These postings originally appeared on the University of Pennsylvania website for CFPs.
Indiana English : Journal Submissions
Indiana English is a competitive, peer-reviewed academic journal where faculty-scholars and graduate students alike can publish literary criticism, creative works, pedagogical scholarship, or other work in their fields. The journal is published online, and is open access. Indiana English encourages submissions on the role of English studies in the Midwest but will consider submissions on any topic related to English literature and criticism, linguistics, or pedagogy. We also publish original creative work (fiction, poetry, literary non-fiction, and photography).
+ Scholarly articles should be between 4,000-10,000 words, include an abstract of 300 words, and follow MLA style formatting.
+ Book Reviews should not exceed 1500 words; we recommend inquiring about a book’s appropriateness for review before sending a full review.
+ Poetry should be no more than 3 poems, up to 5 pages. Please submit all your poems in one document. Please indicate if poems are meant to be considered together, or may be considered individually.
+ Short Stories and Creative Nonfiction should be between 2500-5000 words.
Meridian Literary Journal
Meridian Literary Journal is currently accepting new submissions. The journal publishes poems, short stories and scholarly articles.
Meridian Literary Journal aims to be a truly literary platform fulfilling the primary aim of Literature to entertain through the publication of original poetry and short fictions. It seeks also to support scholars share their research with the global academic community by publishing research and review articles on any area of Literary Studies.
The journal welcomes all kinds of poems, short stories and research articles on any topic especially, works that challenge the imagination, thrill, comfort, elicit real emotional connection and stimulate. We are interested in short fictions that offer an insight into the human condition. Submission is currently open.
Fantasy Literature: A Companion
While fantasy fiction has become incredibly popular and prolific in these last few decades, the appeal of fantastical literature dates back to antiquity, as mythologies, legends, and encounters with the supernatural have formed a large part of narrative traditions in every culture and language. This companion seeks to update and address underexamined areas of fantasy fiction, with the chief aim to provide a global introduction to English-language and English-translation fantasy fiction. This collection will focus on the contemporary written word (narrative prose) produced in late 20th and early 21st century. However, given the range and scope of fantasy (poetry, paintings, sculptures, plays, ballets, operas, films, television shows, graphic novels, animation, video games, tabletop games, etc), the editor will consider proposals which incorporate other mediums as comparisons, adaptations, or lineages, so long as the focus on the written word is apparent.
Ecopedagogies and Hispanic Studies: Knowledge and Skills for the Anthropocene
While traditional pedagogies have contributed to what Rob Nixon has called the two defining crises of the 21st century: catastrophic climate change and widening global disparity, the emergence of critical pedagogies and environmental humanities has brought new ways for curricular innovation.
Conventional pedagogies–aimed at producing competitive entrepreneurs, highly trained specialists and consumers and predicated upon the “learned ignorance” (Prádanos) of ecological limits to growth–are severely limited in providing students with the skills needed to confront today’s unprecedented social and ecological challenges. Proponents of ecopedagogy call for greater awareness of complex networks of human, nonhuman and more-than-human connection, the “unlearning” of basic assumptions of growth-oriented society (Prádanos), collective and collaborative thinking, inquiry that transcends disciplinary boundaries and an embodied attentiveness to the places and communities we inhabit.
CFP: Routledge Companion to Cultural Texts and the Nation
We invite prospective contributions for the forthcoming Routledge Companion to Cultural Texts and the Nation, an exciting new addition to the growing, dynamic book series.
Despite robust discourse on globalization and a perhaps momentary preoccupation with post-nationalism toward the end of the 20th century, nation and nationalism continue their tenacious hold on our imaginations—a hold that, given the state of global politics, surely deserves further and renewed explanation, unpacking, and critique.
This project thus seeks to trace historical discussions on nation and nationhood, recovering canonical debates and critiques from the 18th-20th c. that establish the significance of the category and its interplay with cultural production. It will then turn to the nation’s continued significance and future possibilities—as figuration and reality; as source of empowerment and exclusion; as object critique and as utopian horizon, etc.—within relevant subject areas and fields. These include but are not limited to the following:
-Poetry and poetics
-Visual and performing arts
-Archives and material culture
-LGBTQ+ and gender studies
-Ecopoetics and ecocriticism
-Trauma and memory studies
Special Issue “World Mythology and Ecocriticism: Remembering Nature as a Sacred Teacher”
Special Issue “World Mythology and Ecocriticism: Remembering Nature as a Sacred Teacher”
A special issue of Humanities.
This Special Issue focuses specifically on the role that nature plays within world mythology. The environment undoubtedly played a crucial role in developing the mythological narratives of many cultures throughout the globe. Many cultures regarded nature as sacred, envisioning aspects of the environment, being directly related to divine beings, sacred forces, teachers, etc. Often, cultures imagined that the representatives of nature needed to be appeased in order to gain harmony with their environments. Many cultures also used their mythology to connect nature to the lives of human beings—connecting the cycle of the seasons to the life cycle of humans for instance. Identifying humans as inextricably connected with the natural world allowed a myriad of cultures to find meaning in their own lives, as nature in myth was often portrayed as a teacher, guide, source of inspiration, etc., for the characters within the myth, as well as the audiences of the myth. As civilizations grew and developed, often the mythological references to the importance of nature as something sacred diminished, but some mythic texts still imparted messages that strove to maintain reverence for the environment. Given the contemporary environmental crisis, it is important to look back on the texts that were once sacred to a people, in order to remember the great value of finding our own reverence in the natural world.
This Special Issue is particularly interested in receiving articles that discuss global mythological texts from an ecocritical lens. Articles that examine myths that connect natural occurrences to the lives of humans—looking at age from the standpoint of seasonal change, accepting death as a natural occurrence, etc., are especially desirable. Additionally, texts that present nature as a divine being, sacred embodiment, source of inspiration, source of contention, etc., are welcomed. Articles that focus on global creation myths, myths that present nature as divine, myths of humans contending with nature, either through marriage to a natural element, battling with a natural representative, or even becoming a natural element, are all highly desirable. Additionally, myths that mark a time of transition of values in the portrayal of the environment, such as the progression from hunter/gatherer methods to agricultural methods, or the destruction of the environment as technology advanced, are desired. Finally, myths that focus upon the heroic journey, casting the protagonist as a personification of nature, or showing the protagonist as failing or succeeding upon his or her quest because of nature, are especially sought after. This Special Issue is interested in mythic texts from around the world, from any era.
Call for Proposals: Edited Collection on Using Instructor Feedback to Promote Equity and Linguistic Justice in the Writing Classroom
Reconceptualizing Response: Using Instructor Feedback to Promote Equity and Linguistic Justice in the Writing Classroom
500-word proposals with 50-word bios due January 15, 2022
We are nearly 50 years out from the publication of Students’ Rights to Their Own Language, a polemic that provided a compass for our field, one that has been consistently debated and arguably, even more depressingly, ignored (see Perryman-Clark, Kirkland, and Jackson; we are also thinking of Vershawn Young’s 2021 CCCC keynote address which argued that our field’s lack of attention to the SRTOL is a moral failure). At this key moment in our field’s advancement, we rightfully question how education can be more equitable, how the hidden and corrosive politics of language can be exposed and reconsidered in the writing classroom, and how we, as teachers of writing, can engage students in conversations about their work that will lead to engagement, reflection, and growth. This is a moment for all of us to think about how our practices align with or fail to address linguistic justice.
In this context, we invite contributors to reconsider the bedrock literature regarding response to student writing–research which flourished in the ‘80s and ‘90s and generated many of the commenting practices that instructors use today. From minimal marking to audio feedback, scholars like Chris Anson, Richard Haswell, Lil Brannon and C. H. Knoblauch, Nancy Sommers, Richard Straub and Ronald Lunsford, and Russell Sprinkle investigated response in a series of studies and essays that firmly embraced students’ right to maintain control over their purposesfor writing but overlooked the impact students’ identities have on their sense of ownership and authority when writing. Though this research was criticized almost as soon as it appeared for its acontextuality and seeming incongruity–mismatched findings regarding students’ preferences for critical feedback, disagreement regarding whether questions were dialogic or passive-aggressive, and more–the best practices that emerged from these studies have barely changed in the intervening decades.