Call for Proposals: Unsettling Poetry Pedagogy
Editors: Caroline Gelmi, UMass Dartmouth and Lizzy LeRud, Georgia Institute of Technology
EXTENDED Proposal deadline: Wednesday December 1, 2021.
A note from the editors about the deadline extension:
We’re so grateful for the many exciting proposals we’ve received so far. Because we’re now inviting additional contributions in a few targeted areas, we’ve extended the deadline to facilitate these new submissions. We’re still happy to accept proposals on a variety of topics (see the original cfp below for a full list of ideas), but we’re especially interested in the following:
- Unsettling poetry’s key terms and vocabulary (e.g., meter, speaker, rhyme, symbol, stanza)
- New approaches to teaching genres (e.g., ballad, hymn, epistle, novel)
- Methods for teaching poetry written before 1700
- Archival work
- Community-engaged pedagogy/experiential learning
This collection will provide college-level instructors with short, provocative, and practical essays on new, antiracist methods for teaching poetry. We’re keen to identify outmoded approaches that need to be unsettled, and we invite you to write against their inadequate, outdated, toxic, and downright racist effects. Ultimately, Unsettling Poetry Pedagogy seeks to put antiracist teaching and research directly in conversation with each other, offering productive, tangible ways for poetry classrooms to confront social injustice.
This collection asks: How should antiracist, anti-imperialist scholarship change the ways we teach poetry and poetics? What normative approaches should be revised, rethought, or replaced? How can new approaches to teaching poetry confront and challenge the entrenched racism and white supremacy of poetry studies–and language and literature studies more broadly? How might these approaches advance the work of educational justice? How might they help to reshape and productively complicate framing concepts in our disciplines? We are currently seeking proposals on the following topics:
- Nationalized, racialized, and ethnic narratives of literary history
- Periodization and the tyranny of century divisions
- The blurry boundaries of genres, forms, modes (free/formal; lyric/not lyric; experiment/tradition)
- Craft, the creative writing classroom, poetry workshops, and today’s MFA
- Teaching historical poetics
- Analog versus digital tools
- New media and multimedia/multimodal poetics
- Methods for reading poems (close reading, distant reading, annotation methods like scansion)
- The long, messy legacy of New Criticism (intentional fallacy, speaker, ambiguity, tension; connections to Southern-Agrarian reactionary politics)
- Archival research and recovery work
- Transnational, comparative, translational approaches
- General education and curriculum (what is Poetry 101; must students read Shakespeare?)
- Teacher training and graduate student programs
We welcome discussions of curricula, syllabi, assignments, activities, learning theories, teaching tools, and assessment ecologies for teaching about these topics at all levels of higher education and in all language and literature disciplines. We are interested in considerations of teaching different student populations at all kinds of institutions, as well as in-depth discussions of teaching from different identity positions and academic ranks.
We seek 300-word proposals for essays that will be 1500-2000 words. Collaborative and clustered proposals are welcome (a provocation and its counter-argument, perhaps). Please email proposals to firstname.lastname@example.org and email@example.com by Wednesday December 1, 2021. If your proposal is accepted, completed essays will be due by May 2022. Questions to the editors are welcome.