Role Play: Distance Education and the Teaching of English
Much recent scholarship on distance learning is "outcome-based,"
focusing on the "how-to" or the mechanics of remote education. While
recognizing that such work is useful, we believe that it is time to
consider how distance education and its accompanying technologies
transform our pedagogical practices as well as our conception of
ourselves as teachers of English. We seek essays for an edited
anthology that will offer critical reflection on the ways the
experience of distance education is changing, impacting, or revising
the way we think about teaching English. Pieces that simply narrate
and describe distance-learning practices are discouraged. We are not
creating a resource of "best practices." Ideally, pieces should
reflect on practice, theory, and experience. In addition to
traditional scholarly essays, we will also consider short creative
non-fiction, commentary, or even poems (please note our desire to
stay with non-fiction work here) inspired by the experience of
teaching in distance learning environments. Whether stemming from
theory or personal experience, essays should be rooted in and grapple
with a philosophy of teaching in a new medium. We are interested in
articles on all forms of distance learning, from classes which use
e-mail, discussion boards, the WWW, MOOs, video-conferencing and
other technologies as a significant portion of the learning
environment to situations in which teachers and students never meet
face to face.
Possible topics might include (but should not be limited to):
theoretical perspectives on distance learning
teaching and researching online and in cyber-enhanced classes
interactivity, performance, "liveness" in teaching
transforming traditional knowledge and concepts of self in cyberspace
specific populations in cyberspace - minorities, underprepared
writers, older students
gender, class, race, and/or ethnicity issues in distance learning classrooms
identity politics and the distance learning experience
institutional role and relationships of power and authority in
distance learning education
The editors-Jonathan Alexander, Susan Delagrange, Marcia Dickson, and
Michelle Gibson-encourage electronic submissions. Email letters of
inquiry and/or first drafts of articles should be sent to Dr. Marcia
Dickson, Associate Professor of English at the Ohio State University,
Marion: <dickson.4@osu.edu>.
Deadline: April 15, 2002
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CFP@english.upenn.edu
Full Information at
http://www.english.upenn.edu/CFP/
or write Erika Lin: elin@english.upenn.edu
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