[Englecturers] FYI: Teaching Working Class Studies (12/15/05; collection)

[englecturers at lists.ucr.edu]

-----Original Message-----
From: owner-cfp at lists.sas.upenn.edu [mailto:owner-cfp at lists.sas.upenn.edu]
On Behalf Of Jonathan William Senchyne
Sent: Wednesday, September 07, 2005 7:19 PM
To: cfp at english.upenn.edu; working-class-studies at lists.ysu.edu
Subject: CFP: Teaching Working Class Studies (12/15/05; collection)


Call For Submissions:  Teaching Working-Class Studies

The editors of Living Forge Books seek annotated syllabi, detailed course 
descriptions/paper 
assignments, and narratives of teaching experiences from teachers, 
instructors, and professors whose 
teaching fits under the multi-disciplinary umbrella of "working-class
studies. " At the 2005 Working-Class Studies Conference, Paul Lauter
proposed such an 
edition as a way of 
increasing the visibility of WCS, disseminating ideas to other teachers, and

legitimating curriculum 
proposals to chairs, deans, and other faculty.  He felt it could serve much 
the same purpose as his 1983 
Feminist Press publication, Reconstructing American Literature: Courses, 
Syllabi, Issues.  This project is 
a response to that call.
One of the challenges of teaching Working-Class Studies is that in our home 
departments there is 
commonly no course dedicated to the teaching of working-class literature, 
culture, and history (labor 
history being a notable exception).  So, for many of us the challenge is to 
integrate WCS into an already 
established traditional curriculum.  The editors are especially interested
in 
the solutions that teachers 
and scholars have developed to overcome this challenge (paper assignments, 
mini-units, issues, 
lectures, etc).  Needless to say, we are also interested in courses entirely

dedicated to the study of 
working-class life and culture.  
We are also aware that many of the "foundational resources" in this
discipline 
(The WCSC website, Janet 
Zandy's What We Hold In Common) include syllabi and materials quite like the

ones we are describing.  
Our intention is to produce an updated volume centrally organized around 
pedagogical resources and 
their contemporary applications.
To be considered for inclusion in the edition, your syllabi, assignments,
and 
other pedagogical 
resources should be descriptive, detailed, and where appropriate presented 
with a narrative that will 
assist other teachers in replicating your successes, avoiding your 
non-productive errors, and further 
developing the curriculum and field of study.  Deadline for submissions is 
December 15, 2005 with 
publication expected in May/June 2006.  Contact with the editor (Jonathan 
Senchyne) is welcome and 
encouraged before that deadline. 
Please direct all inquiries to Jonathan Senchyne electronically via 
jwsenchy at syr.edu or c/o The 
Department of English, Hall of Languages, Syracuse University, Syracuse, New

York, 13244.

--------------------------------------------
Jonathan W. Senchyne
Graduate Student, Department of English
Instructor, The Writing Program
Syracuse University
Office: 012 HB Crouse Hall
Office Hours: Tues, Thurs: 1:00 - 2:00

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