<html><head><meta http-equiv="Content-Type" content="text/html; charset=utf-8"></head><body style="word-wrap: break-word; -webkit-nbsp-mode: space; line-break: after-white-space;" class=""><div class="">Hi Everyone—</div><div class=""><br class=""></div><div class="">I’m writing to share information about a conference here at Penn State that may interest you, especially if you’re working on transnational issues.</div><div class=""><br class=""></div><div class="">FYI</div><div class=""><br class=""></div><div class="">Stuart</div><div class=""><br class=""></div><div class=""><br class=""></div><div class=""><div class="moz-forward-container" style="background-color: rgb(255, 255, 255);"><div class="moz-forward-container"><div class="moz-forward-container"><div class="moz-forward-container"><div class="moz-forward-container"><div class="moz-forward-container"><div class="moz-forward-container">Conference on Writing Education across Borders, 2019<br class="">Days Inn Penn State, State College, PA<br class="">September 27-28, 2019<br class=""><b class=""><br class=""></b><b class="">Writing Education and the Resurgence of Nationalism</b><br class=""><br class="">Around the globe, isolationist/populist/anti-immigrant national rhetorics and policies are on the rise, as can be seen in recent highly publicized and controversial events – Brexit, the Hungarian election, backlash against Syrian migrants. In the U.S. in particular, such nationalism has resulted in violent family separations and the use of force against migrants at the border. The effects of xenophobic ideologies have also been felt within academia: US-based transnational faculty and students have been caught up in immigration bans, undocumented students face deportation, and future international student visas are increasingly uncertain. At this moment, writing faculty have an opportunity to support their transnational students and colleagues, as well as shift their pedagogy to cultivate cosmopolitan attitudes which may, in effect, counter these broader xenophobic ideologies and enable students, international and domestic, to work across not only national and political borders, but also social, racial, economic, religious, and linguistic ones.<br class=""><br class="">In this conference, we will explore what it means for us as writing teachers, as program administrators, and as university citizens to teach in an era of isolationism. Participants might address the challenges of teaching writing in xenophobic conditions, reflect on the ways that national political environments in diverse contexts are shaping writing education (transnational or not), and share methods for creating partnerships to counter xenophobia and nationalism. We invite proposals on any area of writing education across borders, particularly proposals which grapple with questions such as the following:<br class=""><br class=""> How have isolationist political actions impacted our students, our institutions, our pedagogy and/or our writing curricula?<br class=""> How are international educational partnerships created, sustained, utilized and developed? What political, ethical, and/or practical challenges arise in the administration of such partnerships?<br class=""> In the past, how have isolationist rhetorics or actions impacted writing education?<br class=""> How can we as writing educators be more active and visible in our institutions’ efforts to work against xenophobia?<br class=""> In an isolationist era, how can composition teachers and scholars promote teaching that fosters open-minded and cosmopolitan attitudes?<br class=""><br class=""><b class="">Featured speakers:</b><br class="">Suresh Canagarajah, Pennsylvania State University<br class="">Keith Gilyard, Pennsylvania State University<br class="">Kate Vieira, University of Wisconsin<br class="">Shanti Bruce, Nove Southeastern University<br class="">David Martins, Rochester Institute of Technology<br class="">Amy Wan, Queens College, CUNY<br class="">Lisa Arnold, North Dakota State University<br class="">Steve Fraiberg, Michigan State University<br class="">Mya Poe, Northeastern University<br class="">Jay Jordan, University of Utah<br class="">Brooke Ricker Schreiber, Baruch College, CUNY<br class="">Sara P. Alvarez, Queens College, CUNY<br class="">Eunjeong Lee, Queens College, CUNY<br class="">Shakil Rabbi, Bowie State University<br class=""><br class=""><b class="">Proposal submission:</b><br class="">Please submit proposals (250 words) along with your name, institutional affiliation, mailing address, phone number, and e-mail address at <a class="moz-txt-link-freetext" href="https://sites.psu.edu/weab/proposals/" moz-do-not-send="true">https://sites.psu.edu/weab/proposals/</a>. Proposals are due on May 10, 2019. You will receive email notification regarding proposal acceptance in late May.<br class=""><br class="">Questions regarding proposals and the conference should be sent to: Xiaoye You, 410 Burrowes Building, University Park, PA 16802, USA Email: <a class="moz-txt-link-abbreviated" href="mailto:xuy10@psu.edu" moz-do-not-send="true">xuy10@psu.edu</a><br class=""><br class="">The conference is cosponsored by the Department of English and Migration Studies Project, Pennsylvania State University. This publication is available in alternative media on request. Penn State is an equal opportunity, affirmative action employer, and is committed to providing employment opportunities to all qualified applicants without regard to race, color, religion, age, sex, sexual orientation, gender identity, national origin, disability or protected veteran status. Penn State encourages qualified persons with disabilities to participate in its programs and activities. If you anticipate needing any type of accommodation or have questions about the physical access provided, please consult Xiaoye You (814) 321-5279 in advance of your participation or visit. U.Ed. LBS 19-445.<br class=""></div></div></div></div></div></div></div></div></body></html>