many lunches going over the content, talking about what to leave in and what to take out. These talks were far more for my benefit than hers. She already knew what she wanted to say. She also knew I needed training in that kind of thinking. She was paying me to give me private lessons on how to write an academic book.
When we finished, I handed back to her the copy of the Chicago Manual she had bought for the project. "Oh, no," she said. "That's yours. But wait." Then she opened the book and wrote, "To Tom, without whose help, there would be no book. Carol Berkenkotter 7/21/07."
She presented me with a copy of her book after it was published. That is one book I do not loan out to my students, no matter how relevant it is to their work.
We continued working together for the year I spent as her research assistant. I still have boxes of notes and documents that came out of that. When Hurricane Matthew was approaching, the first thing I did to prepare was cover the window above those boxes.
For all her brilliance, she could be wrong. She told me I had among the most potential of anyone to go through our program. To anyone familiar with the work of my peers, this is a really strange thing to say. But she clearly believed it, and that encourages me to continue my career as if she were right.
Conference in Minnesota, on the SD Border...
Colleagues:
Here is our Call for Papers and proposal form for the next MnWE Conference in spring 2017 at Southwest State University-Marshall. We hope you’ll send us your proposal—anything new, old, revised, risky; finished, in progress, or just started; and excellent for sharing with others. We accept most proposals, and while we hope the theme this year, “Connecting Landscapes,” might be helpful to you, you are very welcome to send other ideas, as well. We love proposals from Minnesota and also from those outside our state, especially if you are nearby. What would you like to share?
If you have trouble viewing this email, please see the CFP and proposal form at www.MnWE.org .
Richard Jewell, General Coordinator
Minnesota Writing and English
jewel001@umn.edu
Minnesota Writing & English
A Consortium of Upper Midwest Colleges and Universities
Call for Proposals (CFP), 2016-17
MnWE is a consortium of Upper Midwest college and university writing and English faculty centered in Minnesota. Our annual spring, two-day conference attracts up to 200 attendees, and our bi-monthly “MnWE News” is emailed to about 2500 members in Minnesota, surrounding states, and one province. To join our email list, click above on “About MnWE.”
Next MnWE Conference
“Connecting Landscapes”
March 31-April 1, 2017 (Friday-Saturday)
Southwest Minnesota State University,
Marshall, Minnesota
http://www.tc.umn.edu/~jewel001/MnWE/images/Breakout'12.JPG
Faculty discuss ideas and
issues at a MnWE breakout session.
CALL FOR PROPOSALS:
Our age of globalization and virtual communities can obscure the reality that we are all literally grounded in our landscapes, our locales and institutional sites. MnWE’s 2017 theme, Connecting Landscapes, invites us to consider the most fruitful ways of connecting both geographical and metaphorical landscapes.
As English educators, we speak of discovering “where we stand” on issues, of being “moved” by words and images, and of using language to change others’ positions and points of view and create movement.
How can Composition, Literature, and Creative Writing help us bridge divides, comprehend divergent perspectives, and reevaluate our own ideas? How can reading and writing create understanding of and empathy with people coming from other landscapes? How can language evoke and examine topographies or worldviews?
We welcome proposals responding to the “Connecting Landscapes” theme—or any matter involving teaching literature, writing, or ESL, the relationships between high school and college-level English, or writing center and tutoring work. Prospective presenters are welcome to consider the following questions as they design proposals:
As we help students become conversant in the culture of writing and ideas, how are we preparing and empowering our increasingly diverse learners to understand the world beyond their home turf? How can we connect writing and literature classes to global experiences to help students explore broader geographical and ideological landscapes?
Have we responded effectively to the varying needs of newcomers to our landscapes? How can placement and assessment policies best help new students acclimate to academic landscapes? How can we connect our varying professional landscapes to provide up-to-date and relevant programs and courses to our students?
How do we create inclusive communities that welcome and build on the strengths of immigrants? How can English and Writing departments work with student support services to increase retention and success among underrepresented students?
How might service learning opportunities expand or deepen student engagement with surrounding communities?
How can writing centers and writing faculty create connections between separate campus spaces and philosophies?
How do we adapt pedagogy and create connection with students in the landscape of online teaching and tutoring?
How does the academic landscape look different to English graduate students, adjunct instructors, writing center staff, and full-time high school and college faculty? How can we create more connection and shared purpose among these groups?
How can we reach beyond the physical and ideological boundaries of our own institutions to meaningfully connect with other high schools, colleges, and universities?
-----
FORM FOR PROPOSALS:
Please send your proposals by copying and pasting the form below into an email or Word document; then fill in your answers, and send your filled in form to:
MnWEconference@gmail.com
First Name *
Surname or Family Name *
Your School or Affiliation *
Preferred Email *
Phone Number *
Proposal Title * (Be descriptive so that audiences can find the papers they want to see! Only your title will show in the Program’s time-grid schedule. However, your full abstract/proposal description will show in the “Conference Abstracts” that everyone also will receive in the Program.)
Proposal Abstract * (In 50-100 words only (please, not longer), summarize your presentation and its values to teachers of English and Writing. This summary will be printed in the “Abstracts” section of the Program. Please edit it carefully. (Most presentations are accepted--if they fall into the fields of writing, literature, creative writing, and related subjects.)
The Next several questions are about your proposed abstract.
Category of Presentation (Fill in whatever clearly applies. We will group presentations as best we can according to your answers.) *
( ) Place/location as a Controlling Metaphor
( ) Place/location as a Physical Problem/Solution
( ) Rhetoric and Writing
( ) Technical or Professional Communication
( ) Computer-Assisted Instruction, Online Courses, and Hybrid Courses
( ) Creative Writing: Pedagogy
( ) Creative Writing: A Reading of Selected Works by the Presenter
( ) TESL/TESOL/English as a Second Language
( ) Writing Center Theory, Research, and Practice
( ) Gender Studies
( ) Literature: Criticism and Theory
( ) Literature: Pedagogy
( ) Other:
Format of Presentation *
( ) Individual Presentation of 8-12 Minutes plus Discussion (to be
joined to two other papers in a 75-minute time slot)
( ) Panel of Two to Four Presenters presenting for no more than 30-
45 min., total, plus discussion after or during (75-min. slot): Please
have one person in charge of the panel, who will send in the
proposal and summary of it for both or all presenters.
( ) Workshop of 75 min.
( ) Double-Session Workshop of 150 min. (with 15-min. /break, pm
only)
( ) Long Workshop of 120 (without break, pm only)
( ) Roundtable of 4-6 participants (75 min.)
( ) Roundtable of 4-6 part. (double session w/break (150 min., pm only)
( ) Roundtable of 4-6 part. (long session w/o break (120 min., pm only)
( ) Reading of Creative Writing (20-30 minutes)
( ) Other:
Preferred Presentation Time *
( ) Friday AM ONLY (75-min. events ONLY)
( ) Friday PM ONLY (75, 120, and 150 min. events)
( ) Friday Anytime
( ) Saturday AM ONLY (75-min. events ONLY)
( ) Saturday PM ONLY (75, 120, and 150 min. events)
( ) Saturday Anytime
( ) Either Day, Anytime.
( ) Other:
Disability * Do you or someone else in the your session need disability accommodations? If so, what are they?
Comments, Suggestions, Special Technology Needs? (All rooms will have a ceiling-mounted projector, a screen, and an online computer to control projector and screen.)
---
Richard Jewell, Larry Sklaney, Danielle Hinrichs,
Gordy Pueschner, and Amy Kubista, Coordinators
MnWE--Minnesota Writing and English
richard@jewell.net - (612) 870-7024
larry.sklaney@century.edu - (651) 747-4006
danielle.hinrichs@metrostate.edu - (651) 999-5960
gordon.pueschner@century.edu – (651) 686-4468
amy.kubista@waldenu.edu - (612) 209-8857
MnWE.org
Minnesota Writing & English
A Consortium of Colleges & Universities
Join us on
Facebook!
f
MnWE Committee (4-‘16):
David Beard, University of Minnesota-Duluth, dbeard@d.umn.edu
Heidi Burns, Minnesota State University-Mankato, heidi.burns@mnsu.edu
Alexander Champous, University of Minnesota, champ147@umn.edu
Kirsti Cole, Minnesota State University-Mankato, kirsti.cole@mnsu.edu
Anthony Collins, Inver Hills Community College, acollin@inverhills.edu
Julie Daniels, Century Community and Technical College, julie.daniels@century.edu
Mary Daniloff-Merrill, Southwest Minnesota State University, mary.daniloff-merrill@smsu.edu
Dan Darling, Normandale Community College, daniel.darling@normandale.edu
Pat Darling, Century Community and Technical College, pat.darling@century.edu
Anna Davis, Hennepin Technical College, anna.davis@hennepintech.edu
Melissa Giefer, Winona State University, mgiefer@winona.edu
Jenny Gunter, Winona State University, jgunter15@winona.edu
Danielle Hinrichs, Metropolitan State University, danielle.hinrichs@metrostate.edu
Lisa Lucas Hurst, Southwest Minnesota State University-Marshall, lisa.lucas@smsu.edu
Richard Jewell, Inver Hills Community College, richard@jewell.net
Yanmei Jiang, Century College, ymjiang2008@yahoo.com
Darryl Johnson, Anoka Technical College, daugustj@gmail.com
Amy Kubista, Walden University, amy.kubista@waldenu.edu
Jenna Kulasiewicz, Chippewa Valley Community College, jkulasiewicz1@cvtc.edu
Robyn Madson, Forest Lake Area Schools, rmadson@flaschools.org
Anthony Miller, North Hennepin Community College, anthony.miller@nhcc.edu
Lynda Milne, MnSCU Faculty Development, lynda.milne@so.mnscu.edu
Cynthia Pope, St. Paul College, cynthia.pope@saintpaul.edu
Beata Pueschner, Anoka Ramsey College, beata.pueschner@anokaramsey.edu
Gordon Pueschner, Century College, gordon.pueschner@century.edu
Ken Risdon, University of Minnesota-Duluth, krisdon@d.umn.edu
Donald Ross, University of Minnesota-Twin Cities, rossj001@umn.edu
Larry Sklaney, Century Community and Technical College, larry.sklaney@century.edu
Linda Tetzlaff, Normandale Community College, linda.tetzlaff@normandale.edu
Joan Thompson, Normandale Community College, joan.thompson@normandale.edu
Margaret Trott, Winona State University, mtrott@winona.edu
Rex Veeder, St. Cloud State University, rlveeder@stcloudstate.edu
Pakou Yang, MnSCU Central Offices, pakou.yang@so.mnscu.edu
---
Contact Representatives at Their Schools:
Brian Baumgart, North Hennepin Community College, brian.baumgart@nhcc.edu
Laura Benda, Institute of Production and Recording, lbenda@ipr.edu
Anna Davis, Hennepin Technical College, anna.davis@hennepintech.edu
Lee-Ann Kastman Breuch, University of Minnesota, lkbreuch@umn.edu
Kristin Buck, Rochester Community and Technical College, Kristin.Buck@roch.edu
Kay Dailey, University of Wisconsin-La Crosse, dailey.kath@uwlax.edu
Mary Ellen Daniloff-Merrill, Southwest Minnesota State University, mary.daniloff-merrill@smsu.edu
Brandy Hoffmann, Central Lakes College, bhoffma2@d.umn.edu
Ben Kiely, North Hennepin Community College, benjamin.kiely@nhcc.edu
Jenna Kulasiewicz, UW-Eau Claire, kulasijj@uwec.edu
Carol Mohrbacher, St. Cloud State University, camohrbacher@stcloudstate.edu
Heidi Newbauer, South Central College, heidi.newbauer@southcentral.edu
Nick Nownes, Inver Hills Community College, nnownes@inverhills.edu
Karsten Piper, Minnesota West Community and Technical College, karsten.piper@mnwest.edu
Tom Reynolds, University of Minnesota-Twin Cities, reyno004@umn.edu
Barbara Rohrich, Cankdeska Cikana Community College, barbara.rohrich@littlehoop.edu
Kelly Sassi, North Dakota State University, kelly.sassi@ndsu.edu
Erika Scheurer, St. Thomas University, ecscheurer@stthomas.edu
Scott Stankey, Anoka Ramsey Community College, scott.stankey@anokaramsey.edu
Rex Veeder, St. Cloud State University, rlveeder@stcloudstate.edu
Pam Whitfield, Rochester Community and Technical College, pam.whitfield@rctc.edu
Thomas Zelman, College of St. Scholastica, tzelman@css.edu
---
Here is our Call for Papers and proposal form for the next MnWE Conference in spring 2017 at Southwest State University-Marshall. We hope you’ll send us your proposal—anything new, old, revised, risky; finished, in progress, or just started; and excellent for sharing with others. We accept most proposals, and while we hope the theme this year, “Connecting Landscapes,” might be helpful to you, you are very welcome to send other ideas, as well. We love proposals from Minnesota and also from those outside our state, especially if you are nearby. What would you like to share?
If you have trouble viewing this email, please see the CFP and proposal form at www.MnWE.org .
Richard Jewell, General Coordinator
Minnesota Writing and English
jewel001@umn.edu
Minnesota Writing & English
A Consortium of Upper Midwest Colleges and Universities
Call for Proposals (CFP), 2016-17
MnWE is a consortium of Upper Midwest college and university writing and English faculty centered in Minnesota. Our annual spring, two-day conference attracts up to 200 attendees, and our bi-monthly “MnWE News” is emailed to about 2500 members in Minnesota, surrounding states, and one province. To join our email list, click above on “About MnWE.”
Next MnWE Conference
“Connecting Landscapes”
March 31-April 1, 2017 (Friday-Saturday)
Southwest Minnesota State University,
Marshall, Minnesota
http://www.tc.umn.edu/~jewel001/MnWE/images/Breakout'12.JPG
Faculty discuss ideas and
issues at a MnWE breakout session.
CALL FOR PROPOSALS:
Our age of globalization and virtual communities can obscure the reality that we are all literally grounded in our landscapes, our locales and institutional sites. MnWE’s 2017 theme, Connecting Landscapes, invites us to consider the most fruitful ways of connecting both geographical and metaphorical landscapes.
As English educators, we speak of discovering “where we stand” on issues, of being “moved” by words and images, and of using language to change others’ positions and points of view and create movement.
How can Composition, Literature, and Creative Writing help us bridge divides, comprehend divergent perspectives, and reevaluate our own ideas? How can reading and writing create understanding of and empathy with people coming from other landscapes? How can language evoke and examine topographies or worldviews?
We welcome proposals responding to the “Connecting Landscapes” theme—or any matter involving teaching literature, writing, or ESL, the relationships between high school and college-level English, or writing center and tutoring work. Prospective presenters are welcome to consider the following questions as they design proposals:
As we help students become conversant in the culture of writing and ideas, how are we preparing and empowering our increasingly diverse learners to understand the world beyond their home turf? How can we connect writing and literature classes to global experiences to help students explore broader geographical and ideological landscapes?
Have we responded effectively to the varying needs of newcomers to our landscapes? How can placement and assessment policies best help new students acclimate to academic landscapes? How can we connect our varying professional landscapes to provide up-to-date and relevant programs and courses to our students?
How do we create inclusive communities that welcome and build on the strengths of immigrants? How can English and Writing departments work with student support services to increase retention and success among underrepresented students?
How might service learning opportunities expand or deepen student engagement with surrounding communities?
How can writing centers and writing faculty create connections between separate campus spaces and philosophies?
How do we adapt pedagogy and create connection with students in the landscape of online teaching and tutoring?
How does the academic landscape look different to English graduate students, adjunct instructors, writing center staff, and full-time high school and college faculty? How can we create more connection and shared purpose among these groups?
How can we reach beyond the physical and ideological boundaries of our own institutions to meaningfully connect with other high schools, colleges, and universities?
-----
FORM FOR PROPOSALS:
Please send your proposals by copying and pasting the form below into an email or Word document; then fill in your answers, and send your filled in form to:
MnWEconference@gmail.com
First Name *
Surname or Family Name *
Your School or Affiliation *
Preferred Email *
Phone Number *
Proposal Title * (Be descriptive so that audiences can find the papers they want to see! Only your title will show in the Program’s time-grid schedule. However, your full abstract/proposal description will show in the “Conference Abstracts” that everyone also will receive in the Program.)
Proposal Abstract * (In 50-100 words only (please, not longer), summarize your presentation and its values to teachers of English and Writing. This summary will be printed in the “Abstracts” section of the Program. Please edit it carefully. (Most presentations are accepted--if they fall into the fields of writing, literature, creative writing, and related subjects.)
The Next several questions are about your proposed abstract.
Category of Presentation (Fill in whatever clearly applies. We will group presentations as best we can according to your answers.) *
( ) Place/location as a Controlling Metaphor
( ) Place/location as a Physical Problem/Solution
( ) Rhetoric and Writing
( ) Technical or Professional Communication
( ) Computer-Assisted Instruction, Online Courses, and Hybrid Courses
( ) Creative Writing: Pedagogy
( ) Creative Writing: A Reading of Selected Works by the Presenter
( ) TESL/TESOL/English as a Second Language
( ) Writing Center Theory, Research, and Practice
( ) Gender Studies
( ) Literature: Criticism and Theory
( ) Literature: Pedagogy
( ) Other:
Format of Presentation *
( ) Individual Presentation of 8-12 Minutes plus Discussion (to be
joined to two other papers in a 75-minute time slot)
( ) Panel of Two to Four Presenters presenting for no more than 30-
45 min., total, plus discussion after or during (75-min. slot): Please
have one person in charge of the panel, who will send in the
proposal and summary of it for both or all presenters.
( ) Workshop of 75 min.
( ) Double-Session Workshop of 150 min. (with 15-min. /break, pm
only)
( ) Long Workshop of 120 (without break, pm only)
( ) Roundtable of 4-6 participants (75 min.)
( ) Roundtable of 4-6 part. (double session w/break (150 min., pm only)
( ) Roundtable of 4-6 part. (long session w/o break (120 min., pm only)
( ) Reading of Creative Writing (20-30 minutes)
( ) Other:
Preferred Presentation Time *
( ) Friday AM ONLY (75-min. events ONLY)
( ) Friday PM ONLY (75, 120, and 150 min. events)
( ) Friday Anytime
( ) Saturday AM ONLY (75-min. events ONLY)
( ) Saturday PM ONLY (75, 120, and 150 min. events)
( ) Saturday Anytime
( ) Either Day, Anytime.
( ) Other:
Disability * Do you or someone else in the your session need disability accommodations? If so, what are they?
Comments, Suggestions, Special Technology Needs? (All rooms will have a ceiling-mounted projector, a screen, and an online computer to control projector and screen.)
---
Richard Jewell, Larry Sklaney, Danielle Hinrichs,
Gordy Pueschner, and Amy Kubista, Coordinators
MnWE--Minnesota Writing and English
richard@jewell.net - (612) 870-7024
larry.sklaney@century.edu - (651) 747-4006
danielle.hinrichs@metrostate.edu - (651) 999-5960
gordon.pueschner@century.edu – (651) 686-4468
amy.kubista@waldenu.edu - (612) 209-8857
MnWE.org
Minnesota Writing & English
A Consortium of Colleges & Universities
Join us on
Facebook!
f
MnWE Committee (4-‘16):
David Beard, University of Minnesota-Duluth, dbeard@d.umn.edu
Heidi Burns, Minnesota State University-Mankato, heidi.burns@mnsu.edu
Alexander Champous, University of Minnesota, champ147@umn.edu
Kirsti Cole, Minnesota State University-Mankato, kirsti.cole@mnsu.edu
Anthony Collins, Inver Hills Community College, acollin@inverhills.edu
Julie Daniels, Century Community and Technical College, julie.daniels@century.edu
Mary Daniloff-Merrill, Southwest Minnesota State University, mary.daniloff-merrill@smsu.edu
Dan Darling, Normandale Community College, daniel.darling@normandale.edu
Pat Darling, Century Community and Technical College, pat.darling@century.edu
Anna Davis, Hennepin Technical College, anna.davis@hennepintech.edu
Melissa Giefer, Winona State University, mgiefer@winona.edu
Jenny Gunter, Winona State University, jgunter15@winona.edu
Danielle Hinrichs, Metropolitan State University, danielle.hinrichs@metrostate.edu
Lisa Lucas Hurst, Southwest Minnesota State University-Marshall, lisa.lucas@smsu.edu
Richard Jewell, Inver Hills Community College, richard@jewell.net
Yanmei Jiang, Century College, ymjiang2008@yahoo.com
Darryl Johnson, Anoka Technical College, daugustj@gmail.com
Amy Kubista, Walden University, amy.kubista@waldenu.edu
Jenna Kulasiewicz, Chippewa Valley Community College, jkulasiewicz1@cvtc.edu
Robyn Madson, Forest Lake Area Schools, rmadson@flaschools.org
Anthony Miller, North Hennepin Community College, anthony.miller@nhcc.edu
Lynda Milne, MnSCU Faculty Development, lynda.milne@so.mnscu.edu
Cynthia Pope, St. Paul College, cynthia.pope@saintpaul.edu
Beata Pueschner, Anoka Ramsey College, beata.pueschner@anokaramsey.edu
Gordon Pueschner, Century College, gordon.pueschner@century.edu
Ken Risdon, University of Minnesota-Duluth, krisdon@d.umn.edu
Donald Ross, University of Minnesota-Twin Cities, rossj001@umn.edu
Larry Sklaney, Century Community and Technical College, larry.sklaney@century.edu
Linda Tetzlaff, Normandale Community College, linda.tetzlaff@normandale.edu
Joan Thompson, Normandale Community College, joan.thompson@normandale.edu
Margaret Trott, Winona State University, mtrott@winona.edu
Rex Veeder, St. Cloud State University, rlveeder@stcloudstate.edu
Pakou Yang, MnSCU Central Offices, pakou.yang@so.mnscu.edu
---
Contact Representatives at Their Schools:
Brian Baumgart, North Hennepin Community College, brian.baumgart@nhcc.edu
Laura Benda, Institute of Production and Recording, lbenda@ipr.edu
Anna Davis, Hennepin Technical College, anna.davis@hennepintech.edu
Lee-Ann Kastman Breuch, University of Minnesota, lkbreuch@umn.edu
Kristin Buck, Rochester Community and Technical College, Kristin.Buck@roch.edu
Kay Dailey, University of Wisconsin-La Crosse, dailey.kath@uwlax.edu
Mary Ellen Daniloff-Merrill, Southwest Minnesota State University, mary.daniloff-merrill@smsu.edu
Brandy Hoffmann, Central Lakes College, bhoffma2@d.umn.edu
Ben Kiely, North Hennepin Community College, benjamin.kiely@nhcc.edu
Jenna Kulasiewicz, UW-Eau Claire, kulasijj@uwec.edu
Carol Mohrbacher, St. Cloud State University, camohrbacher@stcloudstate.edu
Heidi Newbauer, South Central College, heidi.newbauer@southcentral.edu
Nick Nownes, Inver Hills Community College, nnownes@inverhills.edu
Karsten Piper, Minnesota West Community and Technical College, karsten.piper@mnwest.edu
Tom Reynolds, University of Minnesota-Twin Cities, reyno004@umn.edu
Barbara Rohrich, Cankdeska Cikana Community College, barbara.rohrich@littlehoop.edu
Kelly Sassi, North Dakota State University, kelly.sassi@ndsu.edu
Erika Scheurer, St. Thomas University, ecscheurer@stthomas.edu
Scott Stankey, Anoka Ramsey Community College, scott.stankey@anokaramsey.edu
Rex Veeder, St. Cloud State University, rlveeder@stcloudstate.edu
Pam Whitfield, Rochester Community and Technical College, pam.whitfield@rctc.edu
Thomas Zelman, College of St. Scholastica, tzelman@css.edu
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