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NeMLA: Environmental Justice Pedagogies: Performance and Activism in the Humanities (ASLE Session) (Northeast Modern Language Association (NeMLA))

Niagara Falls, NY
Organization: Northeast Modern Language Association (NeMLA)
Event: Northeast Modern Language Association (NeMLA)
Categories: Postcolonial, American, Hispanic & Latino, Comparative, Interdisciplinary, British, Pedagogy, Popular Culture, Rhetoric & Composition, World Literatures, African-American, Colonial, Revolution & Early National, Transcendentalists, 1865-1914, 20th & 21st Century, Medieval, Early Modern & Renaissance, Long 18th Century, Romantics, Victorian, 20th & 21st Century, Aesthetics, Anthropology/Sociology, Classical Studies, Cultural Studies, Environmental Studies, Film, TV, & Media, Food Studies, History, Philosophy, African & African Diasporas, Asian & Asian Diasporas, Australian Literature, Canadian Literature, Caribbean & Caribbean Diasporas, Indian Subcontinent, Eastern European, Mediterranean, Middle East, Native American, Scandinavian, Pacific Literature
Event Date: 2023-03-23 to 2023-03-26 Abstract Due: 2022-09-30

NeMLA: Environmental Justice Pedagogies: Performance and Activism in the Humanities (ASLE Session)

Deadline 9/30/22
54th Annual Convention, Northeast Modern Language Association (NeMLA)
March 23-26, 2023
University of Buffalo
Niagara Falls, NY

Environmental Justice Pedagogies: Performance and Activism in the Humanities; ASLE Session
Sponsored by the Association for the Study of Literature and the Environment (ASLE)

Performance pedagogy, project-based learning, integrative learning, service learning, and other teaching models all enable students to transform classroom-based arts and humanities learning into performance and action. This roundtable explores these pedagogical approaches in environmental justice (EJ)-themed arts and humanities courses. Participants might consider theoretical and curricular frameworks for approaching:
-EJ project-based or performance pedagogy and NeMLA’s 2023 conference theme of resilience.
-The humanities as a space for understanding aesthetics, emotions, stories, voices, ideologies, audiences, and community considerations important to EJ performance and activism.
-EJ literature as inspiration for artistic/performance practice at arts schools and conservatories.
-Merging performance or project-based learning, creative experimentation, and activism (e.g., Climate Change Theatre Action, The ClimateMusic Project)
-Opportunities for EJ humanities projects and performances to address real-world problems, have community impact, and engage the public.
-Environmentally sustainable and equitable performance; the arts, humanities, and arts institutions in a world with ecological limits and unevenly distributed environmental resources and hazards.
-Diversity, equity, and inclusion concerns for collaborators and audiences in project-based or performance pedagogy.
-Relationships between project-based or performance pedagogy, students’ ecological anxiety, and students’ socioecological positions of privilege and disadvantage; socioeconomically and emotionally sustainable activism.
-Assessment of EJ performance pedagogy, project-based learning, integrative learning, or service learning in relation to curricular requirements or limitations.

Please submit a 300-500-word abstract on the NeMLA website by 9/30/22, outlining your intentions for (1) a teaching resource you’ll share (e.g., reading list, syllabus, assignment, or activity) and (2) a short pedagogical statement (i.e., analysis of this resource, context, and theoretical approach):




Jill Gatlin