Dear all, segnaliamo la giornata di studio interdisciplinare dal titolo “Specialized Discourses across Disciplinary perspectives: Human Development and Well-being” che si terrà il 14 dicembre sulla piattaforma Microsoft Teams. Alleghiamo il programma in cui si trova anche il link per accedere alla piattaforma.
Dear all, segnaliamo il seguente evento organizzato all’interno del ciclo di seminari webinar “Riorganizzare la vita ai tempi della pandemia: Educazione, benessere, lavoro e immaginari del passato per pensare il presente” a cura del Dipartimento FORLILPSI dell’Università di Firenze : “Letteratura e cultura ai tempi dell’emergenza” 15 dicembre 2020 Il seminario si propone di ripercorrere da angolazioni e prospettive differenti alcune rappresentazioni letterarie dell’emergenza, con particolare riferimento al tema della pandemia. Nella convinzione generale che la letteratura sia una tecnica di «istruzione dell’immaginazione» (Dor 2015) e che dunque la conoscenza letteraria contribuisca ad ampliare o a precisare l’esperienza degli uomini e la loro conoscenza del mondo, l’incontro si prefigge l’obiettivo di chiarire, articolare, estendere e arricchire, attraverso la narrazione, l’idea che abbiamo dell’attuale situazione d’emergenza e della crisi provocata dalla pandemia da Covid-19. Programma: o r e 1 6 . 0 0 I n t r o d u z io n e F e r n a n d o C io n i U n i v e r s i t à d i F i r e n z e o r e 1 6 . 1 0 M em o r ia d e l la c a t a s t r o f e e r e – in i z io R i t a S v a n d r l i k U n i v e r s i t à d i F i r e n z e o r e 1 6 . 3 5 P a n d em i e L e t t e r a r i e . U n R a c c o n t o F e d e r i c o F a s t e l l i U n i v e r s i t à d i F i r e n z e o r e 1 6 . 5 0 L a s c r i t t u r a d e l c o n t a g io c om e d e c l in a z io n e d e l l ‘a p o c a l i s s e D i e g o S a l v a d o r i U n i v e r s i t à d i F i r e n z e o r e 1 7 . 0 5 R a c c o n t a r e la p a n d em ia : i l c a s o F a n g F a n g M i r iam C a s t o r in a U n i v e r s i t à d i F i r e n z e o r e 1 7 . 2 0 D ib a t t i t o e c o n c lu s io n i DIREZIONE SCIENTIFICA: RITA SVANDRLIK, FERNANDO CIONI, FEDERICO FASTELLI
Webseminar: “Letteratura e cultura ai tempi dell’emergenza”, 15 dicembre 2020, Firenze Read More »
Dear all, segnaliamo il seguente evento organizzato all’interno del ciclo di seminari webinar del Dipartimento FORLILPSI dell’Università di Firenze: “Didattica delle lingue straniere e tecnologia ai tempi del Covid-19” 10 dicembre 2020 L’evento propone una poliedrica riflessione sulla Didattica delle Lingue Straniere ai tempi del Covid volta a individuare possibilità di integrazione tra vecchie e nuove prospettive e metodologie pedagogico-didattiche. Inizialmente, lo sguardo sarà rivolto al futuro con una riflessione sul significato di “Educazione Linguistica” in era pandemica. In seguito, saranno illustrate due proposte di impiego della Tecnologia nella Didattica delle Lingue Straniere che mostreranno l’adattabilità di modelli didattici già esistenti in periodo pre-Covid. Chiude l’evento una tavola rotonda che, oltre a fornire una panoramica su esperienze di Educazione e Didattica Linguistica, darà avvio alla discussione. INFORMAZIONI: il Webinar prevede la partecipazione gratuita, La partecipazione all’evento è valida come attività formativa per i/le docenti delle scuole di ogni ordine e grado. Al termine di ciascun evento sarà rilasciato un Attestato di Partecipazione. È OBBLIGATORIA L’ISCRIZIONE TRAMITE IL FORM ON LINE: HTTP://WWW.METASARDINIA.IT/EVENTI-ISCRIZIONE.ASP?IDE=163 La registrazione consente di ricevere le credenziali utili per l’accesso alla piattaforma FAD. In locandina il programma e i dettagli dell’evento.
Dear all, segnaliamo il seguente evento organizzato all’interno del ciclo di seminari webinar del Dipartimento FORLILPSI dell’Università di Firenze: “Didattica delle lingue straniere e tecnologia ai tempi del Covid-19” 10 dicembre 2020 L’evento propone una poliedrica riflessione sulla Didattica delle Lingue Straniere ai tempi del Covid volta a individuare possibilità di integrazione tra vecchie e nuove prospettive e metodologie pedagogico-didattiche. Inizialmente, lo sguardo sarà rivolto al futuro con una riflessione sul significato di “Educazione Linguistica” in era pandemica. In seguito, saranno illustrate due proposte di impiego della Tecnologia nella Didattica delle Lingue Straniere che mostreranno l’adattabilità di modelli didattici già esistenti in periodo pre-Covid. Chiude l’evento una tavola rotonda che, oltre a fornire una panoramica su esperienze di Educazione e Didattica Linguistica, darà avvio alla discussione. INFORMAZIONI: il Webinar prevede la partecipazione gratuita, La partecipazione all’evento è valida come attività formativa per i/le docenti delle scuole di ogni ordine e grado. Al termine di ciascun evento sarà rilasciato un Attestato di Partecipazione. È OBBLIGATORIA L’ISCRIZIONE TRAMITE IL FORM ON LINE: HTTP://WWW.METASARDINIA.IT/EVENTI-ISCRIZIONE.ASP?IDE=163 La registrazione consente di ricevere le credenziali utili per l’accesso alla piattaforma FAD. In locandina il programma e i dettagli dell’evento.
Progetto ENRICH “English as a Lingua Franca Practices for Inclusive Multilingual Classrooms“ Il 1 Ottobre 2020 dalle 14.00 alle 18.30 si svolgerà online, trasmesso da Roma Tre, il Multiplier Event per la diffusione del Progetto ENRICH “English as a Lingua Franca Practices for Inclusive Multilingual Classrooms“. Per partecipare occorre prima registrarsi usando la Google form: https://docs.google.com/forms/d/e/1FAIpQLSevlWDDxEaF4Mfj7wB9n2IHi2tMXlDEgbDdhUQDxv7MMu8bQA/viewform Il 1 Ottobre occorre collegarsi con ZOOM: Join ZOOM Time: Oct 1, 2020 02:00 PM Rome, Italy https://us02web.zoom.us/j/87170505737?pwd=cS9CNjlUdWxjWDVUMGM1cFQ0NG9VUT09 Meeting ID: 871 7050 5737 Passcode: 4MPpyJ Il progetto ENRICH ha informato il corso di formazione docenti online “Revisiting English Language Teaching in a time of change: the English as a Lingua Franca perspective“, che partirà a fine Ottobre presso il Dipartimento di Lingue dell’Università Roma Tre. ME Roma-POSTER new
Dear all, segnaliamo il seminario sulla metrica classica e rinascimentale inglese“Well-Staged Syllables” Metrica e teatro fra antichità classica e Rinascimento inglese pubblicizzato all’interno del Centro Skenè dell’Università di Verona: https://skene.dlls.univr.it/2020/09/18/well-staged-syllablesmetrica-e-teatro-fra-antichita-classica-e-rinascimento-inglese/ poster https://skene.dlls.univr.it/wp-content/uploads/2020/09/Poster_SEMINARIO-metrica_ottobre-2020-5.pdf abstract https://skene.dlls.univr.it/wp-content/uploads/2020/09/Seminar_ABSTRACTS.pdf Per seguire da remoto, basta scrivere a questo indirizzo: skenè@ateneo.univr.it. Vi sarà comunicato il link zoom in prossimità della data del seminario.
Call for Papers Food and/in Children’s Culture. National, International and Transnational Perspectives Università Ca’ Foscari, Venice, Italy – Department of Linguistic and Cultural Comparative Studies, Palazzo Cosulich –Zattere Dorsoduro, 1405, 30123 Venezia –Italy 6-9 April 2021 Food is a prominent element in children’s literature and culture. As Carolyn Daniel puts it, by reading about food children learn “what to eat and what not to eat or who eats whom” (2006, 4). In children’s narratives food can be, simultaneously, a mark of national identity, and a bridge between cultures, through which children can both learn about their own national culture and encounter other cultural identities and experiences. It can be a mark of kinship, but also a mark of difference and monstrosity, a symbol of desire, but also a vehicle of danger and death. Food scenes at times represent moments of intense pleasure for characters in movies, books, and different kinds of performances and, therefore, vicariously, for the reader/spectator, who becomes involved in what Gitanjali Shahani has called “food ekphrasis” (2018, 3) and consumes fictional banquets through vivid descriptions. At other times, these vivid descriptions may place before the reader/spectator/listener foods that are decidedly unappealing, at times monstrously so; and in some cases they may represent, equally vividly, scenes of hunger, poverty, and longing for unreachable food. There are indeed few elements so multifaceted, counterintuitive, and contradictory as food, and its role in children’s literature and culture usually bears heavy ideological, political, and/or cultural connotations. This conference invites broad, interdisciplinary interpretations of this theme encompassing, but not limited to: • Children as eaters and/or food • Medicine and science: diets, “clean vs un-clean” eating, nutrition • Food and gender • Picturebooks: picturing food and food fantasies/nightmares • Period-specific perspectives (Early Modern, Eighteenth Century, Victorian and Neo-Victorian, post-War, contemporary …) • Food and the child body: normalized, codified, modified, rejected/accepted • Trans/national perspectives • Images of food and intercultural dialogues/issues • The press (childcare, cooking and house management magazines, children’s periodicals) • Eating at home and abroad (in institutions [hospital, workhouse, school …], in different countries, picnics, the family meal, feasts and special occasions …) • Magical food • Food fantasies/nightmares • Children, food, and the environment: climate change, ecocriticism, access to food based on class/nationality … • Expressing concern about food: alcoholism and temperance, food disorders, poverty and hunger Confirmed keynote speakers include: Emeritus Professor Peter Hunt, Cardiff University (UK) Professor Nicola Humble, University of Roehampton (UK) Professor Björn Sundmark, Malmö University (Sweden) Dr Zoe Jaques, University of Cambridge (UK) Please send abstracts of 300-500 words for 20-minute papers and a 100-word biography to the Conference Organizers, Dr Anna Gasperini and Professor Laura Tosi, at foodchildrenculture2021@gmail.com by 30 November 2020. For further information, please visit the website FED – Feeding, Educating, Dieting (https://www.unive.it/pag/39059/) Note: the conference is envisaged as an in-person event; should this not be possible, an on-line version will be organized. We will provide updates about this in due course. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Sklodowska-Curie grant agreement No 840686 FED conference 2021 CFP
I-LanD Journal – Identity, Language and Diversity International Peer-Reviewed Journal Call for papers for the special issue (2/2020) Hybrid Dialogues: Transcending Binary Thinking and Moving Away from Societal Polarizations This special issue of the I-LanD Journal will focus on hybrid dialogues in various communities of practice across time and space. It will be edited by Cornelia Ilie (Strömstad Academy, Sweden) and Sole Alba Zollo (University of Napoli Federico II, Italy). Submission of abstracts Authors wishing to contribute to this issue are invited to send an extended abstract of their proposed article ranging between 600 and 1.000 words (excluding references) in MS Word format to the two editors by the 18th October 2020. Proposals should not contain the authors’ name and academic/professional affiliation and should be accompanied by an email including such personal information and sent to: cornelia.ilie@gmail.com and solealba.zollo@unina.it. Please put as subject line “I-LanD Special Issue 2/2020– abstract submission”, and include the Journal e-mail address – ilandjournal@unior.it – by using the Cc option. In order to meet editorial processes, the most important dates to remember are as follows: – Submission of abstracts: October 18, 2020 – Notification of acceptance/rejection: November 8, 2020 – Submission of chapters: February 14, 2021 Description Following the successful and fruitful 5th ESTIDIA conference, held on 19-21 September 2019 at the University of Napoli L’Orientale, the theme of this Special Issue was prompted by the risks and challenges posed by the increasing use of virulent polemics both on- and off-line that are constantly shifting the boundaries between traditionally dichotomous forms of communication (e.g., public/private, face-to-face/virtual, formal/informal, polite/impolite) and types of mindsets (e.g., trust/distrust, liberal/illiberal, rational/emotional, biased/unbiased). Binary or dichotomous thinking is responsible for producing and/or maintaining historically unsustainable hierarchies and inequitable power relations. While cyberspace communication environments can trigger and stimulate creative and productive dialogues that can be integrated with face-to-face dialogues, we are still witnessing a growing proliferation of dichotomy-based misperceptions and misrepresentations of world phenomena and societal events (Beaufort 2018), which involve the mismanagement and manipulation of interpersonal relations and institutional power networks, leading to an environment of apprehension, suspicion and insecurity, strongly amplified and aggravated in recent times by anti-social discourse and behavior, extremist movements, and hate speech. As a counterbalance of dichotomy-based beliefs and ways of thinking, new and hybrid forms of dialogue are needed to cross the frontiers of established dichotomies, questioning the legitimacy of increasingly conflictual, aggressive and divisive encounters (Sunstein 2007; Mason 2015) conducted both offline (in public meetings, TV debates, political and parliamentary debates, etc.) and online (on social media, such as Twitter, YouTube, Snapchat). A wide range of analytical tools pertaining to multi-disciplinary frameworks of analysis can effectively contribute to identifying and critically examining dichotomy-based conceptualisation strategies that undermine existing democratic norms and practices, giving rise to polarized, confrontational and downright violent off- and on-line discourses. The questions researchers are called upon to consider, analyse and debate include, but are not limited to, the following: • What types of polarized dialogue are to be found in various communities of practice (e.g. business, politics, education, health sector)? • Has the increasing use of social media had a noticeable impact on the proliferation of the use of aggressive language and person-targeted attacks? • What cross-cultural parallels can be noticed with regard to dichotomy-based polarization patterns in off-line and online dialogues? Is it possible to identify differences in terms of age, gender, education, to name but a few? • What dichotomy-based forms of reasoning and arguing are more likely to be found in spoken, written or hybrid types of discourses, respectively? • How are the audience’s emotions targeted, as well as manipulated, by the use of fallacious dichotomies in online and offline dialogue? • How have radicalised, polarized, confrontational and downright violent discourses of extreme political movements given rise to institutional confrontations and the use of violence in both face-to-face and online interactions? • To what extent is gender an impactful element in adversarial discursive behaviour? Are women and men equally inclined to initiate confrontational types of dialogue? How similar and/or how different are women and men when reacting/responding to aggressive language? • What types of argumentation and contra-argumentation strategies are particularly prevalent in female and male professionals/leaders when engaging in adversarial debate? • How can new, hybrid dialogues help to address the polarization which reinforces the current social and political crises in a vicious circle of multiplying conceptual dichotomies, deceptive binary thinking and fearmongering slogans or ‘shockvertising’? Researchers are warmly welcome to propose contributions from diverse fields of enquiry, including linguistics, media studies, journalism, cultural studies, psychology, rhetoric, political science, sociology, pedagogy, philosophy and anthropology. More about I-LanD Journal Editors in chief: Giuditta Caliendo (University of Lille) and M. Cristina Nisco (University of Naples Parthenope) Advisory board: Giuseppe Balirano (University of Naples L’Orientale) Marina Bondi (University of Modena and Reggio Emilia) Delia Chiaro (University of Bologna) David Katan (University of Salento) Don Kulick (Uppsala University) Tommaso Milani (University of Gothenburg) Oriana Palusci (University of Naples L’Orientale) Paul Sambre (KU Leuven) Srikant Sarangi (Aalborg University) Christina Schäffner (Professor Emerita at Aston University) Vivien Schmidt (Boston University) Stef Slembrouck (Gent University) Marina Terkourafi (University of Illinois at Urbana-Champaign) Girolamo Tessuto (Seconda Università di Napoli) Johann Unger (Lancaster University) The I-LanD Journal (http://www.unior.it/index2.php?content_id=15279&content_id_start=1& titolo=i-land-journal&parLingua=ENG) reflects a commitment to publishing original and high quality research papers addressing issues of identity, language and diversity from new critical and theoretical perspectives. All submissions are double-blind peer-reviewed. In fulfillment of its mission, the I-LanD Journal provides an outlet for publication to international practitioners, with a view to disseminating and enhancing scholarly studies on the relation between language and ethnic/cultural identity, language and sexual identity/gender, as well as on forms of language variation derived from instances of contamination/hybridization of different genres, discursive practices and text types.
The Journal of English-Medium Instruction will publish its inaugural issue in early 2022. Please visit the journal’s website (https://benjamins.com/catalog/jemi) and find attached a call for papers for a themed issue to be published as the second issue in 2022.
CfP: The Journal of English-Medium Instruction Read More »