Books and special issues of journals – Deadlines July to September 2020

Approaches to Teaching the Poetry of Robert Frost
Proposals are invited to a volume in the MLA Approaches to Teaching World Literature series
Deadline for abstracts: 1 July 2020

Essays in this volume could address teaching Frost’s work by focusing on topics such as science, Darwinism and belief, gender relations/gender conflict, rural/urban life, politics, race/racism, traditional media/new media, the natural and/or the supernatural, the formal innovations Frost made with dramatic monologue, the sound of sense, or Frost’s engagement with traditional verse forms. Contributors are invited to propose specific topics regardless of whether those topics relate to the examples mentioned above.

Because Frost’s poetry is so well known, so frequently anthologized, and taught in so many different types of schools worldwide (including four-year colleges and universities, community and technical colleges, high schools, and middle schools) and to an unusually wide range of students (including large numbers of ESL students) essays that deal with teaching Frost’s poetry in non-traditional settings will be welcome, as will essays about teaching Frost’s poetry in traditional settings, essays about teaching Frost’s poetry outside the U.S.and/or to non-Anglophone students, and essays about teaching Frost’s poetry in online courses (MOOCs and/or smaller online courses with more traditional enrollment and participation requirements). Essays by contributors from under-represented groups and essays that deal with teaching Frost’s poetry to students of color are especially welcome.

By bringing together essays by a range of accomplished teachers of Frost’s poetry, this volume will improve the quality of instruction and student learning for a great many teachers and students, and will extend the ongoing critical recognition of Frost as a more challenging and more experimental writer than simplistic popular notions of Frost would lead one to believe.

A brief survey for prospective contributors is available at https://www.mla.org/Publications/MLA-Book-Publications/Contribute-to-a-Book-in-Development

If you are interested in contributing to this collection, please submit a 500-word abstract to the editor (sean.heuston@citadel.edu) by June 20, 2020.

(posted 27 April 2020)


“Work, work your thoughts”: Henry V revisited
Call for chapters for an edited volume
Deadline for submissions: 10 July 2020

“Once more unto the breach, dear friends, once more!”: Harry of England’s rallying cry has never ceased to resonate with forceful energy to the ears of spectators far beyond the backdrop of the Anglo-French Hundred Years’ War. The climax of Shakespeare’s two tetralogies, which also coincided with the opening of the newly-built Globe theatre in the summer of 1599, Henry V has galvanized its audiences with its vibrant chorus and its battle scenes alike, while also exploring the heroic self-fashioning of a Christian king who may or may not be the noble soul that he aspires to be. Significantly, Shakespeare’s dramatic piece was also performed at court during the 1604/1605 Christmas season: it was then the only history play of the King’s Men’s repertoire.

Henry V has often been regarded as a patriotic work. Yet for all its emphasis on camaraderie, honour, power and ‘vasty’ ambition, many of its scenes resound with the heart-rending echoes of personal loss and political division. The compelling rhetoric, variety of language, violent action, together with the complex socio-political issues at work in this history play, account for its global popularity in a post-Brexit world, on ‘unworthy scaffold[s]’ as much as on the Hollywood screen.

Following the recent inclusion of Henry V in the Agrégation syllabus in France (2021-2022), our publisher, Presses Universitaires Blaise Pascal, seeks to provide new perspectives on the play that will question issues relating to politics, gender, class, ethnicities, aesthetics, textuality, materiality, performance and adaptation. Editors welcome contributions on a variety of approaches highlighting the richness of the play and reflecting recent critical trends in early modern drama studies.

Contributors are invited to send their proposals (300-word abstract) along with a short bio-bibliography by July 10th, to Sophie Chiari (sophie.chiari@orange.fr) and Sophie Lemercier-Goddard (Sophie.Lemercier-Goddard@ens-lyon.fr). They will be notified by July 20th.
Full chapters due by January 10th, 2021.

(posted 20 May 2020)


Literature for Change: How Educators Can Prepare the Next Generation for a Climate-Challenged World
A book of essays
Deadline for proposals: 1 August 2020

Essays or K-12 lesson/unit plans analyzing how literature frames a specific environmental concern are invited from educators around the world. Contributions will be organized in an instructional follow-up resource to Confronting Climate Crises: Reading Our Way Forward (2018). Intended to support educators’ implementation of literature-based interdisciplinary climate instruction, the project is titled Literature for Change: How Educators Can Prepare the Next Generation for a Climate-Challenged World. The collection will be published by Lexington Books, a division of Rowman and Littlefield Publishers, Inc.

If you are interested in sharing a piece for consideration, please email a draft with the subject line Literature for Change by August 1st, 2020 to Ryoung1@binghamton.edu.

Contributors will be asked to prepare finalized selections by October 1st, 2020. If copyrighted work is included, it is the responsibility of contributors to obtain appropriate permissions by the submission deadline.

Essays or lesson/unit plans should analyze the ways a particular text/film (or group of works) handles an environmental concern. Submissions should explore the ways in which the literature helps frame the concern but may also be focused on patterns of human behavior that underlie or contribute to it—for example, studying the merits of scientific progress and human ambition in relation to effects on social connections and the natural environment.

Literature and film studied can represent any genre or reading level and may include an analysis of the work in its entirety or of a specific section or chapter that highlights the environmental concern. Analyses that explore how a group of works or a specific author handles a climate-related topic are also welcome.

Generally, topics may include, but are not limited to, the following: pollution (air, water, or soil); food (growth, production, distribution, or waste); climate migration and climate-related natural disasters; health and nutrition; species extinction or preservation; habitat conservation or loss; genetic engineering and GMOs; sea-level rise; impacts of plastic trash; deforestation; biodiversity concerns (ecosystems, food, species, medicinal resources); agricultural concerns (including land use, animals raised for food, climate changes); natural resources (distribution or loss of); human behavior relating to each other, other species, or the planet (population, consumption, innovation, technology, politics, economics, social or virtual connections, local and global citizenship).

Thank you very much for your time and interest in this project. A link to the publisher’s website and an abstract of Confronting Climate Crises can be found here: https://rowman.com/ISBN/9781498535960/Confronting-Climate-Crises-through-Education-Reading-Our-Way-Forward

Rebecca Young, PhD
Literature and Assessment Specialist for Cognia and the International Baccalaureate Organization
Editor, Literature for Change: How Educators Can Prepare the Next Generation for a Climate-Challenged World

(posted 11 May 2020)