Call for Papers: Special Issue of Pedagogy

Ideological Transparency in the Classroom and On Campus

Daniel P. Richards and Louise Wetherbee Phelps, Guest Editors

Context

It has been over a decade since Karen Kopelson published her article “Rhetoric on the Edge of Cunning” (2003), in which she proposed the performance of neutrality as a potential strategy to address ideologically-driven student resistance in the writing classroom. Overtly politicized critical composition pedagogies, she argued, might exacerbate student resistance—in particular if those pedagogies are enacted by marginalized teacher-subjects—and thus looks to theories of “radical resignification” to explore the value of performing the type of objectivity many students expect in university classrooms. Situated, as Kopelson’s article is, in Richard Boyd’s (1999) notion that the field of rhetoric and composition has long been preoccupied with student resistance as evidenced by its “incessant return” as a narrative, this special issue asks scholars in the field to do just that: return incessantly to thinking and theorizing about our own ideological commitments and political inflections in our teaching practices and performances.

While we might have consensus in the belief that there simply is no teaching without ideology, indeed that ideology is inherently inescapable, there is ample room for conversation about the degrees to which we make our commitments and political affiliations apparent and what role these various approaches play in the larger conversation of public perception of higher education and, more urgently, the changing nature and forms of student resistance in our current sociopolitical moment. Have the manifestations of student resistance changed, and if so, what does this mean for our own pedagogical performativities? Need they change? In what ways? For whose interests? And for what ends? How much of our own ideological allegiances do we make transparent to our students, and what are the reasons we give? What are the bounds of pedagogical neutrality in the shifting landscapes of higher education and politics?

Guiding Questions

The editors of this special issue invite proposals of full-length articles pertaining to this topic, and are open to various types of methods relevant to pedagogical inquiry and classroom research. The editors are particularly interested in responses to the following questions:

• How do our pedagogical choices reinforce or challenge the public perception of higher education practices?
• How has student resistance changed?
• How do we approach the perception of “ideological bias” by students?
• How do we make apparent the differences to students between content coverage, pedagogy, and fair assessment practices?
• What role does political affect play in our pedagogies?
• What administrative moves could or should be made to address issues of ideological discrimination or invisibility in the classroom?
• What are the ideological issues facing writing program administrators in terms of curriculum development and teacher training and what are the various approaches available?

Overall, this special issue seeks to re-examine discussions, approaches, and rationales of pedagogical ideological transparency and/or performativity in order to encourage more explicit discussions of how and why teachers do or do not inflect their politics in the classroom, all the while positioning these approaches in the larger topics of student resistance, public perception of higher education, and political surveillance.

Timeline

Proposals due: April 7, 2017

Decision to authors on preliminary inclusion: May 5, 2017

Author drafts to guest editors: November 17, 2017

Article revisions (due to guest editors): October 2018

Issue to Pedagogy: December 2018

Issue mails to readers: December 2019

Submission and Contact Details

Individuals or co-authors should submit a 600-word proposal that indicates type of submission, overall topic, questions addressed, and contribution to the field. Proposals should be submitted as .doc or .pdf files to dprichar@odu.edu and lwphelps@odu.edu. The subject line of the email submission should read “Special Issue Proposal, Ideology in the Classroom.” For more information or queries, email Daniel Richards at dprichar@odu.edu.

Journal Description

Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture is an innovative journal that aims to build and sustain a vibrant discourse around teaching in English studies. In spite of the large role that teaching plays in the lives of most English studies scholars, no other mainstream journal in English devotes itself exclusively to pedagogical issues spanning the entire discipline. By contrast, Pedagogy covers all areas of English studies from literature and literary criticism to composition and cultural studies. It seeks to reverse the long history of the marginalization of teaching and of the scholarship produced around it. Fusing theoretical approaches and practical realities, Pedagogy is an essential resources for teachers.

 

Acting Director for the Writing Centre, University College, University of Toronto

University College at the University of Toronto invites applications for a one year, part-time (40%) appointment as the Acting Director of the University College Writing Centre (UCWC). The appointment will be at the rank of Assistant Professor, Teaching Stream and will commence on July 1, 2017, ending on June 30, 2018.

The University College Writing Centre offers one-on-one writing assistance to UC students and to students in UC programs. It also offers skills workshops on various aspects of writing and supports writing development in UC programs. The Acting Director of the Writing Centre will provide academic administration of the centre and also undertake direct writing instruction. Candidates must have a Ph.D. at the time of appointment or equivalent professional, creative, or instructional experience in a relevant field and have demonstrated excellence in teaching and pedagogy. Experience in university level writing instruction is required; experience teaching in a writing centre and administrative experience are considered assets. Evidence of excellence in teaching will be demonstrated through a teaching dossier submitted as part of the application and contact with referees. Salary will be commensurate with qualifications and experience.

Duties of the Acting Director include, but are not limited to, providing academic administrative leadership for the UCWC; forming and leading a team of writing instructors; collaborating with UC program directors and instructors on assignment design and the delivery of writing instruction in UC program courses; and collaborating with other writing centre directors on the delivery of group workshops and other common initiatives.

The Faculty of Arts and Science at the University of Toronto have both a collegiate and departmental structure. University College is the founding college of the University and has a long-standing commitment to challenging its diverse body of over 4600 undergraduate students to excel intellectually and to preparing them to engage in the wider world. In addition to the Canadian Studies Program, University College sponsors two other interdisciplinary undergraduate programs – Cognitive Science and Health Studies – and is affiliated with the Centre for Drama, Theatre, and Performance Studies, and the Mark S. Bonham Centre for Sexual Diversity Studies.

All qualified candidates are invited to apply by sending the following to uc.searches@utoronto.ca: a cover letter, curriculum vitae, teaching dossier (including a statement of teaching philosophy), a list of three referees, and relevant materials related to the teaching of writing.

To ensure full consideration, all application materials should be received by Tuesday 21 March 2017.

 The University of Toronto offers the opportunity to teach, conduct research and live in one of the most diverse and cosmopolitan areas in the world. For more information about University College, please visit www.uc.utoronto.ca/; for the Writing Centre, please visit http://www.uc.utoronto.ca/writing-centre .

The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from racialized persons/ persons of colour, women, Indigenous/ Aboriginal People of North America, persons with disabilities, LGBTQ persons, and others who may contribute to the further diversification of ideas. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.

Special Issue of WLN: Multimodal Writing in the Writing Center

Due Date: March 1, 2017

WLN are inviting proposals of no more than 500 words for this special issue on “Multimodality in the Writing Center: Relationships, Roles, and Responsibilities. Accepted articles should be in MLA format (8^th edition) and no more than 3,000 words, including notes and works cited. We also welcome proposals for the “Tutors’ Column” (accepted articles 1500 words, including works cited and notes, in MLA format).

Send article proposals (300-500 words) to Susan DeRosa and Steve Ferruci derosas@easternct.eduand FerruciS@easternct.edu by March 1, 2017. Invitations to submit full articles will be issued by April 15, 2017. Manuscripts will be due July 15, 2017.

More information can be found here.

The English for International Students (EIS) program in the Duke University Graduate School invites applications for a full-time instructor position beginning August 2017.

Applicants should have a master’s degree in TESOL or applied linguistics as well as three years of teaching experience in a university-based ESL program. Preference will be given to applicants with experience in curriculum development, preferably in the area of English for Specific Purposes (ESP).

More information about the program, job responsibilities, qualifications, and application procedures can be found online. Priority consideration will be given to applications received by February 27, 2017.

Please note: The deadline has been extended to Friday, February 17.

PDF version: CASDW 2017 Bilingual CFP

The Ninth Annual Conference of the Canadian Association for the Study of Discourse and Writing (CASDW / ACR)

The Presence of Writing:
Making a Place for the Study of Writing and Discourse

Keynote: Professor Rebecca Moore Howard, “Teaching Rhetorical Ethics in a Post-Truth Economy”

Ryerson University – Toronto, Ontario, Canada

Saturday, May 27 to Monday, May 29, 2017

CALL FOR PAPERS

We invite papers on all aspects of writing studies for the ninth annual conference of CASDW/ACR, the largest gathering of writing studies scholars in Canada.  In particular, we invite papers on research and writing theory and pedagogy that connect with our theme, The Presence of Writing. This theme encompasses research and theoretical studies about the nature, place, role, and impact of writing, whether in the academy or other professional and public contexts.

Papers might address topics relating to the presence of writing and discourse such as the role of:

• writing and discourse in cultural and political debates
• writing and globalization and multilingualism
• writing in digital places and in the context of multimodality
• writing in institutional, professional, and cultural settings
• writing development across the lifespan including in K-12, undergraduate and graduate curricula
• writing within and across disciplines
• writing assessment
• writing centres and teaching and learning centres
• student writing and institutional approaches to plagiarism
• the development of future writing teachers, scholars, and leaders

We invite papers that draw on work in writing studies, genre studies, rhetorical theory, writing centre theory and practice, professional and technical writing research and practice, cultural studies, and faculty and TA development. We welcome papers that connect with CASDW’s heritage as a place for sharing research on technical and professional writing as well as those that connect with its more inclusive mission to examine all forms of discourse and writing and to explore pedagogical practices and innovations.

The proposal deadline is February 17, 2017 (See Proposal Requirements)

For more information about CASDW and to join the association or renew your membership, please visit https://casdwacr.wordpress.com/about/. For more information about the Congress or to register, visit www.congress2017.ca.

CASDW 2017 – Proposal Requirements

PLEASE DON’T use .pdf format as it complicates the process of preparing proposals for blind review.

1. Paper title and a short (75-word) description for the program overview
2. Name, title, institutional affiliation, & email for ALL presenters
3. Session format (check one)
   • INDIVIDUAL PRESENTATION: a 15- to 20-minute individual paper presenting the results of new research or focusing on a pedagogical issue or innovation.
   • PANEL PRESENTATION of 90-min. (3-5 speakers) comprising a collection of individual papers on a shared topic of interest related to discourse or the teaching of writing.
   • WORKSHOP of  90-min.   or   180-min.  focusing on a research method, pedagogical concern (e.g., assignment design or feedback), or professional skill (e.g., grant writing or interviewing).

4. Abstract for the proposed presentation (400 words maximum, plus references)   For individual papers and panels, please
   1. state the research question or describe the pedagogical issue or innovation;
   2. establish its significance;
   3. outline the theoretical framework and research method; 
   4. highlight key findings (and, optionally, implications);
   5. include a brief reference list.

Note: panel proposals may include a separate title, short description, and abstract for each paper OR  include a single title, description, and abstract encompassing all the papers in the panel.

For workshops, please describe the objectives and proposed workshop activities.

5. AV requirements:
   • Projector & screen
   • Laptop
   • Other:________________________

Proposal deadline: February 17, 2017

Please email proposals and questions to the program chair, Andrea Williams: al.williams@utoronto.ca. All proposals will be subject to blind peer review. Proposers will be notified of their acceptance status by March 3, 2017.

PDF version: CASDW 2017 Bilingual CFP

La Presence de la rédaction:
Faire une place à la rédactologie

La neuvième conférence annuelle de l’Association canadienne de rédactologie (ACR)

Discours d’ouverture: Professeur Rebecca Moore Howard, “Teaching Rhetorical Ethics in a Post-Truth Economy”

Université Ryerson (Toronto, Ontario, Canada)

Du 27 mai au 29 mai 2017

APPEL DE COMMUNICATIONS

Nous sollicitons des articles sur tous les aspects de la rédactologie pour la neuvième conférence annuelle de CASDW/ACR, le plus grand regroupement de chercheurs en rédactologie au Canada.  En particulier, nous sollicitons des articles sur la recherche en théorie et pédagogie de la rédaction qui sont reliés au thème de la conférence, La Présence de la rédaction. Ce thème inclut la recherche et l’étude théorique de la nature, la place, le rôle et l’impact de la rédaction, que ce soit en milieu académique ou dans d’autres contextes d’engagement publics ou professionnels.

Les articles peuvent traiter the sujets liés à la présence de la rédaction, tels que le rôle de :

• la rédaction dans les débats politiques et culturels
• la rédaction dans le contexte de la globalisation et du multilinguisme
• la rédaction dans l’espace digital et dans un contexte multimodal
• la rédaction dans les milieux institutionnels, professionnels et culturels
• le développement des aptitudes rédactionnelles, de l’école primaire aux études graduées
• la rédaction dans les disciplines et entre les disciplines
• l’évaluation des travaux écrits
• les centres d’écriture, de même que les centres d’enseignement et d’apprentissage
• les travaux écrits et les approches institutionnelles pour contrer le plagiat
• le développement de futurs instructeurs, chercheurs et leadeur en rédaction

Nous sollicitons également des articles qui contribuent aux connaissances existantes en rédactologie, en études de genre, en théorie de la rhétorique,  en théorie et pratique sur les centres d’écriture,  en recherche et pratique sur la rédaction technique et professionnelle,  en études culturelles et en développement des professeurs et assistants d’enseignement. Nous accueillons tout particulièrement les communications qui sont reliées au patrimoine de l’ACR en tant que lieu où l’on partage la recherche sur l’écriture technique et professionnelle et celles qui établissent un lien avec sa nouvelle mission encore plus inclusive qui examine toutes les formes de discours et d’écriture, ainsi que l’exploration et l’innovation en pédagogie.

Veuillez soumettre vos propositions avant le 17 février 2017. (Voir les modalités de soumission.)

 MODALITÉS DE SOUMISSION

1. Titre de la communication et bref résumé pour le programme de la conférence (75 mots)
2. Nom, poste, institution et courriel de TOUS les présentateurs
3. Format (cochez l’option voulue)
   • PRÉSENTATION INDIVIDUELLE (15à 20 min) : Une communication présentant les résultats d’une nouvelle recherche ou se concentrant sur unequestion ou une innovation pédagogique.
   • GROUPE DE SPÉCIALISTES (90 min) : De trois à cinq conférenciers présentant une collection de communications sur un sujet d’intérêt commun lié au discours ou à l’enseignement de la rédaction.
   • ATELIER (90 ou 180 min): Une séance se concentrant sur une méthode de recherche, une question pédagogique (p. ex., rétroaction), ou une compétence professionnelle (p. ex., demande de bourse).

4. Résumé (400 mots, plus les références)

Pour les présentations individuelles et de groupe, veuillez

1. préciser la question de recherche ou décrire la question pédagogique ou l’innovation d’intérêt;
2. établir son importance;
3. décrire le cadre théorique et les méthodes de recherche;
4. décrire les conclusions principales (et les implications pour la pratique);
5. comprendre une brève bibliographie.

Les propositions de groupe peuvent comprendre un titre, une description et un résumé propre à chaque communication, OU comprendre un titre, une description et un résumé qui englobe l’ensemble des communications du groupe de spécialistes.

Pour les ateliers, veuillez indiquer les objectifs et les activités prévues.

5. Exigences AV (cochez les options voulues)
   • £ Projecteur et écran
   • Ordinateur portable
   • Autre : ____________________

Veuillez ne pas utiliser le format PDF, car toutes les propositions seront soumises à l’examen aveugle. Veuillez faire parvenir vos propositions de communication et toute autre question au directeur du programme, Andrea Williams (al.williams@utoronto.ca), avant le 17 février 2017. Les auteurs seront informés de leur statut d’acceptation avant le 3 mars 2017. Pour obtenir plus de renseignements sur l’ACR, pour devenir membre ou pour renouveler votre adhésion, veuillez vous rendre au https://casdwacr.wordpress.com/about/; pour obtenir plus de renseignements sur le congrès ou pour vous y inscrire, veuillez vous rendre au congress2017.ca.

PDF version: CASDW 2017 Bilingual CFP