EVENT Nov 14
Abstract days left 0
Viewed 273 times

Out with the Clones, In with the Clowns: Teaching for the Post-Anthropocene (PAMLA: Pacific Ancient Modern Language Association)

San Diego, CA
Organization: PAMLA
Event: PAMLA: Pacific Ancient Modern Language Association
Categories: Postcolonial, Interdisciplinary, Pedagogy, Popular Culture, Literary Theory, Rhetoric & Composition, Aesthetics, Anthropology/Sociology, Classical Studies, Cultural Studies, Environmental Studies, Film, TV, & Media, Food Studies, History, Philosophy
Event Date: 2019-11-14 to 2019-11-17 Abstract Due: 2019-06-10

This panel seeks papers from scholars working across the disciplines interested in employing interdisciplinary or otherwise innovative methodologies aimed at facilitating teaching and learning about the Anthropocene at all levels.

Analyzing the Anthropocene, or the “Age of Man,” poses unique challenges for the classroom context. How does one “teach” the Anthropocene? How might we use the lenses of Rob Nixon’s “slow violence” or Christian Parenti’s “catastrophic convergence” to add a critical dimension to current teaching? Can we envision ways to work around administrative and standardizing obstacles – and even transcend that physical and ideological place we call classroom? This is essential, for, as Paulo Freire asserts, “critical consciousness is brought about not through an intellectual effort alone, but through praxis – through the authentic union of action and reflection.”

Perhaps the biggest challenge in the pedagogical context is standardization itself – the normalization of repetition to the point where it renders practices and their related problems invisible. How can a practitioner innovate in an environment in which canon and other elements of curricular content are, essentially, cloned? The answer may be found embedded in this year’s PAMLA conference theme: “Send in the Clowns.” Clowning around creatively and collaboratively can counter both disciplinary divisions and cloned methodologies. Maybe making the problems of cloned systems more visible and less palatable – even to administrators – starts with an otherwise suit-and-tie instructor sporting a proverbial big red nose…and a circus of new ideas.

Presentations are welcome from educators, students, activists, and visionaries from all disciplines – as well as independent scholars from beyond academia. By exploring the methodological intersection of critical pedagogy, the consumption economy, and post-industrial society, this panel seeks to uncover how we might manifest the Anthropocene into teachable moments. Perhaps by comprehensively considering the Anthropocene in these ways, we may discover integrated approaches to teaching and learning that begin to counteract compartmentalized thinking and better equip our students with the critical perspectives they will need in the post-Anthropocene world.

Related topics this panel might consider in a pedagogical context include, but are certainly not limited to:

Rewilding the world
Cultural (r)evolution
Technocracy / Techno-utopia
Commodification / Consumerism
Advertising and marketing / mass media
Electoral politics and the corporate empire
Nature of the modern workplace
Urbanization / Industrialization / Mass production
Suburban expansion / population growth
National and natural borders
Population upheavals / refugees / mass migrations
Materialism / Resource depletion / resource wars
Anthropogenic extinction
Well-being: physical, spiritual, etc
Sustainability vs. consumption culture
Personal wealth versus the greater good
Animal ethics / veganism / sustainable eating
Post-humanism / human exceptionalism
Human nature / human condition
Farming for the future / land stewardship
Postcolonial ecocriticism
Endangered species / cultures
Coexistentialism vs. compartmentalization
Composing / Composting / Ecopoetics
Epistemology / Ecology / Environment
Planetary studies
Animal / human exploitation
Looking away vs. ‘staying with the trouble’
Grassroots movements / protest theory
Student-centered learning
Citizen students / Nature as teacher
Democracy versus capitalism
Garbage economy versus pollution prevention
Innovation versus Conservation in the late Holocene
Globalization versus localization
High security state / incarceration / culture of fear
Military industrial complex / geopolitics
Oligarchy versus democratic governance
Embodied cognition / immersive environments
Socioeconomic inequality / disenfranchised peoples
Ethics of consumption / carbon footprint / greenwashing
Sharing economy / Recycling / Upcycling
Environmental history
Ecocritical curriculum / Environmental humanities
Archiving at the Margins
Interdisciplinary teaching and learning
American exceptionalism / [politics of] dark ecology
Teaching beyond the test

Individual paper presentations will be between 15 and 20 minutes long. Please submit proposals via the online system at https://pamla.ballastacademic.com/Home/S/17915 by June 10, 2019. The conference will be held in San Diego, CA on November 14-17, 2019. Any questions can be sent to the above email address.


Ron Milland, Presiding Officer