Edited Collection of Essays on Teaching Vampire Literature (Abstracts due June 1, 2012).
Vampires are showing up with increasing frequency in the college classroom, and there are emerging an increasing number of courses solely devoted to the Undead. This edited volume intends to offer pedagogical tools for those who teach—and who would like to teach—vampire literature. The collection aspires to draw from a diverse range of teaching approaches, ranging from theoretical framing of vampire literature to teaching vampire literature in the writing classroom.
Topics may include, but are not limited to:
• Theoretical frameworks for teaching vampire literature
• Historical frameworks for teaching vampire literature (ex: in the Gothic tradition, in 20th- and 21st-century American literature, etc.)
• Discussions of race/ethnicity in the vampire literature classroom
• Discussions of gender in the vampire literature classroom
• Discussions of sexuality and bodies in the vampire literature classroom
• Teaching vampire literature in courses designed for high school students
• Teaching vampire literature in courses designed as Honors or capstone, or for first-year students
• Comparative or interdisciplinary approaches to teaching vampire literature
• Teaching vampire literature in the context of horror fiction
• The intersection of popular culture (ex: film, television, music) in the vampire literature class
• Vampire literature in the writing-intensive course, or as a means of teaching writing
• Approaches to teaching specific works of vampire literature (ex: essays on Twilight, Carmilla, etc.)
• Vampire literature and technology in the classroom
Please submit abstracts (350-500 words) by June 1, 2012, along with a brief biography (150-200 words), to lnevarez@siena.edu. If your abstract is selected for inclusion in the volume, final papers (4,000 to 8,000 words) will be due August 15, 2012.
Vampires are showing up with increasing frequency in the college classroom, and there are emerging an increasing number of courses solely devoted to the Undead. This edited volume intends to offer pedagogical tools for those who teach—and who would like to teach—vampire literature. The collection aspires to draw from a diverse range of teaching approaches, ranging from theoretical framing of vampire literature to teaching vampire literature in the writing classroom.
Topics may include, but are not limited to:
• Theoretical frameworks for teaching vampire literature
• Historical frameworks for teaching vampire literature (ex: in the Gothic tradition, in 20th- and 21st-century American literature, etc.)
• Discussions of race/ethnicity in the vampire literature classroom
• Discussions of gender in the vampire literature classroom
• Discussions of sexuality and bodies in the vampire literature classroom
• Teaching vampire literature in courses designed for high school students
• Teaching vampire literature in courses designed as Honors or capstone, or for first-year students
• Comparative or interdisciplinary approaches to teaching vampire literature
• Teaching vampire literature in the context of horror fiction
• The intersection of popular culture (ex: film, television, music) in the vampire literature class
• Vampire literature in the writing-intensive course, or as a means of teaching writing
• Approaches to teaching specific works of vampire literature (ex: essays on Twilight, Carmilla, etc.)
• Vampire literature and technology in the classroom
Please submit abstracts (350-500 words) by June 1, 2012, along with a brief biography (150-200 words), to lnevarez@siena.edu. If your abstract is selected for inclusion in the volume, final papers (4,000 to 8,000 words) will be due August 15, 2012.
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