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Call for Papers:
The Teacher's Body: Questions of Embodiment, Identity and Authority in
College Classrooms
Editors: Diane P. Freedman, University of New Hampshire
Martha Stoddard Holmes, California State University-San Marcos
Student bodies often seem to command most of the attention in college
classrooms. Young or old, decorated with piercings and tattoos,
sleeping or rapt, these bodies animate the room. Their presence
contrasts with that of the often parodied professor, sans makeup or
designer coif, effacing the body (so the fiction goes) with discreet or
dowdy dress. The battered briefcase, too, shows visible disregard for
anything but the life of the mind and the practicalities of
scholarship. One stereotype, anyway, has the professor displaying the
intellect without shame but keeping the body out of speech and sight.
While teaching has also been examined as performance/impersonation,
parenting, therapy, or power struggle, this collection seeks new essays
exploring these theories in conjunction with the palpable moments of
discomfort, disempowerment, and/or enlightenment engendered by the
collapse of the fiction that the teacher has no body. While certain
kinds of visible and corporeal "truths" (ethnicity, race, disability,
"known" sexuality of any kind, illness, impending death, an evident
pregnancy, or some combination of these) may predetermine
teacher-student interactions as well as catalyzing shifts in classroom
dynamics, a range of other ways of knowing or imagining a teacher's
body and its status may be equally powerful.
We seek essays about your teaching body and its apparent impact on
classroom dynamics of power, knowledge, authority, conflict, desire,
friendship, and humor. Examples might include, but are not limited to,
teaching while ill, teaching after surgery, teaching and mastectomy,
teaching with a visible disability, teaching deaf or Deaf, teaching with
one's sexual subjectivity a "known" quantity, teaching and fashion,
teaching after facial reconstructive surgery, teaching and
know/seen/imagined race and/or ethnicity; teaching while pregnant;
teaching after being assaulted; teaching away from one's national,
cultural, and/or ethnic "home." Critical theories engaged might include
performance theory, disability studies, queer theory, psychoanalytic
theory, feminist theory, theories of autobiography and pedagogy, etc.
See, for instance, Gallop, ed., _Pedagogy: The Questions of
Impersonation_; Wiegman and Roof, eds., _Who Can Speak?_; Mayberry, ed.
_Teaching What You're Not_; Grumet, _Bitter Milk: Women and Teaching_;
Noddings, _Caring_; Haroian-Guerin, _The Personal Narrative: Writing
Ourselves as Teachers and Scholars_; Dews and Leste Law, eds. _This Fine
Place So Far From Home: Voices of Academics from the Working Class_;
Freedman et al., _The Intimate Critique: Autobiographical Literary
Criticism_.
All morphologies of essay are welcome, including traditional
critical/theoretical essays, personal criticism, and autobiographical
narratives.
DEADLINE FOR COMPLETED PAPERS: JANUARY 15, 2001 (but submissions and
abstracts, especially, appreciated by August 1, 2000).
Send 3 hard copies, 8-30 pp., in standard typeface (size 12 font),
MLA-format, double-spaced throughout, with discursive endnotes, and list
of Works Cited. Enclose a short vita as well.
SEND TO:
Diane P. Freedman
Associate Professor
Department of English
University of New Hampshire
Durham, NH 03824
[log in to unmask]
(603) 862-0257
or
Martha Stoddard Holmes
through June 25, 2000, at
P.O. Box 1101
Norwich, VT 05055
[log in to unmask]
802/649-2140
and after August 20, 2000 at:
Department of Literature and Writing Studies
California State University, San Marcos
San Marcos, CA 92096-0001
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