{"id":2162,"date":"2012-05-16T14:37:00","date_gmt":"2012-05-16T14:37:00","guid":{"rendered":"http:\/\/localhost\/scitent.com\/2012\/05\/16\/edited-collection-cfp-pedagogies-of-the-end-teaching-and-knowledge-at-the-fin-de-siecle-812012\/"},"modified":"2012-05-16T14:37:00","modified_gmt":"2012-05-16T14:37:00","slug":"edited-collection-cfp-pedagogies-of-the-end-teaching-and-knowledge-at-the-fin-de-siecle-812012","status":"publish","type":"post","link":"https:\/\/navsa.org\/2012\/05\/16\/edited-collection-cfp-pedagogies-of-the-end-teaching-and-knowledge-at-the-fin-de-siecle-812012\/","title":{"rendered":"Edited Collection CFP: Pedagogies of the End: Teaching and Knowledge at the Fin de Si\u00e8cle (8\/1\/2012)"},"content":{"rendered":"<p><\/p>\n<div><span style=\"font-family: Georgia, 'Times New Roman', serif;\"><br \/><\/span><\/div>\n<div><span style=\"font-family: Georgia, 'Times New Roman', serif;\">Co-Editors: Dan Bivona, Arizona State University, and Helena Gurfinkel, Southern Illinois University Edwardsville<o:p><\/o:p><\/span><\/div>\n<div><\/div>\n<div><span style=\"font-family: Georgia, 'Times New Roman', serif;\">500-word abstracts and 1-paragraph bios to <a href=\"mailto:dbivona@asu.edu\">dbivona@asu.edu<\/a> and <a href=\"mailto:hgurfin@siue.edu\">hgurfin@siue.edu<\/a> by <b>August 1st, 2012<\/b>. <o:p><\/o:p><\/span><\/div>\n<div><\/div>\n<div><span style=\"font-family: Georgia, 'Times New Roman', serif;\">This collection explores a possible relationship between the <i>fin<\/i> in the <i>fin de si\u00e8cle<\/i> (the turn of the nineteenth century) and pedagogy. We welcome essays about <i>fin de si\u00e8cle<\/i>literature and culture that theorize<o:p><\/o:p><\/span><\/div>\n<div><span style=\"font-family: Georgia, 'Times New Roman', serif;\">*<i>teaching the end\/decline, or teaching at the end<\/i><o:p><\/o:p><\/span><\/div>\n<div><span style=\"font-family: Georgia, 'Times New Roman', serif;\">*<i>the pedagogical\/didactic, implications of catastrophic thinking<\/i><o:p><\/o:p><\/span><\/div>\n<div><span style=\"font-family: Georgia, 'Times New Roman', serif;\">*<i>teaching as inaugurating, offering (or not) a new beginning after the end.<\/i> <o:p><\/o:p><\/span><\/div>\n<div><span style=\"font-family: Georgia, 'Times New Roman', serif;\">Geographically and theoretically, this volume it is not limited to Britain, the US, and Continental Europe. We encourage submissions that leave the precincts of the \u201cWest.\u201d<o:p><\/o:p><\/span><\/div>\n<div><\/div>\n<div><span style=\"font-family: Georgia, 'Times New Roman', serif;\">We invite contributions focusing on <o:p><\/o:p><\/span><\/div>\n<div><\/div>\n<div><\/div>\n<ul>\n<li><span style=\"font-family: Georgia, 'Times New Roman', serif;\">the reinventions of Foucault\u2019s systems of power and knowledge as pedagogical strategies<\/span><\/li>\n<li><span style=\"font-family: Georgia, 'Times New Roman', serif;\">fin-de-si\u00e8cle anxieties surrounding physical, moral, and intellectual decline<\/span><\/li>\n<li><span style=\"font-family: Georgia, 'Times New Roman', serif;\">didactic representations of a pending catastrophe and attempts to teach how to avoid it.<\/span><\/li>\n<\/ul>\n<p>      <\/p>\n<div><\/div>\n<div><span style=\"font-family: Georgia, 'Times New Roman', serif;\">Examples include but are not limited to<o:p><\/o:p><\/span><\/div>\n<div><\/div>\n<div><\/div>\n<ul>\n<li><span style=\"font-family: Georgia, 'Times New Roman', serif;\">Max Nordau\u2019s <\/span><i style=\"font-family: Georgia, 'Times New Roman', serif;\">Degeneration<\/i><\/li>\n<li><span style=\"font-family: Georgia, 'Times New Roman', serif;\">Thomas Hardy, the Education Reform Act of 1870, and the dangers of literacy<\/span><\/li>\n<li><span style=\"font-family: Georgia, 'Times New Roman', serif;\">George Gissing and concerns about declining literary standards<\/span><\/li>\n<li><span style=\"font-family: Georgia, 'Times New Roman', serif;\">The didactics of social Darwinism<\/span><\/li>\n<li><i style=\"font-family: Georgia, 'Times New Roman', serif;\">Scientia sexualis<\/i><span style=\"font-family: Georgia, 'Times New Roman', serif;\">as a teaching\/didactic tool against perversion and degeneration Eugenics, colonialist education, and protecting the \u201chealthy\u201d national\/racial body from decline<\/span><\/li>\n<li><span style=\"font-family: Georgia, 'Times New Roman', serif;\">The end of traditional womanhood and the fear of the New Woman.<\/span><\/li>\n<li><i style=\"font-family: Georgia, 'Times New Roman', serif;\">Fin-de-si\u00e8cle<\/i><span style=\"font-family: Georgia, 'Times New Roman', serif;\">approaches to <\/span><i style=\"font-family: Georgia, 'Times New Roman', serif;\">paideia<\/i><\/li>\n<li><span style=\"font-family: Georgia, 'Times New Roman', serif;\">Religion, pedagogy, and eschatology at the <\/span><i style=\"font-family: Georgia, 'Times New Roman', serif;\">fin-de-si\u00e8cle<\/i><span style=\"font-family: Georgia, 'Times New Roman', serif;\">.<\/span><\/li>\n<\/ul>\n<p>              <\/p>\n<div><o:p><\/o:p><\/div>\n<div><span style=\"font-family: Georgia, 'Times New Roman', serif;\"><br \/><\/span><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Co-Editors: Dan Bivona, Arizona State University, and Helena Gurfinkel, Southern Illinois University Edwardsville 500-word abstracts and 1-paragraph bios to dbivona@asu.edu and hgurfin@siue.edu by August 1st, 2012. This collection explores a possible relationship between the fin in the fin de si\u00e8cle (the turn of the nineteenth century) and pedagogy. We welcome essays about fin de si\u00e8cleliterature [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[498],"tags":[762,734,768],"acf":[],"_links":{"self":[{"href":"https:\/\/navsa.org\/wp-json\/wp\/v2\/posts\/2162"}],"collection":[{"href":"https:\/\/navsa.org\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/navsa.org\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/navsa.org\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/navsa.org\/wp-json\/wp\/v2\/comments?post=2162"}],"version-history":[{"count":0,"href":"https:\/\/navsa.org\/wp-json\/wp\/v2\/posts\/2162\/revisions"}],"wp:attachment":[{"href":"https:\/\/navsa.org\/wp-json\/wp\/v2\/media?parent=2162"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/navsa.org\/wp-json\/wp\/v2\/categories?post=2162"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/navsa.org\/wp-json\/wp\/v2\/tags?post=2162"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}