39th Northeast Modern Language Association (NeMLA) Convention
April 10-13, 2008

Buffalo, New York

Despite the growth of composition studies and pedagogy as fields of interest in recent decades and the simultaneous development of LGBT studies and queer theory, these two areas of interest are rarely brought together. Drawing on George Hillocks idea that theory forms the basis of coherent classroom practice, this panel hopes to continue the discussion on queer pedagogy by soliciting papers informed by theory, praxis, critical reflection, and experience.

What is the role of the queer instructor in the classroom? What is the role of the non-queer instructor in the queer classroom? What constitutes a queer pedagogy? What are the practical concerns, limitations, and advantages of such approaches? Which pedagogical strategies create a queer-affirmative space in the classroom and/or the academy? How might we as instructors employ, expand, and combine different pedagogical approaches (expressivist, collaborative, cultural studies, feminist, social epistemic, etc.) to construct an anti-oppressive/queer pedagogical space? What are the implications of and the institutional barriers to such pedagogical models?

Submit 250-word abstracts by September 15, 2007 to Nowell Marshall (Nowell.Marshall@email.ucr.edu). Please include with your abstract:

Name and Affiliation
Email address
Postal address
Telephone number
A/V requirements (if any)

The complete Call for Papers for the 2008 Convention is posted online:
www.nemla.org.

Interested participants may submit abstracts to more than one NeMLA panel; however panelists can only present one paper. Convention participants may present at a paper session panel and also present at a creative session or participate in a roundtable.