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Calls for Papers (CFPs)

SAMLA welcomes broad participation in planning, chairing, and presenting as part of sessions for its next conference, SAMLA 94, taking place on November 11-13, 2022, in Jacksonville, FL

Each Session Chair writes their own Call for Papers (CFP) and submits it to SAMLA for approval and posting. Presentation abstracts are then directed to the individual Chair, who selects and notifies their panelists accordingly. The Chair then submits information about the panel they have selected to SAMLA for inclusion in the conference program. 

Please read the instructions below for further details and links to the appropriate forms.

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Instructions for Prospective Chairs

Prospective Chairs should begin by deciding on the session's type and format:

  • Session Types include Regular Sessions, Affiliated Group Sessions, and Special Sessions. For your convenience, we have defined these session types here. Unless you are representing an existing Affiliated Group or Regular Session, your CFP will be classified as a Special Session. If you represent an organization looking to become an Affiliated Group, or if you are unsure if your session is a recurring Regular Session, please email Dan Abitz at [email protected].
  • Session Formats include Traditional Sessions, Roundtables, Workshops, Readings, and more. We have described the most common formats here. SAMLA welcomes other session formats when applicable.

Next, prospective session chairs should prepare their CFP language and submit a CFP form for SAMLA's approvalA CFP form should be submitted for each session, even if the session already has a full list of presenters. SAMLA will post all approved CFPs below to encourage scholars to submit abstracts to Session Chairs for approval and, ultimately, inclusion in the conference program.

When selecting panelists, Chairs are asked to take note of the eligibility guidelines posted in the "Instructions for Prospective Presenters" section below. Chairs may choose to widen their selection process by posting their CFPs to other databases 

The final deadline to submit a CFP is July 1, 2022.

Instructions for Prospective Presenters

Scholars interested in presenting at SAMLA 94 should review the approved Calls for Papers (CFPs) below and follow any submission instructions set by the individual Session Chairs. 

SAMLA asks that you abide by certain eligibility guidelines when planning your participation in our conference:

  • All conference participants will need to become SAMLA members AND will need to register for the conference. There are two separate forms to fill out and two separate payments to be rendered to meet these requirements.
  • A member may present only one traditional paper per SAMLA conference. A member may participate in other forms as long as the nature of each panel or presentation differs significantly. This may include, but is not limited to: serving as both Chair and Panelist in one’s own panel; serving as Chair in one session and Panelist in another session; serving as Panelist both in a traditional panel and on a roundtable, reading, or workshop discussion; serving as Panelist while also presenting on our Poster Session. If a member is presenting in multiple formats, it is expected and required that the content of the presentations will also be different. Additionally, members are welcome to serve as Chairs, Co-Chairs, and/or Secretaries for multiple panels.
  • SAMLA is proud to provide ample space for undergraduate research at its annual conference. We invite undergraduate students to participate in Undergraduate Research Forum (URF) panels or our annual Friday-night Poster Session. According to SAMLA guidelines, however, undergraduate students are not permitted to participate in non-URF sessions.

CFPs by Category

NOTE: You can jump to a specific subject by selecting a category from the list below, or you can hit Control-F or Command-F to enter a search term (Chair name, keyword, etc).

African / African American Studies

American Studies

Asian / Asian American Studies

Caribbean Studies

Creative Writing

English Studies (UK & Ireland)

Film Studies

French Studies

Gender & Sexuality Studies

German Studies

Hispanic Studies

Interdisciplinary Studies

Italian Studies

Luso-Portuguese Studies

Other Languages & Literatures


Rhetoric & Composition

Slavic Studies

African / African American Studies 


This traditional session welcomes submission on any aspect of African American Literature that attends to how black writers of the 20th Century use literature to bring out discussion on climate injustice. With the conference theme of "change," readers of African American 20th Century Literature often miss the criticism of climatic injustice that is present in much literary work of the 20th Century. From Zora Hurston, to Richard Wright, to Jean Toomer, etc., there are many instances of a critique of climatic injustices that are often either misread or simply glossed over. This panel aims to reconsider 20th Century black writers as the leaders figures in both ecocriticism and ecofeminism. Please submit an abstract of 250 words, a brief bio, and a CV to Isaih Dale, at [email protected]


In his landmark poem, “If We Must Die,” published in The Liberator magazine, Jamaican- born poet Claude McKay addresses the growing anti-Black violence of the Red Summer of 1919, using his poetic voice to increase awareness of racist aggression across the United States and to encourage his readers to fight back against “the murderous, cowardly pack.” The poem, just one of many protest poems composed in the twentieth century, became a rallying cry for social and political change at a time characterized in part by the steady resurgence of the Ku Klux Klan and the continued spread of a dangerous Jim Crow ideology. Refusing to die “like hogs / Hunted and penned in an inglorious spot,” McKay spread an important message about not capitulating to the bigoted demands of white supremacy and about the need to cultivate a mindset of Black communal self-defense in order to protect Black lives but also Black physical and psychosocial sites and access to the “American Dream,” all of which were consistently threatened by racial terrorism of the time. This platform of the man who became known to some as l’enfant terrible was shared by other revolutionaries of the Harlem Renaissance and beyond—figures who used the power of literary expression to call out and condemn, to strategize and revolutionize, and to envision possibilities for a new American vision, one no longer dependent upon the traditions of violence against and disenfranchisement of Blacks. Recognizing the value of this work and that of McKay’s contemporaries (including figures such as Langston Hughes, Lucille Clifton, Richard Wright, Gwendolyn Brooks, James Baldwin, and so many others), the Langston Hughes Society invites proposals for its annual panel at the South Atlantic Modern Language Association (SAMLA) conference on the vital topic of images of resistance and revolutionary change in African-American literature. In our mission to increase awareness and appreciation of the work and legacy of Langston Hughes, we are attuned to his sociopolitical philosophy much aligned with this panel theme. For instance, as Hughes declares in his essay, “My Adventures as a Social Poet,” “The moon belongs to everyone, but not this American earth of ours” (205)--a statement that reflects Hughes’ concerns about the mounting inequities of U.S. life but also his awareness that progressive action, whether through poetry or protest, would be necessary to bring about true freedom for those now faced with a different kind of chains. How, then, did authors across time use their literary works to envision resistance and revolution in both big and small ways?For us, this panel is incredibly timely. National conversations on antiracism, coupled with the rise in anti-CRT legislation that if passed would ban the teaching of texts this panel aims to highlight, cause us to revisit literature of the not-so-distant past for the important lessons it has left behind. Therefore, we are particularly excited to receive proposals for presentations that draw connections between the authors of the Harlem Renaissance and revolutionary writers of the present as we work to trace the heritage of resistance in Black-authored texts. Papers with a focus on Hughes are especially welcomed, though not required. Proposals for this panel should be approximately 250 to 350 words in length and should be submitted, with a brief biographical statement, in a Microsoft Word file to Dr. Christopher Allen Varlack, President of the Langston Hughes Society, at [email protected] no later than July 1, 2022. The selected participants will be required to hold membership with the Langston Hughes Society as well as the South Atlantic Modern Language Association in order to present. For more information on the Langston Hughes Society and our mission, please visit us online at


This traditional session welcomes submissions on the questions of language and identity in contemporary postcolonial literature. Abstracts addressing the conference theme "change" are especially welcome. By July 15th, please submit an abstract of 250 words and a brief bio to Namrata Dey Roy (Georgia State University) at [email protected]


This traditional session format welcomes submissions on any aspect of Octavia E. Butler's writing. Abstracts addressing the conference theme ("Change") are especially welcome. By July 1st, please submit a 250-word abstract, a brief bio or CV, and any A/V or scheduling requests to Chris Gabbard, University of North Florida, at [email protected]

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American Studies


This panel invites submissions on any aspect of representations of American values highlighting the permanency of change reflected in 20th century American literature. Please submit a 250-word abstract, a brief bio or CV, and any A/V or scheduling requests to Maria Orban (Fayetteville State University) at [email protected] by July 25, 2022.


This traditional session welcomes submissions on any representation of nonhuman animals or animality in southern literature from the last century. With the development of posthumanism and human-animal studies over the last few decades, nonhuman animals in literature invite readers to no longer consider them as only symbols of human experience, but instead as literary agents of cultural change for both human and nonhuman worlds. Particularly, this panel seeks to explore how those nonhuman animals are active in southern literature. Panelists may be interested in examining nonhuman animals or animality in a single southern text, a southern author’s oeuvre, or an entire southern genre. Considering this year’s theme of “Change,” this session will not define the "south" as a strictly American region, so abstracts from a range of global and regional souths are welcome. By June 30th, please submit an abstract of 250 words, a brief bio, and any A/V or scheduling requests to Kacee McKinney, University of Mississippi, at [email protected]


This interdisciplinary panel welcomes submissions on any aspect of change within life writing. With the proliferation of modes available for what Anna Poletti has termed “self-life-inscription” and a concurrent rise in hybrid genres such as autofiction that challenge the assumed boundary between truth and fiction in autobiographical narrative, it is clear that the scope of what is considered autobiography is changing. This panel seeks to articulate these changes and explore how they are impacting our understanding of the meaning and significance of life writing. Papers might explore changes in the medium of autobiography, such as social media, photography, film, graphic narratives, material collections, or performance. Papers might also address changes within established forms such as confession, memoir, the personal essay, or the diary. Theoretical considerations of change, transformation, or conversion within autobiography would also be welcome. By June 30th, please submit an abstract of 250 words, a brief bio, and any A/V or scheduling requests to Kimberly Hall, Wofford College, at [email protected]


The Emily Dickinson International Society panel invites submissions on any aspect of Dickinson’s writing, and abstracts addressing the conference theme ("Change") are especially welcome. By July 30, please submit an abstract, a brief bio or CV, and any A/V or scheduling requests to Trisha Kannan at [email protected].


From Zora Neale Hurston to Ernest Hemingway, Florida has been home to a significant number of authors in a wide variety of literary genres.  This traditional session welcomes submissions on any aspect of a writer's relationship to Florida, or of their use of Florida as a setting or inspiration of a work or works.  Abstracts addressing the conference theme of "change" (including cultural, political & environmental) within the novels, poems, stories or narratives of Florida writers are particularly welcome.   Please submit a 200-word abstract and brief bio by July 15 to Mark Klemens at [email protected].


This traditional panel session intends to examine the works of lesser-known authors or obscure works by canonized authors during the era known as the Lost Generation. We welcome submissions exploring multiple genres in American literature during the period after World War I and through the 1930s. Since the theme of SAMLA 94 is “Change,” papers could consider how examining lesser-known Lost Generation authors or obscure works can enhance our perspective of the Lost Generation’s approach to shifts in writing, art, culture, and socio-economic issues. Panelists could also explore how the writers during the lost generation experimented with various forms of writing to shape modernity. Submissions should consist of a 150-200-word abstract, a one-page CV including preferred pronouns, and A/V requirements to Nicole Musselman [email protected] by June 30, 2022.


This panel intends to examine the works of Muslim American poets, novelists, playwrights, musicians, performers, filmmakers, and visual artists. We welcome submissions that examine the diverse compositions of Muslim American identities as depicted in cultural texts as they challenge and engage with the canonical codes and sociopolitical norms of national, theoretical, literary, and aesthetic spaces. Keeping in mind the theme of SAMLA 94 “Change,” panelists might consider how these writers and artists employ different media in their mapping of modifications in cultural, political, and religious landscapes. Panelists may also want to explore how the writers and artists articulate the concepts of change (or stasis) as Muslim Americans to deal with issues of language, representation, location, technology, and education in high and low art forms. Please submit a 300-word abstract, a short biography, pronouns, and A/V requirements, to Mahwash Shoaib ([email protected]) by July 29.


Native American writers have long depicted historical trauma in their fiction through representations of poverty-ridden reservations, urban decay, tribal dissolutions, or the sociogenetic effects of such a history: alcoholism, internalized racism, or damaged family relations. Writers post-1960s have sought to address these issues through mythic or ceremonial articulations, or via fragmented texts that seek wholeness through layered representations of poetry, photography, oral story, film, or other mediums. This panel seeks to explore contemporary approaches to navigating the historical shift from colonialism to neo- or postcolonialism. How do writers respond to intergenerational trauma in fictional settings still riven with despair or hopelessness? How might mythic revisions, textual structures, humor, or other rhetorical tools offer hope or social commentary on ways to address intergenerational despair or trauma? This panel welcomes submissions on any contemporary fictional or poetic text by an indigenous author that responds to the changes brought by colonialism. Send abstracts of 250-300 words, a brief biography, and any audiovisual or scheduling requests to Betsy Nies, University of North Florida ([email protected]) by July 1.


The Society for the Study of Southern Literature invites papers on the South and science fiction for a panel at the South Atlantic Modern Language Association’s 94th Annual Conference from November 11-13, 2022 in Jacksonville, FL. Papers may discuss any of the subgenres of science fiction, especially Afrofuturism, post-apocalyptic, or alternate history, and may focus on any medium including video games, novels, movies, television, comics, etc. as long as long as the South or “Southern-ness” is a concern within the chosen text. We welcome presentations that offer to 'expand' the canon of southern literature and science fiction itself, especially papers that focus on works by BIPOC, AAPI, or LGBTQ+ writers. Please direct any questions to [email protected] Please, submit 200-500 word abstracts, biographies, and A/V requirements via the following link by Wednesday, June 1, 2022:


This traditional session welcomes submissions that address the historical impact of American fiction novels. Works like Sinclair's The Jungle and Douglass' Narrative transformed American perspectives in a permanent way. Abstracts addressing these novels or novels whose publication created a similar influence on change in American society and ideology are especially welcome. Proposals may address any era of American fiction, including more modern works. By May 3rd, please submit an abstract of 250-350 words, a brief bio, and any A/V or scheduling requests to Holly Dykstra, Department Chair, Laredo College, at [email protected]


This session welcomes submissions on any aspect of Truman Capote.  Abstracts addressing the conference theme are especially welcome.  By June 30, please submit an abstract of up to 200 words, a brief bio, and any A/V or scheduling requests to Dr. Stuart Noel, Truman Capote Literary Society, at [email protected].


Papers for this traditional session may focus on any aspect of Walker Percy’s life and works, either fiction or non-fiction.  Especially welcome are topics relevant to the SAMLA 94 conference theme: Change.   How have Percy’s novels changed from his first, The Moviegoer, to his last, The Thanatos Syndrome?  How do his characters change, either within an individual novel or throughout his career of novel-writing?  How did his philosophy and/or semiotic theory progress throughout the years?  How did the changing American society affect his writing and philosophy throughout his career, from the 1960s to the end of the 20th century?  How did he respond to social change?  Please send 300-word abstracts on these topics or any aspect of Percy’s fiction or non-fiction by July 20, 2022, to Dr. Karey Perkins, South Carolina State University, to both [email protected] and [email protected].  Please also include a brief bio and any A/V requirements in your abstract.


National narratives are iterative projects that can never quite arrive at the truth, and public understandings of American history and culture have always been destabilized by white supremacist perspectives and the misappropriation of information. As white supremacist voices are (re)mainstreamed and elevated, the fracturing of the American text only accelerates. In keeping with this year’s conference theme, this traditional session invites submissions related to the ways white supremacist and ethno-nationalist ideologues attempt to overwrite, erase, or reinterpret some component of the American narrative. Depending on the level of response, priority will be given to relatively recent or ongoing activity. Consideration of the roles of academic research, journalism, and other forms of public discourse in countering these textual revisions is especially welcome. By July 10, please submit an abstract of 250 words, a brief bio, and any A/V or scheduling requests to Laura Jeffries, Florida State College at Jacksonville, at [email protected].


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Asian / Asian American Studies


Since the emergence of Asian American Studies as an intellectual field of studies almost 60 years ago, the field of Asian / Asian American Studies has not only evolved as a whole but has also had to endure ongoing changes and readaptations. Now, perhaps more than ever, the field of Asian / Asian American Studies calls for new changes or perhaps even a new vision, to help us cope with the many living realities and meanings—whether racially, culturally, historically, or politically, just to name a few—on which we stand. This panel welcomes presentations on any aspect of studies and/or teaching in literature, language, history, culture, and arts within the realms of Asian / Asian American Studies that aim to provide thought on the following question: What are some changes, adaptations, or new approaches needed within the field of Asian / Asian American studies and/or the pedagogical approaches for teaching these studies? Comparative or interdisciplinary studies, multiethnic, transnational, and cross-cultural research related to the SAMLA 94 theme, Change, are especially welcome. Please submit a 250-300 word abstract/proposal, a brief academic bio, and any A/V or scheduling requests to I-Hsien Shannon Lee, Georgia State University, at [email protected], by July 25, 2022.  

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Caribbean Studies


Change? “Illness as Metaphor” in Hispanic Caribbean Writing / “La enfermedad como metáfora” en la escritura del Caribe Hispánico. In her well-known essay Illness as Metaphor, Susan Sontag argues that TB, one of the major pandemics of 19th-20th centuries, was primarily viewed as “intractable and capricious,” and even “mysterious.” The same mystifying approach seems to still be present, when addressing cancer, HIV, and most recently COVID-19. This panel welcomes papers, in Spanish and English, analyzing the intersections between health, society, and culture in the writings of Hispanic Caribbean authors from the Caribbean encounter to the present. Submit a 200-300-word abstract to Jose Gomariz, [email protected], by July 30.

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Creative Writing


This session welcomes creative submissions of fiction or creative nonfiction. We especially encourage submissions where writers challenge our assumptions, experiment with form or point of view, attempt to destabilize, or perhaps introduce debate about the status of the text or the act of writing. The panel will feature three to five readers; the time allotment for each reader will be determined based on submissions, and a brief discussion among readers and audience members will follow. To submit your work for consideration, please forward a prose sample of three to five pages and a brief bio to Matthew McEver, MFA, University of North Georgia, at [email protected] by July 29, 2022. Please do not hesitate to send questions or inquiries prior to submitting your materials.


What does it mean to decolonize the creative writing classroom? Is a workshop apocalypse on the horizon? This panel will examine and unpack the power dynamics, pedagogical traditions, and cultural biases of the creative writing classroom in light of recent scholarship calling those components into question, suggesting that creative-writing curricula often marginalizes underrepresented voices. This session will feature a roundtable (question and answer) format with interactive discussion among panelists and audience members. Panelists will have opportunities to voice their ideas, offer instructional possibilities, and respond to one another. The number of panel participants will be determined based on submissions received. Please submit the following materials by July 29, 2022: a statement (300 words or less) on your interest in joining this panel, a brief bio including a list of creative writing courses taught, and any A/V requests to Matthew McEver, MFA, University of North Georgia, at [email protected] Please do not hesitate to send questions or inquiries prior to submitting your materials.


This regular poetry session welcomes creative submissions on any aspect of the SAMLA 94 conference theme: Change. This session aims to feature all types of poems and poets that address the changing times and inspire us to change; poems for revolution and evolution; poems for a change of mind and body; poems that reflect a change of craft, technique, or perspective--any and all are welcome! By July 1, 2022, please submit a sample of original poetry that fits the conference theme (3-5 poems, 10 pages max), a brief bio, and any A/V requests to Valerie A. Smith, Kennesaw State University, at [email protected].

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English Studies (UK & Ireland)


The SAMLA 94 conference theme of “change” encourages us to look at texts in different ways, which might include looking at texts that reflect real change or that perhaps illustrate the appearance of change coupled with a sense, ultimately, of stasis. This theme of “change” gives us a chance to examine Conrad’s authorial engagement with the potential complexities of change in society or politics and in our personal lives.

In this panel we invite papers that explore any aspect of Conrad, but given the conference theme, we might consider the ways in which investigations of change in Conrad can sometimes point to the dogged continuation of the status quo. For example, in Heart of Darkness, there seems to be action and therefore change in all directions, but the portrait may be, in the end, one of a stark, unchanging reality: the heartless pursuit of profit and exploitation. It seems the more things change the more they stay the same. In Conrad's great political novel Nostromo, change is also evident everywhere and yet we might think that the inevitable victory of the monetary interests looks very familiar to us today. And then there is Under Western Eyes, his great novel of Russia which suggests an interesting, and still timely, tension between stasis and change. Papers that investigate these or any other aspects of change in Conrad will be most welcome.

By July 1st, please submit an abstract of approximately 250 words and a brief bio, any A/V requirements and contact information to [email protected]


2022 marks the sixtieth anniversary of the film Dr. No and the publication of Ian Fleming’s ninth James Bond novel, The Spy Who Loved Me. Both these works represent watershed moments for the character of James Bond, the film launching the beginnings of Bond mania, and the novel presented from the female perspective, Bond himself absent until the final third of the novel. Other seminal Fleming works (From Russia, with Love and The Diamond Smugglers) and James Bond films (You Only Live Twice, The Spy Who Loved Me, The Living Daylights, Tomorrow Never Dies, Skyfall) also have anniversaries in 2022, from 10 to 65 years of age. We invite paper proposals on any aspect of these anniversary films and books as they navigate change. We are especially interested in papers that address change in the adaptation of Fleming’s work for film and other media. Please send abstracts of 300 words and brief biographies to Oliver Buckton ([email protected]) and Matt Sherman ([email protected]) by May 16, 2022.


The International T. S. Eliot Society invites submissions for its panel at SAMLA 2022 in Jacksonville, FL from November 11th – 13th.  The conference theme is “change.”  This makes an apt occasion for considering the impact of the watershed of newly published and archival writings from Eliot on our critical understanding of his work and career (e.g., the new Poems, the Complete Prose, the new Letters, the Hale Letters); and/or for considering the many changes that mark the history of Eliot’s own work and thought.  The theme is a capacious one; still, it may not fit for all -- the panel invites papers on any subject related to Eliot.  Please submit a 250 word abstract and brief bio to Craig Woelfel ([email protected]) by June 15th.


The history of Christian literature has often concerned itself with generational conflict and how to resolve it. The change inherent in generational differences has been the source of great Christian writings such as fantasy literature (J.R.R. Tolkien’s Lord of the Rings trilogy, Terry Brooks’ Shannara saga, C. S. Lewis’ Narnia hepatology), literature of difference in generations ( Galsworthy Forsythe Saga, the novels of Nicholas Sparks, Fyodor Dostoevsky’s The Idiot), and the agon in Christian apology as it changes in generations (Billy Graham’s Find Peace in God vs. Ravi Zacharias’ Can Man Live Without God.) Send an abstract about generational conflict and change in Christian literature. Proposals may also concern:

  • The dynamics of change over time in Christian literature (different dispensations in Jonathan Edwards vs. George Whitfield e.g.)
  • Creases in the space/time continuum (the problem of atheism)
  • linguistic translation differences or the art of translation (Faulkner’s Requiem for a Nun translated into French)
  • The theological problem of evil and how it might shift expectations of the Parousia (Second Coming)
  • Any chronological or generational shifts in non-Christian literature than might have implications for Christian writing

Please send a 250-word proposal, a CV, and any A/V requests to Andrew Lamb [email protected] Due July 30.


The Victorian period, denoted by the Queen’s 63-year reign, was a transformational era. The British Empire became the first truly global industrial power, and the arts and sciences also saw extraordinary advancements. Political reform and social change followed, and the period also saw the birth of the socialist and feminist movements. Prof. George Landow characterizes the period as a “complex, paradoxical age that was a second English Renaissance…saw great expansion of wealth, power, and culture.”

This session welcomes papers on any aspect of Change or Transformation emergent in Victorian culture or literature. Some topics might include, for example,

  • The New Woman
  • Doubt and Victorianism
  • Crisis of Organized Religion
  • Reading and Teaching the Victorians
  • Neo-Victorianism: Rewriting the 19th Century
  • Change and Decay in Victorian Literature
  • The Victorian Invention of Modernity
  • Nostalgia and Victorian Literature
  • Victorian Gothic
  • Victorian Fantasy
  • Victorian Literature and Art and the Rise of the Middle-Class Audience
  • Victorian Melodrama
  • Victorian Realism

Please submit paper or panel proposals by June 30 to  Dr. Anita Turlington, University of North Georgia, [email protected]


This traditional session welcomes submissions on any aspect of New Heaven and Earth: Change in the writing of D.H. Lawrence. Abstracts addressing the conference theme of Change are especially welcome. By July 16, 2022 please submit an abstract of 200-300 words, a brief bio, and any A/V or scheduling requests to Ron Granofsky, McMaster University, at [email protected]


This special session welcomes submissions on any aspect of Power, Society, and Adaptation in and of Charles Dickens. Abstracts addressing the conference theme are especially welcome. By April 25th, 2022, please submit an abstract of no more than 300 words, a brief bio, and any A/V or scheduling requests to Meghan Hodges at [email protected]

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Film Studies


For close to seven hundred years, Gawain has been a favorite hero in Arthurian myth, especially when it comes to his legendary accomplishments—and faults—in Gawain and the Green Knight. No matter how much readers may root for him in his quest with the Green Knight, many of us can’t help but wonder…what if? All of that changed with David Lowery’s 2021 film, The Green Knight, which presents viewers with an abundance of scenarios that many of us haven’t even anticipated. In doing so, Lowery has forever altered the way scholars approach the medieval poem. This panel seeks to explore some of the most powerful changes Lowery makes to the base text of Gawain and the Green Knight, and what we can learn about the importance—or dangers—of retelling popular stories in new and inventive ways. Please submit a 250 word abstract, a brief bio, and A/V requirements by July 30th to Melissa Crofton at [email protected].



Since 2004, readers and writers at the Art & Faith web site have created six lists of “spiritually significant” films, culminating in its 2020 iteration of the group’s Top 100 films. (To see this list visit To celebrate the most recent list, the editors will be hosting a session at the 2022 South Atlantic Modern Language Association meeting in Jacksonville, Florida. The conference will be held November 11-13, 2022. This Traditional Session welcomes submissions on any aspect examining the Arts & Faith Top 100 Spiritually Significant Films list. Abstracts addressing the conference theme are especially welcome. By July 15, 2002, please submit an abstract of 500 words, a brief bio, and any A/V or scheduling requests to Dr. Kenneth R. Morefield (Campbell University), at [email protected]. Abstracts are sought that explain the spiritual significance of one or more of the films on the list. Additional topics that are of interest include: auteur theory, canonicity in film studies, the history and development of the Arts & Faith Top 100 (how the list has changed since its inception), gender and sexuality, race, and differences between spirituality and religion. Additional topics that are of interest include: auteur theory, canonicity in film studies, the history and development of the Arts & Faith Top 100 (how the list has changed since its inception), gender and sexuality, race, and differences between spirituality and religion.

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French Studies


October 2017: a journalist, Sandra Muller, creates #balancetonporc and invites women to reply to her original tweet giving them the opportunity to bring to light the times they were victims of sexual harassment. Unlike its #metoo counterpart, Muller invited French women to make public the name of their harassers. The immediate aftermath brought to light how common sexual harassment is in French society. Over the years, new hashtags were created: #sciencesporc, #metooinceste, metoopolitique, and #metoogay. Since the inception of #balancetonporc five years ago, women still cannot talk easily about the issue of sexual harassment. Yet, a lot of media productions on the matter have emerged. How is the issue of sexual harassment addressed in French media post-#balancetonporc? In the spirit of the theme of this year's SAMLA, has anything changed in the last five years? For this CFP, media needs to be understood as literary (novels) and visual (movies, documentaries, television, graphic novels). This panel welcomes submissions on any aspect of the representation of sexual harassment in French and/or Francophone media (as defined above) post-#balancetonporc. Abstracts addressing the conference theme are especially welcome. Papers can be delivered in French or English. By July 25th, please submit an abstract of 250 to 350 words, a brief bio, and any A/V or scheduling requests to Olivier Le Blond, University of North Georgia, at [email protected]


Through History, French and Francophone intellectuals and artists have frequently represented the ever-changing human relationship with Nature through their works. Yet, since the Industrial Revolution, people must not only adapt to their environment to thrive, but they are also defined by it. The implications of climate change for ecological, physical, and sociological systems are profound and disturbing. “The dangers of climate change are mounting so rapidly that they could soon overwhelm the ability of both nature and humanity to adapt,” the United Nations recently reported. Arguments occur as to when the Holocene ended, and the Anthropocene began. This year we invite proposal submissions on the evolving relationship between humankind and Nature. We are especially interested in papers that critically examine the adaptation to the devastating effects of climate change as part of pathways of change in contemporary French and Francophone literature and/or cinema. Please send a 250-word abstract either in French or in English and a short academic biography to Aude Jehan (Western Washington University) at [email protected] and F. Leveziel (University of South Florida) at [email protected] by March 28, 2022.


This panel focuses on how women writers, artists, and filmmakers from the French-speaking world narrate history within and against the grain of the rapid changes wrought by the digital age. As the digital universe expands, we have greater access to the events and peoples of the past through recovered faits divers, digital archives, and collaborative transnational visual data projects. However, this welcomed accumulation of facts and figures also appears to be accompanied by a growing unease with the role of data as a locus of history. Indeed, if endeavors such as SlaveVoyages show the power of the digital age to quantify certain historical aspects of the slave trade, Sylvaine Dampierre, Fabienne Kanor, Gisèle Pineau, and Françoise Vergès caution against historiographical methods that lull us into forgetting the unique identities and experiences that help construct individual and collective history. At the heart of this panel are thus concerns about the epistemological stakes of reappropriating history. How do contemporary authors, artists, and filmmakers intervene in history to bring about social, political, or cultural change? How do they trace out the ramifications of specific historical events? How does the digital age change our understanding of time, place, and agents of history? Please send 250-word abstracts in French or English to Lisa Connell ([email protected]) by May 31, 2022.


In Queer Velocities: Time, Sex, and Biopower on the Early Modern Stage, Jennifer Row demonstrates how “moments of unseemly haste or strategic delay sparked new kinds of attachments, intimacies, and erotics” in canonical theater pieces of the early modern era. Row’s innovative study is in line with the queer scholarship of the past few decades, for which the conceptualization of time has been a central concern: from Jack Halberstam’s observation that queer sexualities disrupt normative time to the debate between Lee Edelman’s antirelational stance in No Future and José Esteban Muñoz’s queer futurity in Cruising Utopia. Our panel seeks to further examine issues of queer time within recent French and Francophone literary and cultural productions. What is queer about time and has it changed over time? How does time and its narrative production affect the experience of reading? How do ideas of remembering (a past) and imagining (a future) play out in queer storytelling? We welcome papers that explore the concepts of futurity, utopia, the death drive, and filiation, to name but a few. Please send abstracts of 250 words and a one-paragraph bio to Thomas Muzart ([email protected]) and Ryan Schroth ([email protected]) by June 15, 2022.

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Gender & Sexuality Studies


This panel welcomes proposals about the lives and works of post-modern and contemporary American women poets (1950’s to present), potentially expanding on how the medium of poetry aids in establishing a voice for women who have historically been silenced and marginalized. Panelists might explore how post-modern and contemporary American women poets were and are in conversation with other poets who wrote before them and how these new feminist voices (particularly from the Women’s Movement), still echoed in poets writing today, changed the landscape of American poetry. As Adrienne Rich said, “We need to know the writing of the past and know it differently than we have ever known it, not to pass on a tradition but to break its hold over us.” Submissions might also include thoughts on the construction of female identity, sexism, and societal inequities. Papers should focus on one particular poet and the historical context within which she was (or is) writing. Please submit a 250-word abstract and a brief bio by July 25th to [email protected]. 


This panel welcomes submissions on any aspect of motherhood and science fiction. From the television series such as Amazon’s The Expanse, to Rym Kechacha’s recent discussion of motherhood in science fiction in The Pram and the Portal: Motherhood as Depicted in Science Fiction Literature, motherhood representations in science fiction can be seen as changing and moving into expanding the traditional motherhood narrative. Please send a 250-500-word abstract, A/V requirements, and short bio to Marie Hendry, State College of Florida, at [email protected] by June 1.


How have depictions of gender and sexuality changed in literature, film, and television in the last decade? What has not changed, and what still needs to change? How do more recent changes compare to historical changes, and what might those changes tell us about the future? This panel welcomes submissions that explore any of these questions in any medium. Presenters must be SAMLA members to attend and may read only one paper at the convention. Please submit an abstract (250 words max), a brief bio, and A/V requirements by June 15, 2022, to Dr. Laura J. Getty, University of North Georgia ([email protected]).

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German Studies

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Hispanic Studies


This session, Spanish I Peninsular: Renaissance to 1700, welcomes submissions on any aspect of Change: its role, its presence, its impact, etc., in Golden Age Peninsular works. Abstracts addressing the conference theme are especially welcome. By July 15, 2022, please submit an abstract of 250 words (English or Spanish), a brief bio, and any A/V or scheduling requests to Linda Marie Sariego, Neumann University, at [email protected] 


The complexity of modern health and healthcare requires an interdisciplinary, collaborative, and humanistic approach. An awareness of the socioeconomic, environmental, and cultural determinants of health are crucial in promoting an understanding in the experience of patients, caregivers, and the community. This panel invites interdisciplinary projects that connect humanities with healthcare.   We will examine projects that promote critical thinking and cultural competency though community-based experiences, literature, translation, creative writing, etc, to reflect on some the complex socioeconomic, environmental, and cultural determinants of health. We seek to share practices through interdisciplinary approaches and theories that focus on the crossing of the arts and humanities, health, illness, and healthcare. Please send a 250-word abstract, A/V requirements, and short bio to Nuria Ibáñez Quintana, University of North Florida, at [email protected] by July 15.


This panel would like to examine the works of Hispanic poets, novelists, playwrights, musicians, performers, filmmakers, and visual artists. We welcome submissions that examine the multiple compositions of Hispanic identities as depicted in cultural texts as they challenge and engage with the canonical codes and sociopolitical norms of national, theoretical, literary, and aesthetic spaces. Keeping in mind the theme of SAMLA 94 “Change,” panelists might consider how these writers and artists employ different media in their mapping of modifications in cultural, political, and religious landscapes. Please submit a 300-word abstract, and a short biography, and A/V requirements, to Ruth Sanchez Imizcoz ([email protected]) or Michele Shaul ([email protected]) by June 30th.


The founding of Latino Studies can be traced to the (re)claiming of an intellectual, critical space that would analyze and explore the constructions of identity from a perspective unfettered by the orthodox disciplines of the moment. During the years of establishment and development of Latino Studies, stereotypical constructions of identity have been challenged and the area has established itself as an agent of change of the academic orthodoxies. In the present times, the field continues to be an indispensable agent for the voicing of inclusion of underrepresented minorities and of change within the complex, refined analysis of American society. In doing so, the field itself is undergoing changes that contribute to shaping Latinx Studies. 

This panel welcomes paper proposals, in English or Spanish, of any aspect of Latinx Literatures and other Cultural Productions that critically address the field as a representation and/or agent of change. Please send a 250-word abstract, a brief bio, and any A/V requests by June 30, to Ignacio Rodeño, University of Alabama, at [email protected] 


Esta sesión de formato tradicional da la bienvenida a trabajos centrados en la figura del cura en la literatura y/o otras producciones culturales del fin de siglo. Bajo el título del panel "Entre faldas anda el juego: la representación del cura en la época finisecular" se busca indagar en cómo durante las últimas décadas del siglo XIX y las primeras del siglo XX se agudiza el interés en la literatura y otras producciones culturales por obras que combinan género y sexualidad con poder, religión y espiritualismo. El debate sobre el celibato eclesiástico, los abusos de poder por parte de algunos miembros del clero y la infalibilidad promulgada por la Iglesia Católica en materias de fe sirven de base a muchos literatos y artistas para cuestionar dogmas y exponer los diversos conflictos en torno al género y la sexualidad en sus obras. Mediante el estudio de la figura central del cura, este panel pretende dar cuenta del enfrentamiento a discursos dominantes acerca de cuestiones de género y sexualidad, poder, fe y religión. A través de varios planteamientos ideológicos y desde distintas aproximaciones críticas, se procura examinar las diversas imágenes del cura sobre las que convergen los debates ideológicos y sociales de la época. El plazo para el envío de propuestas vence el 1 de agosto del 2022. Envíen un resumen de entre 200 y 300 palabras, una breve biografía donde figure también su email y cualquier petición de sistema A/V y de horario a Nuria Godón, Feministas Unidas, [email protected]


The year 1898 is one of those moments perceived as change in the Hispanic and American world, as the Spanish-American war finished off the already weakened Peninsular bull. Thus, at the turn of the century, intellectuals and social agents in Spain, in the Iber-American world, and in the United States engaged in the re-articulation of their own countries’ national identity. Therefore, this session welcomes submissions (in English, Spanish, Catalan, or Portuguese) for papers that explore the way/s in which any of these cultural systems underwent significant transformations in their self-conceptualization as one or more of the variables implicated in the Desastre changed as well. By June 1, please send an abstract of 250-300 words to both Lorena Albert Ferrando ([email protected]) and Francesc Morales ([email protected]).


You are invited to present an aspect of Mexican literature, culture, and film. For example, you can compare and contrast a specific literary work, which has been taken to the cinema or you can also choose a Mexican film and make a presentation on its importance on various aspects of literature, history, and culture. In addition, you might want to consider presenting a paper on a specific contemporary Mexican writer and his novel.  By May 15, please send a 200 word-abstract to Jose A. Cortes-Caballero, Georgia State University‚ Perimeter College, [email protected].


Abstracts for sessions A, B, and C will reflect any theme related to Peninsular Literature and/or Culture from 1700 to the present. It is hoped that these sessions will explore a wide range of topics from different periods. Abstracts for session D should reflect the 2022 conference theme, "Change." This is a quadruple session with a maximum of three presenters per session, with presentations not to exceed 20 minutes. Presenters must be SAMLA members to attend and may read only one paper at the convention. Interested participants are urged to send a 250-word abstract in Spanish or English, a short academic bio (approximately 100 words), and contact information via email in a single Word document at their earliest convenience. Deadline for abstract submission: June 30, 2022. Please send materials and/or questions via e-mail to Dr. Robert Simon, Chair of Spanish II Peninsular: 1700 to Present, at [email protected] .


This Regular Session welcomes submissions in English or Spanish on any aspect of Colonial Spanish American Literature. Abstracts addressing the conference theme and those that demonstrate a specific focus on how perspectives on your chosen topic have shifted or changed over time are especially welcome. Please keep in mind that presentations will be limited to 15 minutes on a 4 person panel and 20 minutes on a 3 person panel.  The number of panel participants (3-4) will be determined based on submissions received.  Please submit proposals by JULY 15, 2022, please submit an abstract of no more than 250 words, a brief bio, and any A/V or scheduling requests to Dr. Eric Vaccarella, University of Montevallo at [email protected]  Please do not hesitate to send questions or inquiries prior to submitting your proposal.


In keeping with the general conference theme and the importance of it, this session welcomes proposals for papers that address how Change/Cambio intersects in the context of Spanish-American Literature of the Twentieth and Twenty-First Centuries.  Please send 250-word abstracts by July 29th to Alvaro Torres-Calderòn (University of North Georgia) [email protected] Please do not hesitate to send questions or inquiries prior to submitting your proposal.


Referring to Central American literature, Karl Kohut asserts that “la relación entre la historia nacional y la literature es estrecha (9).” This noted proximity is nuanced by Arias’ observation that throughout that region’s history since independence, the population—literate or not—has always looked to their writers as a sort of moral and political compass (“Literary” 18), underscoring the protagonism of the written in mapping out national trajectories. This correlates the power of voice with agency beyond the realm of metaphor and presents the question of how the written word has shaped Central American idenitties. In this regular session, we will examine the social change advocated for by that region’s dynamic literature. Please submit a 250-word abstract in Spanish or English, a brief bio, A/V requirements, and contact information by July 30 to Kerri Muñoz ([email protected]).

Arias, Arturo. “Literary Production and Political Crisis in Central America.” International Political Science Review, vol 12, no. 1, 1991, pp. 15-28.

Kohut, Karl. “Introducción: Una(s) literatura(s) por descubrir.” Literaturas centroamericanas hoy: Desde la dolorosa cintura de América, edited by Karl Kohut and Werner Mackenbach, Vervuert Verlag, 2005, pp. 9-12.


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Interdisciplinary Studies


The term avant-garde usually applies to works of art, literature and music characterized by their radical experimentation and opposition to institutionalized culture. Leading unconventional and non-conformist lives, the avant-gardists antagonized the bourgeoise by attacking their social values, mediocrity and material interests. Instead, these iconoclastic artists engaged in acts of dissidence promoted in soirées, manifestos, journals and exhibits that interfered with public life. For instance, Marinetti paraded with the Suffragettes smashing windows through the streets of London, an act that echoes his fervor to destroy museums and academies, as described in the 1909 Futurist Manifesto. In Berlin the journal Dada remonstrated against the regime of the Weimar Republic. Antagonistic action was also illustrated by Dadaist Johannes Baader, who disrupted the 1919 German National Assembly by throwing down copies of leaflets that proclaimed his presidency. In defiance of realist conventions and academicism, exhibits such as the 1913 Armory Show gave rise to independent venues and new art forms. In light of the topic of SAMLA 94, this panel proposes to discuss how the avant-garde in the decades of 1900-1950 promoted social change and aesthetic innovation by redrawing what is acceptable or unacceptable. Possible topics include but are not limited to:

  • The avant-garde culture industry, high art and kitsch
  • Intermediality and innovation in genre categories
    Political revolution, social reform and aesthetic militancy
  • Primitive vanguardism
  • Bohemian lifestyles and radical experimentation
  • The New Woman in avant-garde art, literature and cinema
  • Cultural icons and the phenomenon of celebrity
  • Countercultural practices: soirées, manifestos, journals and exhibits
  • Oppositional avant-gardes: Futurism vs. Vorticism, Dadaism vs. Surrealism
  • Reactions to Eurocentric vanguardism in Latin America, Asia and Africa

By June 29, please submit an abstract of 250-300 words, a brief bio, and any A/V or scheduling requests to Leticia Pérez Alonso, at [email protected]


“Fashion, to be sure, is concerned only with change…” These are the words of sociologist Georg Simmel from his influential 1904 article “Fashion,” a perceptive examination of the dueling forces driving style: “adaptation to society and individual departure from its demands.” The desire for change, which fuels fashion’s cyclical nature, can be both empowering and limiting. This panel explores the ways that fashion, dress, and style offer transformative possibilities, whether to “stand out” or to “fit in.” We welcome papers devoted to the transformative power of fashion as experienced in contemporary society as well as papers focused on the earlier Victorian and Modern periods. We seek papers on both textual and graphic representations of fashion, and we encourage submissions that examine sartorial themes in literature, theater, art, film, photography, design, periodicals, digital media, and other aesthetic modes of expression. Topics that might be considered include:

  • Fashioning selves through dress.
  • Fashion changes as empowerment.
  • Individual and/vs. group expression through dress.
  • How modern cyclical fashion has changed over time.
  • Individual expression intersecting with the cycles of fashion (by season, year, or by micro and macro trends).
  • Fashion changes and social/political change.

By June 15, 2022, please send abstracts of 250-500 words along with AV requests and short bio to both Loretta Clayton, Middle Georgia State University, at [email protected] and Marylaura Papalas, East Carolina University, at [email protected]


This panel will explore how crisis-political, medical, personal, familial, among others, can result in change in the choices of film or literature for the classroom and the role of the humanities in doing so. For example, how can choices of texts and films be used effectively to teach the risks and the rewards of recognizing, accepting, and adapting to change? How can the selection of materials assist students, and faculty, learn to recognize a crisis, confront the crisis, and overcome the crisis, whether physical or existential? This session panel welcomes submissions on research, scholarly or pedagogical, that address the notion of crisis and how to address it creatively and thoughtfully in the classroom Please submit an abstract of 250-300 words, a brief bio, and any A/V requests, or scheduling requests to Sean Dugan, Mercy College, at [email protected] by July15, 2022.


As we rapidly approach the end of our Netflix queues and flip through the sweet few remaining pages of our previously-untouched Barnes-and-Noble libraries, we are all confronted with the inevitability of redoing--re-watching, rereading, re-(insert verb here). There comes a point where originality ceases, where we are all but forced to upcycle ideas handed down from previous scholars. The artform of literary criticism now rests in the ability to reuse that which has already been used in pursuit of a greater understanding, to recycle literature into shiny new pieces of knowledge to distribute once more. For this panel, we will investigate the indescribable and unique feelings of rereading, reviewing, and remarking our favorite works and pieces of criticism as well as the repercussions that follow. How does originality function within the field of literary criticism? How might literary criticism operate in the future? What investments should be made in the perpetuation of originality? By July 2022, please submit an abstract of 250-300 words, a brief (no more than 100 words) biography, and any A/V or scheduling requests to Catherine Maloney, Session Chair, at [email protected].


During the past three decades an explosion of new knowledge in evolutionary psychology and cognitive science has transformed our understanding of human nature, reshaping theory and research in numerous academic disciplines. A major purpose of this regular SAMLA session is to provide a forum for the presentation and exchange of ideas flowing from this emergent body of knowledge, as it bears upon the interpretation of literature. Proposals are invited for papers that explore literary texts (of any genre, nationality, or historical period) from a well-defined evolutionary or cognitive perspective, including the following:

  • Exploration of evolutionary concepts, including evolved adaptations, in literary texts, e.g., kin selection, parental investment, sibling rivalry, inter- and intra-sexual competition, reciprocal altruism, sexual selection.
  • Investigations of inter-relationships between literary art and the human mind, e.g., Machiavellian intelligence, self-deception, theory of mind, personal narrative, status, reputation.
  • Theoretical approaches, e.g., the adaptive functions of storytelling--how do fictions help us interact with our world and our species?
  • Evolutionary ecology, e.g., inter-relationships between humans and their physical environments, including biophilia and biophobia.

Proposals from scholars in the sciences and social sciences are welcome. Send proposals (200-250 words) and condensed CV to Session Chair Jeff Turpin ([email protected]).


What is certain is that change is a perennial feature of our human experiences.  Yet, both imposed changes (aging, catastrophes, geopolitical change) and changes initiated by the individual or the community (career, educational, family-based, laws, political, among others) lead to unintended and unexpected transformative experiences. How do literature, art, music, social media, or any other artistic expression address the immediacy and transformative affect of change in a way that presents an alternative to the traditional/normative narratives (in politics, media, religion, etc.) about coping with change? This panel invites participants to engage in the concept of change applicable to diverse situations, communities, and individuals. In which ways does a changing political, academic, social, or historical landscape engage and create a dialogue with diverse stakeholders? In which ways is dialogue brought to an impasse? In what ways the affective charge of change is unbearable, dangerous, or even catastrophic?  Possible themes and panel approaches might include, but are not limited to:   

  • Changing political landscapes 
  • Changes in the world of academia
  • “Before and after” moments 
  • Narratives on intersectionality, gender, socioeconomic, and/or autobiographical testimonies   
  • Changes in the world of media 
  • Historical rewriting and forgetting 
  • Changes in support of more inclusive, diverse, and equitable initiatives 
  • Improvements in areas of science, technologies, and/or access to medicine or technology 

Please submit abstracts of 250 words to Dr. Petra M. Schweitzer ([email protected]) and to Dr. Casey R. Eriksen ([email protected]) by 1 July 2022.  We look forward to reviewing proposals and to sharing in examining our constantly-evolving cultural landscape together this fall.


This panel invites papers on representations of the Holocaust in text and film, including contributions that offer comparative perspectives from the broader context of Genocide Studies.  Please submit an abstract of approximately 250 words by July 25, 2022 to Bärbel Such, Ohio University, [email protected].


This special panel welcomes submissions on representations of caregiving in literature, film, and/or popular media with an Ethics of Care focus. Abstracts addressing the conference theme ("Change") are especially welcome. By August 10th, please submit a 250-word abstract, a brief bio or CV, and any A/V or scheduling requests to Chris Gabbard, University of North Florida, at [email protected]


In today's culture, it's almost impossible to avoid "monsters."  Straight from mythology and legend, these fantastic creatures traipse across our television screens and the pages of our books.  Over centuries and across cultures, the inhuman have represented numerous cultural fears and, in more recent times, desires. They are Other. They are Us. This panel will explore monsters--whether they be mythological, extraterrestrial, or man-made--that populate fiction and film, delving into the cultural, psychological and/or theoretical implications. Please submit a 250-300 word abstract, a brief bio, and any A/V needs by May 31, 2022 to Tracie Provost, Middle Georgia State University, at [email protected].


Once considered a fringe movement, neoliberalism has steadily become a central tenet of American life. Neoliberal thought subsequently spread across the globe in a variety of forms (via channels including Hollywood and regulatory bodies such as the International Monetary Fund). Promises of privatization today trump collective action in virtually every aspect of life. This epistemic shift can be felt far and wide, from politicians to postmodern theorists. This panel will investigate symptoms of--and responses to--this shift in the areas of literature and media studies. Given the conference theme, papers of particular interest might address the connection between neoliberalism and change, or the ways in which neoliberalism is (or is not) changing in response to current events. By July 1st, please send a 250-word abstract, brief bio, and A/V requirements to Michael Blouin, Milligan University, [email protected]


While the term “Anthropocene” is frequently used to describe the current geological era of human-created and accelerated climate change, multiple other terms have emerged as scholars expand their understanding of the interconnectedness of human endeavors and their consequences. A useful alternative is “Plantationocene,” which emphasizes the economization of life and places the foundations of global climate change within the intertwined plantation systems of the preceding centuries, including how they continue to be reproduced in new, nefarious ways in the present day. This session seeks presentations that take any aspect of the plantation and its enduring legacies as a starting point for interrogating literature. Presentations that incorporate the SAMLA theme of "Change" are especially welcome. Possible topics include: 

  • Modes of flourishing arising in the shadow of plantation legacies
  • The way the economization of life changes our understanding of land and/or life
  • Material transformations wrought by the plantation in its many forms
  • Ways in which the plantation system sustained/sustains global flows of knowledge
  • The forms the plantation takes in the present day
  • Questions of categorization for the current age (Anthropocene vs. Plantationocene, etc)
  • Unequal distribution of wealth/pollution/climate change
  • Decolonial practices in the wake of the plantation
  • Black futures post-Plantation
  • Any other topic that adopts the Plantationocene as a lens for inquiry

Please send proposals of 300 words or less, a brief bio, and any A/V requests to Matthew Spencer at [email protected] by June 1st, 2022.


“Change,” the theme of SAMLA 94, is especially welcome to the Association of Adaptation Studies because adaptation scholars have long recognized that adaptation of any kind seeks to create texts that are the same as the models they adapt but different in medium, audience, time, place, language, or culture. This year the AAS invites proposals on all aspects of adaptation: analyses of specific adaptations of novels, plays, poems, histories, comics, movies, paintings, dances, operas, and the like; presentations on adaptation theory and its relation to theories of translation, illustration, remediation, and intermediality; and especially presentations that emphasize the paradoxical same-but-different status adaptations have always enjoyed or endured. The Association plans a series of networked yet distanced panels on these and related questions. Please send queries, suggestions, or abstracts of 300–500 words, along with A/V requirements, scheduling requests, and brief bios, to Thomas Leitch (University of Delaware) at [email protected] by 15 July 2022.


Speculative fiction covers a broad range of narrative styles and genres.  The cohesive element that pulls works together under the category is that there is some “unrealistic” element, whether it’s magical, supernatural, or a futuristic/technological development: works that fall into the category stray from conventional realism in some way.   For this reason, speculative fiction can be quite broad, including everything from fantasy and magical realism to horror and science fiction--from China Miéville to Margaret Atwood to Philip K. Dick. This panel aims to explore those unrealistic elements and all their varied implications about society, politics, economics, and more.  Please submit a 250-300 word abstract, a brief bio, and any A/V needs by May 31, 2022 to Mary Ann Gareis, Middle Georgia State University, at [email protected]. SAMLA’s 94th annual conference, Change, will be held at the Hyatt Regency Jacksonville Riverfront Hotel in Jacksonville, FL this year from November 11-13.  Those accepted must be members of SAMLA to present.


In its simplest terms, the Bildungsroman is defined as the coming-of-age novel. This genre traditionally tells the story of a protagonist who does not identify within the mainstream power structure of the society that they inhabit and concludes upon the assimilation to that system of power. However, this is a far more complicated process. Systems of power and the identities that they marginalize are all organic, and in contemporary iterations of this genre, a unilateral crossing over from marginality to the mainstream proves to be impossible and, for that matter, undesirable.         

We invite submissions in Spanish, French, and English.  By June 24, 2022, please send a 250-word abstract, brief bio, and any A/V requirements to Forrest Blackbourn, Dalton State College, at [email protected]


This special session welcomes submissions that trouble the conventional periodization of intellectual and cultural history. For practical reasons, our view of past eras is partitioned into convenient categories—the medieval period, Enlightenment, Romanticism, modernity/postmodernity, colonialism/postcolonialism, etc.—which serve as means of understanding the variegated modes of thinking and being that have been. However, such categories often gloss over the presence of individuals and individual works that inhabit the margins or the interstices of such periodizations, or which defy such periodization altogether. Conventional periodization also tends to belie how features of a former period tend to continue (i.e., not change) into subsequent ones (thereby troubling notions of “post-” or “anti-,” etc.). As such, papers may consider a wide swath of possible questions, including but not limited to the ilk of the following: were Enlightenment thinkers so advanced from medieval ones and/or were medieval thinkers so uniformly un-enlightened?; in what ways did writers of the modern period perpetuate Romantic ideals, philosophic or literary; did postmodernity genuinely liberate itself of the categories characteristic of modern writers and thinkers?; did deconstruction genuinely transform how language and literature were understood and used in its wake? Put otherwise, in what ways can understandings of cultural transition be troubled by ideas or values that prove to be resilient in the face of real or perceived change? By July 20, 2022, please submit an abstract of 250–500 words (abstracts addressing the conference theme are especially welcome), a brief bio, and any A/V or scheduling requests to Elliot Shaw, PhD student at University of Georgia, at [email protected]. We look forward to your ideas.


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Italian Studies


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Luso-Portuguese Studies


This session welcomes submissions focusing on Portuguese Colonial Literature, with special, but not exclusive, emphasis on Angola and Mozambique. Themes can focus on the following aspects related to the colonial problem or the meeting/mismatch of cultures in Africa: Hegemonic, social, cultural and economic practices; Asymmetrical power relations between colonizers and colonized: issues of cultural and social stratification;  The problem of identity: the exclusion of the other (the black) and the non-recognition of the other as a subject of his own world; Dichotomous and differentiated configurations of the African space; A vision of Africa that almost always privileges the Portuguese point of view on the African world and rarely that of the African peoples on their world; Denial of African reality; Practices and objectives of the Portuguese civilizational mission; the relationship of this mission to the white man’s burden; Violation of the African space and the body of the other. By July 30, please submit an abstract of 250 words, along with presenter’s academic affiliation, contact information, and A/V requirements, to Sandra Sousa, at [email protected]

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Other Languages & Literatures


Since its inception in 18th-century Britain, the Gothic has been characterized by its ability to shapeshift, to morph and develop, not unlike its monsters, into different forms in response to the anxieties of its specific time and place. The Gothic, of course, has transcended its own origin story, not only in terms of national origins, but also generic associations. The Gothic aesthetic emerges in all cultures and has global appeal. The generic tributaries of Gothic include everything from science fiction to horror, from psychological thrillers to steampunk. In addition, Gothic themes and the Gothic aesthetic have infiltrated video games, cartoons, clothing lines, film, music, and more. Although the Gothic is typically associated with the bizarre, weird, and uncanny, this panel seeks to explore the myriad ways in which the Gothic infiltrates everyday life and asks what purpose it serves in doing so.

Some topics and questions to inspire (but not limit):

  • How and why does the Gothic aesthetic inform (or what role does it play in) contemporary television shows, films, fiction, or other “traditional” genres?
  • How and why does the Gothic emerge in the news and political discourse?
  • Where and why do we see the Gothic in fashion, video games, social media?
  • In what ways do contemporary Gothic fictions (broadly conceived) represent, contain, challenge, critique “the everyday”?
  • In keeping with the conference theme, how has the Gothic itself changed from earlier stages and what do those changes reflect about the cultural work that the Gothic does?

This special session welcomes submissions on any aspect of “Everyday Gothic.” Abstracts addressing the conference theme are especially welcome. By 1 July 2022, please submit an abstract of 300 words, a brief bio, and any A/V or scheduling requests to Diana Edelman, University of North Georgia, at [email protected]

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The Covid-19 global pandemic has accelerated an existing push from world language instructors and second language acquisition scholars to reconsider methods of assessment in the language classroom as practitioners have suddenly been required to modify course modalities and support an increasing number of struggling students. This is particularly fitting in the context of the theme of SAMLA 94, “Change.” The efficacy of testing as an indicator of proficiency is increasingly problematic, particularly as our notion of proficiency itself evolves and our ultimate goals for learners have shifted to include students’ developing confidence in their own multilingual identity. Considering the negative impact that foreign language anxiety (FLA) has on learners’ development (Horowitz, Horowitz & Cope 1986, Horowitz 2001, Pérez 2019) and, conversely, the highly favorable effect of intrinsic motivation on successful language-learning outcomes (Gardner 2007, Dörnyei 1998, 2015, Ellis 2015), it does seem that a change is indicated. Recent movements, stemming largely from the field of digital humanities, have proposed a range of different ways to evaluate learners, including ungrading (Kohn 2011 & 2018, Stommel, Blum 2020) and contract grading (Davidson 2015). How might we harness these initiatives in the world language classroom? What would be the effect? Would we find that the learner demonstrates an increased growth mindset? What about the question of anxiety, from the perspective of both learner and instructor? How might alternative assessment approaches affect student motivation? This special session seeks contributions that explore the ramifications and potential of alternative assessment formats and approaches in the world language classroom as well as their attending challenges. Case studies or theoretical approaches welcome. Please submit an abstract of 250 to 350 words, a brief bio, and any A/V or scheduling requests by July 25 to Melinda Cro, [email protected], and Andie Faber, [email protected], Kansas State University.


This Roundtable discussion welcomes submissions on any aspect of pre-pandemic college classroom access, post-pandemic college classroom access, or policies implemented in college classrooms post-pandemic which could limit access. Abstracts addressing the conference theme are especially welcome.  Due to the pandemic, instructors have all felt the strain change placed on our classrooms. However, these changes have brought to light important aspects of access at the university level previously regulated to individual or case-by-case discussions. This roundtable seeks to generate a wider conversation about how instructors handle access in the classroom, and what has improved or hindered access. Participants will be asked to contribute to a Declaration of Access, a document which can be utilized to remind instructors, departments, or universities of the important work which needs to be done creating access on college campuses. By August 1st, 2022, please submit an abstract of 250-300 words, a brief bio, and any A/V or scheduling requests to Dr. Brielle Campos, Middle Tennessee State University, at [email protected]


The recent wave of assaults on Critical Race Theory in the classroom, the debates over Ethnic Studies curriculum in California, and the trend of ”Parental Rights” bills like the one recently passed in Florida suggest that we have entered a new wave of the culture wars. Politicians and parents have attempted “somewhat successfully” wrest control of pedagogy out of the hands of educated teachers and to weaponize curriculum against a perceived indoctrination of American youth. This special session aims to explore the pedagogies and responsibilities of educators, diverse as they may be, in navigating and responding to changes in the current cultural climate, including how changes in public sentiment and state laws influence English education. By July 31, please submit abstracts (250 words), a brief bio, and any A/V scheduling requests to Claire E. Lenviel, Columbia College, SC, at [email protected].


This workshop welcomes submissions on any aspect of innovative pedagogies and approaches to language acquisition. Share projects and activities that utilize authentic and/or technological are welcome as well as new approaches and best practice to any aspects of teaching language, culture and literature. Proposals addressing the conference theme are especially welcome. By May 31, 2022 please submit an abstract of 250 words, a brief bio, and any A/V requests to Silvia Giovanardi Byer, Park University at  [email protected]  and Angela Bozano at [email protected] 


I saw a recent Facebook post from a fellow English professor: “A student who hasn’t attended class or turned in any work for two and a half months just asked me for an incomplete. . . . and the ask was in an email, too, on a day when she didn’t attend class.” Although I did not know the professor, I can empathize with her experience. Some of our post-pandemic students are different from our “usual” first-time freshmen. For reasons that remain unclear to me, some students, like the one described in the Facebook post, do not yet understand the connection between class attendance, the successful completion of course work, and final grades. Many of us have a “new student” in our class, a post-pandemic student who has different assumptions about class attendance, assignment completion, professionalism, grades, and even student autonomy. This “new student” has different assumptions about teaching and learning practices and about how much “help” they will receive to complete work. I have these “new students” in my classes, too. Last semester, I was baffled over a recurring mystery: several students consistently attended classes, but they did not submit any assignments. I emailed and questioned them repeatedly about missing work, but they did not respond to my queries. I found myself explaining what had previously seemed obvious to me: there is no way to pass a class without completing the work for the class. When I read Becky Supiano’s recent reflection in The Chronicle of Higher Education, I felt a sense of kindred spirit: “Maybe it’s not just me.” Supiano shares an anecdote from an arts and sciences dean, Janna McLean, who has also noticed changes in some of our post-pandemic students: Last semester, professors teaching first-year students at Bethel University. . . . noticed a troubling pattern: ‘Many of our freshmen came to class, but never turned in homework or studied, and then they failed. . . . Instructors,’ McLean added, ‘aren’t quite sure what to make of this [pattern], but suspect it has to do with the fact that many students during the online-teaching part of the pandemic really were just passed along in high school regardless of what they did.’” We may not know the reasons behind these changes in our student populations, but a number of post-pandemic-students seem unaware of some of the most basic tenants of higher education instruction: there is a direct connection between academic work, attendance, and grades. As teachers, what changes can we make to help these students succeed? This [virtual] round-table discussion invites presenters to share teaching strategies to help our post-pandemic students succeed. How can we help our students change their work practices and their understanding of higher education culture? How can we help students become more professional while treating students as adults and empowering them to take ownership of their behaviors and choices, as well as the consequences of their actions? What are you doing to meet the needs of post-pandemic students while also supporting your institutions’ retention goals? Please share your post-pandemic teaching strategies with us. For consideration in this [virtual] roundtable discussion, please submit 250 word abstracts to Dr. Renee Love at [email protected] by July 30, 2022.


This Roundtable welcomes submissions on any aspect of Global Education and the redefinition of CommUNITY. This Roundtable hope to bring together interdisciplinary scholars from around the world to discuss issues, theories, research, practices, and teaching in diverse international educational environments. Abstracts addressing the conference theme of Change in our Global Education and Redefining commUNITY are especially welcome. By May 30th, 2022, please submit an abstract of 500 words, a brief bio, and any A/V or scheduling requests to Dr. Di Mauro-Jackson, Texas State University, at [email protected].


SAMLA seeks roundtable panelists who will share instructional strategies that successfully incorporate social justice themes into various subject areas: literary studies; language studies, creative writing, and rhetoric/composition. We anticipate several roundtables grouped by either subject matter or pedagogical approach, so this call is open to any field of study.

We hope each roundtable will enable a wide-ranging discussion on social justice pedagogies. What texts and social issues have proved particularly pertinent to your students’ experiences of activism, of marginalization, of a changing world? How do you productively draw parallels between the concerns of the literary works you teach and those we are facing in the world outside the classroom? What specific lesson plans, textual pairings, and/or pedagogical approaches do you recommend to colleagues seeking to make their syllabi and classrooms more socially conscious and engaged?

Please share syllabi, assignments, and/or frameworks that help students think through and understand questions of civic engagement; environmental activism; democracy; diversity, equity, and inclusion; or any aspect of social justice and positive change.

Please send 300-word abstracts of your proposed presentation and a brief bio to [email protected]


As we begin to emerge from a global pandemic, we confront mounting catastrophes, old and new, that bind our lives in insecurity.  Literature, in and of itself, cannot resolve these economic, cultural, political, and environmental catastrophes.  Yet literature—reading, writing about, and teaching it—remains urgent, not necessarily because therein we always find clear solutions to our problems, but because the habits the work of literature ingrains in us run counter to the habits that have brought us to this precarity.  In this roundtable, we will discuss the approaches instructors have to teaching literature in precarious times.  While we welcome all responses to this theme, we are particularly interested in the ways in which instructors have dealt with—and taught their students to deal with—catastrophe and precarity through the teaching of literature.  By July 29th, please submit an abstract of no more than 200 words and a brief bio to Dr. Chandler Fry, [email protected].

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Rhetoric & Composition


Common syllabi are not unusual at colleges and universities with large first-year writing programs that depend on contingent faculty for instruction.  But sharing a common syllabus and textbook may not include uniform writing assignments.  The English faculty at Texas Wesleyan University were invited several years ago to design a writing program for the Doctor of Nurse Anesthesia Practice for the Graduate Programs in Nurse Anesthesia.  The professional credentials for nurse anesthetists changed from a master's degree to a doctorate, and candidates were required to write a scholarly research paper as a part of the degree requirements.  The GPNA faculty discovered that students, who had not written in an academic setting since undergraduate school, if even then, struggled with scholarly writing.  The GPNA faculty knew how to guide the students in the interpretation of the research but did not know how to teach the students to write. To fit the demands of the schedule and existing course delivery for DNAP students, a group of five faculty collaborated to design a shared syllabus, shared assignments, and shared lectures.  This special session seeks to explore other examples of collaboration in writing course design and pedagogy, especially for graduate writing in professional programs. This Special Session welcomes submissions on any aspect of Collaborative Course or Assignment Design. Abstracts addressing the conference theme are especially welcome. By July 15, 2022, please submit an abstract of 250 words, a brief bio, and any A/V or scheduling requests to Elizabeth Battles, Texas Wesleyan University, at [email protected].


This special session roundtable focuses on the research of emerging scholars and welcomes submissions addressing nineteenth-century rhetorical activism. In the spirit of Patricia Bizzell and Lisa Zimmerelli’s 2021 collection, Nineteenth-Century American Activist Rhetorics (MLA), panelists are encouraged to connect historical figures, reform movements, publications, and events to contemporary social justice issues addressing culture, politics, and identity. In the ultimate essay of this collection, “The Long Nineteenth Century and the Bend Towards Justice,” Jacqueline Jones Royster issues a salient call: “The basic question concerns what and where twenty-first-century evidence of the nation’s commitment to truth, freedom, justice, and equality for all might be, and what the patterns of practice might suggest, not simply about continuities of belief but also continuities of ethical practice” (329). This session invites emerging scholars to look to the long nineteenth century in taking up this challenge. Please email an abstract of 250 words, a brief bio, and a CV to Lynee Lewis Gaillet, [email protected].


The Teaching Writing in College section welcomes all submissions but is particularly interested in those that consider writing instruction in relation to the conference theme of “Change.” By July 15, 2022, please submit and abstract of 300-500 words, a brief bio, and any A/V or scheduling requests to Lisa Diehl, Chairperson, at [email protected]. Teaching writing has always existed in the intersection of culture, identity, and expression. Writing instructors encourage their students to attend to style, voice, and other aesthetic elements of their text. Writing instructors also encourage their students to think of their work as socially situated and able to effect change in the “real world” outside of the classroom. If students are to be successful in college, at work and in their personal lives, they must learn to write.  This requires students to receive adequate practice and instruction in writing, as this complex skill does not develop naturally.  This also requires educators to continually seek new and creative ways to teach composition which help students succeed. Possible topics include but are not limited:

  • Presentations that draw on student texts or amplify student voices
  • Pedagogies using a civic engagement/service-learning approach
  • Pedagogies foregrounding the role of social justice in writing
  • Projects examining the creativity and/or changes to pedagogical approaches for teaching writing of student writing
  • Examinations of language difference and/or the changes in verbal and technical approaches in the 21st century classroom.
  • Examinations of dialogues of change: student and professor, citizen and female, etc.
  • Presentations which examine the changes in teaching writing online versus face-to-face writing
  • Activist/alternative approaches to writing assessment
  • Successful strategies for teaching writing students in the 21st century classroom

The section encourages presentations that draw on student work as a primary text as well as interactive presentations that engage audience members.


This traditional session format welcomes submissions on any aspect of "Voices from the 21st Century College Composition Classroom." Abstracts addressing the conference theme are especially welcome. By June 30, 2022, please submit an abstract of 150-200 words, a brief bio, and any A/V scheduling requests to Deborah Coxwell Teague, Flagler College, St. Augustine, Florida, at [email protected].


Only about 5% of composition jobs are eligible for tenure, meaning non-tenure-track (NTT) status is the new normal (Lamos, Bousquet). However, the working conditions of NTT faculty are wide-ranging and constantly in flux. This Special Session welcomes submissions and/or perspectives from English professors who are ineligible for tenure, particularly if those faculty teach at institutions that do not offer tenure to anyone. Profiles of first-year composition programs, English departments, or writing programs with significant numbers of faculty off the tenure track are welcome, as are examinations of the positive and/or negative impacts of non-tenure-track faculty status on writing faculty members or students, or entire institutions. By July 15, 2022, please submit an abstract of 200-300 words, a brief bio, and any A/V or scheduling requests to Dr. Jessica Estep, Georgia Gwinnett College, at [email protected]


The seismic changes brought about by movements such as #MeToo and Black Lives Matter have impacted all parts of society. Writing plays a pivotal role in advancing diversity, equity, and inclusion.  This traditional session welcomes submissions on any aspect of teaching, exploring, and leveraging inclusive writing as an instrument of change. By June 1, 2022, please submit an abstract of 150-200 words, a brief bio, and any A/V or scheduling requests to Teresa Kelly, Purdue University Global, [email protected]


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Slavic Studies


This traditional session welcomes submissions on any aspect of Slavic literature, linguistics or pedagogy. By June 1st, 2022, please submit an abstract of 250 words, a brief bio, and any A/V or scheduling requests to Dr. Marya Zeigler, U.S. Department of Defense, at [email protected]



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