Books and Special Issues of Journals

Business English
The Journal of Teaching English for Specific and Academic English
Deadline for proposals: 1 November 2014

The Journal of Teaching English for Specific and Academic English announces the call for papers for its first special, thematic issue on Business English.

The Journal of Teaching English for Specific and Academic Purpo
ses is an open access peer-reviewed international journal published by the University of Niš, Republic of Serbia. We publish high quality, refereed papers three times a year. Papers reporting original research or extended versions of the already published conference/journal papers are all welcome. Papers for publication are selected through peer reviewing to ensure originality, relevance, and readability. The aim of The Journal of Teaching English for Specific and Academic Purposes is to publish peer reviewed research and review articles fast without delay in the developing fields of ESP, EAP, General and Applied Linguistics. It is our aim for The Journal of Teaching English for Specific and Academic Purposes to become a platform for enchancing these fields of science and teaching practice.

We welcome submissions dealing with any aspect of this most pressing and challenging field, be it linguistic, cultural, methodological, or else. Today more than ever, Business English is considered to be a finely tuned, purpose specific tool, the imperative required to join, communicate and compete in the international, worldwide market economy that allows for an appropriate, rapid and effective response to its ever-increasing demands. 

The call for papers is open until November, 1st, 2014.

Special issue editors:
Nadežda Stojković, PhD, University of Niš, Serbia
Slavica Čepon, PhD, University of Ljubljana, Slovenia
Aleksandra Nikčević-Batrićević, PhD, University of Montenegro
(posted 11 July 2014)

Critical Insights: American Writers in Exile
Deadline for proposals: 10 November 2014

We seek essays of 5,000 to 6,000 words for an anthology that explores the work of some of the more popular and/or influential American writers in exile.  While we understand the term "exile" to refer typically to American writers who have either been forced to leave the United States or, more commonly, chosen self-exile, this term need not be defined so narrowly.  That is, the United States has long been a refuge for people and writers from many countries, and many of these writers have gone onto become recognized as "American" writers.
Thus, in our view, the phrase "in exile" involves writers moving across borders in multiple directions and for multiple reasons, including for reasons of duress (official or personal) or personal quest.  Besides the famous Paris years before, between, and after the world wars (which includes such writers as Sherwood Anderson,  F. Scott Fitzgerald, Ernest Hemingway, Gertrude Stein, Richard Wright and many others), some writers commonly thought to be American writers in exile include James Baldwin, Ambrose Bierce, Elizabeth Bishop, William Burroughs, Hart Crane, John Dos Passos, T.S. Eliot, Janet Flanner, Washington Irving, Henry James, James Jones, Henry Miller, Anaïs Nin, Katherine Anne Porter, Sylvia Plath, Paul Theroux, Gore Vidal, Edith Wharton, Edmund White, Thomas Wolfe.  Of course, this is necessarily a partial list and we urge you to consider other relevant, well-known writers.

In line with the expectations of the Critical Insights series, we seek essays that:
1. Provide undergraduate and advanced high school students with a comprehensive introduction to works and aspects of American writers in exile that they are likely to encounter, discuss, and study in their classrooms;
2. Help students build a foundation for studying the works and aspects in greater depth by introducing them to key concepts, contexts, critical approaches, and critical vocabulary found in the scholarship relating to American writers in exile.
Hopefully, this collection of, hopefully, transnational, globalized American studies envisions understanding the intersection of our contemporary world and various American writers in exile in new cultural, historical, spatial, and epistemological frameworks. How does literary production in an increasingly globalized world -- when seen from exile -- affect a view back towards an America left behind? Or, conversely, how does exile push a writer to look outward to new American space(s)? How does (do) your chosen text(s) construct the United States at/in/against the context of a globalized, dehumanizing, suffocating, and endless movement of goods and services and ideas across international boundaries? These and other questions you may believe are important to answer about American writers in exile will guide your proposal and, eventually, the final essays.

The volumes follow a uniform format, including four original introductory essays as follows:
*a "critical lens" chapter (5,000 words; offers a close reading of the topic embodying a particular critical standpoint)
*a "cultural and historical context" chapter (5,000 words; addresses how the subject at hand influences the theme(s) of American writers in exile across different time periods and cultures, as well as what makes the concept relevant to a contemporary audience)
*a "compare/contrast" chapter (5,000 words; analyzes the topic of American writers in exile with regard to two or three different works, or authors, with some reference to the similarities and differences of their exile experiences contrasted with author(s) who did not leave the United States.)
*a "critical reception" chapter (5,000 words; surveys major pieces of comment or criticism of the topic and the major concerns, or aspects, that commentators on the topic have attended to over the years)
The book will also include ten chapters that analyze the themes that pervade the experience of American writers in exile and focus specific attention on some of the best works and/or authors in the “genre.”  Each essay will be 5,000 words. Together, these chapters will offer readers a comprehensive introduction to the essential themes that arise from the lives and works of American writers in exile and reflect major critical approaches to the topic.

Writers are expected to center their essays on works, topics, and critical approaches that are commonly studied at the advanced high school and undergraduate levels and are representative of foundational and mainstream critical discourse about American writers in exile. Topics and critical approaches should be neither dated, nor so cutting edge as to risk becoming dated in 5-10 years.
For the introductory critical reception and cultural/historical context essays, writers should not devote their essays to selective critical approaches or selective contexts. Rather, the introductory critical reception essay should offer readers a comprehensive overview of the body of criticism or comment on American writers in exile, and the introductory cultural/historical context should consider variety of contexts in which the topic is commonly situated. 

Abstracts between 500 - 1000 words & CV by November 10, 2014 to:
Jeff Birkenstein, Ph.D., & Robert Hauhart, J.D., Ph.D.
Saint Martin's University
5000 Abbey Way SE
Lacey, WA  98503
Completed first drafts of 5,000 words will be expected by: January 19, 2015
(posted 6 October 2014)

In The Blood
Monsters and the Monstrous Journal: Volume 4, Number 2 (Winter 2014/15)
Deadline for proposals: 28 November 2014

This themed issue of the Monsters and Monstrosity Journal focuses on the connections between monsters, monstrosity and blood. In terms of the nature and physicality of blood itself, as a carrier of disease and contagion but also a conduit of genetic, ideological and memorial encoding.
Possible themes or points of departure:
Hot blood, in cold blood, blue blood, blood passion, bad blood, blood monsters, life blood,  blood lines, blood relations, bloodshed, wire in the blood, pure blood, full blooded, blood disease, blood drinkers, blood suckers, true blood, false blood, blood art, blood addictions, menstrual blood, blood divination and written in blood, to name but a few.
This call for articles, artworks, poetry and prose considers  all forms of the monsters of miscegenation, contamination, tradition, generations, revenge and rejuvenation. All and any ways that the very stuff of life becomes, and can be configured as, monstrous, threatening, deviant, mischievous and malignant.
We are also looking for film and book reviews on any theme related to the idea of Monsters and the Monstrous. All materials reviewed should have been published or released within two years of the journal issue they are submitted to. Any queries, please contact the editor at the email below.

Submissions for this Issue are required by Friday 28th November 2014 at the latest. Contributions to the journal should be original and not under consideration for other publications at the same time as they are under consideration for this publication. Submissions are to be made electronically wherever possible using either Microsoft® Word or .rtf format. All images, artworks and photographs need to have the appropriate copyright permissions before being sent in.

We also invite submission to our special features on Non-English Language Book Reviews. Please mark entries for these topics with their respective headings.
All accepted articles, artworks and prose pieces will receive a free electronic version of the journal.
Length Requirements:
- poetry, prose, short stories can be any length but not exceed 7,000 words.
- articles should be between 4,000-7,000 words long
- reflections, reports and responses should be 1,500-3,000 words long
- book and film reviews should be between 500 and 1,500 words long
All submissions should include a short biography (100-150 words) that will be included with the to be included submission if accepted. Please send submissions via e-mail using the following Subject Line: 'Journal: Contribution Type (article/review/…): Author Surname'
Submissions E-Mail Address: <ten.yranilpicsid-retni@lanruojsretsnom>
Submissions will be acknowledged within 48 hours of receipt.

For further details of the journal, please visit:
(posted 15 September 2014)

The Cyprus Problem in Literature and Theory
Synthesis an Anglophone journal of comparative literary studies, Volume 9 (2016)
Deadline for proposals: 30 November 2014

Special Issue Editor: Roger Christofides

In the summer of 1974, inter-communal conflict, a coup d’état sponsored by the military junta in Greece and a subsequent Turkish invasion violently divided Cyprus, separating the island's two major communities indefinitely. With the fall of the Berlin Wall in 1989, Nicosia is now the world's only divided capital city. As with all Middle Eastern conflicts, there are many complicated, even paradoxical, reasons for the events that led to the war of 1974 and the repeated failures since to reunify Cyprus, but one constant has remained: during both British rule and post-colonial independence the struggle to disambiguate Cyprus, to define Cyprus in Greek or Turkish terms, has been more powerful than other, more inclusive, 'pro-Cypriot' visions. Consequently, successive rounds of reunification talks are still haunted by rigid, inflexible understandings of how Cyprus should be defined.
Until now, contributions to the debates surrounding the Cyprus Problem have come mostly from the disciplines of history and anthropology or, more recently, politics and peace studies. Literary studies and the theoretical approaches used in literary studies have yet to make a significant contribution to these debates. This Special Issue, then, sets out to establish the ways in which Cyprus has been represented in literature, what these representations tell us about Cypriot society, and how theoretical approaches offer us ways to think through the impasses arrived at by repeated attempts at reunification. In short, how can literature and theory help us to contribute to this ongoing geopolitical concern?
The Special Issue, 'The Cyprus Problem in Literature and Theory', invites submissions that address the Cyprus Problem and the division of the island between its Greek-speaking and Turkish-speaking communities. Contributors to this Special Issue might consider how literary representations and theoretical approaches can enable us to think beyond mainstream understandings of identity on the island as either Greek or Turkish or how they help us to re-evaluate the island's colonial and postcolonial troubles. To what extent, for example, do representations of Cyprus in British literature reinforce – or indeed undermine – colonial attitudes and policies? How does literature from Cyprus articulate the complex relationships between the island’s communities? In what way can a theoretical approach -- whether it is deconstruction, psychoanalysis, actor-network theory or any other methodological framework used in literary studies -- create paths to new and liberating understandings of Cypriot culture and society? Are there innovative methodological frameworks for, or conceptual approaches to, criticism that can liberate or unlock studies of Cyprus in ways that existing scholarly practices do not?
Possible topics include, but are not restricted to, the following:
- Representations of Cyprus in any period of English literature
- Representations of Cyprus in any period of Turkish and Greek literature
- Contemporary Cypriot literature of any form
- Anglo-Cypriot literature (or literature produced in any other diaspora environments)
- Constructions of Cypriot nationhood in literature or theory
- Literary accounts of war
- Nationalism and national identity in Cyprus
- Underrepresented Cypriots, such as Maronites and Armenians or, more recently, Eastern European and South- and South-East Asian communities
Abstracts of 300 words should be submitted by 30 November 2014 to Roger Christofides at <>.
Notification of acceptance will be delivered by 1 February 2015.
Accepted articles should be submitted by 1 October 2015.
Articles should be 6,000-7,000 words long and include a short biography of no more than 300 words. All inquiries regarding this issue should be sent to the guest editor, Roger Christofides, at the above email address.
(posted 22 September 2014)

Brevity is the soul of wit
Angles: French Perspectives on the Anglophone World, issue 1
Deadline for proposals: 15 December 2014

For its inaugural issue, Angles: French Perspectives on the Anglophone World welcomes original proposals inspired by the celebrated aphorism: 'Brevity is the soul of wit'.
Often used to describe a literary and social form (humor or sarcasm) or to illustrate commonplaces, the dictum encapsulates beliefs about the relationship between ‘brevity’ and ‘wit’ which have numerous implications in different disciplines and forms of expression. The aphorism not only suggests that brevity is a gateway to revelatory truths, it also implies that true 'wit' exists only in shortened form, paradoxically positing depth of meaning ('soul') in brevity of form, and also hinting that humor loses its essence when explicated. Additional contradictions emerge when one recalls the context in which the line appears in Hamlet, when Polonius tires the audience by giving some words of wisdom to his departing son.
This issue of Angles will be an opportunity to discuss the links with humor, irony, and short forms of expression (mots d’esprit, soundbites, slogans) in a host of contexts: literary, linguistic, social, political and artistic.
Suggested topics may include, but are not limited to, the following:
- the formal aspects of aphorisms and other brief forms of wit, and their evolution. What constitutes brevity has varied over time and cultures, influenced by the materiality of certain forms of production -- oral quips in a public or private context are delivered and received differently than when they appear on the page, for instance. Proposals may address issues of syntax, analyze occurrences of, say, nominal sentences, double entendre, nonsense, etc. Proposals addressing the idiosyncrasies of the English language are also welcome.
- certain literary and other artistic forms: verse, short stories, haikus, aphorisms, as well as cartoons, comics, caricatures, or sitcoms, stand-up comedy, etc. Papers can discuss the formal, aesthetic and metaphorical aspects of these forms of expression. Case studies as well as comparative analyses are welcome.
- new forms of communication and social media: tweets, Facebook posts, text messages, as well as short forms in the arts (video, short films, etc.) Proposals may dwell on humorous reappropriations of new forms of communication which share one technical stricture : their limited length and/or lifespan.
- he cultural and political use of jokes and repartee in the media, be it by professional comedians, journalists, political commentators or politicians. Proposals may compare speeches read at the White House Correspondents' Dinner for instance, quips during televised debates, verbal jousts during Prime Minister's Questions or other parliamentary debates, etc.
- transhistorical and transcultural analyses of what constitutes 'brevity' and 'wit', from the late Middle Ages to contemporary poetry and television, via the early modern era and the long eighteenth-century, in British, Irish, North American, Colonial and Postcolonial literatures.
- Proposals can also address the pedagogical and social uses of aphorisms and other mots d’esprit, as well as psychoanalytic approaches to the topic.

Scholars from all disciplines are invited to submit 500-word proposals addressing these or other topics. In addition to traditional academic articles, Angles accepts scholarly contributions addressing the topic partly, or wholly, in non-traditional forms (documentary film, short story, comic book, manifesto, pamphlet…). Angles also encourages proposals meeting high standards of scholarship from academics wishing to experiment with different disciplinary perspectives.

Other topics
Additional, off-topic articles submitted to the same double-blind peer-review process will be published in a separate section of the issue. These off-topic articles may also respond to articles previously published in Angles.

Submission Procedure
All submitted articles are subject to a double-blind review process.
Important dates:
- Abstract submission due for issue #1 : 15 December 2014
- Completed paper submission due : 5 April 2015
- Publication date : Summer 2015
We encourage submissions from both graduate students and established researchers in the field. Submitted papers should not have been previously published, nor be under consideration for publication elsewhere.
All submissions should be sent to the Editor : <>.
A complete stylesheet and other details can be found online on the journal's website:
(posted 26 October 2014)

Angles and limes: Examining and challenging research in Anglo-American studies
Angles: French Perspectives on the Anglophone World, issue 2
Deadline for proposals: 15 December 2014

The second issue of Angles, the new online journal published by SAES, will aim at examining "angles and limes" in Anglo-American studies. 'Angle' refers to the point of view from which a subject can be approached and analyzed. 'Limes' (from the Latin limen, i.e. threshold) originally refers to a boundary, especially the fortified border or frontier of a country.
The purpose of this particular issue is to gather articles focusing both on the specific angles of each discipline and their limits, and on the instances when borders are crossed and limits are passed--must be passed--to further research. Scholars from all disciplines are invited to submit proposals developing and clarifying their own practices as regards limits and angles
When examining these two terms, the following questions come to mind—but these are by no means exclusive of others that could be raised from actual personal critical practices:
Certain disciplines have turned to other fields for inspiration: literary studies have turned to philosophy, psychoanalysis and the visual arts, as well as medicine and sociology; film studies often refer to drama and painting, but also to sculpture, dance and music; linguistics have begun working on dance, etc. Do such connections or bridges between different fields of study tend to blur the lines between them or, on the contrary, to what extent do they emphasize the identity of each discipline?
Drawing a clear limit between one field of study and another involves paying attention to what is inside, or belongs to, one discipline while dismissing what is outside, what lies beyond. It amounts therefore to a process of self-determination and creates meaning. What have been the consequences of such practices? Conversely, (how) does this bridging lead to issues of legitimacy (intellectual and professional) and with what consequences?
To what extent does the constitution of ‘subtopics’ within literary studies and social studies (society for the study of…, studies of trauma, of gender, whiteness, etc.) change the limits of the initial discipline?
For scholars specializing in British/American/etc. social and historical studies, how does the existence of traditional disciplines work to influence their own research? The same question can be applied to the existence of ((oreign( established traditions and their influence on French scholars. In the specific French academic context, for instance, 'civilisation( has acted as a place of transgression of the traditional disciplinary map. Has such movement survived its own inception with the increasing professionalization and internationalization of research?
How do/did scholars working on British/American/Commonwealth studies experience their linguistic/cultural/epistemological 'outsideness' to transform it into something constructive? Cultural studies--and Colonial studies--have flourished on such crossings of lines. Have they been a source of inspiration, adding depth to scholarly criticism or, on the contrary, have they been an easy way out of the traditional disciplinary field?
How do concepts such as 'limits' and 'interspace' work in fields of ‘visual studies’ or in linguistics, both in terms of theory and/or corpus?

We welcome all manner of theoretical inquiry into these fields, but we are looking specifically for contributions that will combine theoretical questions with concrete examples drawn from actual research. We are also looking for critical self-examination, uncompromising self-analysis--including of failures--and even iconoclastic contributions, provided they are grounded on practice and not simply on programmatic statements.
Scholars from all disciplines are invited to submit 500-word proposals addressing these or other topics. In addition to traditional academic articles, Angles accepts scholarly contributions addressing the topic partly, or wholly, in non-traditional forms (documentary film, short story, comic book, manifesto, pamphlet…). Angles also encourages proposals meeting high standards of scholarship from academics wishing to experiment with different disciplinary perspectives.

Other topics
Additional, off-topic articles submitted to the same double-blind peer-review process will be published in a separate section of the issue. These off-topic articles may also respond to articles previously published in Angles.

Submission Procedures:
All submitted articles are subject to a double-blind review process.
- Abstract submission due: 15 December 2014
- Completed paper submission due: 15 July 2015
- Publication date: Fall 2015
We encourage submissions from both graduate students and established researchers in the field. Submitted papers should not have been previously published, nor be under consideration for publication elsewhere.
For further information, please contact the guest editor: Pascale Antolin <>.
A complete stylesheet and other details can be found online on the journal's website:
(posted 26 October 2014)

Strategies, engagement and cognitive ergonomics as levers for teaching and learning languages
Cahiers de l’APLIUT, Vol. XXXV Nr 1, January 2016
New extended deadline for proposals: 7 January 2015

The journal is published both in print and online on
Guest editing committee: ARDAA

One of the goals of researchers in applied linguistics and didactics is to clarify which processes and means could help teachers facilitate foreign language learning within the institutional environment. Expected contributions could therefore deal with teaching. The aim would be to encourage further consideration of the impact of the teaching actions on the following levers: the development of teaching and learning
strategies, the actions to reach a better degree of engagement or the consideration of cognitive ergonomics.
The strategies implemented by the teacher and/or by the learner determine the quality of learning. One can thus consider the teaching strategies implemented by the teacher, whether it be the design itself or the scaffolding, controlling/regulating or mediating strategies. One can also envisage the impact of the teaching strategies on the learning strategies by analyzing the learners'cognitive and metacognitive strategies, their process awareness and mobilization of knowledge and/or know-how.
Moreover, one cannot approach teaching without considering the variable of engagement as a facilitator of learning. Engagement can be analysed through the mere process of language teaching: engagement in interaction, verbal and multimodal engagement, importance of affect and emotions, empowering approaches or even the room left for creation, etc. For the teacher, several aspects appear as being essential: learner involvement and/or motivation, the learners' relationship to knowledge, their pleasure to use other languages than their mother tongue and to reflect on their functioning. Finally, one can examine the posture of the teacher-researcher, situated somewhere between commitment and detachment, and that of the research partners.

Papers dealing with cognitive ergonomics could consider the adaptation of tasks and materials to the learner. These tasks and materials could rely on all or some mental processes: perception, language, memory, reasoning or also movement. So as to identify levers for learning, one can consider cognitive ergonomics through the study of the effect of the interactions with a learning system or environment and, possibly, examine multimodality, cognitive load, how information is processed in memory, etc.
Strategies, engagement and cognitive ergonomics are considered as closely linked and are said to play a part as facilitators of foreign language learning, at school as well as at university. Papers could therefore consider different aspects of this topic, simultaneously or independently.

Proposals should be sent to <>:
- <>,
- <>,
- <>.
New extended deadline for submission of abstracts: 7 January 2015
Format for submission of abstracts: long abstract (Word file, 3000 signs not incl. spaces); plus some bibliographical references. For a note on teaching
experience: 1000 signs not incl. spaces, short bibliography optional.
A separate .doc/.docx file should contain the author's (or authors') professional affiliation, e-mail address and professional address as well as a short (5 or 6 lines) professional biography.
Deadline for submission of full papers if accepted: February 20, 2015
If your submission is accepted, you will be required to follow strictly the guidelines for authors to be found on the Researching and teaching languages for specific purposes - Cahiers de l’APLIUT website at
The article must be accompanied by two abstracts (of approximately 150 words each; 75 words for a note on teaching experience) one in French and one in either the language the article is written in, or the language which is the object of the article. The title should be given before each abstract in the appropriate language along with a list of a maximum of 8 key words in each of the two languages.
Manuscripts should be sent in the form of 2 .doc/.docx files: an anonymous version (in which all information identifying the author has been removed) and a non anonymous one.
Please include a .pdf file if the text contains special characters (such as phonetic symbols) or illustrations (such as graphs or tables).
(posted 17 November 2014, updated 8 December 2015)

Blanchot's Spaces
Word and Text - a Journal of Literary Studies and Linguistics
Deadline for proposals: 30 January 2015

'An advance in the frontier regions and along the frontier of the march.' (The Infinite Conversation)

Notions of literature and space have been more closely related since Maurice Blanchot: the 'literary space', the formula that has given his most widely read book its title, can be understood in at least three different ways: literature has a space, literature is a space, literature invents a space or rather spaces. For what is at stake is not only the space in the work (theme, plot) but also the space of the work (text, book) as well as the space for the work (distribution, reception). In this sense, the literary space is not necessarily an isolated space, separated from the world; it is not only a space of death, as we have been used to saying in the wake of Blanchot’s reading of Mallarmé and the negativity of the sign. There is indeed a dynamics at work in Blanchot’s space which comes across as undifferentiated and neutral: the encounter between a text and a reader’s life. The literary space then takes over a process of individuation; it appears as a space of life, vital for literature.
More often than not, the notion of space in Blanchot has given rise to approaches which have been more sensitive to questions of consistency and to relations with the phenomenological space in order to test its several limits. We invite contributions that interrogate Blanchot’s space from an enlarged perspective, in order to determine for example whether it brings new modes of spatialization into operation. The crucial question of its relation to other 'species of spaces' (Georges Perec) as well as of the economy of space as oikos will be asked. Beyond an effort to recuperate the 'living', 'operative', 'performative' dimension of Blanchot's space, we wish to search for modalities of reading whereby Blanchot's works can go on being studied at a distance from the joint fascination and rejection that they have aroused.

A non-exhaustive list of possible avenues for research may include, but is not limited to, the following:
- can one speak of a model of space in Blanchot? Is it functional, effective?
- can one speak of a sensitive space in the work of Blanchot? Which would then be the subject of this sensitive experience?
- what connections could be established between space and writing (écriture): the apprehension of space from writing, or the discovery of writing from space
- the paradoxical figuration of space
- space as rhythm, force, difference: articulating spatiality, disarticulating places
- space as opening: mixing genres, forcing limits
- space as event: literature must 'take place' (Blanchot)
- the 'step' (le pas): body gestures which either figure or disfigure space (in his novels and récits), gestures of thinking which designate steps in Blanchot's critical processes (Faux pas, The Step Not Beyond, 'La marche de l’écrevisse' (crab's progress', The Infinite Conversation), gestures of reading (Derrida, reader of Blanchot, Foucault, reader of Blanchot, etc.)
- the body and its spaces  in Blanchot's récits and novels
- the dramatization of space in Blanchot
- the spatial configuration of the neuter
- 'vast as the night' (cf. The Infinite Conversation): the obsession with space
- extensions, modulations, transgressions of space: from the literary space to other types of space (interrelational, analytic or daily space etc.) (cf. The Infinite Conversation)
- the intervalic space of Blanchot's dialogues and conversations : in-between-ness and the polylogues of  Blanchot, Derrida, Heidegger
- spacing and temporalization in relation to language, the zero point of literature (cf. The Book To Come), the search of 'Lazarus in the tomb' (cf. The Work of Fire)
- the spatial condition as critical condition
- the space of the work, areas of reception, including translating Blanchot
- the landscapes of critical space; the critical space as 'an experience of the impossible' (The Infinite Conversation); the drift of reading; fictionalizing Blanchot
-    political spaces (common, community, communication).

We welcome interdisciplinary approaches, ranging across critical theory, visual studies, literary and translation studies, as well as other disciplines in the humanities.
The deadline for abstract submissions is 30 January 2015. Please send a proposal of 1000 words to the editors of the volume who will also answer any question you may have at:
Contributors selected for publication are then expected to send the full article by 30 April 2015. Please follow the journal guidelines:
All submitted articles will be blind refereed except when invited.
Accepted articles will be returned for post-review revisions by 30 June and are expected back in their final version by 30 September.
The website of Word and Text:
(posted 7 October 2014)

Negotiating Cultural Encounters with the English-Speaking World
ELOPE XII - Spring (2015)
Deadline for papers: 31 January 2015

ELOPE (English Language Overseas Perspectives and Enquiries), a double-blind, peer-reviewed academic journal, publishes original research articles, studies and essays that address issues of English language, literature, teaching and translation.
The 2015 special issue invites contributors to submit articles that take a close and critical look at the cultural differences and barriers encountered in interaction with English-speaking countries and the specificities of English-mediated intercultural communication. Cultural, i.e. socially constructed concepts can be analysed not only as they relate to the pervasive British and American cultures, but also locally (e.g. Scotland, Wales, Ireland) and internationally (World Englishes, English as a lingua franca).

Papers should be between 5,000 and 8,000 worlds in length, with an abstract of 150–180 words.
They should conform to the journal’s style sheet available at and should be sent by 31 January 2015 to guest editors:
- <>
- and <>.
Prospective authors are encouraged to contact the guest editors with regard to possible article themes or other inquiries.
(posted 6 October 2014)

Screen-Philosophies of Violence
HJEAS (Hungarian Journal of English and American Studies)
Deadline for proposals: 8 February 2015

HJEAS (Hungarian Journal of English and American Studies) seeks papers for a special thematic block on "Screen-Philosophies of Violence". HJEAS is a peer-reviewed journal of the Institute of English and American Studies at the University of Debrecen, Hungary publishing critical articles, interviews, and book reviews in the fields of American, British and Irish literature, history, culture and cinema and is available from JSTOR and ProQuest.
Articles in the thematic block "Screen-philosophies of violence" may address individual films, auteur oeuvres, generic nodes of representation (in action films, thrillers, horror, western, war and political cinema) which pursue a critical attitude to violence, that is propose to consider -- in a systematic, questioning, argumentative, speculative or diagnostic manner -- the relationship between violence and reality, existence, values, knowledge, attitudes, etc. The editor of the block believes that cinematic violence, when not used as dramatic spectacle or assumed as a tendency of behaviour in the sole service of psychological realism, may advance our understanding of the notion of violence as representation (violence and mediation), epistemology (knowledge as violence/violent forms of knowledge), ontology (the violence of existence) and ethics (categories of valuation and violence). In addition, cinema is capable of exploring the frequently violent discursive logic and destructive nature of stereotypes relating to gender, sexuality, race, ethnicity and subcultures. Apart from topics raised within Film Studies and traditional branches of philosophy, contributions relying on relevant aspects of Cultural Studies, Gender Studies, Genre Studies, Postcolonial Studies, Trauma and Memory Studies are also sought.

HJEAS invites contributions exploring screen philosophies of violence with reference but not limited to the following topics:
- thinking violence through stylistic devices and film poetics: form as violence in films
- missing motivations, broken chronologies, fragmented stories: the violence of disnarrative feature cinema
- cinematic practices that question the humanist view of man and nature, individual and society
- films that unfold the logic of stereotypes, scapegoating, and normative values, or investigate the cultural grammar and ideological semiotics of violence
- cinema as a source of Other gazes and a vehicle of de(con)structing the pleasures of sexist and colonial spectatorship
- films exploring the causes of domestic/marital/adolescent violence, violence at school, the workplace and in deviant subcultures
- films analysing discourses and symbolic institutions of violence in stories set in hospitals, prisons, educational institutes and the military
- films offering an analytical approach to everyday forms of violence in closed societies, totalitarian states, religious or other sects
- filmmakers examining the underlying logic of historical, collective and personal traumas or the relationship between individual and structural violence
- raising general questions in connection with the poetics and politics of screen violence
- taxonomic overview of violence in cinema

HJEAS encourages article submissions from a variety of interdisciplinary perspectives and academic orientations. Publication decisions are based solely on the quality of the submissions, which undergo a double-blind review. For further information on our guidelines for manuscripts to be considered for publication, please see our website:
Texts should be submitted electronically using the following addresses:
- <>
- <>
Deadline for proposals:8 February 2015
Notification of acceptance: 31 April 2015
Delivery of completed papers: 31 August 2015

Please forward any questions to:
Zsolt Győri, Assistant editor: <>
Institute of English and American Studies
University of Debrecen, Hungary
(posted 23 June 2014)

Neo-Victorian Biofiction: Re-Imagining Nineteenth-Century Historical Subjects
A themed volume in Rodopi’s Neo-Victorian Series (2016)
Deadline for proposals: 28 February 2015

We invite contributions on Neo-Victorian Biofiction for a themed volume in Rodop's Neo-Victorian Series to be published in 2016. This edited collection will examine the manifold narrative ethics and strategies employed by writers, dramatists, poets, filmmakers, graphic novelists and other artists to re-imagine the lives of nineteenth-century historical subjects.  From celebrities, including iconic public figures and notorious criminals, to obscure individuals virtually erased from historical records, as in the case of slaves, servants, industrial and sex workers, the personal triumphs and traumas of real-life people of the period continue to exert an evident fascination for the present.
On one hand, neo-Victorian biofiction’s prosopopoeic 'resurrectionism' seeks to write/right the wrongs of history, to shed new light on the dark sides of the Victorian archive and, ultimately, to perform an ethics of truth and testimony. On the other hand, it involves ethical risks of appropriation for present-day agendas, symbolic (re-)victimisation, factual distortion, and even defamation.
How do 'biofictioneers' negotiate these risks so as to do justice and bear after-witness to the actual lives lived? To what extent do artists self-consciously foreground, question and reconsider the historiographic metafictional slippage between fact and fiction in their works? And is it legitimate to 'invent' compensatory or alternative histories? Indeed, can texts heavily reliant on fabulation still be regarded as biofiction per se? As well as proposals on the usual suspects, such as Queen Victorian and the great Victorian writers of Dickens, Wilde & Co., we are particularly interested in chapter proposals on biofictions of the following: artists and models; Australian Aborigines; children; doctors; indigenous actors in the India's 'First War of Independence'; maids and menservants; mistresses and prostitutes; poets and poets' muses; travelers and explorers.
Possible topics may include, but need not be limited to the following:
• biofiction's shaping role in contemporary views of 'the Victorian'
• the relationship between biofiction and postmodernism
• the politics of prosopopoeia (voice/voicing, single vs. multiple points of view, third-person  biofiction vs. first-person ‘autobiofiction’, etc.)
• techniques producing empathy and/or distancing effects
• the ideological (feminist, postcolonial, queer, etc.) agendas of biofiction
• the un/ethics of biofictional practice
• biofiction in the context of adaptation studies
• the gender politics of biofiction
• spectrality and/or biofictional ‘grave robbing’
• the ontological slippages between fact and fiction, history and story
• the uses of comedy in biofictional texts
• differences in biofiction across neo-Victorian genres and media
• biofiction as after-witness to nineteenth-century traumas
Please send 300-500 word proposals (for 8,000-10,000 word chapters) by 28 February 2015 to the series editors:
- Marie-Luise Kohlke at <>
- and Christian Gutleben at <>.
Please add a short biographical note in the body of your email.
Completed chapters will be due by 1 September 2015.
(posted 21 October 2014)

International Perspectives on Teaching the Four Skills in ELT
A volume in the International Perspectives in ELT series
Deadline for proposals: 28 February 2015

International Perspectives in ELT. Series Editors Sue Garton and Keith Richards. Palgrave MacMillan
International Perspectives on Teaching the Four Skills in ELT. Edited by Annie Burns and Joseph Siegel

Thank you very much for considering making a contribution to International Perspectives on Teaching the Four Skills in ELT. We hope that this short introduction will give you a sense of what the series sets out to achieve and help you to prepare a short chapter outline for inclusion in the full proposal that Anne and Joseph will develop. It comprises three short sections, the first two adapted from the ‘Advice to Authors’ that is sent to all contributors and the third an example of a chapter summary from a previous proposal. We very much hope that you will decide to contribute to this volume and look forward to reading your chapter.

Characteristics of the series and the volume
There is a strong emphasis in the series on balancing global and local perspectives.
• It is global in scope, with a variety of perspectives, providing an opportunity to compare and learn from experiences of researchers and teachers around the world.
• It has a strong and direct pedagogic/practical focus on one of the four skills (speaking, listening, reading, or writing) but will also link with cutting-edge research.
• It fits in with the current shift towards developing local pedagogies, which have global resonance.
• It will be used on teacher education programmes as a basis for reviewing current developments in the teaching of the four skills and comparing approaches and experiences in different educational contexts.
Your contribution should therefore have a strong local flavour, be globally relevant, have something distinctively fresh or original to say and be designed to stimulate debate. As this is a book in the International Perspectives series, our goal is to offer readers a range of insights from around the world on each of the four skills. We envision four sections in the book, one section dedicated to each skill, with four chapters in each section.
The emphasis in your chapter should be on the practical dimension (locally situated but with an eye on global relevance) of the skill you’ve chosen. However, the theoretical underpinnings of the chapter, while not foregrounded, should be clear.

Chapter outline
Your chapter will probably have an outline very similar to the following, though this advice should be regarded as indicative rather than prescriptive: 1. Explain the skill/pedagogy/teaching issue you are addressing and frame it in broad terms. Situate it in the field by referring to other (especially recent) work carried out in the area. Introduce relevant frameworks or concepts that help organise thinking around the issue.
2. Illustrate the issue with a local example (your own research or experience). Explain the context, participants, processes and outcomes, providing relevant illustrations, extracts from data, etc. If your example is a research study, please remember these chapters are not research reports. The focus is not on the nature of the research but on how it sheds light on the skill/issue examined, so keep descriptions of research methodology brief. This will probably mean a description of the context, participants and data collected, but not details about procedures or data analysis.
3. Explain what your example tells us about the skill/pedagogy/teaching issue, making sure you refer back to the way you framed the issue in the first section. Also include your own reflections on your research/teaching practice/context.
4. Make explicit how your local experience is relevant to a wider global audience. Include detailed implications and/or recommendations and/or practical advice to relevant groups (teachers/trainers/ materials developers etc.).
Chapters will be between 4-5000 words (including references (maximum of 15) and appendices).

Notes for submissions
Proposals should not exceed 300 words.
Please send your proposal as a Microsoft Word document to <>.
In the title of your submission, please indicate which skill your proposal focuses on. For example: Writing_Siegel (i.e., skill_last name).

Tentative workflow and timeline
Submission of abstracts: 28 Feb 2015 (sent to <>)
Decision on proposals: 31 March 2015
Full papers due: 30 Sept 2015
Final decisions (in consultation with peer reviewers): 30 Nov 2015
Book proposal submission to publisher (Anne and Joseph): 31 Jan 2016

Illustrative chapter summary from a previous proposal
‘Edgy’ activities as a means of challenging learner identity in the EFL classroom
Recent work has promoted the motivational benefits of learners being allowed to 'be themselves' or 'speak as themselves' in the EFL classroom. Yet it could also be argued that if learning is to be truly transformative, learners need to be guided towards other identities, which incorporate the competencies they are acquiring in the classroom. Indeed writers have talked about the need for teachers to 'destabilize' language learners' sense of self as a pre-condition to the development of English-mediated identities.
In this chapter I will report on classroom practices observed in an Indonesian junior high school. The English teacher used methods that did not conform either to conventional local practice or to the established tenets of 'communicative language teaching', but could clearly be seen to motivate his pupils in terms of their enthusiastic participation in class and positive attitudes towards learning the language outside of class. In particular the teacher deployed 'edgy' activities, so called because they force learners to the edge of their comfort zones. The chapter will describe some of these activities, and argue that they work -- as motivators and as effective L2 practice -- because they challenge the learners' current identities and encourage them to imagine other possible selves with new symbolic competencies. Although these lessons took place in provincial Indonesia, they have resonance for the many global contexts where English carries into adolescents’ worlds a wave of personal threats and opportunities.

Thank you again for your interest and contributions.
(posted 11 December 2014)

Crime Writing
A special issue of The Human (June 2015)
Deadline for completed essays: 1 March 2015

The Human (issn: 2147-9739) is an international and interdisciplinary indexed journal that publishes articles written in the fields of literatures in English (British, American, Irish, etc.), classical and modern Turkish literature, drama studies, and comparative literature (where the pieces bridge literature of a country with Turkish literature). To learn more about The Human: Journal of Literature and Culture and its principles, please see our manifesto on this page:

The Human is now inviting submissions for a special issue to be published in June 2015. The special issue will be devoted to crime writing (fiction and non-fiction) in all of its diverse forms and multiplicity of cultural situations. The topic, for instance, may cover journalistic reportage, online fansites for aficionados of crime, detective fiction broadly construed, crime writing for children and young adults, hacking, true crime writing, historical crime writing, and other subjects. Interdisciplinary approaches are encouraged, as are treatments that deal with global (non-Western) writing or that bridge East and West. Less-covered subjects are most welcome. Successful submissions will demonstrate rigor, originality and persuasive argumentation for the significance of the thesis. View further details on the journal’s website:

Completed essays of 4500-5500 words will be due no later than March 1, 2015, to guest editor, Rebecca Martin <>.
(posted 22 October 2014, updated 24 October 2014)

The Quickening of the Senses: Translating for the Stage
Palimpsestes 29
Deadline for proposals: 15 March 2015

The call for proposals is available at
(posted 5 November 2014)

Justice and Compassion: Hume's Moral Philosophy and Contemporary Practical Ethics
A special issue of Diametros - An Online Journal of Philosophy
Deadline for sending papers: 31 March 2015

Diametros - An Online Journal of Philosophy welcomes papers on Hume and contemporary practical ethics until 31st March 2015.
The special issue, planned for publication in June 2015, is intended to continue a series of special issues dedicated to the applications of various classical ethical theories in contemporary practical contexts.
This time the journal’s focus is on Hume's moral theory, in particular on the two components which constitute its conceptual framework: justice and compassion. Authors are kindly requested to submit their proposals for double-blind peer review through the online platform of the journal.
(posted 10 July 2014)

Interpreting in Conflict Situations and in Conflict Zones throughout History
Linguistica Antverpiensia NS
Deadline for proposals: 1 April 2015

Linguistica Antverpiensia NS: journal of the Department of Translators and Interpreters, Artwerp University
Guest editors: Lucía Ruiz Rosendo (University Pablo de Olavide) & Clementina Persaud (University Pablo de Olavide)

The figure of the interpreter as an intercultural and linguistic mediator in zones devastated by conflict has always existed due to the fact that conflicts have been intrinsic to the development of history. The distinctive trait of these interpreters is that, unlike other interpreters who are seldom in danger when exercising their profession, they risk being subjected to psychological and emotional pressure or physical harm and are often unable to find politically or linguistically neutral spaces, and the combatants do not recognise them either (Kahane 2008).
Although in some civilisations, such as the Babylon Empire (Kurz 1985), interpreters enjoyed great prestige, it was only in the second half of the twentieth century that interpreting was recognised as a profession with the creation and development of simultaneous interpreting during the Nuremberg trials and the subsequent establishment of the first interpreting schools. Since then, interpreting as a profession has achieved a high level of professionalisation and specialisation. However, language brokering in conflict zones has continued to be a non-regulated occupation mainly carried out by interpreters who have not undergone any formal training and lack the professional skills that are essential if they are to perform adequately as interpreters. Furthermore, there is a lack of recognition of the specialised role that conflict interpreters play.
Nevertheless, in the last few decades international associations have become more aware of the complexity of the role that interpreters play in conflict zones and of their vulnerability and need for special protection. As a consequence, some initiatives have been developed and the role of interpreters in conflict has attracted more attention in the literature on interpreting with works such as those by Balaban (2005), Carr (2007), Tipton (2008, 2011), Baker (2010), Inghilleri (2005, 2010), Inghilleri and Harding (2010), Greene (2013), Footitt and Kelly (2012), Footitt et al. (2012), Kelly and Baker (2012), among others.
In spite of the increasing awareness of the role of interpreters in conflict and the expanding literature on interpreting in conflict, we believe that few studies to date have dealt with the role of interpreters in conflict zones in different chapters and periods of history -- from prehistory to contemporary history -- and how their status has developed.
The main objective of his issue is therefore to focus on the role of interpreters in conflict zones and situations in different chapters and specific conflicts of history with the ultimate goal of shedding light on the particularities of each period or conflict in terms of working practices and procedures, policies and norms, ethics, status and profile, neutrality, identity and ideology, and/or to compare these aspects in different periods or conflicts.

We invite proposals dealing with one or more of the following topics:
What has been the role of interpreters in conflict zones and in conflict situations in certain episodes of history with a special view to working practices and procedures?
How could the interpreter working in conflict be described in terms of profile and status, neutrality, identity and ideology? Have these concepts changed throughout history?
What are the policies and norms that have regulated the role of conflict interpreters throughout history?
What are the ethics underlying the work of the conflict interpreter in specific periods of history?
What has been the role of the interpreter in recent conflicts?
What role have interpreters played in the different stages of conflicts (conflict settlement, conflict transformation and conflict resolution)?
What is the role of the interpreter in protracted conflicts? Has this role changed or developed in any way, or has it remained the same?
What are the present and future directions that research on this topic might take with regard to  current and future practices and training that might enhance the status of these interpreters?

Proposals: abstracts of approximately 500 words, including some relevant bibliography, should be submitted by 1st of April 2015.
Please send your proposals to Lucía Ruiz Rosendo <>.
Acceptance of proposals: 1st of May 2015
Submission of articles: 1st of December 2016
Acceptance of articles: 30th of February  2016
Publication: November-December 2016
(posted 30 September 2014)

The Canadian Alternative: Canadian Cartoonists, Comics, and Graphic Novels
A volume of essays
Deadline for completed papers: 30 April 2015

For a proposed edited and refereed volume on Canadian graphic novelists and cartoonists. Dominick Grace and Eric Hoffman, editors of Dave Sim: Conversations, Chester Brown: Conversations, and Seth: Conversations for the University Press of Mississippi, are editing a collection of essays provisionally titled The Canadian Alternative: Canadian Cartoonists, Comics, and Graphic Novels. We seek previously unpublished essays addressing Canadian cartoonists/comics. Our primary interest is in "alternative" cartoonists and cartooning, narrowly defined; that is, figures associated with the underground, independent, and/or ground-level comics movements. Figures of key interest might include but are not limited to:
Marc Bell
David Boswell
Chester Brown
David Collier
Julie Doucet
Rand Holmes
Jeff Lemire (especially his independent work)
Bernie Mireault
Bryan Lee O'Malley
Dave Sim

However, and as the inclusion of Lemire above indicates, we are also interested in papers dealing with the Canadian "alternative" more broadly-defined, whether represented by the visions of specific creators who have worked in mainstream comics (Byrne, Dan and Gene Day, Lemire, McFarland, etc.) or by Canadian alternatives to mainstream US comics publishing (e.g. the Canadian "whites" of World War Two), the various attempts to create a Canadian market/national hero (perhaps best represented by Richard Comely and Comely Comics's Captain Canuck), and other distinctly Canadian takes on the graphic medium (e.g. Martin Vaughan-James's The Cages, or BP Nicholls's use of comics/cartooning). Substantial essays (5,000-8,000 words) focusing on specific creators, comparing/contrasting the work of a few creators, or addressing Canadian movements in comics are welcome. Submit completed papers by April 30 2015 to Dominick Grace ( and/or Eric Hoffman ( Inquiries/proposals are also welcome.
Though a publisher has yet to be determined, the University Press of Mississippi has expressed interest in publishing this collection.
(posted 9 September 2014)

Rethinking Hegemony and Domination in Translation
Special Issue of Target - International Journal of Translation Studies
Deadline for proposals: 30 April 2015

Guest edited by Stefan Baumgarten and Yan Ying (Bangor University, Wales, UK), and Jordi Cornellà-Detrell (Glasgow University)

While there is no doubt that the 'ideological' and 'power turn' have reshaped the discipline of Translation Studies, much work still needs to be done in order to fully understand the ontological and epistemological underpinnings of the impact of ideology and power on the theory and practice of translation. The rapidly changing technological and corporate landscape in which translation theorists and practitioners find themselves immersed makes it necessary to keep exploring issues of power through sustained interdisciplinary engagement with other fields, such as the social sciences, critical philosophy or political science. Despite an increasing awareness of the impossibility of value-free research or practice, there appears to be a certain lack of self-reflection on our own entanglement within contemporary power structures. Structures which, in the apparent absence of an alternative to the current global capitalist orthodoxy, are largely driven by financial, economic and technological forces. With a view to opening a new debate on questions of hegemony and domination in relation to translation, this special issue aims to gather cutting-edge and cross-disciplinary research. By encouraging contributors to rethink the impact of power and ideology on the theory and practice of translation as well as on their own critical reflections, we welcome proposals dealing with contemporary political, sociocultural, (eco)linguistic, financial-economic and technological aspects of translation. The main aim of this special issue is to explore translation as a phenomenon caught in the conflicting forces of individual subjectivities, cross-cultural asymmetries, hegemonic values and the tensions between market-driven and customer-centric approaches.

Papers could focus on any of the following themes and aspects
Towards a (critical) theory of ideology and power relations in translation
- The legacy of the ‘cultural’ and ‘power’ turns
- New critical insights into the concepts of power and ideology and their relevance to translation theory
- Technoscience and posthumanism: a new turn in Translation Studies?
Power and ideology in the translation industry
- Ideological effects of technological change on translation theory and practice
- The social and ideological impact of translation technology
- Neoliberalism and technological rationalization
Politics, policy making and translation
- (Neo)imperialism after postcolonialism
- Symbolic violence, heteroglossia and (linguistic) imperialism
- Translation (technology) as a tool for activism and resistance

- submission of 1-2 page proposal by 30 April 2015
- notification of acceptance of proposals by 31 May 2015
- submission of completed papers by 31 January 2016
- submission of revised papers by 31 August 2016
- publication date: March 2017

Articles will be 6000-8000 words in length in English. Paper proposals of 400-500 words as well as the first completed and final versions of papers should be sent directly by email to all the guest editors.
Detailed guidelines for papers are available at:

All inquiries should be sent to all the guest editors:
- Stefan Baumgarten (;
- Jordi Cornellà-Detrell (;
- Yan Ying (
(posted 11 December 2014)

Thomas Aquinas' Theory of Conscience and Contemporary Debates on Conscientious Objection
Diametros - An Online Journal of Philosophy
Deadline for papers: 15 June 2015

The Editor of Diametros - An Online Journal of Philosophy invites papers on Thomas Aquinas' theory of conscience until 15th June 2015.

In particular, articles are welcome that feature such aspects of the theory as its admission of the possibility of erroneous judgments of conscience and its relation to recent controversies concerning conscientious refusals by health care professionals to take part in certain ethically contested medical procedures ("conscience clauses"). Other aspects of Aquinas’ theory of conscience, which merit an in-depth discussion, can also be dealt with.

Authors interested to contribute to this edition of Diametros, planned for publication in September 2015, are kindly requested to submit their proposals for double-blind peer review through the online platform of the journal:
(posted 14 October 2014)

Permanently Valid Calls for Papers

The Journal of Cultural Mediation

The Journal of Cultural Mediation of the SSML Fondazione Villaggio dei Ragazzi "don Salvatore d'Angelo" focuses on the role of culture in perceiving and translating reality. The aim of this Journal is to promote research in communication, especially by investigating language, languages, cultural models, mediation and interculturality, welcoming contributions focussing on cultural mediation in modern society.
In particular manuscripts should concern:
- The role of the cultural mediator
- Linguistic/cultural mediation teaching methodologies
- Cultural mediation and identity
- Linguistic mediation in specialized discourse
- Analysis of text translations
- Quality interpreting - Interpreting as cultural mediation
- Professionalization and professional issues of interpreters
- Interdisciplinarity within Interpreting Studies
- Teaching methodologies in interpreter training
- Research on any aspect of interpreting in any research paradigm (including cognitive science, psycholinguistics, neurolinguistics, sociolinguistics, applied linguistics, discourse analysis, pragmatics, anthropology, semiotics, comparative cultural studies, cross-cultural communication, etc.)

All papers submitted to The Journal of Cultural Mediation should be original, neither having been previously published nor being considered elsewhere at the time of submission.
Papers can be written in Italian, English, French, Spanish or German, they should not exceed 6000 words and should be preceded by an abstract of 200-250 words. If the language of the paper is not English, please include a translation of the abstract in English as well. At the head of your abstract please indicate the title of the proposal, the name of the author/s, affiliation and email address. Please include five to six keywords.
The editor will select contributions for each issue and notify authors of acceptance or otherwise according to the dates below.
Authors wishing to contribute to the Journal of Cultural Mediation are welcome to submit their abstracts as email attachments to:

For further information, contributors are encouraged to read the guidelines of the journal, given on our website:
March 31st: call for abstracts
April 15th: notification of acceptance
June 15th: paper submission
September 30th: call for abstracts
October 15th: notification of acceptance
December 15th: paper submission
(posted 16 February 2012)

The Brontës and the Idea of Influence
A thematic dossier in the “Writers, writings” section of LISA e-journal

In March 2007, Stevie Davies, Patricia Duncker and Michele Roberts gathered around Patsy Stoneman at Haworth in Yorkshire to talk about the influence that the Brontës had had on their evolutions as authors, and more generally, about the source of inspiration that the most famous family of writers in England could represent. Patsy Stoneman had already tackled the topic by publishing a book entitled The Brontë Influence in 2004 with the help of Charmian Knight. The issue of LISA e-journal "Re-Writing Jane Eyre: Jane Eyre, Past and Present" is further evidence of Charlotte Brontë's influence on the writers of the following decades or centuries. So far, these studies have been quite limited and this field of research, "the Brontë influence", offers a wide range of possible developments.
Moreover, if the four authors' poetry and novels have already been the object of numerous studies, there is much left to write about the influences which were exerted on the Brontës, whether religious, literary, philosophical or cultural. Taking account of the context of  a work is often a good way of understanding the issues underlying a text: the path taken by the Brontës, their journeys, their stays abroad, the books they read, etc. could prove to be very enlightening. Besides these external factors, one could also consider the interactions between the three sisters, who wrote in the same room and who read passages from their works aloud.
A final aspect to identify and study could be the influences which are exerted within the Brontës' works themselves. How can one account for the progress of the heroes and heroines? How is the influence that characters have on one another expressed? What role does nature play in the destiny of characters? Which other elements intervene in the novels?

This dossier devoted to the Brontës intends to analyse the works through the perspective of influence and three different fields of research can thus be considered:
-    influences on the Brontës
-    the idea of influence in the Brontës’ works
-    the Brontë influence on the writers of the 19th, 20th and 21st centuries.
Please send your proposals (one A4 page maximum) to Dr. Élise Ouvrard <>.
Accepted articles will be published in the thematic dossier "The Brontës and the Idea of Influence" on the website of LISA e-journal:
(posted 10 January 2008, updated 3 November 2010)

Controversy: Literary Studies and Ethics
JLT-Journal of Literary Theory online

Submissions are continuously accepted.
Are literary scholars and critics supposed to voice their view on normative questions within their academic writings? How far should world views, political opinions and evaluations enter into the scholarly and critical work with literary texts? Is it even possible to exclude such judgements from literary studies? How and why do different traditions of literary studies treat these problems divergently?

Submissions are expected to refer to previous contributions to this controversy by Peter J. Rabinowitz and Marshall W. Gregory, which can be found here:
and here:
Please contact the editorial office for further details at
(posted 10 February 2011)