John N. King of The Ohio State University and Mark Rankin of James Madison University will direct a National Endowment for the Humanities Summer Seminar for College and University Teachers on the construction and dissemination of books and the nature of reading during the era of the Tudor monarchs (1485-1603). In particular, they plan to pose the governing question of whether the advent of printing was a necessary precondition for the emergence of new reading practices associated with the Renaissance and Reformation. Participants will consider ways in which readers responded to elements such as book layout, typography, illustration, and paratext (e.g., prefaces, glosses, and commentaries). Employing key methods of the history of the book and the history of reading, our investigation will consider how the physical nature of books affected ways in which readers understood and assimilated their intellectual contents. This program is geared to meet the needs of teacher-scholars interested in the literary, political, or cultural history of the English Renaissance and/or Reformation, the history of the book, the history of reading, art history, women’s studies, religious studies, bibliography, print culture, library science (including rare book librarians), mass communication, literacy studies, and more.
[follow link for more info]
CFP: Drama and Pedagogy – Swiss Association of Medieval and Early Modern English Studies Conference | 12-13 September 2014, University of Fribourg
Call for PapersIn medieval England, when literacy was low and the liturgy in Latin, what did drama teach, and how? What were the implications for Middle English drama of its vernacularity, and how did it engage Latinity? The mystery plays teach scriptural material in the vernacular; the morality plays present subtle theological and philosophical teaching through allegory. In the fourteenth and fifteenth centuries drama is a way of disseminating theological and philosophical ideas: in the sixteenth century, with the rise of humanism, drama is one way the academic community debates those ideas. In early modern England, as the theatre came to rival the pulpit as a mass medium, leading many to attack the stage and many others to defend it, did drama teach or seduce, instruct or distract? As historical circumstances change, how does drama balance the requirements of doctrine and delight – and does it manifest any sense of contradiction between the two?As well as pedagogy of drama, conference papers might consider pedagogy in drama – scenes in which instruction is portrayed, whether seriously or satirically. How do the Cycle plays engage with Christ as a teacher, or the Morality plays portray the pedagogical methods of Virtue and Vice figures? Humanist influence on the Tudor interlude ensures an interest in education, and examples of dramatized instruction abound in the plays of the early modern professional stage. Hamlet clearly thinks drama itself can teach and reveal – is his view typical, and is it right? Academic drama is a particularly pregnant locus for the exploration of drama and pedagogy: universities and the Inns of Court trained some of the leading playwrights of the early theatre, and, because productions were privately funded by colleges and performed in privately owned halls, the commercial constraints of the professional playhouses did not apply to university drama. In addition to exploring the role of academic drama in socio-political history and theatre history, the conference will examine the reasons for the strong connections between drama and education. Why was drama given a central role in pedagogical practice? Papers are invited which explore, in any way relationships between drama and pedagogy in the medieval and early modern periods the use of drama in varied instructional settings portrayals of pedagogy in drama the extent to which study of early theatre and study of historical educational practice may be mutually illuminatingProposals for panels are welcome, too. A selection of papers will be published in a peer-reviewed volume to be edited by Elisabeth Dutton and James McBain.For further information on the Swiss Association of Medieval and Early Modern English Studies, please visit http://www.unil.ch/samemesPlease send a 400 word abstract and a short biographical note to firstname.lastname@example.org by December 6th 2013.
I just received the following good news from Karen Nelson at UMD:
“Attending to Early Modern Women: Conflict, Concord, the proceedings volume of the symposium held at the University of Maryland in 2009. To say this volume is a collaborative effort is an understatement, as those who are familiar with the conference series already know.
Contents include these essays:
- Amy M. Froide, “Introduction: Conflict, Concord: Attending to Early Modern Women” ;
- Craig Harline, “Big Sister as Intermediary: How Maria Rolandus Tried to Win Back Her Wayward Brother.
- Colleen Reardon, “Getting Past No or Getting to Yes: Nuns, Divas, and Negotiation Tactics in Early Modern Italy”
- Megan Matchinske, “History’s “Silent Whispers”: Representing the Past Through Feeling and Form”
- Holly Hurlburt, “Columbus’ Sister: Female Agency and Women’s Bodies in Early Modern Atlantic and Mediterranean Empires”
- Maya Shatzmiller, “The Female Body in Islamic Law and Medicine: Obstetrics, Gynecology, and Pediatrics”
- Silvia Evangelisti,”Spaces for Agency: The View from Early Modern Female Religious Communities”
- Barbara Watson Andaya, “Marian Devotion and Identity in Early Modern Indonesia: Mother Maria, Queen of Larantuka”
- Susan E. Dinan, “Gender Differentials in Honors Programs and Colleges”
- Albert Rabil, Jr. “Geoffrey Chaucer, The Wife of Bath (ca. 1395) and Christine de Pizan, from Letter of the God of Love (1399) to City of Ladies (1405): A New Kind of Encounter Between Male and Female”
- Eleonora Stoppino, “Early Modern Amazons: Teaching Conflict in Representation”
Workshop summaries to follow the plenary topics of Negotiations, Economies, Faiths & Spiritualities, and Pedagogies, are also included:
- Joan Hartman and Stephen Stearns, “Elizabeth Stuart, Princess Royal, Electress of the Palatinate, and Queen of Bohemia, Negotiates”
- Michelle Dowd, Julie Eckerle, and Stephanie O’Hara, “Negotiating Lineage: Women and Genealogy”
- Catharine Gray, Erin Murphy, and Brian Sandberg, “Women under Siege”
- Erin Kelly, Erin Sadlack, Deborah Uman, and Jessica Walker, “Early Modern Women: Negotiating Past and Present”
- Lara Dodds, Anne Harris, Andrea Sununu, “Negotiating the Classical Past: Women, Texts, Politics”
- Katherine Larson, Linda P. Austern, and Jeanice Brooks, “Negotiating Music in Early Modern England: The Case of the Sidneys”
- Mary Ellen Lamb, Carole Collier Frick, and Pamela Allen Brown, “Italian Brides, English Divas, Young Male Flaunters, Fictional Women”
- Erin Bone Steele, AnnMarie Saunders, Jasmine Lellock, and Marisha Caswell, “How to Turn your Man into a Killer: Lessons from Alice Arden and Lady Macbeth”
- Kimberly Coles and Gitanjali Shahani, “Kitchin-physick”: Diet and Identity in a Colonial Economy”
- Ann Christensen, Lori Humphrey Newcomb, and Clarissa Hinajosa, “Alice Clark at 90: Reconsiderations, Reviews, Reworking Women’s Work”
- Georgianna Ziegler, Margaret Hannay, and Sheila ffolliott, “Text and Image: Material Expressions of Spiritual Beliefs”
- Bernadette Andrea and Bindu Malieckal, “Faith Journeys: The Early Seventeenth-Century Travels of Teresa Sampsonia Sherley and Begum Mariam Khan from the Islamic Empires of the East to England”
- Sara French and Amanda Eubanks Winkler, “‘Depravity’ and the Place of Women”
- Giuseppina Iacono and Megyn Dixon, “Writing the Spiritual Self: Non-Conformist Women’s Life Writing in Seventeenth-Century England, Ireland, and Scotland”
- Kristen Post Walton, Samantha Morgan-Curtis, and Naomi McAreavey, “Celtic Women Negotiating Exile”
- Penelope Anderson, Constance Furey, and William E. Smith, “Political Resistance and the Right to Conscience in Women’s Religious and Literary Writings”
- Lynn Westwater, Leah Chang, and Meredith Ray, “Contested Identities: Religion, Misogyny, and Polemic in Early Modern Europe”
- Amy Leonard and Barbara Mujica, “Conflict and Negotiations Inside and Outside the Early Modern Convent”
- Elizabeth Mazzola, Andrianna Bakos, Theresa Kemp, and Victoria Mondelli, “Changing the Curriculum: Negotiating the Education of Daughters and Wives, Midwives, Humanists, and Indians”
- Emily Ruth Isaacson and Jessica Murphy, “Electronic Self Fashioning: Scholarly Bloggers in the Real World”
- Yelena Luckert, Tim Hackman, Patricia Herron, Eric Lindquist, and Jennie Levine Knies, “Teaching and Researching Early Modern Women in the Digital World”
Thanks are due as well to the planning committee, who brought creative and thoughtful energy to the task of conceptualizing the program and identifying appropriate speakers. For the 2009 symposium, that committee consisted of Anne Derbes (Art History) Hood College; Susan Dinan (History) William Patterson University; Jane Donawerth (English, Comparative Literature, Women’s Studies) University of Maryland; Amy Froide (History) University of Maryland–Baltimore County; Meredith Gill (Art History & Archaeology) University of Maryland; Joan E. Hartman (Emeritus) College of Staten Island, CUNY; Wendy Heller (Musicology) Princeton University; Amy Leonard (History) Georgetown University; Margaret Mikesell (English) John Jay College, CUNY; Karen Nelson (Center for Renaissance & Baroque Studies) University of Maryland; Anne Lake Prescott (English and French Literature) Barnard College, Columbia University; Adele Seeff (Center for Renaissance & Baroque Studies) University of Maryland; Betty S. Travitsky (Center for the Study of Women and Society) Graduate Center, CUNY.
Most especially, my gratitude goes to Adele Seeff for her inspiring stewardship of this symposium series since its inception in 1990, and to Merry Weisner Hanks, who assumed the mantel by orchestrating a brilliant symposium in 2012. We look forward to 2015!”
As posted yesterday, Gale Cengage is providing SUNY colleges with trial access to ECCO (Eighteenth Century Collections Online) and NCCO (Nineteenth Century Collections Online) this fall. Gale Cengage is also sponsoring
essay contests for SUNY students using these tools. This is a great opportunity to test these products, to think about how best to teach with them, and to evaluate students' responses to them.
The Fourth International MARGOT Conference
June 18-20, 2014
Barnard College, New York City
Women and Community in the Ancien Régime: Traditional and New Media
Follow link for full conference information.
Call for Papers
Material Cultures of Early Modern Women’s Writing
University of Reading Early Modern Studies Conference, 9 – 11 July 2013
We invite papers for the 2013 Reading Early Modern Studies Conference on any aspect of the various material cultures through which early modern women’s writing has been produced, transmitted and received. Criticism of the last decade has increasingly emphasised women’s engagement with diverse generic forms and modes of circulation, expanding the parameters of the field beyond literary interpretation of the texts themselves to a new engagement with their textual histories. This strand of this conference builds upon the increased visibility of form and transmission in the field to focus specifically on early modern women’s engagement with material textual cultures: the material objects they produced, the forms in which they wrote, the ways in which they circulated their work and the ways in which their texts were read by both their contemporary and later audiences. Questions that might be considered include: How was early modern women’s writing originally packaged and promoted, how did it circulate in its contemporary contexts, and how was it read in its original publication and in later revisions and redactions? How do we configure publication and authorship in relation to early modern women’s writing? What shifts are necessitated by recent theories within history of the book scholarship that view texts as material artefact, textual collage, social network, publication event and collaborative enterprise? What relation do the material cultures of early modern women’s writing have to the material cultures surrounding male-authored writing of the period?
Papers may be on any aspect of the material cultures of early modern women’s writing, including but not limited to the following:
• The material text
• Authorship and early modern women’s writing
• Circulation and reception
• Transmission and redaction
• Early modern women and patronage
• Early modern women and editing
• Early modern women and publishing
• Early modern women and print
• Manuscript cultures
• Literary networks and coteries
• Collaborative writing practices
We welcome the submission of individual papers as well as proposals for complete panels, roundtables, and workshops on women’s writing from any nation in the early modern period. Please send proposals of @200 words to Wendy Alexander (Wendy.Alexander@newcastle.edu.au) before January 7, 2012.
This one-day symposium hosted by the School of English and Drama at Queen Mary, University of London aims to bring together postgraduates and academics to explore how the issues of feminism, influence and inheritance animate or problematize their work and practice in the field of literary study. Through this conference we aim to begin a discussion about the challenges and anxieties, but also the significant rewards of engaging with our substantial feminist inheritance as scholars working in English Studies today. It will seek to consider how contemporary research relates to the rich, complex and extensive history of feminist research in the discipline and explore how new directions in literary study might be informed by the work of the past.
[follow link for full CFP]