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<NewsItem contentIssues="false" id="73448" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/73448">
<Title>Call for Papers: "Futures of Feminist Science Studies"</Title>
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    <h5>Call for Papers: "Futures of Feminist Science Studies"</h5>
    <br>This special issue of <strong>Women's Studies: an interdisciplinary journal</strong> invites submissions that work at the intersections of science studies, feminism, and cultural studies. We are especially interested in work that explores the possibilities that emerge from feminist science studies, both as a critique science’s “culture of no culture” and as a pedagogical intervention relevant to the training of Women’s, Gender, and Sexuality Studies students. Submissions for this issue should fall into one of two broad categories: "Gender, Science, and the Practice of Culture" and "Feminist Science Studies in the University Classroom."<br><br>General topics of interest for the first category include: DIY and citizen science; toxicity and feminized labor; fat studies and the medical gaze; globalization and/or indigenous science; feminism and evolutionary psychology; reproductive justice; queer ecology; ecofeminism and the Anthropocene; WISE; Girls Who Code; and feminism and science writing. <br><br>Editorial review will prioritize submissions that analyze the production and application of scientific knowledge at the intersections of gender, race, class, ability, and difference. We are also interested in pedagogy and praxis pieces that attend to the goals, opportunities, and challenges of integrating feminist science studies into the gender and sexuality studies classroom—especially as they relate to student engagement with environmental justice, citizen science, and the medicalization of difference.<br><br>Interested parties should submit a 400-600-word proposal and C.V. To <a href="mailto:drivers@fullerton.edu">drivers@fullerton.edu</a> by March 20th, 2018. Proposals should outline the article’s projected page length and framework of inquiry, as well as any novel archives, methods or analytical approaches. Notifications will be distributed by April 15 with articles due for review by June 30.</div>
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<Summary>Call for Papers: "Futures of Feminist Science Studies"  This special issue of Women's Studies: an interdisciplinary journal invites submissions that work at the intersections of science studies,...</Summary>
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<NewsItem contentIssues="false" id="73447" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/73447">
<Title>Call for proposals: 2018 Race &amp; Pedagogy National Conference</Title>
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    <h5>Call for proposals: 2018 Race &amp; Pedagogy National Conference</h5>
    <h5>Radically Re-Imagining the Project of Justice: Narratives of Rupture, Resilience, and Liberation</h5>
    <br><a href="http://www.pugetsound.edu/raceandpedagogy">www.pugetsound.edu/raceandpedagogy</a><br><br><strong>Conference dates: </strong> September 27 – 29, 2018<br><strong>Location: </strong> University of Puget Sound, Tacoma, Washington<br><strong>Deadline for Call for Proposals Submissions:</strong>  Friday, March 9, 2018<br><br><strong>OVERVIEW:</strong><br><br>Every four years, the University of Puget Sound and the Race &amp; Pedagogy Institute welcome more than 2,000 local, regional, national, and international participants to engage issues of race and to discuss the impact of race on education. Each conference builds on the success of the last and contributes new perspectives to the conversation.  Join us, September 27 - 29, 2018, to explore the theme Radically Re-Imagining the Project of Justice: Narratives of Rupture, Resilience, and Liberation.  Major sub-themes are: Rupturing the Logics of Domination: Urgencies in the Project of Justice; Undoing Miseducation: Reclaiming and Rewriting Narratives of Liberation; and Radical Transformations: New Publics, New Social Contracts.<br><br>The Conference will include Keynote, Spotlight, and Concurrent sessions.  Conversation Spaces will be built into the program to multiply opportunities for more informal interactions among attendees around selected topics drawn from the formal sessions. As part of the Institute’s commitment to understanding the arts as public pedagogy, the fine and performing arts will speak, in campus and community spaces, to the trauma and costly yields of entering the archives of painful histories of dehumanization and internment; to the similarly and differently turbulent and violent crossings through which migrations, genocide and enslavement have been wrought; to Tacoma’s own struggles for justice over the course of many years.  The Conference will also feature a Youth Summit for middle and high school students built on the Institute’s engagement with Washington State public schools.  In addition, a conference strand designed by PreK-12 educators will focus on Unlearning Racism an!<br> d wrestling with issues of representation, curriculum, and pedagogy in public schools and teacher preparation.<br><br><strong>Call for Proposals</strong><br><br>We invite proposals for papers, panels, and other presentation formats, including, but not limited to, roundtables, posters, performances, visual arts, and interactive sessions, from a multidisciplinary, multi-institutional, and diverse range of participants involved in a variety of educational, civic, artistic, and community-based organizations for the 2018 Race &amp; Pedagogy National Conference.  We support innovative and creative presentation formats that address conference themes.<br><br>Submit your proposal online by Friday, March 9, 2018.  Please carefully read the Call for Proposals and proposal submission guidelines before beginning the online submission form. Race &amp; Pedagogy Institute will notify you of your proposal status by May 18, 2018.  Race &amp; Pedagogy Institute staff is eager to assist you with questions about the Conference and submission process. Send your questions via e-mail to <a href="mailto:raceandpedagogy@pugetsound.edu">raceandpedagogy@pugetsound.edu</a> or telephone 253.879.2435.  <a href="http://www.pugetsound.edu/raceandpedagogy">www.pugetsound.edu/raceandpedagogy</a><br>
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<Summary>Call for proposals: 2018 Race &amp; Pedagogy National Conference  Radically Re-Imagining the Project of Justice: Narratives of Rupture, Resilience, and Liberation...</Summary>
<Website>http://www.pugetsound.edu/raceandpedagogy</Website>
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<Sponsor>University of Puget Sound and the Race &amp; Pedagogy Institute</Sponsor>
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<NewsItem contentIssues="false" id="73446" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/73446">
<Title>TIRF's 2018 DDG Competition Now Open!</Title>
<Tagline>Doctoral Dissertation Grant</Tagline>
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<![CDATA[
    <div class="html-content">TIRF – The International Research Foundation for English Language Education – is pleased to announce its 2018 Doctoral Dissertation Grants (DDG) competition. Grants of up to US $5,000 will be made to successful applicants investigating a range of topics in English language education. The application deadline is Wednesday, April 25, 2018.<br><br>There are two types of grants offered through TIRF’s DDG program. Information about the two types of grants, as well as eligibility concerns, resource videos, answers to frequently asked questions, and much more can be found at: <a href="https://www.tirfonline.org/research-grants/doctoral-dissertation-grants/">https://www.tirfonline.org/research-grants/doctoral-dissertation-grants/</a><br> <br>TIRF and its Trustees are grateful to be working in partnership with Cambridge Assessment English and the British Council, as well as individual donors, in support of the 2018 DDG competition.<br><br>Please write to <a href="mailto:info@tirfonline.org">info@tirfonline.org</a> if you have any questions about this announcement, or visit the link above.<br> </div>
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<Summary>TIRF – The International Research Foundation for English Language Education – is pleased to announce its 2018 Doctoral Dissertation Grants (DDG) competition. Grants of up to US $5,000 will be made...</Summary>
<Website>https://www.tirfonline.org/research-grants/doctoral-dissertation-grants/</Website>
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<Sponsor>International Research Foundation for English Language Ed.</Sponsor>
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<PostedAt>Sat, 27 Jan 2018 17:42:25 -0500</PostedAt>
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<NewsItem contentIssues="true" id="73445" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/73445">
<Title>New issue of Public: A Journal of Imagining America</Title>
<Tagline>Digital Engagements; Or, the Virtual Gets Real</Tagline>
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<![CDATA[
    <div class="html-content">PUBLIC: A Journal of Imagining America is pleased to announce the publication of its latest issue: Digital Engagements; Or, the Virtual Gets Real, guest edited by Teresa Mangum, Director of the Obermann Center for Advanced Studies at the University of Iowa. You can view it online now at public.imaginingamerica.org.<br><br>How do knowledge makers in the digital world and IRL (‘in the real world’) make their work both visible to and engaged with a variety of publics?  How can work that is often seen as placeless or ‘not real’ effect real transformations in and with these publics?  And what can we do when kinds and forms of work demanded by 21st-century challenges do not pass muster as real work by people and institutions positioned as gatekeepers?<br><br>This issue of PUBLIC introduces and documents a range of imaginative digital and publicly engaged pedagogies and practices, and reflects on how digital platforms and technologies specifically have been transformative.<br><br>From digital narratives to mapping projects to gaming to online exhibits, our publicly engaged digital activists, artists, designers, and scholars offer exhilarating answers through their theories, practices, and our new gallery. We hope you’ll join the conversation!<br><br>PUBLIC is a peer-reviewed, multimedia e-journal focused on humanities, arts, and design in public life.  It presents projects, pedagogies, resources, and ideas that reflect rich engagements among diverse participants, organizations, disciplines, and sectors.<br><br>PUBLIC is part of the national consortium Imagining America: Artists and Scholars in Public Life, a national consortium of some 100 colleges and universities, currently hosted by University of California, Davis, that catalyzes change in campus practices, structures, and policies regarding public scholarship and creative practice. It seeks to enable publicly engaged artists, designers, and scholars to thrive and contribute to community action and revitalization.  IA is committed to the intersection of culture and participatory democracy; Public is aligned with its Vision, Mission, Values, and Goals.<br><br>PUBLIC is published by Syracuse Unbound, a joint imprint of Syracuse University Libraries and Syracuse University Press.<br><br><img src="https://beta.my.umbc.edu/system/shared/attachments/news/000/073/445/de06ce4800bd5a95f4dc7312700c3e3e/1516661741303-f1vk3evag3j-504100d1cab6e0bcbf8c15fadca68dd4.png" style="max-width: 100%; height: auto;"><br>
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<Summary>PUBLIC: A Journal of Imagining America is pleased to announce the publication of its latest issue: Digital Engagements; Or, the Virtual Gets Real, guest edited by Teresa Mangum, Director of the...</Summary>
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<NewsItem contentIssues="false" id="73426" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/73426">
<Title>National Academies roll-out "Decadal Survey"</Title>
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<![CDATA[
    <div class="html-content">This survey is done every ten years by a large National Research Council panel comprised of representatives from academia and industry, and advises NASA, and the other space-faring agencies, of the nation's remote sensing needs in the next ten years. To view the video go here: <a href="https://livestream.com/NASEM/ESAS2017/videos/168055520">https://livestream.com/NASEM/ESAS2017/videos/168055520</a><div><br></div>
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<Summary>This survey is done every ten years by a large National Research Council panel comprised of representatives from academia and industry, and advises NASA, and the other space-faring agencies, of...</Summary>
<Website>https://livestream.com/NASEM/ESAS2017/videos/168055520</Website>
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<Sponsor>Geography and Environmental Systems</Sponsor>
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<PostedAt>Fri, 26 Jan 2018 17:46:07 -0500</PostedAt>
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<NewsItem contentIssues="true" id="73399" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/73399">
<Title>POLI 409 &#8211; Disaster Politics Spring 2018</Title>
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    <div><span><p><span>This past fall, three hurricanes devastated the lives of U.S. citizens from Texas and Florida to Puerto Rico. This spring, learn the politics behind how the disaster system worked, and why it failed. </span></p>
    <br><p><span>Using a comparative politics lens, students of Disaster Politics will discover how disasters shape the relationship between state and society around the world. </span></p>
    <br><p><span>Taught by Dr. Grodsky, who responded to Hurricane Irma with Maryland’s Disaster Medical Assistance Team, this hybrid course is capped at 20 students, so register now! </span></p></span></div>
    </div>
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<Summary>This past fall, three hurricanes devastated the lives of U.S. citizens from Texas and Florida to Puerto Rico. This spring, learn the politics behind how the disaster system worked, and why it...</Summary>
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<NewsItem contentIssues="false" id="73384" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/73384">
<Title>Digital Ethnography PhD School with Annette Markham</Title>
<Tagline>Aarhus University</Tagline>
<Body>
<![CDATA[
    <div class="html-content">The Graduate School, Arts at Aarhus University invites PhD students to apply for the Digital Media Ethnography: Concepts, Ethics, and Methods  PhD course at Aarhus University (April 16 - 20). Info and application here: <a href="http://phdcourses.dk/Course/60461#.WmnhPZM-fVr">http://phdcourses.dk/Course/60461#.WmnhPZM-fVr</a> </div>
]]>
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<Summary>The Graduate School, Arts at Aarhus University invites PhD students to apply for the Digital Media Ethnography: Concepts, Ethics, and Methods  PhD course at Aarhus University (April 16 - 20). Info...</Summary>
<Website>http://phdcourses.dk/Course/60461#.WmnhPZM-fVr</Website>
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<NewsItem contentIssues="false" id="73380" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/73380">
<Title>Academics Team Intern (Job opportunity)</Title>
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    <a href="https://www.straighterline.com" rel="nofollow external" class="bo">StraighterLine.com</a>, an innovative online educational platform that delivers college level courses for credit and prepares students for enrolling into degree programs, is looking for an intern to assist with the expansion and enhancement of its academic program, including its writing sequence. The most qualified candidates will be adept at working in a fast-paced startup environment, will possess excellent written communication skills, and will be comfortable utilizing technology, such as the Moodle Learning Management System and GSuite programs, including Forms and Sheets. This intern position will report to the Senior Manager of Academic Services and is an onsite position located at StraighterLine Headquarters in Baltimore, MD, though some work may be completed remotely. StraighterLine is willing to work with the candidates to establish appropriate hours for credit requirements. This internship offers a stipend of $1500.00.</div>
    <div><br></div>
    <div>Essential Duties &amp; Responsibilities:</div>
    <div><br></div>
    <div><ul>
    <li>Coordinate projects with StraighterLine evaluators and assist with analysis and reporting.·         </li>
    <li>Assist in piloting and researching the efficacy of online tutoring services, including an online writing center. </li>
    <li>Assist in designing curriculum for English catalog courses (including textbook review, learning outcomes, resources, assessments, etc.).</li>
    <li>Gather and analyze quantitative and qualitative course data across the curriculum in order to create reports and make recommendations.    </li>
    <li>Perform other course-related duties as assigned, including course development and/or quality assurance.</li>
    </ul></div>
    <div><br></div>
    <div>Education:</div>
    <div><ul>
    <li>BA in English or closely-related field, and at least 9 credit hours of graduate-level work in an English, Rhet/Comp, or similar graduate program.</li>
    <li>Work Experience:</li>
    <li>Writing center and/or teaching experience strongly preferred.</li>
    </ul></div>
    <div><br></div>
    <div>Strong Candidates Will Possess:</div>
    <div><br></div>
    <div><ul>
    <li>Proven ability to communicate clearly both orally and in writing.</li>
    <li>A demonstrated interest in educational technology and/or online learning.</li>
    <li>Excellent research and synthesis skills.</li>
    <li>The ability to balance multiple long-term projects with other commitments.</li>
    <li>Comfort in utilizing an online learning management system and other programs as necessary, including Microsoft Office and GSuite.</li>
    </ul></div>
    <div><br></div>
    <div>Application Materials:</div>
    <div><ul>
    <li>Resume</li>
    <li>Unofficial transcripts</li>
    <li>Cover letter</li>
    <li>Letter of recommendation (optional, but strongly encouraged)</li>
    </ul></div>
    <div><br></div>
    <div>Recognized by Fast Company as one of the “10 Most Innovative Companies in Education,” the New York Times, Inside Higher Ed and more, StraighterLine's innovative courses and relationships with colleges makes higher education affordable again. StraighterLine is backed by leading venture capital firms like FirstMark Capital -- a New York City-based venture capital firm with a history of successful investments in online, consumer-focused and education businesses -- Chrysalis Ventures, and three of the best known education-focused investors City Light Capital, ReThink Education and New Market Ventures.\</div>
    <div><br></div>
    <div>See the link below to apply for this job</div>
    <div><br></div>
    <div><br></div>
    <div><strong>Disclaimer: The LLC does not sponsor nor have any association with the company promoting this job. This is made available to the public just for informational purposes.</strong></div>
    </div>
]]>
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<Summary>StraighterLine.com, an innovative online educational platform that delivers college level courses for credit and prepares students for enrolling into degree programs, is looking for an intern to...</Summary>
<Website>https://jobs.lever.co/straighterline/169bf4b3-0728-4b31-8d70-7bce5ec47f7c</Website>
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<Sponsor>Straighter Line</Sponsor>
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<PostedAt>Thu, 25 Jan 2018 10:22:30 -0500</PostedAt>
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<NewsItem contentIssues="false" id="73361" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/73361">
<Title>CFP: "Rethinking Black Love..."</Title>
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<![CDATA[
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    <h5>"Rethinking Black Love Since E. Franklin Frazier"</h5>
    <h5>
    <span>A special guest-edited issue of Women, Gender, and Families of Color by </span><span>Ayesha K. Hardison and Randal Maurice Jelks</span>
    </h5>
    <div><br></div>
    <div>Submission deadline: February 1, 2018</div>
    <div><br></div>
    <div>In this special issue of Women, Gender, and Families of Color the editors are soliciting scholarly contributions that rethink what the affective word “love” means in Black communities.</div>
    <div><br></div>
    <div>In 1939, when the sociologist E. Franklin Frazier published his study The Negro Family in the United States, he had no idea he was initiating a discussion about Black life, love, and family that would be debated well into the twenty-first century. Three years after Franklin’s death in 1965, Daniel Patrick Moynihan’s public policy report used information gleaned from Frazier’s research to assert that Black families, purportedly dominated by Black women, were largely pathological. Moynihan’s damaging conclusions were both sexist and racist by today’s standards, as well as those of his day, and failed to consider the non-normative familial connections and LGBTQ relationships that have historically been a part of Black communities. His work also overlooked the emergence of new perspectives on Black sexuality and families, including Black feminism amidst the Civil Rights Movement. Although a great deal of sociological and historical work has been done to countervail these depictions and their reverberating consequences, popular culture, media, law, research, and social practices continue to conscribe Black families with racially biased, patriarchal tropes that stem from the work of Frazier and his intellectual descendant, Moynihan. These often-unquestioned assumptions regarding Black families’ structures, welfare, and sustainability are at the root of conflicts over Black love in its many forms, including the erotic, familial, platonic, and communal expressions of love among Black people.</div>
    <div><br></div>
    <div>We invite scholars, writers, and artists to join us in contemplating themes of Black love in literature, religious thought, philosophy, history, and popular culture to inform and expand readers’ understanding of the emotional and affectionate bonds within Black communities.</div>
    <div><br></div>
    <div><strong>Contributors may address the following topics, though this list is not exhaustive:</strong></div>
    <div><br></div>
    <div><ul>
    <li>Current issues in Black romantic life</li>
    <li>The sacred meaning of Black love</li>
    <li>The role of media, people, or space in the construction and shaping of our appreciation of Black love</li>
    <li>Gendered notions of love and their effect on Black family socialization and expectations</li>
    <li>Issues of employment and education and the relationship of these variables to Black love and families</li>
    <li>Sexuality and physical intimacies</li>
    <li>Parenting and child rearing</li>
    <li>Divorce and single parenting </li>
    </ul></div>
    <div><br></div>
    <div><strong>Please submit a 250-word abstract in Times-New Roman, size 12 font, and a brief two-page CV to <a href="mailto:wgfc@ku.edu">wgfc@ku.edu</a> by February 1, 2018.</strong></div>
    <div><br></div>
    <div>
    <strong>About the Journal:</strong> Women, Gender, and Families of Color is a multidisciplinary journal that centers the study of Black, Latinx, Indigenous, and Asian American women, gender, and families. Within this framework, the journal encourages theoretical and empirical research from history, the social and behavioral sciences, and humanities including comparative and transnational research, and analyses of domestic social, political, economic, and cultural policies and practices within the United States.</div>
    <div><br></div>
    <div><strong>About the Editors:</strong></div>
    <div><br></div>
    <div>
    <strong>Ayesha K. Hardison</strong> is associate professor of English and Women, Gender, and Sexuality Studies at the University of Kansas. She also holds a courtesy appointment in the Department of African and African-American Studies. Her award-winning book, Writing through Jane Crow: Race and Gender Politics in African American Literature (University of Virginia Press, 2014) examines representations of Black women and the politics of Black literary production during the 1940s and 1950s. Hardison has published book chapters and reviews as well as articles in African American Review and Meridians, and she has received fellowships and awards from the Ford Foundation, Schomburg Center, Black Metropolis Research Consortium in Chicago, and Kansas Humanities Council. Recently, she co-organized with Randal Maurice Jelks “Black Love: A Symposium,” a week-long series of events celebrating the 80thanniversary of Zora Neale Hurston’s Their Eyes Were Watching God at the University of Kansas.</div>
    <div><br></div>
    <div>
    <strong>Randal Maurice Jelks </strong>is a professor of American Studies and African and African-American Studies. He also holds courtesy appointments in History and Religious Studies; he is the co-editor of the journal American Studies; and he is an ordained Presbyterian clergy (PCUSA). Jelks is the author of two award-winning books: African Americans in the Furniture City: The Struggle for Civil Rights Struggle in Grand Rapids (The University of Illinois Press, 2006), which won the 2006 State History Award from the University and Commercial Press of the Historical Society of Michigan, and Benjamin Elijah Mays, Schoolmaster of the Movement: A Biography (University of North Carolina Press 2012), winner of the 2013 Lillian Smith Book Award and the 2013 Literary Award from the Black Caucus of the American Library Association. He recently co-organized with Ayesha K. Hardison “Black Love: A Symposium,” which celebrated the 80th anniversary of Zora Neale Hurston’s Their Eyes Were Watching God.  Currently, Jelks serves as an executive producer for the two-part biographical documentary I, Too, Sing America: Langston Hughes Unfurled, a film collaboration with the Dream Documentary Collective and the Lawrence Arts Center supported by the National Endowment for the Humanities</div>
    </div>
]]>
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<Summary>"Rethinking Black Love Since E. Franklin Frazier"  A special guest-edited issue of Women, Gender, and Families of Color by Ayesha K. Hardison and Randal Maurice Jelks     Submission deadline:...</Summary>
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<PostedAt>Wed, 24 Jan 2018 10:39:11 -0500</PostedAt>
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<NewsItem contentIssues="false" id="73360" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/73360">
<Title>CFP: Images of Blackness in Graphic Novels Past &amp; Future</Title>
<Body>
<![CDATA[
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    <div>This edited volume will offer an opportunity for authors to investigate the ways in which blackness is reimagined in both mainstream and independent comics. Specifically, I propose responding to the following questions: What are the ways in which heroism is redefined by black characters? How are black futures reimagined? What gendered arguments are made through this medium? What are the challenges in presenting to black audiences in this largely white genre? How do the creators depict the continent of Africa and/or communities in the African Diaspora? How are black bodies presented in graphic comics and novels? Finally, how are themes of social justice specific to black communities presented in this type of medium?      </div>
    <div><br></div>
    <div>This volume would address the above questions in addition to the themes indicated below.</div>
    <div><br></div>
    <div><ul>
    <li>Black Futurism</li>
    <li>Black Femininity</li>
    <li>Black Masculinity</li>
    <li>Imagery of Blackness</li>
    <li>Conceptions of Africa and/or Diaspora</li>
    <li>Black Bodies in Comics</li>
    <li>The Use of Comics for Social Change</li>
    <li>Narratives of publishing Black-themed Graphic Novels and Comics</li>
    </ul></div>
    <div><br></div>
    <div>All submissions should include a 200-word abstract. Finalized contributions should be sent as Microsoft Word and/ or JPEG attachment by <strong>March 31st, 2018</strong>. Articles will be in English. Please send an email to <a href="mailto:byates@sju.edu">byates@sju.edu</a> for instructions to submit via Dropbox. In terms of submission requirements, utilize FIRE!!!’s style guide located at <a href="http://fire-jbs.org/">http://fire-jbs.org/</a> under the author’s tabIm</div>
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]]>
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<Summary>This edited volume will offer an opportunity for authors to investigate the ways in which blackness is reimagined in both mainstream and independent comics. Specifically, I propose responding to...</Summary>
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<PostedAt>Wed, 24 Jan 2018 10:35:01 -0500</PostedAt>
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