DILEMATA 8 (2012), International Journal of Applied Ethics

DILEMATA 8 (2012), International Journal of Applied Ethics. Available in
open access!

Just published on the web
http://www.dilemata.net/revista/index.php/dilemata/issue/view/9/showToc
the full content of this issue of DILEMATA.  The debate section
is revolves about the work of Alfred I.Tauber, whose book Confessions of a Medicine Man(MIT Press 1999)has been recently translated into Spanish.
The issue includes an article byGregor Wolbring “Therapeutic Enhancements
and the View of Rehabilitation Educators”which presents the results of a survey on perceptions of human
enhancement among rehabilitation educators, The article is entirely written in
English.Dilemata is
an Open Access journal sponsored by the Spanish Research Council (CSIC)

You are invited to consult the Journal, to send your comments (we
provide a
space for that), and to submit your proposals. We look forward to
DILEMATA
being yours, too!
Melania Moscoso, Ph.D
Investigadora JAE DOC / Postdoctoral Researcher Instituto de Filosofía, CSIC Spanish National Research Council
C/ Albasanz 26-28 (despacho 3B18)
28037 Madrid
http://digital.csic.es/simple-search;jsessionid=F1A87A1417817D1ECED5429E8D6240EE?query=moscoso+melania
--
Mi blog personal.http://caperucitacoja.blogspot.com/

Contents of Journal of Literary & Cultural Disability Studies, Volume 6, Issue 1

Journal of Literary & Cultural Disability Studies

Volume 6, Issue 1



JLCDS is available from Liverpool University Press, online and in print, to
institutional and individual subscribers; it is also part of the Project
MUSE collection to which the links below point.



Articles



The Art of Joseph Grigely: Deafness, Conversation, Noise

Susannah Mintz

http://muse.jhu.edu/login?
auth=0&type=summary&url=/

journals/journal_of_literary_and_cultural_disabilit
y_studies/v006/6.1.mintz.pdf



Deafened by Laughter: Reading David Lodge’s Deaf Sentence as a
Carnivalesque Dismodernist Text

Pauline Eyre

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auth=0&type=summary&url=/journals/journal_of_literary_and_cultural_disabilit
y_studies/v006/6.1.eyre.pdf



Seeing Blindness in Children’s Picturebooks

Chloë Hughes

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auth=0&type=summary&url=/journals/journal_of_literary_and_cultural_disabilit
y_studies/v006/6.1.hughes.pdf



Autre-biography: Disability and Life Writing in Coetzee’s Later Works

Alice Hall

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auth=0&type=summary&url=/journals/journal_of_literary_and_cultural_disabilit
y_studies/v006/6.1.hall.pdf



Phantasmatic Reconstructions: Visualizing Phantom Limbs in the Works of
Alexa Wright and Frank Bidart

Catherine Irwin

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auth=0&type=summary&url=/journals/journal_of_literary_and_cultural_disabilit
y_studies/v006/6.1.irwin.pdf



Life Writing, Resistance, and the Politics of Representation: A Critical
Discourse Analysis of Eli Clare’s “Learning to Speak”

Danielle Cowley

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auth=0&type=summary&url=/journals/journal_of_literary_and_cultural_disabilit
y_studies/v006/6.1.cowley.pdf



>From the Field



Re-framing disability: Portraits from the Royal College of Physicians

Emmeline Burdett

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auth=0&type=summary&url=/journals/journal_of_literary_and_cultural_disabilit
y_studies/v006/6.1.burdett.pdf



Transformative Difference: Disability, Culture and the Academy

Tom Coogan

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auth=0&type=summary&url=/journals/journal_of_literary_and_cultural_disabilit
y_studies/v006/6.1.coogan.pdf





Book Reviews



Dan Goodley, Disability Studies: An Interdisciplinary Introduction

Brett Smith

http://muse.jhu.edu/login?
auth=0&type=summary&url=/journals/journal_of_literary_and_cultural_disabilit
y_studies/v006/6.1.smith.pdf



Jim Ferris, Slouching Towards Guantanamo

Petra Kuppers

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auth=0&type=summary&url=/journals/journal_of_literary_and_cultural_disabilit
y_studies/v006/6.1.kuppers.pdf



For more information, please contact:



Dr. David Bolt

Director, Centre for Culture & Disability Studies
ccds.hope.ac.uk

Editor, Journal of Literary & Cultural Disability Studies
http://liverpool.metapress.com/content/121628

Lecturer and Recognised Researcher, Education
http://www.hope.ac.uk/boltd

Founder, International Network of Literary & Cultural Disability Scholars
http://www.facebook.com/pages/International-Network-of-Literary-and-
Cultural-Disability-Scholars/174137315933446
http://twitter.com/#!/INLCDS

Email: boltd@hope.ac.uk

Telephone: 0151 291 3346

Office: EDEN 128

Postal address: Graduate School, Faculty of Education, Liverpool Hope
University, Liverpool, L16 9JD.

CFP: Improving Feminist Philosophy and Theory by Taking Account of Disability

*PLEASE CIRCULATE*

Improving Feminist Philosophy and Theory by Taking Account of Disability
Guest editor: Shelley Tremain, PhD

A growing body of literature demonstrates that disabled people confront poverty, discrimination in employment and housing, sexual violence, limited educational opportunities, incarceration, and social isolation to a far greater extent than their non-disabled counterparts and furthermore that disabled women experience the impact of these disabling social and political phenomena even more severely than do disabled men.  Although feminism is purported to be a social, political, and cultural movement that represents all women, disabled feminists have long argued that the concerns, political struggles, and socio-cultural issues that directly affect disabled women (and disabled people more generally) remain marginalized, and often ignored, within mainstream feminist movements.

Feminist theorists and researchers in the university produce and reproduce this marginalization and exclusion through a variety of mechanisms, one of which is their use of the apparently intransigent conceptual schema and theoretical frameworks of “gender, race, and sexuality” or “gender, race, and class.”  In the terms of these conceptions and frameworks, disability is naturalized, rather than represented as a relation of social power in which everyone ─ disabled and non-disabled ─ is implicated: each disabled person is perceived to embody a particular disability, while non-disabled people are taken for granted as representatives of the universal human, the prototype from which disabled people depart.  That disabled (and non-disabled) feminist philosophers and theorists of disability have few venues in which to present and publish their work, as well as fewer opportunities for employment in the university, are among the consequences of
 these marginalizing and exclusionary frameworks and schema.

Consider the following.  Job postings in philosophy do not identify disability as a hegemonic category or form of identity and subjecting power intertwined and on a par with gender, race, sexuality, and class and hence similarly appropriate for philosophical specialization.  In 2011-2012, none of the respective annual conference programs of the three divisions of the national philosophical association in the US (with a combined international membership of more than 10,000) included an invited symposium, refereed session, or even a single refereed paper on disability. Furthermore, the leading journal in feminist philosophy has not published an issue devoted to disability and disabled women in a decade, publishing only a handful of articles on disability in the interim. In addition, the flagship journal of the largest women’s studies association in the US has not published an issue on disability and disabled women in the last decade.  Finally, the
 editorial boards of academic feminist journals seldom include specialists in disability studies, with the consequence that the work of feminist philosophers/theorists of disability is oftentimes reviewed and adjudicated by (non-disabled) feminists who have a limited, even conventional, medicalized, understanding of the epistemological, ontological, ethical, and political implications of, and phenomena surrounding, disability. 

This special issue of Disability Studies Quarterly (DSQ) ─ the first and foremost journal in disability studies internationally ─ will bring attention to new work in feminist philosophy of disability and feminist disability theory.  The central aim of the issue is to elevate and advance the current status of feminist philosophy of disability/feminist disability theory in feminist and non-feminist academic discourses and, in doing so, challenge the way in which heretofore feminist philosophy and theory have been conceptualized and (re)produced.

Submissions may take any philosophical or theoretical approach to disability that is grounded in feminist political values and goals (broadly construed).  The guest editor especially encourages submissions from feminist philosophers and theorists of disability living outside of North America and the global North.  Among the topics that might be addressed in submissions are these:  
       * The conceptual and material costs of limiting feminist theory and analyses to the gender, race, and sexuality matrix and the gender, race, and class matrix
       * Gender, race, and sexuality/class matrices and schema as epistemologies of ignorance
       * Ableist language and philosophy of language/feminist philosophy of language
       * Disabled people (in general) and disabled women (in particular) as knowers and holders of epistemically privileged perspectives and standpoints
       * Disability and ableism in mainstream and feminist bioethics
       * Ageism and sizeism as forms of ableism and disability
       * Transnational disability and the globalization of philosophical ableism
       * Disabling classifications of intelligence, race, color, impairment, morphology, sex, sexuality, and gender in modern science and philosophy of science and postcolonial critiques of these
       * Race, disability, normality, and “racism against the abnormal”
       * Disability, representations of beauty, purity, wholeness, and conceptions of ugliness, pollution, incompleteness in (feminist) aesthetics and philosophy of art
       * Disability and/in the history of philosophy and the disabling narrative of western philosophy’s self-conception
       * Disabled feminists at the front of the classroom
       * Ableist privilege in/and feminist theory and philosophy
       * Philosophy of education, disability, and the ethics and politics of the (in)accessible feminist classroom/conference
       * The ethics and politics of “passing” as non-disabled within and beyond the university
       * Elaborations and critiques of the ethics of care as an ethic for disabled people
       * Feminist accounts and critiques of disability and distributive justice
       * Disabled people as cyborgs in/up against feminist science and technology studies
Submissions should be no more than 8,000 words in length, inclusive of notes and bibliography, and should be prepared for anonymous peer review, with no identifying elements in the text or reference material.  Submissions and all inquiries about the issue should be sent to Shelley Tremain at: s.tremain@yahoo.ca with the subject line “DSQ  FEMDIS”.  

DEADLINE FOR SUBMISSIONS: September 1, 2012.
NOTIFICATION OF ACCEPTANCES: on or before November 30, 2012.
DATE OF PUBLICATION: TBA

Journal of Literary & Cultural Disability Studies: Subscriptions

A new general issue of the Journal of Literary & Cultural Disability Studies is now available online and in print to institutional and individual LUP subscribers.

This is a good time for you and/or library to subscribe as forthcoming special issues include:

Popular Genres and Disability Representation, guest edited by Ria Cheyne

Disability, Humour and Comedy, guest edited by Tom Coogan and Rebecca Mallett

Disability and Native American/Indigenous Studies, guest edited by Siobhan Senier and Penelope Kelsey

Cripistemologies, guest edited by Merri Lisa Johnson and Robert McRuer

Disability, Media, and Technology, guest edited by Alan Foley and

Stephen Kuusisto

Present Difference, guest edited by Lucy Burke

Details on how to subscribe are attached.

 

For further information, please contact:

Dr. David Bolt

 

Director, Centre for Culture & Disability Studies
ccds.hope.ac.uk

 

Editor, Journal of Literary & Cultural Disability Studies
http://liverpool.metapress.com/content/121628

 

Lecturer and Recognised Researcher, Education
http://www.hope.ac.uk/boltd

 

Founder, International Network of Literary & Cultural Disability Scholars
http://www.facebook.com/pages/International-Network-of-Literary-and-Cultural-Disability-Scholars/174137315933446
http://twitter.com/#!/INLCDS

 

Email: boltd@hope.ac.uk

 

Telephone: 0151 291 3346

 

Office: EDEN 128

 

Postal address: Graduate School, Faculty of Education, Liverpool Hope University, Liverpool, L16 9JD.

JLCDS Subcriptions 2012.pdf  https://mail.google.com/mail/?ui=2&ik=70446ac585&view=att&th=135a5c0af78ceeae&attid=0.1&disp=safe&zw

Research Conference on Aging

Hello,

Please find below some information on an exciting research conference on aging to take place in beautiful Halifax, Nova Scotia. Arts-informed research, workshops which engage interdisciplinary approaches, and presentations that think with-and-through the complex relations between disability, aging and embodiment welcome! A PDF of the Call for Abstracts is also attached to this email.

Best wishes and warm regards,
Katie

Katie Aubrecht
MA, PhD Candidate (ABD)
Research Coordinator
Nova Scotia Centre on Aging
Mount Saint Vincent University
Halifax, Nova Scotia, B3M 2J6
T: 902-457-6193; F: 902-457-6508
E: Katie.Aubrecht@msvu.ca<mailto:Katie.Aubrecht@msvu.ca>
www.msvu.ca/nsca<http://www.msvu.ca/nsca>
Celebrating 20 Years of Advancing Aging Research and Enhancing Seniors' Lives.


Nova Scotia Centre on Aging presents:
Our Future is Aging: Current Research on Knowledge, Practice and Policy

November 21st-23rd, 2012
Delta Halifax Hotel, Halifax, Nova Scotia


Call for Abstracts
It is with great pleasure that the Nova Scotia Centre on Aging (NSCA) invites submissions for "Our Future is Aging: Current Research on Knowledge, Practice and Policy". The purpose of this one-time research conference is to celebrate the 20th anniversary of the Centre by showcasing current research on aging from the multiple and varied disciplines which address the issues and opportunities of an aging population. This scientific peer-reviewed conference will bring together researchers, academics, artists, service providers, healthcare practitioners and professionals, administrators, public policy analysts, decision makers, students, and members of the community to showcase the diversity of perspectives and approaches to aging research within the region and across Canada.

Atlantic Canada has the oldest populations in the country, and there is significant scholarly research on aging underway in the region that is not well known. This conference provides a unique opportunity for emerging and established researchers, practitioners, and policy makers in the region who are interested and engaged in age-related research to come together to learn about, and be inspired by, one another's work. It offers an occasion to learn about existing collaborations in aging research, and foster new ones. Submissions on research that promotes and increases awareness about age-related issues within Atlantic Canada are strongly encouraged.

About the Organization
The NSCA is a research centre affiliated with the Department of Family Studies & Gerontology at Mount Saint Vincent University in Halifax, Nova Scotia, that was established in 1992. Through research, education and community engagement, the NSCA advances knowledge on aging to inform social policy and practice and enhance the quality of life of older people and their families. For more information on the NSCA visit www.msvu.ca/nsca<http://www.msvu.ca/nsca>.

2012 marks our 20th anniversary, and we are planning a special celebration. Our anniversary theme is Our Future is Aging. We chose this theme because it captures where we as a society are headed (our population is aging) and it reaffirms the work and mission of the NSCA to generate knowledge that informs policy and practice on aging related issues. Our Future is Aging: Current Research on Knowledge, Practice and Policy, is one event in the 20th Anniversary program of activities. This research conference supports two of the Centre's strategic directions by fostering research collaborations and engaging in knowledge translation activities.

The NSCA welcomes abstracts for research on aging from across multiple perspectives, communities, fields, professions, and disciplines. We are especially interested in proposals which:
* Share latest advances in aging research and evidence that may shape program and policy development;
* Showcase inter-and-multi- disciplinary and community-based research collaborations;
* Foster research collaborations.

Open Call:
Anyone doing research on aging (educators, researchers, students, decision makers, service providers, aging advocates, or older adults) is invited to submit an abstract for consideration on a range of topic areas which include but are not limited to:

* Age-Related Research, Education and Community Engagement in Atlantic Canada and Beyond
* New Pathways in Understanding & Addressing Population Aging
* The Social Meanings and Philosophies of Aging
*  Aging, Culture and Diversity
* Contexts of Care - The 'When' and 'Where' of Aging and Aging Research, Practice and Policy
* An Aging Workforce
* 'From the Field'- Innovative Perspectives on Policy and Practice
* Developments in Quantitative and Qualitative Aging Research
* Narrative Inquiry
* Perspectives from the Health Professions
* New Frontiers in Clinical Services, Research and Education
* Explorations in Alzheimer's Disease and Other Dementias
* Embodiment, Subjectivity and Aging
* Moving Aging Research to Action - Creative Approaches to Knowledge Transfer, Translation, Exchange and Dissemination

Special Calls:
1. "The Art of Aging Research" - As part of its celebrations, the conference program will feature art exhibits and arts-informed research  (qualitative research on aging inspired by the visual, literary and performing arts), that advance knowledge on aging. Exhibits should be accompanied by description of the work's relationship to the conference theme.

2. "Crossing Boundaries and Making Connections" - There is a growing national awareness of the need for interdisciplinary research, but few opportunities exist for researchers within universities, health care, and community-based organizations to share and learn about each other's work and identify potential collaborations. This special call invites proposals for interactive workshops demonstrating interdisciplinary work that will offer an opportunity to share and engage promising practices in multi- and interdisciplinary aging research and practice.

Presentation Formats
Conference sessions will be held in increments of 1 hour and 30 minutes, with three concurrent sessions per time slot. There are four different types of presentation formats:
1. Oral Presentation;
2. Poster;
3. Workshop;
4. Art Exhibit.

Guidelines for Presentation Formats
1. Oral Presentation
Each oral presentation is 30 minutes in duration, with 20 minutes for the presentation and 10 minutes for the question/discussion period. Oral presentations will be grouped within a concurrent session according to the topic stream, or abstract focus. A Chair will be assigned to moderate the concurrent session.

2. Poster Presentation
Presenters will be expected to be available to answer any questions during the concurrent session in which their posters are scheduled. The maximum poster size is 44'' h x 36'' w (112 cm h x 91.5 cm w). Applicants are expected to arrive with their completed posters. The NSCA does not cover the costs of printing. The title of the presentation, followed by the name, institution address and e-mail of all authors should be at the top of the poster. Poster contents generally include an introduction, objectives, methodology, results, conclusions, bibliography, and acknowledgements, including the source of funding for the study (if applicable). Please use a font size that is legible from a distance.

3. Workshop (for Special Call only)
Workshops involve one or two leaders who organize a systematic exchange of ideas or conduct a demonstration or application of techniques and/or skills. Abstracts should include a brief description of how the workshop will be facilitated, the activities it will involve, the methodological approach, and the desired learning outcomes. Workshops generally take up an entire session; however, the NSCA reserves the right to combine similar workshops together in one session's timeslot.

4. Art Exhibit
Exhibits involve the presentation of the arts informed research as part of the concurrent sessions and/or on display during other parts of the conference (TBD). Presenter is to be available for engagement and interaction with participants during the specified time. Abstracts should include a description of the work and a statement which describes the technique, inspiration, and connection to the conference theme. Presenters are expected to arrive with their completed exhibits, and responsible for the removal of exhibits as specified by conference coordinators. Special set up and equipment may be at the submitter's expense. Please complete the Requests for Set-Up portion of the abstract submission.

The NSCA reserves the right to ask you to make a different type of presentation than the one you proposed; e.g., a poster rather than oral presentation. You should indicate on the Abstract Submission form whether you are willing to comply if asked.

Abstract Submission
The date of submission of abstracts is April 15, 2012, with notification of review process to the Corresponding Author by June 1, 2012. Submissions will be anonymously reviewed by a scientific review panel to determine acceptance based on relevance, quality, and contribution to field. Late submissions will not be considered.

To submit an abstract for consideration please go to the www.msvu.ca/nsca<http://www.msvu.ca/nsca> and complete the Online Submission form. In your abstract describe the presentation in no more than 250 words. Please ensure no author/presenter names or institutional affiliations appear in the abstract. The abstract should summarize objectives, perspectives, theoretical framework, methods/techniques of investigation, data, results, conclusions, anticipated outcomes, educational significance, policy and/or practice implications, and any other information that will clarify the topic and delivery of the proposed presentation. If your abstract is accepted you will be required to register for the conference by July 15, 2012 in order to be included in the conference program.


Travel Bursaries
If funding permits a limited number of travel bursaries may be available to students traveling to the conference. These bursaries will be distributed on a first-come-first serve basis, and will require the completion and submission of a student travel bursary form. Students are encouraged to identify their intent to apply for a travel bursary on the Online Submission form.

For additional information please consult the Nova Scotia Centre on Aging website: www.msvu.ca/nsca<http://www.msvu.ca/nsca>.

Halifax  Nova Scotia  B3M 2J6  Canada
Tel 902-457-6546 * Fax 902-457-6508
Email: nsca@msvu.ca<mailto:nsca@msvu.ca>
www.msvu.ca/nsca<http://www.msvu.ca/nsca>
Celebrating 20 Years of Advancing Aging Research and Enhancing Seniors' Lives

Call for Proposals: 12th Annual Second City International Conference on Disability Studies in Education

Call for Proposals

12th Annual Second City International Conference on

Disability Studies in Education

Friday 25th - Sunday 27th May, 2011

at

Hunter College, City University of New York

Co-Sponsored/Coordinated by

Disability Studies in Education-Special Interest Group, American Educational Research Association; School of Professional Studies, CUNY; City College, CUNY; College of Staten Island, CUNY; Graduate Center, CUNY; Long Island University, Brooklyn

CONTEMPLATING

DIS/ABILITY STUDIES IN EDUCATION

THROUGHOUT LIFE: IN SCHOOL, AND BEYOND

Over the past eleven conferences, Disability Studies in Education (DSE) has emerged to grapple with important issues that include: its dissatisfaction with the self-imposed limitations within the field of special education research and practice; the need to articulate our standpoint as a discipline that provides a reframing of disability from an individual deficit to one primarily viewed as the result of inflexible social systems; its relevance in terms of practical application to the lives of teachers and children; disability and law; a focus on individual and family experiences and perspectives; the need to cultivate academic and political alliances, and, the perpetual challenges of increasing access to all aspects of society for people with disabilities. While engaged in this work to date we have, perhaps rightly so, largely focused on K-12 education in schools and teacher education programs.

The purpose of our 12^th international conference is to focus upon the growth of disability studies in education (DSE) in K-12 classrooms and beyond. By adding the focus of “life after school,” we seek to extend and build upon our focus of K-12 classrooms while also contemplating how DSE is pertinent to, and can be used throughout life of individuals with disabilities.

We encourage submissions related to theory, research, pedagogy, policy, and practice that may include, but are not limited to inquiry into:

• K-12 classroom settings
• Teacher education
• Schools as organizations
• Continuing education college programs for students with disabilities
• Issues of accessibility in college
• Community services including independent and assisted living
• Issues of accessibility in the workplace
• Social and recreational services/opportunities for people with disabilities
• Rights and responsibilities
• Self-advocacy groups
• Self-governance
• Professionals who work with people with disabilities
• Rehabilitation
• Veteran’s issues
• Legislation and litigation around disability
• Representations of disability throughout the media

General Note to Potential Submitters:

Disabilities Studies in Education (DSE) is an interdisciplinary field of scholarship that engages in research, policy, and action that

• contextualize disability within political and social spheres
• privilege the interest, agendas, and voices of people labeled with disability/disabled people
• promote social justice, equitable and inclusive educational opportunities, and full and meaningful access to all aspects of society for people labeled with disability/disabled people
• assume competence and reject deficit models of disability

DSE welcomes intradisciplinary approaches to understanding the phenomenon of disability, e.g. with educational foundations, special education, etc. DSE also cultivates interdisciplinary approaches to understanding the phenomenon of disability, e.g. interfacing with multicultural education, the humanities, social sciences, philosophy, cultural studies, etc. 

(Retrieved from American Education Research Association, Special Interest Group/Disability Studies in Education, http://aera.net/Default.aspx?menu_id=162&id=1297)

We welcome conference proposals organized around our central theme of disability across the lifespan. The conference is open to professors, researchers, teachers, administrators, students presenting individually or in groups, and members of the general public who are interested. We will give consideration to theoretical papers, research papers, practical application papers, and encourage interpretive and critical inquiry. Presentation format is open: we encourage interactive and non-traditional presentation designs.

The DSE conference will continue to have some traditional features such as the Senior and Junior Scholar Awards. All presenters will be expected to pay the conference registration fee.

CONTEMPLATING

DIS/ABILITY STUDIES IN EDUCATION

THROUGHOUT LIFE: IN SCHOOL, AND BEYOND

Proposal Guidelines

Your submission should include the following information:

1. A proposal cover sheet including your name(s), institution affiliation(s), address(es), paper title, phone number(s), email address(es), fax(es), and your preferred format:

• paper session (to be assigned a panel)
• paper session (to be assigned a round table)
• community panel (submission of complete panel)
• poster session

Please indicate if, should your paper not be accepted for a panel presentation, you would be willing to present your work in either a roundtable or poster session format.

2. A 2 page double-spaced proposal summarizing your presentation and stating how the paper relates to the conference theme of Contemplating Dis/ability Studies in Education Throughout Life: In School and Beyond. Please include a description of alternative formats that you will provide (large print, close-captioning, electronic copy of presentation on CD, etc.)*

3. A brief description (100-150 words) of your presentation for the conference program.

Proposals may be submitted electronically as a WORD attachment (.doc) to Dr. Chris Hale at halechris55@gmail.com

Your proposal must be sent by February 29^th, 2012. All applicants will be notified by March 15th, 2012. If you have any questions regarding proposals, please e-mail Chris Hale.

*Accessible formats: Any presenter using handouts must bring alternative formats. We recommend 10-15 hardcopies in 12-point font for sighted participants. Also bring 2-3 large print copies in 16-point font and at least one disk copy with the document saved in Microsoft word format. Presenters using visuals (e.g., overheads, powerpoints, etc.) must be prepared to describe the visuals to accommodate visually impaired or blind participants. If a sign language interpreter is used, presenters must be prepared to speak slowly enough for the interpreter to accurately interpret what is being said.

Call For Papers: MLA 2013, Disability Studies in the Italian Context

The MLA Division of Twentieth Century Italian Literature would like to bring the following CFP to the list’s attention. The MLA will take place in Boston from 3-6 January, 2013. Thank you, Dana

Disability Studies in the Italian Context
Representations and theories of disabilities and difference in Italian cultural production. Multidisciplinary approaches welcome. 250-300 word abstract and brief biographical note by 15 March 2012; Dana E. Renga (renga.1@osu.edu<mailto:renga.1@osu.edu>).


--
Dana Renga
Assistant Professor of Italian
The Department of French and Italian
The Ohio State University
1775 College Rd.
Columbus, OH 43210
Renga.1@osu.edu