CFP: MVSA 2014 "Victorian Pedagogy Roundtable" (10/31/2013; 4/11-13/2014)

Midwest Victorian Studies Association

University of Michigan, Ann Arbor, MI

April 11-13, 2014

Deadline: October 31, 2013

 The MVSA invites proposals for a Victorian Pedagogy Roundtable at the 2014 Midwest Victorian Studies Association conference. Presenters will introduce innovative and successful strategies for teaching Victorian literature, history, music or culture.  Presentations for this session need not be linked to the conference theme of "Victorian Violence".

Send a 300-word abstract and 1-page vita (both as MWord documents) by October 31, 2013, to conferencesubmissions@midwestvictorian.org.  Please indicate in the email subject that the proposal is for the Victorian Pedagogy Roundtable. For more information on this panel contact: Mary-Catherine Harrison at mc.harrison@udmercy.edu

The Midwest Victorian Studies Association is an interdisciplinary organization welcoming scholars from all disciplines who share an interest in nineteenth-century British history, literature, and culture. 

See http://www.midwestvictorian.org/p/conference.html for more information on the 2014 conference.

Edited Collection CFP: Pedagogies of the End: Teaching and Knowledge at the Fin de Siècle (8/1/2012)

Co-Editors: Dan Bivona, Arizona State University, and Helena Gurfinkel, Southern Illinois University Edwardsville

500-word abstracts and 1-paragraph bios to dbivona@asu.edu and hgurfin@siue.edu by August 1st, 2012.

This collection explores a possible relationship between the fin in the fin de siècle (the turn of the nineteenth century) and pedagogy. We welcome essays about fin de siècle literature and culture that theorize

*teaching the end/decline, or teaching at the end

*the pedagogical/didactic, implications of catastrophic thinking

*teaching as inaugurating, offering (or not) a new beginning after the end.

Geographically and theoretically, this volume it is not limited to Britain, the US, and Continental Europe. We encourage submissions that leave the precincts of the “West.”

We invite contributions focusing on

• the reinventions of Foucault’s systems of power and knowledge as pedagogical strategies
• fin-de-siècle anxieties surrounding physical, moral, and intellectual decline
• didactic representations of a pending catastrophe and attempts to teach how to avoid it.

Examples include but are not limited to

• Max Nordau’s Degeneration
• Thomas Hardy, the Education Reform Act of 1870, and the dangers of literacy
• George Gissing and concerns about declining literary standards
• The didactics of social Darwinism
• Scientia sexualis as a teaching/didactic tool against perversion and degeneration Eugenics, colonialist education, and protecting the “healthy” national/racial body from decline
• The end of traditional womanhood and the fear of the New Woman.
• Fin-de-siècle approaches to paideia
• Religion, pedagogy, and eschatology at the fin-de-siècle.