Monthly Archives: August 2015

Calls for papers by MA students: “American Youth” (of American studies or related fields)





We would like to kindly ask for your help in distributing our calls for papers to students of American studies or related fields. aspeers, the first and currently only MA-level peer-reviewed journal for American studies in Europe, will accept submissions by 18 October 2015. 

In its ninth issue, aspeers will feature a general section and a topical focus. While the general section accepts submissions on any American studies topic (e.g. revised versions of term papers or chapters from BA theses), the topical section will focus on the theme of “American Youth,” calling for submissions that reflect on the diverse roles and meanings of ‘youth’ in American culture.

Please find the two calls for papers below. More information can also be found at

We would be very grateful if you could point your students to this opportunity to get published early on in their career and to gain experience with the process of publishing academic work. We are certain that you have students you find worthy of submitting something and look forward to seeing contributions from your MA students.

 === General Call for Papers ===

For the general section of its ninth issue, aspeers seeks outstanding academic writing demonstrating the excellence of graduate scholarship,
the range of concerns scrutinized in the field, and the diversity of perspectives employed. We thus explicitly invite revised versions of
term papers or chapters from theses written by students of European Master (and equivalent) programs. For this section, there are no topical
limitations. Contributions should be up to 10,000 words (including abstract and list of works cited). The submission deadline is 18 October

 === Topical Call for Papers on “American Youth” ===

When Theodore Roosevelt spoke of America as a “young giant of the West,” a “nation glorious in youth and strength,” at the Republican National Convention in 1900, he inserted himself into a long rhetorical tradition: Whether in promise or in criticism, identifying ‘youth’ with America and calling the US a nation that is yet to grow up constitutes a well-established trope in discussions of ‘Americanness.’ At the same time, adolescence and youth are core concepts at the heart of American literature and culture, and they are at the center of many contemporary debates. From the ‘American Dream,’ a coming-of-age story of sorts, to debates about the education sector, from moral panics about ‘juvenile
delinquency’ to stories about America’s youngest entrepreneurs, and from Huckleberry Finn to the controversial No Child Left Behind Act, childhood and adolescence are focal lenses in thinking about ‘America,’ inviting at least two complementary perspectives: one in which youth is a trope frequently tied to ‘America’ and one in which youth is a concern with deep cultural resonance in American culture.

For its ninth issue, aspeers thus dedicates the topical section to “American Youth” and invites European graduate students to critically and analytically explore the particular relationship between notions of youth and American culture. With a host of disciplines–ranging from political science and history to medicine, legal studies, literary and cultural studies, economy, and beyond–devoting scholarship to this topic, we welcome papers from the various fields, methodologies, and approaches that comprise American studies as well as inter- and transdisciplinary submissions. Potential paper topics could cover (but are not limited to):

 * explorations of the role of youth, childhood, or adolescence in American literature, broadly conceived, including movies, novels, video games, TV shows, graphic novels, or other texts that talk about coming  of age

* discussions of the cultural history of childhood, of notions of youth,  or of growing up as they intersect with categories of difference such as   race, class, or gender

* analyses of the politics of childhood, be they contemporary or  historical, and on how these speak of social dynamics within American society
* papers that approach youth via its complementary ‘other,’ (old) ageaspeers, the first and currently only graduate-level peer-reviewed journal of European American studies, encourages fellow MA students from all fields to reflect on the diverse meanings of youth for American culture. Please note that the contributions we are looking for might address or go beyond the topical parameters outlined above. We welcome term papers, excerpts from theses, or papers specifically written for the ninth issue of aspeers by 18 October 2015. If you are seeking to publish work beyond this topic, please refer to our general Call for Papers. Please consult our submission guidelines and find some  additional tips at

The 10th Anniversary Conference of the Contemporary Women’s Writing Association



The 10th Anniversary Conference of the Contemporary Women’s Writing AssociationScreen Shot 2015-07-07 at 18.55.56
University of Brighton /17 October 2015

The deadline is extended to 22 September.

Please send abstracts of no more than 250 words for 20 minute papers by 22 September 2015  via this form<>.

Continue reading The 10th Anniversary Conference of the Contemporary Women’s Writing Association

1st International Virtual Conference on Cultural Studies on the topic of “Languages, Literature and Cultural Studies: Sites and Insights”

CFP: 1st International Virtual Conference on Cultural Studies on the topic of  “Languages, Literature and Cultural Studies: Sites and Insights” from January 15 – 17, 2016

Dead line for Abstracts: September 10, 20152015-08-24_142030

Call for Papers for the 1st International Virtual Conference on Cultural Studies on the topic of  “Languages, Literature and Cultural Studies: Sites and Insights” to be held fromJanuary 15 – 17, 2016
The conference is organized by North American Literary and Cultural Studies at Saarland University (Germany) and Black Sea State University (Ukraine). 
Registration and Abstract Submission Deadline: September 10, 2015
Full Paper Submission Deadline: October 31, 2015
This virtual conference focuses on collaborative transnational cultural studies and wants to investigate how encounters with the English language and ‘American culture’ have shaped European identities. Sites of these encounters span literary and cultural texts (e.g. novels, short stories, plays, films, TV series), corporate mass culture (e.g. Social Networks, technological products or fashion items) as well as countercultural phenomena (e.g. social movements). ‘America’ in this project is an object of study that functions as a cultural process of translation. The primary research question is to examine how the signifier ‘America’ functions as an intermediary in the production of transnational civic European cultures.
The conference will gather researchers from universities, colleges and companies from all around the globe. The event will connect different cultures and knowledge, thus contributing to the improvement of intercultural communication and research skills.
 For more information, see:
Selected papers will be published in a conference proceedings.
There is no participation fee.




Deadline: 1 December 2015

Visit the MLA Commons site dedicated to the development of this volume; you’ll find the book proposal, resources, opportunity to offer comment and feedback, as well as this call and a submission portal:

Essay proposals are invited for a volume entitled Teaching Modernist Women’s Writing in English, to appear in the Options for Teaching series published by the Modern Language Association. The purpose of the volume is to meet the needs of instructors seeking pedagogical strategies for teaching modernist women’s writing in English and the ways in which women were vital creators and participants in the works and networks of modernism. The volume aims to capture the multiplicity of artistic, political, and social networks of which women writers were a part, crossing gender, class, and national boundaries, and to share ways to teach these connections and concepts from a wide range of contributors who work from different critical orientations and in different types of institutions and classroom settings. The volume will include material relevant for specialists and generalists who are teaching at the undergraduate and graduate levels, as well as in alternative classroom and institutional situations. The teaching resources to be shared will include current scholarship, readings, and digital tools

Essays responding to four general areas through the lens of pedagogical theory and practice are sought: teaching modernism or modernist studies, thematic concerns, genre or form, and theoretical or methodological approaches. Contributions might cover topics related to issues and definitions in modernist studies, particularly as relevant to the study of women writers. These essays might focus on contexts and conceptual questions important to modernism and highlight the importance of women writers therein. Some essays might take up the teaching of a specific theme (e.g., trauma, colonialism, globalization, race, class, sexuality) or topic (e.g., suffrage, war, empire, socialism, communism, fascism, the workplace, little magazines, the literary marketplace). Other essays might look at the ways women writers used particular forms and genres (fiction, documentary, journalism, life writing, poetry, pamphlets or manifestos, “the middlebrow,” genre fiction, working-class writing, film, drama); these might consider teaching the tension between tradition and the avant-garde or the noteworthy contributions that women made to the avant-garde. Finally, essays might describe and exemplify teaching informed by particular critical or methodological approaches, such as theoretical perspectives (postcolonial studies, queer studies, narrative theory), interdisciplinary work (art, music, dance, science, technology) or intertextuality, the digital humanities, and the teaching of writing or multimodal pedagogy. A balance is sought among writers from the United States and the United Kingdom, as well as writers working in English from other regions of the world (e.g., the Caribbean, India)

Proposals should mention and define specific terms, concepts, techniques, and classroom contexts as appropriate. They should describe the intended topic, particularly the pedagogical approach taken to teaching modernist women’s writing, including methodology, evidence, theoretical or critical framework, and significance for those teaching in the field. The proposal should indicate the value of the intended topic to a broad range of instructors and should maintain a clear focus on teaching. Please note that any quotations from student papers will require written permission from the students.

Proposals of 500 words (for potential completed essays of 3,000–3,500 words) should be sent to Janine Utell ( by 1 December 2015 via e-mail or in the message box below. Submissions in the message box will be sent to the editor and will remain private.

British Women Short Story Writers: The New Woman to Now

British Women Short Story Writers:British Women Short Story Writers_The New Woman to Now
The New Woman to Now

July 2015
Edited by Emma Young and James Bailey

Essays tracing the evolving relationship between British women writers and the short story genre from the late Nineteenth Century to the present day


What is the relationship between the British woman writer and the short story? Considering the effect of literary inheritances, societal and cultural change, and shifting publishing demands, this collection traces the evolution of the genre through to its continued appeal to women writing today; from the New Woman to contemporary feminisms, women’s anthologies to micro fiction, and modernist writers to contemporary works.

Key Features

  • A foreword by Ali Smith and 11 chapters discuss a range of gender and genre issues since the fin-de-siècle to the present day
  • Sets out a clear trajectory to map both the historical and literary connections
    and divergences between British women short story writers
  • Offers a comprehensive account of the genre’s development to provide scholars with a unique insight into a largely neglected aspect of women’s writing
  • Includes new readings of canonical authors alongside more recent theoretical approaches, innovations and lesser-discussed writers