[Msa-discuss] CFP: Teaching Hemingway and Gender

Verna Kale verna.kale at gmail.com
Mon Jan 23 09:39:44 EST 2012

*CFP: Teaching Hemingway and Gender (essay collection; review of abstracts
will begin 30 April 2012; accepted essays  due 01 November 2012 )*


Largely dominated by and concerned with male voices, early studies of
Hemingway’s work, such as Philip Young’s *Ernest Hemingway: A
Reconsideration*, established the mythos of the “code hero,” shaping the
trajectory Hemingway studies for many years. Meanwhile, influential critic
Leslie A. Fiedler deemed Hemingway “only really comfortable in dealing with
‘men without women,’” and Fiedler categorized Hemingway’s female characters
as archetypes: The Dark Lady (a “bitch”) and the Fair Lady (who cannot
live).Together, these modes of inquiry may have closed off other
explorations of Hemingway’s rich array of complicated male and female

Unfortunately, the corrective to the male-dominated criticism of the mid-20
th century did not reawaken Hemingway scholarship so much as shut it down,
as when Judith Fetterley identified “the immense hostility toward women” in
*A Farewell To Arms*.  In the wake of the canon wars of the 1980s,
Hemingway was often replaced on high school and college syllabi in favor of
selections that offered a more diverse reading experience than that of the
American white male in love and war.

This essay collection seeks to reclaim a position for Hemingway on American
literature syllabi, re-evaluating the complicated relationships between men
and women in Hemingway’s texts, opening the texts up to queer readings, and
calling into question the idea that, in Hemingway, the only good woman is a
dead one and that childbirth is always “the essential catastrophe.”

The goal of the *Teaching Hemingway* series is to present collections of
essays with various approaches to teaching the emergent themes in
Hemingway's major works to a variety of students in secondary public and
private schools and at the undergraduate and graduate level.

The goal of this particular volume of the series is to confront the
difficulties of teaching Hemingway in a post-feminist classroom to students
who resist reading past the author’s iconic masculine persona, or,
conversely, to widen the gaze of  students who insist that the instructor
is “reading too much into it” when he or she applies queer theory to texts
such as “The Battler” or “The Three Day Blow.”

We are looking for essays of approximately 2500-4000 words that consider
the topics of Hemingway & Gender, Hemingway & Sexuality, and Hemingway &
Women more broadly as well as essays that offer pedagogical theories and
practices for teaching specific texts.  Essays on *The Sun Also Rises*, *Garden
of Eden*, *A Farewell to Arms*, and the more frequently anthologized short
stories (“Hills Like White Elephants,” “The Short Happy Life of Francis
Macomber,” and the stories of *In Our Time*) are particularly desired,
though any aspect of the Hemingway canon is open for consideration,
including comparative essays that examine Hemingway alongside other authors.

The editors welcome proposals from emerging scholars, and the volume will
reflect a wide range of critical approaches.

Proposals of no more than 750 words and a CV should be sent to the volume
editor, Verna Kale vkale at hsc.edu (cc: series editor Mark Ott
mott at deerfield.edu) by 30 April, 2012 to ensure fullest consideration for
inclusion in the volume.  Authors whose work is accepted should plan to
deliver completed manuscripts by 01 November, 2012.
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