Current sessions under development for Lav Langs 23 (February 12-14, 2016) include the following — please contact the session organizer to submit a presentation for one of these sessions, as detailed in each abstract:
Interest in a session on QUEERNESS /QUEER CHARACTERS/ QUEER LANGUAGE IN COMICS is emerging. Want to join? Send ideas to firstname.lastname@example.org for more details.
The program committee creates topical sessions based on the common interests of individually submitted papers. So send in your own ideas for a presentation — or a session — for next year’s conference to the program committee c/o email@example.com
Session Details and Contacts
(Anti)Homophobic Discourse Analysis
(Anti)Homophobic Discourse Analysis Sessions focusing on (anti)homophobic discourse have been a regular feature of the Lavender Languages and Linguistics Conference since 2003. Previous presenters have explored a wide range of linguistic-based issues regarding (anti)homophobic text from a variety of approaches and methodologies. Papers are invited on any aspect of language and homophobia, including, but not limited to:
(Anti)Homophobic Text Analysis
lexical, syntactic, grammatical choice
Semantics & semantic relations
Social structures & practices governing textual production and/or reception
Social structures legitimating textual production and/or reception
New approaches to/new methodologies for (anti)homophobic language studies
Prospective presenters are encouraged to review the special issue of Gender and Language 4.2 (2011) for an overview of linguistic-based research into (anti)homophobic discourse.
Please submit abstracts of 300-500 words by December 1, 2015.
Early second language acquisition research that focused on affective variables implied questions of identity, but did not give them central consideration. More recent work, however, has begun to recognize the ways in which language learning is inherently entailed with questions of identity. As learners acquire a new language and information about the cultural context(s) in which the language is spoken, they must reconsider the way they understand their relationship to the world, across time and space. That is to say, they must reconsider their identity. The aspects of identity of particular interest for this panel are those of gender and sexuality.
Papers are invited on a broad range of subtopics treating questions of gender and sexuality in second language education and learning. Questions addressed by papers in this session may include, but are not limited to:
″How do questions of gender and sexuality present themselves in different language learning contexts?
″If second language learning is a social practice negotiated between learner, teacher, and learning environment (cf Norton), how are gendered and sexualized identities negotiated in this process?
″How do gendered and sexualized power dynamics between the language learner and target language speaker empower or inhibit the learner from speaking in the target language and ultimately empower or inhibit learning development?
″What are the gender- and sexuality-related stereotypes held by learners and instructors of second languages? What are the origins and implications of such stereotypes?
″How do gender and sexuality enter into the second language learning frameworks proposed by researchers such as Dörnyei?
″What types of hidden curricula exist regarding gender and sexuality in second language courses? How do teacher training, dominant discourses, and pedagogical resources contribute to these hidden curricula?
Papers considering learner and instructor identities and those addressing pedagogical approaches are particularly welcomed. Papers from individuals working in any disciplinary background are welcomed.
Please send 300-500 word proposals by December 1, 2015.
Contact: Kris Knisely (University of South Dakota) firstname.lastname@example.org
Language / Affect / Sexuality
We have some individual submissions addressing language and affect. Given those submissions and inspired by really rich discussions of affect ethnography and queer affect at this year’s American Anthropology Association meetings, a panel on language/affect/sexuality is now in formation for this year Lav Lgs conference.
If your work addresses these issues, and you want to share work-to-date at the conference, please send a proposal describing your intended presentation.
If you have interests in language/affect/sexuality studies and are looking for research ideas –this is an invitation to come to Lav 23 and be part of the audience.
Contact: Wlm Leap (email@example.com) by December 15th, 2015. Earlier indications of interests are highly desirable.
Language and Sexuality Studies in French & Francophone Cultures
This panel will adopt an intersectional approach to examine language and sexuality in French and Francophone cultures. Papers under development for this session include ethnographic fieldwork on queer Maghrebi artists and performers living in the disapora. Scholars working on language-focused papers in any disciplinary background are encouraged to submit a proposal, and we would particularly encourage papers focusing on first-person narratives as well as cinematic, literary, musical and photographic cultural productions from French-speaking contexts that would complement this fieldwork.
Please send 300-500 word proposals by December 1, 2015.
This panel explores the ways in which the relationships between national belonging and sexual subjectivity are mediated through linguistic practice. In many contemporary societies, one must identity and present as heterosexual in order to be recognized as a full member of the nation (Boellstorff 2005, Phillips 2013) — in many cases resulting in conflicted relationships between LGBT citizens and the state. Papers in this session address the ways in which individuals and communities of practice seek to reconcile the dissonance between these conflicting identities. Of particular interest are the discursive practices designed to ease this tension, for instance the linguistic construction of alternative “coming out” narratives or the utilization of modified speech patterns in order to meet nationalist expectations related to gendered speech.
Abstracts that present new insights into, as well as the consequences of, how language, sexuality, and national belonging intersect are welcomed.
Please send abstracts of no more than 300 words by December 1, 2015.
Building on the success of this session at Lav 22, this call for papers invites proposals for presentations from scholars and activists using a language-centered lens to address themes in queer ecology.
Recent work in queer theory that examines normative regulations of sex, nature, politics and desire (e.g., Giffney and Hird, eds. 2008, Mortimer-Sandilands and Erikson, eds. 2010) also addresses many of the questions being explored in ecological linguistics (e.g., Bringhurst 2002, Fill and Mühlhäusler, eds 2001, Thornton 2008). The discursive practices that distinguish the human from the inhuman and the nonhuman are of interest here, and so are discursive practices that mark physical sites (and their residents and other resources) as valuable or devoid of merit. Issues of reproductive justice are relevant here, particularly so, issues specifying the meaning of justice (or exclusion) in contexts of reproductive and sexual health. And so are the criteria that assign the status of "language" to certain ways of speaking, writing, signing — thereby making those practices of encoding/decoding eligible for validation by regulatory authority or vulnerable to oppression and shame.
In some ways, these are familiar issues for queer inquiry and for lavender language discussion. But the effects of global warming, new forms of involuntary migration, and unresolved inequities in health care and social services delivery in the current historical moment lends a particular urgency to the interrogation of ecological/linguistic queerness across and beyond race, class, gender and species boundaries in the current moment. Papers using language-centered analysis to engage this urgency in queer ecology studies are especially welcomed.
Please send 300-500 word proposals by December 1, 2015.
Brighthurst, Robert. 2002. The tree of meaning and the work of ecological linguistics. Canadian Journal of Environmental Education 7 (2): 9- 22.
Fill, Alwin and Peter Mülhäusler. 2001. The Ecolinguistics Reader: Language, Ecology and Environment. London and New York: Continuum.
Giffney, Noreen and Mura J. Hird, eds. 2008. Queering the Non/Human. Noreen Giffney and Myra J. Hird, eds. pp. 1-16. Aldershot: Ashgate.
Mortimer-Sandilands, Catriona and Bruce Erickson. 2010 Queer Ecologies: Sex, Nature, Politics, and Desire. Bloomington: Indiana University Press.
Thornton, Thomas F. 2008. Being and Place among the Tlingit. Seattle: University of Washington Press.
Pedagogies of Sexuality
For this session we would like to attract papers exploring the intersections of GLBTQ/Queer Studies and pedagogies. During the past several decades, scholars of pedagogies have become aware of the classroom as a political space (Freire 1970, Hess and McAvoy 2015) as well as as a site for critical inquiry into subjectivities (hooks 1994, Alexander 2008 ), intersubjectivities and responsible citizenship (Colby, Beaumont, Stephens and Ehrlich 2010, Ackerman, Coogan and Hauser 2010), both local and global. Since the classroom is a major site in which GLBTQ/Queer Studies are communicated to broader audiences, it behooves us to be explicit in the ways that such studies can and do teach, expand and create knowledge. Additionally since graduate students on the job market are increasingly asked to articulate a pedagogy in the application and interviewing processes, the panel seeks to provide a supportive and productive space for the development of such articulations.
While the papers we are interested in for this session are broadly conceived of as located within pedagogical concerns for GLBTQ/Queer Studies, some suggested topics include, but are certainly not limited to:
GLBTQ/Queer Studies curricular/program design
Multi-disciplinary approaches to GLBTQ/Queer Studies
Specific approaches/pedagogies in GLBTQ/Queer Studies
The GLBTQ/Queer Studies classroom as a research space
Faculty mentorship of graduate or undergraduate students working in areas
of GLBTQ/Queer research
Information technologies/archiving of GLBTQ/Queer materials
Papers engaging a broad language studies approach, including linguistics, rhetorics and literary/cultural studies are especially welcome. Please send an abstract between 300-500 words to K. Aaron Smith at firstname.lastname@example.org or David Giovagnoli at email@example.com, before Dec. 1st, 2015.
Ackerman, John M. and David J. Coogan (eds.). 2010. The Public Work of Rhetoric: Citizen-Scholars and Civil Engagement. Charleston: University of South Carolina Press.
Alexander, Jonathan. 2008. Literacy, Sexuality, Pedagogy: Theory and Practice for Composition Studies. Logan, UT: Utah State University Press.
Colby, Anne, Elizabeth Beaumont, Jason Stephens and Thomas Ehrlich. 2010. Educating Citizens: Preparing America’s Undergraduates for Lives of Moral and Civic Responsibility. San Francisco: Jossey-Bass.
Freire, Paulo. 1970. Pedagogy of the Oppressed. New York: Herder and Herder.
Hess, Diana and Paula McAvoy. 2015. The Political Classroom: Evidence and Ethics in Democratic Education. New York: Routledge.
hooks, bell. 1994. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
Porno-Metaphor and Metaphors of Porn
For many years, conservative and anti-porn feminist cultural pundits have railed against their perception of the pornographic colonizations of everyday life. This panel will not argue whether these concerns are valid. Instead, this panel will address the dynamism with which people make use of porn and porn makes use of people. Porn has certainly had effects upon the ways that we speak. For example, what does it mean to have sex ‘like a porn star’? On the other hand, our changing life worlds also affect what is representable in porn. For example, why does gay male porn use affective relationships such as daddy/son; priest/supplicant; fraternity initiates/brothers and what metaphoric meaning might be communicated or received by a specific audience?
Essentially, papers in this panel will explore the ways that porn has become another means for the production of metaphor and/or how pornography exists as or creates metaphor. Overarching questions to be addressed by this panel might include: In what ways do people use the pornographic as a means to create new meanings, new languages, new metaphors? In what ways does porn use people and changes in contemporary life worlds to create new meanings and metaphoric representation? If we are, in fact, in the pharmacopornographic era (Preciado), what pornographic/sexual metaphors are necessary for understanding and making sense of this new era? Papers addressing the intersections between the pornographic, the pharmaceutical, new media and linguistic metaphor are of great interest. Papers addressing the ethnographic and socio-linguistic analysis of porno metaphors and metaphors of porn are also welcomed
Please submit 300 word abstracts for presentations before December 1, 2015.