The Heidelberg Center for American Studies (HCA) invites applications from international Ph.D. students for its seventeenth annual HCA Spring Academy conference on American Culture, Economics, Geography, History, Literature, Politics & Religion. The conference will take place in Heidelberg, Germany, from March 23 to March 27, 2020.

In order to bring postgraduate students together and offer them a venue for extensive discussions, the HCA initiated the Spring Academy in 2004. The previous sixteen HCA Spring Academy conferences have effectively established an international network of young and aspiring researchers in different fields of American Studies.

We would like to ask for your help in making next year’s HCA Spring Academy known at your institution and especially to Ph.D. students who might be interested in taking part in the HCA Spring Academy 2020. Please find attached the Call for Papers, which includes more detailed information on the Spring Academy 2020.

Further information and the online application form are available from August 15 on, at:

www.hca-springacademy.de or on the homepage of the HCA www.hca.uni-heidelberg.de

See more information at  CfP_Poster_SpAc 2020

The Graduate Center’s Teaching and Learning Center (TLC) seeks contributors to its blog, Visible Pedagogy for academic year 2019-2020. Contributing writers will craft a series of posts over the course of the Fall semester on a topic they define, and Guest Editors will curate a series on a topic of their choice with writers they recruit.   

The choice of topic is open, but the proposed series of posts should be linked by a unifying theme or rationale. For instance, new instructors might reflect on the challenges of teaching for the first time, while more experienced ones might think more deeply about a particular aspect of pedagogy, including methods, approaches, or technologies. Writers may also consider a particular question or challenge within higher education to explore in relation to their classroom practices. Applicants are encouraged to look at the past series of topics covered by our contributing writers, as well as this recent post by the editor.

Authors must be interested writing for a general audience in higher education and be willing to engage with the TLC Staff in the editorial process. Basic familiarity with Google docs and WordPress is preferred. Selected writers and editors will be asked to meet with TLC Director, Luke Waltzer, and Visible Pedagogy Editor, Kaitlin Mondello, at the start of the fall.

Interested applicants should email the materials below to Visible Pedagogy Editor Kaitlin Mondello at tlc@gc.cuny.edu by Monday, June 17. Posting will begin in September.  

Application procedures for the two programs are below.

1. Contributing Writers

Selected writers will commit to writing, revising, and publishing 3 blog posts of approximately 500-750 words for the Fall 2019 semester.

Please email a merged pdf or Word doc. with the following materials:

• a 250-500 word description of your proposed series of posts, its rationale, and your reasons for wanting to write it
• a sample of your non-or-para academic writing (preferably, a previous blog post or other public-facing writing on a digital platform), not to exceed 1500 words
• CV

2. Guest Editors Series

To apply as a guest editor, you should follow the same guidelines above for contributing writers, including proposing a series of related posts around a specific topic, BUT rather than author all the posts yourself, you will recruit three other writers to write one post each on your topic. These writers must meet the same eligibility requirements as other contributing writers. You will be responsible for writing your own introductory post to the series and to work with the other three writers on their posts for continuity and quality. Groups of more than four will be considered if there is a desire to co-edit or co-author.

The VP editor and TLC staff will work closely with the Guest Editors and their contributing writers. Editors and writers may be from the same department, but interdisciplinary perspectives are welcomed. Guest editors should secure commitments and topics from their contributing writers PRIOR to submitting the application to the TLC. Please include the names, disciplines, and topics for each contributing writer in your application for a Guest Editor series.

This program is modeled on proposing a conference panel or guest editing a special edition of a journal, and is designed to give graduate students additional experience and practice with these forms, as well as to examine a single topic from multiple perspectives.

Criteria for Selection

All applications will be evaluated according to the following criteria:

• The clarity, creativity, and feasibility of the proposed series
• The style and quality of the writing
• The originality of the viewpoint(s) being represented    
• The role of the proposed series in the balance of perspectives and disciplines on the blog

To qualify, all applicants must be enrolled at the Graduate Center during the Fall 2019 semester. This opportunity is open to both Doctoral and Masters students.

Compensation

Contributing writers and guest editors will be paid an honoraria to be determined before the start of the fall semester. All funds will be disbursed as a lump sum as financial aid.

About VP

Visible Pedagogy is a blog dedicated to advancing and expanding conversations about teaching and learning at CUNY, edited by the staff of the Teaching & Learning Center at The Graduate Center, and collaboratively authored by CUNY faculty, staff, and students.

We are interested in both the theory and practice of teaching and learning. Our Reflective Practice series brings these ideas together as CUNY instructors reflect critically on ideas, issues, or challenges they’ve encountered in their teaching careers and their classrooms.

Call For Papers

CUNY Graduate Center English Student Association Conference:
BLACK LIVES

SUBMISSION DEADLINE EXTENDED TO FEBRUARY 28, 2019 

Conference date: Friday, April 12, 2019 

CUNY Graduate Center
New York, NY 

KEYNOTES BY:
Michelle Wright, Emory University
Rafael Walker, Baruch College

“Black Lives” has emerged in recent years as a conceptual touchstone following the wake of Black Lives Matter, a galvanizing social movement of public protest against the persistence of institutionalized forms of anti-black violence that besiege Black individuals and communities on a daily basis, both within the United States and across a range of geopolitical contexts. The phrase implicitly challenges nationalist and global concepts of humanity that do not include blackness as a viable sign of life and citizenship. As critics such as Paul Gilroy, Denise Ferreira da Silva, Robert Reid-Pharr and  Henry Louis Gates Jr. have noted, “universal humanism” has been historically built upon a constitutive rejection of black being. To push back against such entrenched conceptual repudiations of black particularity, we take a cue from Jamaican philosopher and novelist Sylvia Wynter, who argues that black particularity paradoxically retains a utopian impulse for recognizing “our collective agency and authorship of our genres of being human” (2006). We intend for the conference to respond to the urgent need to think about the impact and meaning of “Black Lives” both as a touchstone for contemporary activism as well as a scholarly heuristic for research across a range of fields and disciplines. By doing so, we hope to make resonant the potentiality of blackness to signify as a radical node of meaning and being across a range of identitarian and relational articulations. (more…)

The Journal of Interactive Technology and Pedagogy
General Issue

Issue Editors:
Shelly Eversley, Baruch College, CUNY
Krystyna Michael, The Graduate Center, CUNY

The Journal of Interactive Technology and Pedagogy (JITP) seeks scholarly work that explores the intersection of technology with teaching, learning, and research. We are interested in contributions that take advantage of the affordances of digital platforms in creative ways. We invite both textual and multimedia submissions employing interdisciplinary and creative approaches in the humanities, sciences, and social sciences. Besides scholarly papers, the submissions can consist of audio or visual presentations and interviews, dialogues, or conversations; creative/artistic works; manifestos; or other scholarly materials, including work that addresses the labor and care considerations of academic technology projects. (more…)

Making History Public(s): Presenting the Collective

Friday May 10 and Saturday May 11, 2019

University of Michigan, Ann Arbor

The United States is comprised of publics. Filtered through media, politics, and social, cultural and economic life, American publics materialize through national, international, state, and local avenues. At what point do they become visible? How do American bodies become public? What are the consequences of these processes?

“Making History Public(s)” will interrogate the creation of publics in the United States, broadly defined. Papers might investigate the making of publics in any number of ways: as citizenry or voting block; as audience or consumer; as the product of, or precursor to political mobilization or disruption; as transnational formation; as agent or passive actor. American publics might be defined spatially or ideologically, shaped through communication, proximity, or knowledge. They might be determined institutionally, informally, or discursively.

At the same time, this conference will investigate the ways in which publics become both producers of, and audiences for historical knowledge. We seek papers that position the historical actor and themselves as part of the active production of history, considering the role of presentation, display, exhibition, and preservation. What is the role of art, visual culture, sound, and material in making history accessible to academic and public audiences, and students? This might also include scholars working in pedagogy, digital humanities, museum studies, mapping, and other fields.

Our keynote speaker is Professor Ellen Noonan, Director of the Archives and Public History Program at New York University. She is the author of The Strange Career of Porgy and Bess: Race, Culture, and America’s Most Famous Opera (University of North Carolina, 2012), and her various digital history projects include: The American Social History Project, Mission US, and The Lost Museum.

Scholars working in all periods of American history, and in various modes of interdisciplinarity are welcome! Please submit an abstract of no

more than 300 words and a CV to the conference planning committee at umusgradconference@gmail.com. Proposals are due by Sunday, January 28, 2019.

2019 Nature, Ecology, & Society Colloquium

Martin E. Segal Theatre at The Graduate Center, CUNY

Friday, March 1st, 2019: 10:00 am-4:00 pm

Call for Presentations: Re-imagining Nature, Ecology, and Society

Deadline for submissions: January 31st, 2019

Submissions form: https://goo.gl/forms/35P064eVqsHruuwg1 [goo.gl]

Background:
The Nature, Ecology, & Society (NES) Colloquium is a forum for research and action directed towards future sustainability and justice. This forum is intended to spotlight awareness, dialogue and collaboration between researchers and action-oriented people, especially within the City University of New York, but outside CUNY as well. The 2019 Nature, Ecology, & Society Colloquium seeks to foster a dialogue among researchers across various disciplines who are interested in addressing imminent questions around ways of re-imagining nature, ecology, and society.

Request for Presentations:
We invite all interested individuals or collectives to submit an abstract for either a poster, presentation, panel, or round-table discussion. We continue the tradition of creating a space for interdisciplinary conversation at the 2019 NES Colloquium by requesting proposals from within, and outside, CUNY and from allied students, faculty, artists, professionals, activists, designers, journalists, musicians, performers, filmmakers, and scholars in the humanities and natural, physical, and social sciences.

Possible topics include:
– Contested meanings of “nature,” “ecology,” and “society”
– Sustainability and/or conservation
– Intersections and implications of emerging technology/science and everyday life
– What about nature, ecology, and society should not be re-imagined

We especially seek submissions from those who find value in multi- and inter-disciplinarity and are interested in broadening their theories, practices, and ideals. (more…)

CFP: University of Michigan 2019 Graduate Student Conference in U.S. History
Making History Public(s): Presenting the Collective
Friday May 10 and Saturday May 11, 2019
University of Michigan, Ann Arbor

The United States is comprised of publics. Filtered through media, politics, and social, cultural and economic life, American publics materialize through national, international, state, and local avenues. At what point do they become visible? How do American bodies become public? What are the consequences of these processes?

“Making History Public(s)” will interrogate the creation of publics in the United States, broadly defined. Papers might investigate the making of publics in any number of ways: as citizenry or voting block; as audience or consumer; as the product of, or precursor to political mobilization or disruption; as transnational formation; as agent or passive actor. American publics might be defined spatially or ideologically, shaped through communication, proximity, or knowledge. They might be determined institutionally, informally, or discursively.

At the same time, this conference will investigate the ways in which publics become both producers of, and audiences for historical knowledge. We seek papers that position the historical actor and themselves as part of the active production of history, considering the role of presentation, display, exhibition, and preservation. What is the role of art, visual culture, sound, and material in making history accessible to academic and public audiences, and students? This might also include scholars working in pedagogy, digital humanities, museum studies, mapping, and other fields.

Our keynote speaker is Professor Ellen Noonan, Director of the Archives and Public History Program at New York University. She is the author of The Strange Career of Porgy and Bess: Race, Culture, and America’s Most Famous Opera (University of North Carolina, 2012), and her various digital history projects include: The American Social History Project, Mission US, and The Lost Museum.

Scholars working in all periods of American history, and in various modes of interdisciplinarity are welcome! Please submit an abstract of no more than 300 words and a CV to the conference planning committee at umusgradconference@gmail.com. Proposals are due by Sunday, January 28, 2019.

NEVER SUBMIT, CONTRIBUTE!

This fall, the Advocate invites everyone to start a conversation on Non-Democratic Futures in the wake of important elections held all over the world this year. For a while now, we have seen authoritarian leaderships rise to power through the popular vote in every continent. We also saw the rise of an Anti-Globalist discourses sewing together an alliance that connects these forces together as they claim to be fighting against elites and in the name of the common man. How have we come to this, and what can this politics of the New Right produce to our near futures?

We are interested in all types of analyses and perspectives on the topic. From historicity to futurology; from general trends to specific cases; from political institutions to social movements; and everything in between. We also welcome ways to conceptualize a new response on the part of the Left to these emerging challenges; new forms to re-build democracy, or even forays into how we can move beyond democracy in the future. Above all we are interested in sharing with our community at CUNY different ways to look at what the future promises us and what we can promise to the future.

We are looking forward to receiving contributions for the next issue by December 10^th, if possible. We understand the end of semester can be though, so if you want to contribute to this topic but can`t make it through the deadline, we are still interested in your ideas, so send us anyway once you are done as we may at least publish it in our next issue. Also, if you have your own pressing topic you wish to share your ideas on, don`t hesitate to send us your contribution, as they may also make the cut in our general section.

Please do send your impressions, your thoughts, and your ideas to our new Editor-in-Chief, Rafael Munia, at rmunia@gradcenter.cuny.edu. Also ‘cc’ to advocate@cunydsc.org.

And yes, we pay for articles!

The Advocate pays $100-$120 for articles that are around 1500-2000 words, and about $150-$200 for longer essays that entail more research and labor. Other contributions like reviews and photo essays will also be compensated for at competitive rates. And of course, we promise enthusiastic editorial support and love from our team!

We look forward to some excellent contributions from you!

Reminder CfP Spring Academy 2019 (003) Poster_SpAc19