April 2013 Archives
The National Foreign Language Center (NFLC) at the University of Maryland is a research institute dedicated to promoting communication within the United States in languages other than English.
We are currently looking for individuals with native or near-native proficiency in the following languages:
· Levantine Arabic
· Western Punjabi
Native or near-native proficiency in the target language
Knowledge of ILR scale of language proficiency
Multiple choice and constructed response test item development experience
Ability to conduct Internet research and submit Word documents and/or audio files
The work is part-time, contractual, and most of the work can be done from your home computer. All candidates must have permission to work in the United States, or reside and work outside of the United States.
If you are interested in working with us, or if you know a qualified candidate who would be interested in working with us, please contact the NFLC via email at email@example.com. Submit your current resume or CV with your language in the subject line. Thank you!
LLC student John Fritz's ECAR Research Bulletin was published today:Using Analytics at UMBC: Encouraging Student Responsibility and Identifying Effective Course Designs
Click here to view.
Position: The Program in International and Comparative Education
(ICE) at Teachers College, Columbia University is seeking a full-time
lecturer in international educational development with a specialization
in peace and human rights education; a focus on Latin America is
preferred. It is a one-year position (academic year 2013-2014), starting
Responsibilities: The lecturer will teach (five courses) and
advise students in the ICE program, carry out program related work, and
be expected to contribute to the operations of the program.
The successful candidate will have the following:
* Doctorate in International and Comparative Education or related fields
* Experience with issues of peace, human rights, education, and development
* University teaching experience; evidence of excellent teaching
* Experience with international development
* Ability to teach courses on topics such as peace and human
rights education, education and development, international organizations
and peace education, and issues related to education in Latin America
Applications: Applicants should submit a curriculum vitae,
names of three professional references [full letters will be requested
for shortlisted candidates], and a letter of interest with details
regarding how the applicant meets the criteria for the position. Review
of applications will begin April 20, 2013 and continue until the search
is completed. Applications should be addressed to Professor Regina
Cortina and Professor Monisha Bajaj, Co-Chairs of Search Committee for
International and Comparative Education, Teachers College, Columbia
University, and emailed to Lisa Daehlin, Academic
Teachers College as an institution is committed to a policy of
equal opportunity in employment. In offering education, psychology, and
health studies, the College is committed to providing expanding
employment opportunities to minorities, women, and persons with disabilities in its own activities and society.
Teachers College, Columbia University
525 West 120th Street, New York, NY 10027
For additional program information please visit our website at: http://www.tc.columbia.edu/its/cie%26ied/index.asp?Id=Home&Info=Welcome
The Language, Literacy and Culture PhD program supported the Spanish and Latin American film festival that took place during the 2012-2013 academic year. By looking at the students' participation (there were around 70 students attending each of the showings of the films), the Spanish area considers that the Film Festival has been a huge success. We are happy to have been a part of this event!
LLC Cohort 14 student, Latasha Eley, will be presenting her paper, "Black Women in College: Addressing Hair & Body Politics to Bridge the Theory Gap, at the National Women's Studies Association (NWSA) Conference, Cincinnati, OH, November 7-10, 2013. The paper addresses college student development theories in relation to the experiences of Black women in college, and considers hair and body politics, body image, self-esteem, identity, conformity, and the ways these developmental issues affect Black women’s decision-making and success in college. Blending feminist and sociological identity theories with college student development theories yields a unique framework for understanding the Black, female college student experience. The aim of this work is to aid in the acknowledgement of the Black female college student experience as a point of encounter and knowledge production that is crucial to ensuring these students’ uninhibited access to higher education.
Information about the 2013 NWSA conference can be found here:
Latasha will also be inducted into the UMBC Circle of Omicron Delta Kappa (ODK-The National Leadership Honor Society) on Sunday, April 28, 2013.
Critiquing Culture: The Cultural Studies Graduate Conference at George Mason University 2013
Featuring Sarah Banet-Weiser as Distinguished Keynote Speaker, Dr. Banet-Weiser is a Professor in the School of Communication and the department of American Studies and Ethnicity at USC Annenberg. In 2012 she published two books: Authentic™: The Politics of Ambivalence in a Brand Culture, and Commodity Activism: Cultural Resistance in Neoliberal Times, co-edited with Roopali Muhkerjee.
The Cultural Studies Student Organizing Committee (SOC) at George Mason University invites paper proposals for our 7th annual Cultural Studies Graduate Student Conference. The conference will take place on Saturday, September 21, 2013 at George Mason University in Fairfax, Virginia.
CALL FOR PAPERS
At George Mason University, we acknowledge the need to specify Cultural Studies as an academic field with definable features and particular modes of methodological inquiry. In our view, Cultural Studies examines cultural objects as products of the wider social, historical, economic and political conditions that structure their formation, and acknowledges the interrelationship between these factors. In particular, Cultural Studies focuses on power relations and inequalities, which shape the horizon of possibilities for any cultural object at hand, be it a political discourse, an economic model, or a mass cultural product. As a field, Cultural Studies has expanded both geographically and theoretically, building upon its origins in the Birmingham Center for Contemporary Cultural Studies through the inclusion of a range of critical approaches including Marxist political economy, poststructuralism, feminism, critical theory and post-colonial studies. While the objects of Cultural Studies vary widely, the field aims at political relevance and efficacy.
In an attempt to establish a vibrant community for scholars working in precisely this interdisciplinary vein, the Cultural Studies Student Organizing Committee at George Mason University invites graduate students to submit research papers for a conference specifically oriented toward the examination of cultural objects, whether through Marxist, structuralist/poststructuralist, feminist, or other critical lenses. We encourage the submission of papers related, but not limited, to the following broad themes:
Mass & Popular Culture
Gender & Sexuality
Race & Ethnicity
Representation & Aesthetics
This year we also strongly encourage paper submissions that address the intersections of activism, culture, ethics and consumption.
Abstracts of no more than 300 words and a current CV should be sent to firstname.lastname@example.org by 15 June 2013. Please include presentation title, presenter's name, institutional affiliation, contact information, A/V requests, and any special needs required in the email. Abstracts should be sent as .doc or .rtf file attachments.
Joan Kang Shin, LLC alumna and assistant professor in the UMBC Department of Education, has three new publications published by National Geographic Learning:
1. Book co-authored with Jodi Crandall: Teaching Young Learners English: From Theory to Practice.
2. A book series co-edited with Jodi Crandall: Our World, a 6-level primary school English language program.
3. A book chapter in Teaching English as a Second or Foreign Language called "Teaching young learners in ESL and EFL settings."
On April 24, 2013, Joan will be conducting a TESOL Virtual Seminar called "The Keys to Success in Teaching English to Young Learners"
April 24th, 10:30 a.m.-12:00 p.m.
For information on the seminar and to register, please see http://www.tesol.org/events-landing-page/2012/12/03/the-keys-to-success-in-teaching-english-to-young-learners.
See her Google site for the latest updates on her work around the world: https://sites.google.com/site/shinjinshil/.
The Mentoring Institute at the University of New Mexico is seeking proposals for its sixth annual Mentoring Conference, themed “Impact & Effectiveness of Developmental Relationships”.
The conference will be held in the Student Union Building, on UNM's main campus, on Tuesday, October 29 to Friday, November 1, 2013.
We seek to facilitate discourse on the impact and effectiveness of developmental relationships among a broad constituency, which includes divisions of higher education, academic researchers, educators, community leaders, administrators, non-profit partners, government agencies, and other professionals.
For the 2013 conference we anticipate a rich mix of conversation, networking opportunities, hands-on workshops, and engagement with professionals from a diverse variety of disciplines.
We are particularly keen to receive proposals for papers presentations and posters that are informative and relevant to the field of developmental relationships, supported by theory and research, and demonstrate ideas that are applicable to the conference theme. We are interested in presentations based in the following fields: STEM (Science, Technology, Engineering & Mathematics), Humanities, Business, Health Sciences, Education, and the Arts.
With this in mind, we seek proposals that accomplish any of the following:
Builds on the knowledge base of those new to the field of developmental relationships.
Demonstrates the effectiveness of existing mentoring programs.
Proposes a methodology or evaluation model for developmental relationships.
Suggests new ideas and best practices for successful developmental relationships.
Proposals that include participants of different nationalities, different levels of experience, and from different institutional and organization types.
Presenters in the 2013 conference will be required to meet the following obligations and requirements:
Each presenter will be provided with a 45 minutes slot to present, during the concurrent presentations for the conference. The session will be divided up as follows: 30 minutes for presentation, 15 minutes for Q&A, and 5 minutes for session evaluations.
All presenters are required to submit a 5-7-page paper prior to the conference on the topic of your presentation. Papers will be peer reviewed and published in the 2013 conference proceedings.
In addition to submitting a paper, we strongly suggest the submission of a poster. Guidelines can be found at: http://mentor.unm.edu/conference/faq.html
The deadline to submit abstracts is May 15, 2013. Abstracts must not exceed 250 words and should be submitted online, at: http://mentor.unm.edu/conference/abstracts.html
The abstracts will be reviewed and selected authors will receive a notification of acceptance by May 30, 2013.
Once you receive confirmation of acceptance to the conference, you will be required to submit a 5-7-page paper on the topic of your presentation. The deadline to submit the paper is June 30, 2013.
Papers will be returned on July 30, 2013 with peer review comments. You may choose to accept or reject these suggestions.
Final paper submissions are due electronically by August 30, 2013. Please proofread your paper for spelling and grammatical errors.
The Mentoring Institute
University of New Mexico
1716 Las Lomas Rd N.E.
Albuquerque, NM, 87131
LLC student, Andy DeVos, just had an article published in the premier journal in American Studies. The article is titled "Expect the Truth: Exploiting History with Mandingo". Congratulations Andy!!
Job Summary/Basic Function:
The successful candidate will
+ Foster the conceptualization, design, development, and assessment of scholarly digital projects;
+ Serve as a liaison to faculty, educating them about the wide range of options offered by the libraries and collaborating with them on the use of digital collections and projects in the curriculum;
+ Train and coordinate training opportunities for library staff to increase their understanding and awareness of the emerging field of digital scholarship;
+ Engage faculty and students, as appropriate, in collaborative scholarship and the creation of knowledge using digital collections and emerging analytical tools;
+ Analyze digital collections, data, or research processes;
+ Advance collaboration with other liberal arts digital scholarship work, including efforts to expand undergraduate research presentation opportunities at venues such as Re: Humanities;
+ Work closely with consortial library committees in carrying out the goals of the grant;
+ Be based at one of the Ohio Five colleges, but travel to consortial sites, ensuring that all five campuses receive the support they need and facilitating steady progress at each; and
+ Perform other duties as required.
Minimum Qualifications: The successful candidate must hold a graduate degree in a liberal arts discipline. We seek applicants who will bring both a demonstrated effectiveness in a training or teaching environment and a sophisticated understanding of digital projects, metadata standards, digital publishing, and scholarly communications. Familiarity with digital repositories. Conversant with a variety of digital methodologies, such as text-mining, geographic information systems, data visualization, or other modes of digital scholarship. Experience creating effective digital projects and a history of successful experiences working with students, faculty and staff from diverse backgrounds and with various levels of technical expertise. Exceptional interpersonal, organizational, presentation, project management, and communication skills. Ability to work effectively across disciplines and with a variety of project stakeholders.
Preferred Qualifications: Additional MLS (MLIS) from an ALA- accredited program, Ph.D. in a liberal arts discipline, or a computer science/informatics advanced degree. Active involvement in academic communities related to digital scholarship, like CLIR or NITLE. Demonstrated experience with statistical analysis tools; data visualization tools and methods; relational databases; server-side web-development; the digital humanities; or UNIX/Linux. Familiarity with programming languages, such as Java, Perl, or PHP. Experience with text processing, including XML, XSL, and/or XSLT. Relevant experience working in libraries or higher education.
For information: http://jobs.code4lib.org/job/7306/
Deadline: July 15, 2013
The Editors of Evental Aesthetics, an independent, peer-reviewed,
online journal dedicated to philosophical and aesthetic
intersections, are pleased to invite submissions for our
We welcome both full-length articles (4,000-10,000 words,
excluding endnotes) and Collisions (1,000-2,000 words).
Collisions are brief (but well-written and thoughtful) responses
to aesthetic experiences that raise philosophical questions for
discussion, but that do not necessarily enact the discussion in
full. More information on Collisions is available at
This issue will have two parts, one dedicated to a specific theme,
and the other (.unthemed.) devoted to aesthetic, philosophical
questions of any kind. The Editors therefore seek submissions in
1. Aesthetics and philosophy (.unthemed.): This section will be
devoted to philosophical matters pertaining to any aesthetic
practice or experience, including but not limited to art and
2. Animals and aesthetics: The themed section of this issue will
focus on aesthetic matters relating to animals. Suggested topics
include, but are not limited to:
. Animals in art
. The aesthetics of zoos
. Wildlife film
. Aesthetic matters in zoological science
. Species taxonomy and aesthetics
. Photography of ocean life and other species
Both categories may be freely interpreted, however all submissions
must address philosophical matters.
Please send your submissions electronically in MS Word format (doc
or docx), double-spaced in a legible font, in accordance with The
Chicago Manual of Style (endnotes). Be sure to accompany your
submission with an abstract (max. 250 words), a bibliography, and
at least 5 keywords that may be used as search terms. Articles
must be in English, but we welcome either American or British
spelling provided the submission remains consistent throughout.
Please note that all submissions must be formatted for blind
Before submitting, please review our submission requirements, review procedures, and copyright policy at http://eventalaesthetics.net/for-authors/.
Email your submission to email@example.com, by July 15, 2013. Please include the word "submission: in the subject line of your email, to make sure that it gets through our spam filters. For announcements of forthcoming issues and future calls for authors, sign up for our e-mail list at eventalaesthetics.net.
This symposium marks the twenty-first year of the Five College Women’s Studies Research Center by celebrating the work of leading scholars in women’s, gender, and sexuality studies, including former and current Research Associates, Five College faculty, students, and community partners. Through a series of keynote presentations by Anne Balsamo, Alex Juhasz, Lisa Nakamura, Susan Squier, and Jackie Stacey, panels on Bodies/Embodiment,Digital Mapping and Archiving, Genealogies of Science in Feminism, Feminist Protest in the Digital Age, and Networking on FemTechNet, this interdisciplinary, transnational symposium will offer opportunities for sharing ideas about current work in progress and new approaches to integrating media in (re)emerging areas that intersect and are shaped by gender studies.
More information can be found here - https://www.fivecolleges.edu/fcwsrc/symposium
The SIIC Fellows Program offers an opportunity to explore the field of intercultural communication, to assess career direction, to commit to a personal intercultural practice, and to learn about intercultural team development by working directly with other Fellows, SIIC staff, and faculty. This is one of two SIIC programs with a formal selection procedure. Our Fellows typically range in age from 25 to 70 and come from dozens of different cultures and professions. Approximately 30 Fellows will be chosen for 2013. Criteria for selection are:
Some knowledge of the intercultural field
Professional experience or at least graduate student status
Commitment to a career in the related to intercultural relations
Enthusiasm for working in a support/service capacity, while also learning at the Institute
During the Fellows Session preceding SIIC, Fellows receive professional development in multicultural team processes based on the practice of Personal Leadership. There is a strong emphasis on collaborative learning, and a rare opportunity for diverse individuals with a common interest to explore the role of intercultural communication in their lives.
During Sessions I and II, Fellows participate in workshops while also providing logistic and other assistance to the workshop faculty. In Session II, they have the opportunity to discuss design and group process issues with the faculty. In addition, Fellows support SIIC in a variety of roles from setup and hosting, to assisting participants in the library and bookstore.
Financially, the SIIC Fellows Program represents a significant tuition discount. Fellows pay reduced tuition, room, and board for the first week of the Fellows Program, which includes the multicultural team training with the Fellows faculty, as well as for Sessions I and II. The Fellows Program is a combination of a mentoring program and a chance to get a different and more extensive behind-the-scenes Institute experience.
The total cost for Fellows (tuition and room and board for the whole Fellows Program) is $2800. Fellows should arrive no later than 6:00 p.m. Wednesday evening, July 3, and depart no sooner than Saturday afternoon, July 20. The deadline for early acceptance, particularly for international applicants needing visas, is Wednesday, May 1, 2013. Applications will be accepted until Friday, May 24, 2013. The application form is available for downloading here - http://www.intercultural.org/siic_schedule.php?tab=5#TabbedPanels2
Congratulations to Teresa Foster, a LLC/History Ph.D. student (Historical Studies MA 2011) who is the winner of the 2013-2014 Wing Graduate Fellowship in colonial Chesapeake History from the Maryland Historical Society.
The purpose of the Wing Fellowship is to assist a graduate student in undertaking a significant project in Chesapeake colonial history. Areas of research, which are of particular interest, include maritime history, the arts, economic development, archeology, and life in the early Chesapeake Bay region.
You can find the original proposal posting with more details here:
Position: The TESOL and Applied Linguistics Programs at Teachers College,
Columbia University seek a Language Program Director. This position
entails directing two related programs: the Community Language Program
(CLP) and the TESOL Certificate Program (TCP). The CLP provides English
and foreign language instruction to adult learners and is an onsite
language lab for students and faculty in TESOL and Applied Linguistics.
The TCP currently offers an 8-week intensive summer program in TESOL,
preparing students to teach adult learners of English as a Second
Responsibilities: Provide vision and leadership for the CLP and TCP.
Oversee the day-to-day operations of the two programs. Manage the
expansion of both programs, including online course offerings and a
part-time, year-round certificate program. Manage and monitor the budget,
direct recruitment, and marketing of both programs. Hire and supervise
instructors and staff. Serve as liaison between the TESOL/AL faculty, the
CLP, and the TCP instructors and staff. Work closely with the TESOL/AL
faculty and assistant directors on the curricula, teacher training, and
assessment. Prepare annual reports of each program. The successful
candidate may also be invited to teach one or more courses in the TESOL
and Applied Linguistics MA programs (for extra pay) depending on
• An MA in TESOL or Applied Linguistics; Ed.M. or doctorate preferred
• A minimum of 5 years experience as an ESL or EFL instructor
• 3 to 5 years experience in language program administration (LPA)
• 3 to 5 years experience in managing personnel in an academic setting
• Experience supervising teachers on their teaching
• Experience in recruitment and marketing for academic programs
• Experience developing curricula and/or assessments for language programs
• Experience developing, implementing and directing online learning programs
• Background in teacher education or CALL
• International experience
• Grant-writing experience
To apply: Go to the Human Resources website at TC.
Click on Staff Positions. Then look for Professional Director posted
04-01-2013. You will need to upload a cover letter specifying how your
skills meet these job requirements, your CV, and list of at least 2
Review of applications will begin on Apr. 20, 2013, and will continue
until the search is completed.
Teachers College as an institution has long been committed to a policy of
equal opportunity in employment. In offering higher education in the
discipline area of TESOL, the College is committed to providing expanding
employment opportunities to minorities, women and the disabled in its own
activities and in society.
Date: 28-Nov-2013 - 29-Nov-2013
Location: Uppsala, Sweden
Contact: Ann-Christin Lövstedt
Contact Email: firstname.lastname@example.org
Meeting URL: http://www.reading4life.org/
What does it mean to create equity and democracy in education? Around the world we see growing challenges to economic, social and political equality. In the face of these challenges, teachers and teacher educators in Sweden, Europe and around the world are working to achieve social justice in schools and society, building theories, practices and coalitions.
Reading for Life’s 1st International Conference on Education for Social Justice will offer rare opportunities to discuss cutting-edge research, build innovative networks, and explore possibilities for new directions in educational policies and democratic pedagogies with a diverse group of teachers, teacher educators, academics, school leaders and administrators who share a deep engagement and commitment to equity and social justice in education.
Strand A: Teaching and Learning in Democratic Classrooms
This strand will highlight innovative pedagogies that teachers can implement to create democracy and equity in the classrooms. Sessions will describe, analyze, and model instruction which can challenge inequalities and promote every success for all students, so that equity can be achieved in every classroom. This strand will have a specific focus on the role of language and literacy in the learning process.
In order to create equity and democracy in student outcomes teachers need to have access to powerful and democratic pedagogies. In all powerful pedagogies language is important and teachers need to understand that language plays an important role in all learning processes. Teachers also need to have knowledge about how language works in all meaning making processes. Strand A of the conference Education for Social Justice will explore the role of language in learning and particularly how a functional view upon language, based on systemic functional linguistics, paired with Basil Bernstein’s theories on ‘pedagogic discourse’ can guide teachers in their work to support and teach students so that the student success is distributed in a democratic way.
Strand B: Educational Policies & Reforms for Equity in Education
Schools can be arenas for the reproduction of inequality or platforms for critiquing and taking action to address inequity. While educational policies inevitability promise equity and excellence for all, student learning outcomes rarely attest to the achievement of these aspirations. This strand will explore the disparity between policy aspirations and actual outcomes.
Invited speakers are:
Dr David Rose, University of Sydney
Professor Michael Apple, University of Wisconsin, Madison
Profesor Caroline Liberg, Uppsala University
Dr Phlippe Vitale, University of Provence
Dr Monica Axelsson, Stockholm University
Dr Guadalupe Francia, Uppsala University
Professor Ninetta Santoro, University of Strathclyde
Professor Sally Power, University of Cardiff
Over the past fifteen years, political and academic uptake around the concept of multilingualism has been ambitious, swift, and yet profoundly uneven around the world. Governmental endeavors around language plurality that have become standard, and even hegemonic, in Europe are still hardly imaginable in the United States. Meanwhile, the very concept of "languageness" in modern Africa corresponds only awkwardly with the presumed characteristics of West Europe's vigorously nationalized languages. Simultaneously, various disciplines are honing their own new visions of language plurality whether in comparative literature, applied linguistics, translation studies, or AI, and these disciplinary divisions often dovetail with distinct geopolitical landscapes and their educational / institutional priorities. This combined (i.e. disciplinary as well as geopolitical) unevenness seems to result in a 'state of the discourse' in which, for example, Europeans are increasingly pondering ex post facto the "dangers" of state implementation schemes around trilingualism, while US scholars continue to struggle to secure even an affirmative social image for bilingualism on the public stage.
All in all, the ways scholars and policy-makers dialogue about multilingualism along transpacific, transatlantic, and global axes are increasingly centrifugal in trajectory and prone to misunderstanding creating new, revealing disparities in how policy implementation, scholarly focus, and institutional anchoring are managed and pursued.
Critical Multilingualism Studies is currently seeking submissions for a volume on Comparative Multilingualisms: Paradigms, Disciplines, Landscapes. Prospective contributions to this special issue of CMS will place regional, hemispheric, disciplinary and local multilingualisms in an explicitly comparative dialogue with one another, in order to provide a more adequate composite picture of how, and how well, ideas about multilingual practice are circulating from place to place, from language to language, and from scholarly field to scholarly field.
Contributions might include:
-essays considering how pairs of fields such as comparative literature and applied linguistics, or translation studies and geography can improve the way they interpret and respond to each other's enduring questions about multilingualism
-historical, theoretical, or ethnographic studies on how multilingualism is perceived and practiced in one context/locality, as contrasted with another
-critical interventions on how models of language plurality are exported, circulated, or trafficked globally, and whether these are implicitly based on a set of regional and or disciplinary premises
-accounts of how and why scholars, policy-makers, SLA methodologists, or software developers may misapprehend the multilingualism of another geopolitical context
-studies of how "multilingualism" is treated as a concept or phenomenon in various languages, dialects, or cultural traditions and what these differences reveal about the emerging axia of "multilingualism studies"
Contributions of 5000-8000 words are welcome. Chicago citation style recommended, multimedia components encouraged. Please inquire or submit manuscripts at: http://cms.arizona.edu
The deadline for this call is December 31, 2013.
Contact the editors, David Gramling and Chantelle Warner at email@example.com
Also you can take a look at it by visiting http://linguistlist.org/issues/24/24-1452.html
Dr. Kaye Whitehead, LLC graduate, was one of four historians chosen nationwide to speak at the White House's Black History Month Panel.
Dr. Whitehead stated that
"My interdisciplinary training in black women's history, historical sociolinguistics, history, and education prepared me with the knowledge I needed to speak about a range of topics (from the Emancipation Proclamation to Health Care to the 'Classroom to Prison Pipeline'). I truly believe that I am very well-trained scholar and though I may not know everything, I do know how to conduct research and find the information that I need".
See the article here - http://loyola.edu/Media/News/2013/0221-kaye-whitehead-white-house.aspx
The 27th Annual Meeting of the Society for Literature, Science, and the Arts (SLSA)
Location: University of Notre Dame, Notre Dame, Indiana (USA)
Dates: October 3-6, 2013
What does it mean to come “after” nature?
Where now is the boundary between human and nonhuman?
The planet’s poles are melting, alpine ice is in retreat, oceans are rising, island nations are disappearing, species vectors are shifting, tropical diseases are moving north, northern natures-cultures are moving into extinction. Acidification of ocean water already threatens food chains both natural and human while dead zones blossom and coral bleaches. Natural states of exception—historic wildfires, droughts, floods, “snowmageddons” and shoreline erosion—are the norm. Reality overshoots computer models of global warming even as CO2 emissions escalate faster than predicted, with no end in sight. Yet none of this has altered our way of living or our way of thinking: as Fredric Jameson noted, we can imagine the collapse of the planet more easily than the fall of capitalism.
What resources can SLSA bring to this planetary emergency? What fundamental reorientations of theory—of posthumanity and animality, of agency, actants, and aporias, of bodies, objects, assemblages and networks, of computing and cognition, of media and bioart—are needed to articulate the simple fact that our most mundane and ordinary lives are, even in the span of our own lifetimes, unsustainable? If we are now posthuman—if we have never been natural—are we now, finally, ecological?
* Note: Deadline for Submissions is May 1. Notification of acceptances scheduled for June 15.
* Timothy Morton, Professor and Rita Shea Guffy Chair in English at Rice University, author most recently of Ecology Without Nature (2007) and The Ecological Thought (2010); earlier work includes Shelley and the Revolution in Taste: The Body and the Natural World (1995); The Poetics of Spice: Romantic Consumerism and the Exotic (2010); Radical Food: The Culture and Politics of Eating and Drinking, 1790-1820 (3 volumes, Routledge 2000), and Cultures of Taste/Theories of Appetite: Eating Romanticism (Palgrave 2004).
* Subhankar Banerjee, photographer, author, activist, scientist, who has exhibited across the U.S.A., Europe, Australia, and Mexico; Banerjee’s work addresses ecocultural urgencies, including resource wars and global warming in the Arctic and in the desert. Banerjee’s books include Arctic National Wildlife Refuge: Seasons of Life and Land (2003; the accompanying Smithsonian exhibit was censored by the Bush Administration, revived by the California Academy of Science, and travelled throughout the U.S.); and Arctic Voices: Resistance at the Tipping Point (2012). He received a 2012 Lannan Foundation Cultural Freedom Award.
SLSA13 is sponsored by the University of Notre Dame College of Arts and Letters; the John J. Reilly Center for Science, Technology, and Values; The Department of English; The Department of Art, Art History & Design; The College of Science; The Center for Social Concerns; and the Joint Institute for Nuclear Astrophysics.