Masood Raja, my former professor and friend at North Texas University, asked me to pass along this interesting book project call for papers: Worldly Teaching: Critical Pedagogy and Global Literature. I believe that he is still accepting proposals if you send in an abstract right away. Read below for the details:
Worldly Teaching: Critical Pedagogy and Global Literature
An Edited Collection
As universities move from a Eurocentric literature curriculum to one focused on world or global literature, there has emerged a need for a text that addresses the issues of teaching world literature from a theoretical as well as a praxis-derived perspective. Worldly Teaching aims to enable a better pedagogical praxis by offering two kinds of scholarly writings: Part One of the book focuses on various aspects of critical pedagogy and its importance for teaching world literature by offering ten to twelve carefully selected chapters written by established and emerging scholars in the fields of critical pedagogy, world literature, and postcolonial studies. Part Two of the book offers ten brief praxis-driven essays by instructors who have taught world literature courses at university level. Thus, in one volume we provide both a theoretical and praxis-driven engagement with teaching world literature. Worldly Teaching has the potential to become an extremely useful text for students, teachers, and academic administrators alike.
Mostly offered as gateway courses, these world literature classes are meant to expose the American students to a wide array of texts from all over the world. These courses are mostly staffed by graduate students and part-time instructors who are neither trained in teaching world literature nor given any extra resources to prepare themselves. Additionally, they are also expected to master the textual and extra-textual aspects of teaching world literature while being the most overworked and underpaid group of teachers on any university campus.
It seems that this shift from a Euro-centric to a world-centered curriculum, though politically convenient, loses its transformative potential for the text itself is expected to stand in for the world. Relying heavily on the coverage model, a World Literature survey course attempts to provide as much of the world as possible, lending itself to an exoticist and reductionist readings of texts. There is a danger then that, if taught uncritically, the same texts that are expected to teach the world to the students can also end up solidifying the existing stereotypes of their global others.
We believe that a good understanding of critical pedagogy and its emphasis on teaching the other can inform the teaching of world literature and transform this practice from that of a mere cosmic shift to a more nuanced transformation: a practice in which our students actually learn to think the other and learn their own privileged place in an uneven and unjust world.
Theoretical Chapter proposals (200-440 words), along with your contact information, due by June 1, 2011.
Full-length Teaching Notes entries (1550-2000), along with your contact information, due by June 1, 2011.
We will inform the selected authors about our decisions to accept/decline their proposals by July 1.
Full Chapters will be due by August 1.
We will propose the book to a few good publishers immediately after we have chosen the required chapters. We hope that by the time you have finished the chapters, we will have a publisher willing to review the volume. The whole process may take up to the end of 2012.
Masood Raja, University of North Texas
Hillary Stringer, University of North Texas
Zach VandeZande, University of North Texas
Contact Email: email@example.com